Essentially, Your Task Is to Prove to Your Class Why the Person You Have Chosen Is a Hero

ENG1P Summative

For this summative project, you will be asked to pick a heroic person OR heroic media campaign, and complete a number of assignments based that person or campaign.

Essentially, your task is to prove to your class why the person you have chosen is a hero OR why the campaign you have chosen is effectively heroic.

You will present your work to the class through an Oral Presentation, which must include a visual/media component. Your choices are (one of):

A) Poster board B) Webpage C) Wikispace D) Powerpoint E) Prezi

No student can choose the same hero as another student. Your choice must be approved by your teacher

Some sample choices can be found on the following website:

http://www.myhero.com/myhero/go/theteachersroom/selectedStories.asp

… as well as on the teacher’s wikispaces:

www.cwood.wikispaces.com/ENG1P YOUR SUMMATIVE MUST INCLUDE THE FOLLOWING

Use this as your checklist:

□ Your name, your class code, and your teacher’s name

□ A short biography of your hero (OR campaign), including:  hero’s name, age, country of residence, birth and death? (or campaign’s organization name, country/people that produced it, and when it started and ended)  hero’s or campaign’s interesting details (appearance, personality, relatives, awards, inspiration, etc.)  hero’s upbringing and experiences (or campaign / organization’s mission statement, slogan and modes of distribution)

□ A news article, that you have found about your hero.

□ A 3-4 paragraph opinion piece written by you which explains what a hero is, and proves why you chose your hero or campaign.  Introduce what it means to be a hero; to be heroic, and state that your hero or campaign fits that description  Include your hero’s accomplishments (or campaign’s description)  Include your hero’s affect on others (or campaign’s affect on others)  Conclude by restating your opinion and recapping your evidence. Close with a thoughtful observation or lesson learned.

□ 3-4 Visuals of the hero you are writing about.

□ A reflection journal on what you have learned from this hero, how the hero has influenced you and how you could have improved your performance on this project.

□ A proper bibliography.

You must hand in your project on the day of your Oral Presentation. HOW TO WRITE A BIOGRAPHY

A BIOGRAPHY SHOULD INCLUDE EACH OF THE FOLLOWING:

 A TOPIC SENTENCE (a brief sentence to state who your biography is about and why you have chosen this person to write about.)

 SPECIFIC INFORMATIVE SENTENCES (specifically describe who you are talking about) INCLUDE:  hero’s name, age, country of residence, birth and death? (or campaign’s organization name, country/people that produced it, and when it started and ended)  hero’s or campaign’s interesting details (appearance, personality, relatives, awards, inspiration, etc.)  hero’s upbringing and experiences (or campaign / organization’s mission statement, slogan and modes of distribution)

 A CONCLUDING STATEMENT

 Your biography MUST NOT be copied from the internet.  The idea of the biography is for you to learn a lot about your hero’s life, and then summarize a lot of the information you read.  Use MANY (at least 5) different websites, books, etc, and then you will summarize all of the research you have done.

SAMPLE BIOGRPAHY:

Tupac Shakur: A Biography Born with the name Lesane Parish Crooks on June 16, 1971 in East Harlem, New York, Tupac Amaru Shakur grew up primarily on the streets of Oakland, California. Tupac stood about 5’11 tall, and often went by the nickname Pac or Makaveli. His first breakthrough in music came in 1991 as a member of the group Digital Underground. In the same year he received individual recognition for his album "2Pacalypse Now," but this album was also the beginning of his notoriety as a leading figure of ‘gangsta’ hip-hop, with references to different kinds of violence. His solo movie career also began in this year with Juice (1992), and in 1992 he co- starred with Janet Jackson in Poetic Justice (1993). Unfortunately, Tupac was in trouble with the law for much of his career: he served a 15-day jail term in 1994 for assault and battery and, in 1995, a conviction for another assault of a female fan. He was released after serving eight months pending an appeal, but following the Tyson vs Seldon fight in Las Vegas, Nevada, he was hit by four bullets while riding in a car driven by Death Row Records chief executive Marion 'Suge' Knight. His right lung was removed in emergency surgery and, after six days in a medical coma, he died on September 13th, 1996. Much of his music has become far more popular since his death than it ever was in his life, and his memory lives on as one of the greatest rap artists of all time. HOW TO WRITE A REFLECTION A reflection is a very personal piece of writing which should get you to think about and express what you have learned from working on this project, what you would change about your learning process and how you intend to improve for next time. It can be written almost like a journal entry.

You should include the following information:

 How did reading about this hero make you feel?

 Did reading about this person change you in anyway way? Change the way you think? Act? Motivate you? Frustrate you? Anger you? Upset you? How? Why?

 What have you learned about this hero or from his or her example?

 What have you learned about yourself by completing this project?

 How would you rate your performance on this project overall?

 How could you have improved your performance on this project?

 What will you do differently the next time you have a major assignment to complete?

 What were you most proud of in your work?

BIOGRAPHY RUBRIC /28 CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 demonstrates demonstrates some demonstrates demonstrates K/U limited knowledge knowledge and considerable thorough and understanding understanding of knowledge and knowledge and Necessary of content content understanding of understanding of information content content included Comprehends task and expectations /8 -uses planning skills -uses planning skills -uses planning skills -uses planning and T/I and processing with and processing with and processing with processing skills limited some effectiveness considerable with a high degree Planning, examples effectiveness -uses critical effectiveness of effectiveness and explanations -uses critical thinking with some -uses critical -uses critical (critical thinking) thinking with effectiveness thinking with thinking with a high Uses varied info to limited -Uses biographical considerable degree of create a clear effectiveness info, with some effectiveness effectiveness biography -Uses biographical effectiveness -Uses biographical -Uses biographical /8 info limited info with info with a high effectiveness considerable degree of effectiveness effectiveness

-expresses and -expresses and -expresses and -expresses and Communication organizes ideas and organizes ideas and organizes ideas and organizes ideas and information with information with information with information with a Organization limited some effectiveness considerable high degree of Clarity effectiveness -uses conventions, effectiveness effectiveness Technical errors -uses conventions, vocabulary, and -uses conventions, -uses conventions, Uses transitional vocabulary, and terminology with vocabulary, and vocabulary, and words properly terminology with some effectiveness terminology with terminology of the /8 limited considerable discipline with a effectiveness effectiveness high degree of effectiveness makes connections makes connections makes connections makes connections Application within and between within and between within and between within and between various contexts various contexts various contexts various contexts Makes connections with limited with some with considerable with a high degree with structure and effectiveness effectiveness effectiveness of effectiveness purpose of biography writing with own ideas /4 Opinion Piece Rubric

Category Level Four Level Three Level Two Level One Knowledge/ □ one clear □ one clear □ opinion □ provides an Understanding opinion is opinion is expressed may be opinion that is ● sufficient expressed and is expressed and is unclear, and expressed with supporting details substantially sufficiently supporting details limited included developed by the developed by the do not adequately effectiveness ● details relate to supporting details supporting details develop stated □ provides a few and support main main idea details idea ● main idea consistent throughout piece Thinking □ incorporates □ incorporates □ incorporates □ incorporates  incorporates well- considerable well- some well-chosen, limited relevant limited relevant chosen, chosen, relevant relevant evidence evidence evidence persuasive, and evidence □ uses some □ uses limited relevant evidence □ uses explicit, logical criteria to logical criteria to  offers highly logical criteria to analyze and analyze and insightful analysis analyze and evaluate key evaluate key and evaluation of evaluate key features features key features based features on logical criteria Application □ always □ consistently □ sometimes □ rarely ● uses appropriate demonstrates demonstrates demonstrates demonstrates language and tone appropriate appropriate appropriate appropriate ● shows a sense of language and tone language and tone language and tone language and tone audience and □ always □ consistently □ sometimes □ rarely purpose demonstrates a demonstrates a demonstrates a demonstrates a sense of audience sense of audience sense of audience sense of audience and purpose and purpose and purpose and purpose

Communication □ always □ consistently □ sometimes □ rarely ● language demonstrates demonstrates demonstrates demonstrates conventions appropriate use of appropriate use of appropriate use of appropriate use of grammatical grammatical grammatical grammatical structures structures structures structures □ always □ consistently □ sometimes □ rarely demonstrates a demonstrates a demonstrates a demonstrates a knowledge of knowledge of knowledge of knowledge of spelling patterns spelling patterns spelling patterns spelling patterns and rules and and rules and and rules and and rules and ability to use ability to use ability to use ability to use resources to aid in resources to aid in resources to aid in resources to aid in spelling correctly spelling correctly spelling correctly spelling correctly □ always □ consistently □ sometimes □ rarely demonstrates an demonstrates an demonstrates an demonstrates an appropriate and appropriate and appropriate and appropriate and effective use of effective use of effective use of effective use of punctuation punctuation punctuation punctuation Oral Presentation Rubric

Category Level Four Level Three Level Two Level One Knowledge/ □ always □ consistently □ sometimes □ rarely Understanding demonstrates focus demonstrates focus demonstrates focus demonstrates focus ● presentation around a clear around a clear around a clear around a clear focused around a central idea or central idea or central idea or central idea or clear central idea purpose purpose purpose purpose or purpose □ always □ consistently □ sometimes □ rarely ● content is communicates communicates communicates communicates accurate, relevant, accurate, relevant accurate, relevant accurate, relevant accurate, relevant and complete and complete and complete and complete and complete content content content content

Thinking □ always □ consistently □ sometimes □ rarely ● shows creativity demonstrates demonstrates demonstrates demonstrates and originality that creativity and creativity and creativity and creativity and engages the originality to originality to originality to originality to audience engage the engage the engage the engage the ● responds to audience audience audience audience questions with □ always responds □ consistently □ sometimes □ rarely responds relevant, well- to questions with responds to responds to to questions with chosen evidence relevant evidence questions with questions with relevant evidence and ideas and ideas relevant evidence relevant evidence and ideas  Asks and ideas and ideas appropriat e and thoughtful questions in other presentati ons

Application □ always □ consistently □ sometimes □ rarely ● delivers demonstrates a demonstrates a demonstrates a demonstrates a presentation smooth, well smooth, well smooth, well smooth, well smoothly (e.g. well rehearsed manner rehearsed manner rehearsed manner rehearsed manner rehearsed) □ always □ consistently □ sometimes □ rarely ● uses appropriate demonstrates demonstrates demonstrates demonstrates language and tone appropriate appropriate appropriate appropriate ● shows a sense of language and tone language and tone language and tone language and tone audience and □ always □ consistently □ sometimes □ rarely purpose demonstrates a demonstrates a demonstrates a demonstrates a sense of audience sense of audience sense of audience sense of audience and purpose and purpose and purpose and purpose

Communication Communicates Communicates Sometimes Rarely  Clarity of with high degree with clarity, communicates communicates with speaking for of clarity, accuracy accuracy and with clarity, clarity, accuracy specific purpose and effectiveness effectiveness accuracy and and effectiveness effectiveness