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Biography Bottle Project Due Date: February 3, 2015 Students Will

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Biography Bottle Project Due Date: February 3, 2015 Students will learn as they celebrate Black History Month in February, by (1) researching facts {biographies/auto‐biographies/non‐fiction text} to write a 3 paragraph essay, in school, and (2) creating a Biography Bottles Statue/Image, at home, that will be displayed in our school library, during the month of February. It is important that all the deadlines listed below are met so that students do not fall behind and miss the due dates. The subject for the bio‐bottle project will be a famous African American that is selected, from a given list, by students and approved by the teacher on January 15th. The reading/research for this project will be done at home and at school. The reading/research should be completed by Wednesday, January 21st. Please have parents sign and return the slips listed below to teachers by Wednesday, January 21st. The completed Biography Bottle Statue/Image is due on Tuesday, February 3rd . Attached to this document is the grading rubric that I will use to for the bio bottle project. Materials needed for the bottle: 1 plastic bottle . For example: Small water or soda bottle 2 liter soda bottle Ketchup bottle Dish soap bottle o Please note the a minimum size should be at least 16 ounces, and the maximum size should be a 2 liter bottle Sand, dirt, or gravel to put in the bottom of your bottle to anchor it Things to decorate your bottle to look like the person you have researched . For example: Paint, yarn, glue, sequins, felt, beads, feathers, colored paper, pipe cleaners, Styrofoam balls, fabric, buttons, clay, googly eyes, etc. Directions for the project: 1. Clean the bottle 2. Place sand or dirt inside the bottle so it won’t tip over (just a little…you don’t need to fill the entire bottle) 3. Use something to form a three dimensional head. Decorate the “head” to look like your famous African American Examples of things to use for the head: o Styrofoam ball, wooden spoon, large button, tennis ball, ping pong ball, paper mache balloon, clay, Dixie cup, stuffed sock, etc. Don’t forget to give your person hair! 4. Construct arms for the bottle person by using pipe cleaners, cardboard, straws, or other items and fix them in place. Adding something to the bottom for shoes or feet is optional. 5. Use materials such as fabric, paper, felt, yarn, etc. to make an outfit for your person that would be typical of what was worn during that person’s life. Glue clothing around the entire bottle Keep in mind, when this project is finished, it should look like a doll. They will be on display in the library, and people will be able to see all the way around (so the whole thing should be decorated!) Note for parents: your assistance with the following is greatly appreciated: Help your student get a book at the library/find reliable sources to use on the internet Help get required materials for the project or ask teacher for assistance with materials Help student with hot glue/scissors Guide them in the research of the paper We appreciate your support with this project, and can’t wait to see the finished product! Please keep in mind that while your assistance will be needed, we are excited to ultimately see the student’s work. Thank you! Bio Bottle Research Resources (Additional Non‐Fiction Resources can be used) (Wikipedia or other open encyclopedias cannot be used as a resource) Non‐fiction books (in print or online) Encyclopedia (from a printed book or online) School and/or Parent approved Websites ***School approved websites are located on the HFES website under: Students Search Engine Biography Bottle Project Rubric Project Portion: I. Bottle turned in on time 4 3 2 1 II. Bottle reflects student’s work/their BEST EFFORT 4 3 2 1 III. Directions for the bottle were followed 4 3 2 1 IV. The bottle is attractive, neat, and eye-catching 4 3 2 1 V. The bottle resembles the famous African American 4 3 2 1 Effort Grade: _________ Comments: Informational Writing Assessment Rubric Statement of Purpose/Focus Development: Language and Elaboration of and Organization Evidence Score Statement of Organization Elaboration of Evidence Language and Conventions Purpose/Focus Vocabulary 4 The response is fully The response has a clear and The response provides The response clearly and The response sustained and consistently effective organizational thorough and convincing effectively expresses demonstrates a strong and purposefully focused: structure creating unity and support/evidence for the ideas, using precise command of controlling idea or completeness: controlling idea or main language: conventions: main idea of a topic use of a variety of idea that includes the use of academic few, if any, errors is focused, clearly transitional strategies effective use of sources, and domain‐ are present in stated, and strongly logical progression of facts, and details: specific vocabulary usage and sentence maintained ideas from beginning use of evidence from is clearly formation controlling idea or to end sources is smoothly appropriate for the effective and main idea of a topic effective introduction integrated, audience and consistent use of is introduced and and conclusion for comprehensive, and purpose punctuation, communicated audience and purpose relevant capitalization, and clearly within the effective use of a spelling context variety of elaborative techniques 3 The response is The response has an evident The response provides The response adequately The response adequately sustained and organizational structure and adequate expresses ideas, demonstrates an generally focused: a sense of completeness, support/evidence for the employing a mix of adequate command of focus is clear and for though there may be minor controlling idea or main precise with more conventions: the most part flaws and some ideas may be idea that includes the use general language: some errors in maintained, though loosely connected: of sources, facts, and use of domain‐ usage and sentence some loosely related adequate use of details: specific vocabulary formation may be materials may be transitional strategies some evidence from is generally present, but no present with some variety sources is integrated, appropriate for the systematic pattern adequate progression though citations may audience and of errors is of ideas from beginning be general or purpose displayed to end imprecise adequate use of adequate introduction adequate use of punctuation, and conclusion some elaborative capitalization, and techniques spelling 2 The response is somewhat The response has an The response provided The response expresses The response sustained and may have a inconsistent organizational uneven, cursory ideas unevenly, using demonstrates a partial minor drift in focus: structure, and flaws are support/evidence for the simplistic language: command of may be clearly evident: controlling idea or main use of domain‐ conventions: focused on the inconsistent use of idea that includes partial specific vocabulary frequent errors in controlling or main transitional strategies or uneven use of sources, that may at times usage may obscure idea, but is with little variety facts, and details: be inappropriate meaning insufficiently uneven progression of evidence from for the audience inconsistent use of sustained ideas from beginning sources is weakly and purpose punctuation, controlling idea or to end integrated, and capitalization, and main idea may be conclusion and citations, if present, spelling unclear and introduction, if are uneven somewhat present, are weak weak or uneven use unfocused of elaborative techniques 1 The response may be The response has little or no The response provides The response expression The response related to the topic but organizational structure: minimal support/evidence of ideas is vague, lacks demonstrates a lack of may provide little or no few or no transitional for the controlling idea or clarity, or is confusing: command of focus: strategies are evident main idea that includes uses limited conventions: may be very brief frequent extraneous little or no use of sources, language or errors are frequent may have a major ideas may intrude facts, or details: domain‐specific and severe, and drift use of evidence from vocabulary meaning is often focus may be the source material is may have little obscured confusing or minimal, absent, in sense of audience ambiguous error, or irrelevant and purpose Civil Rights Movement Athletes Poets Workers Arthur Ashe Maya Angelou Dr. Rev. Martin Luther King, Jr. Jackie Robinson Nikki Giovanni Coretta Scott King Dominique Dawes Phyllis Wheatley Rosa Parks Gabby Douglass Langston Hughes Thurgood Marshall James Weldon Johnson W.E.B. DuBois Entertainers Ruby Bridges Explorers & Astronauts Irene Morgan Matthew Henson Ella Fitzgerald Andrew Young York (with Lewis & Clark) Duke Ellington Oprah Winfrey Mae Jemison Doctor of Medicine Stevie Wonder Leland D. Melvin Marian Anderson Dr. Charles Richard Drew Whoopi Goldberg Dr. Vivian Thomas Harry Belafonte Dr. Daniel Hale Williams Military Nat King Cole Dr. Patricia E. Bath Dr. Ben Carson James A. Lafayette Louis Armstrong Colin Powell Sidney Poitier Buffalo Soldiers Politicians Tuskegee Airmen Barack Obama Inventors Michelle Obama Benjamin Banneker L. Douglas Wilder Maggie Lena Elijah McCoy Frederick Douglass Walker (Banker) Lewis Latimer Condoleezza Rice Jan Ernst Matzeliger General Colin Powell Bessie Coleman Granville T. Woods (Pilot) Shirley Chisholm George Washington Carver Madame C. J. Walker Garrett Morgan Abolitionist Otis Boykin Educators Nat Turner Lonnie G. Johnson Mary McLeod Bethune James Edward West Harriet Tubman Dr. Patrica E. Bath Sojourner Truth Booker T. Washington David Crosthwait Virginia Randolph Crispus Attucks Dr. Shirley Jackson Frederick Douglass George Washington Carver Name______________________________________________ Write: Your biography facts/notes you have researched onto the following lines. You will be turning those facts into 3 paragraphs with 5 to 7 complete sentences in each paragraph.
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