Writing a biography of a New Zealander

Writing a biography of a New Zealander

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Working with Students
Further Resources
This task is about finding out about a well-known New Zealander.
Image of famous new Zealanders
Introduction
Choose a well-known New Zealander to do research on and write about. Carry out your research using the steps and questions in the table below.
Steps and questions to ask yourself Notes
Deciding: Who will I choose as a well-known New Zealander?
What do I already know about this person?
What do I still need to know?
 Look at the key research areas on the note taking sheet.
Finding: Where will I go for information?
 Information about people can be found in all sorts of resources: in books, videos, on the internet, or by interviewing people, or the actual person.
Using: How will I select information and sources to use?
How will I read efficiently?
Take a quick look at each resource. Use index and contents pages, and headings. If the resource doesn’t have what you need, don’t use it. When you find a useful resource, take a closer look. Read the last sentence in paragraphs and conclusions. Which bits of information are useful? You could photocopy the useful bits and highlight or underline keywords and phrases.
Recording: How do I take notes?
How do I make notes?
 Use the notet aking sheet. Remember, write in a shortened form. You can:

  • write briefly, using keywords, phrases (not full sentences)
  • use a method to organise your work (e.g., bullet points, lists, mindmaps, charts)
  • use abbreviations and symbols, e.g., imp for important, # for number
  • organise your notes so you can use them to start writing.
Presenting: What form will my writing take?
How will I present my work?
A biography is a written narrative account of one person's life. Your work could be published as a video, infographic, speech, poster, or a slide show.
Evaluating: How will I evaluate my work?
Find and read a biography. Make a list of the different structure and language features that authors use to write effective and engaging biographies. Consider which of these features you could use when you write your biography of a well-known New Zealander.
 
 
Taking notes
Use the following template to take notes in preparation for writing your biography of a well-known New Zealander. Remember to write in a shortened form. 

Person I am researching: _____________________________________
 
Their personal details: (e.g., date of birth)
 
 
Early influences: (3 or more events that shaped this person)
 
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Education: (Comment on the role of education or significance of it in later life)
 
 
Major accomplishments: (Provide dates)
 
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Significance: (Explain why and to whom this individual is well-known, and how they made a difference to the lives of others.)
 
 
People: (Who influenced and/or worked with this person)
 
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List the resources you have used:
 
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Assessment of notetaking sheet completed by _____________________  
 
 

No

Yes
Has the writer written in a shortened form?
    
In writing in a shortened form, the writer has used: 
*  keywords/phrases (not full sentences)
* bullet points/lists/mindmaps/charts
*  abbreviations/symbols like:
    
Do the notes cover all of the key information needed in a biography?
    
Is there at least one main point made about each key area of information?
    
Has the writer shown that they can expand on their notes?
    
Could somebody else find the resources that are listed?
    
 
What action should the writer take before writing their biography?

 
 
 
 
 
 
 
 
 
 
 
 
 
Signed: _________________________
Task administration: 

This task can be completed with pencil and paper.

Students follow a research process that is outlined on their sheet.

  • A notetaking sheet is included which outlines key areas for inquiry.
  • This sequential form for notetaking could be adapted to another form of graphic organiser.
  • On completing their research, there is a formative assessment point for students to ascertain whether their notetaking is sufficient enough for them to proceed to the writing stage.
  • Teachers could restrict or modify the New Zealand theme of this resource, depending on resources available or study being undertaken, or their students' needs. For example, a science study of electricity could be integrated with a Social Sciences study of inventors, under the Continuity and Change strand. In this case, this ARB could be modified. Teachers can change or delete wording on the student sheets to "biographies" about the people who discovered and explored electricity, and how their work changed the lives of others - as appropriate for their students. See Changing an assessment resource.
  • For a similar ARB resource, without the New Zealand theme, go to Notable New Zealanders.
Copyright: 
Image sources: Alexander Turnball Library (Jean Batten & Sir Apirana Ngata), Wikipedia (others).
Permission granted: Ralph Hotere. Ref: 1/4-089482-F. Alexander Turnbull Library, Wellington, New Zealand. /records/23087504
Level:
4
Curriculum info: 
English, Creating meaning, Writing
Key Competencies: 
Using language, symbols, and texts
Keywords: 
biography, information skills, recount, self-assessment, note taking, structure and language, organisation
Description of task: 
Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.
Curriculum Links: 
Links to the Literacy Learning Progressions for Writing:
This resource helps to identify students’ ability to:
  • choose effective content, language, and text structure
as described in the Literacy Learning Progressions for Writing at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.

 

Learning Progression Frameworks
This resource can provide evidence of learning associated with
Writing meaningful text: text features, set 5
within the Writing Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Diagnostic and formative information: 

A sheet is provided for the formative assessment point when students complete their notetaking. This assessment could be done as a self- or a peer-assessment, or as a teacher assessment.

Students' biographical writing could be presented and assessed as an Oral Language assessment using: