Title: ‘The Story of Our Lives’ Subject: English

Topic: Biography Transcription and Adaptation Year level: 10

Designer: Rachael Jeisman – 2095225

The study unitThis 4-week unit is designed for Year 10 English students. Two single lessons and one double lesson (each lesson being 50 mins in duration, resulting in 100 mins in total) will be the time allotted per week.

The class is made up of 25 Year 10 students at a country school situated within a community of average socio-economic status. 14 of the students are girls and 11 of the students are boys. 22 of the students are of Caucasian descent, one female student is of a Sri-Lankan background and speaks English as her Second Language and two students are of Indigenous descent, one of each gender.

OverviewStudents will:

Study the literary form of a biography by choosing one from the library Interview someone with an interesting history (i.e. community or family member) Write a transcript of their conversation Choose whether they will develop a written biography (including photos etc.) of this person’s life or write a short story as an adaptation of their life

RationaleThe students are undertaking this unit of work to deepen their connection to their community as, being country students, they will be (if they are not already) heavily involved within their community within a wide range of contexts (e.g. sport, local shows, clubs). This allows students to connect with members of their community which promotes social interaction, transferable skills for outside the school environment, encourages research and promotes personal development through knowledge of wider life experiences as well as social and cultural understandings.

Stage 1 Desired ResultsEstablished GoalsIntended learning outcomes are taken from the ACARA Year 10 English framework with the following key focus areas:

Global Capabilities:- Literacy: (ACELY1756) Students will ‘develop the knowledge, skills and

dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society’ (ACARA, 2013, p. 13). This will occur through their questions, transcription of their interview and their adaptation of it into a biography or story.

- ICT capability: (ACELT1773) Students will ‘employ ICT to access, analyse, modify and create multimodal texts, including through digital publishing’ (ACARA, 2013, p. 14). Students will also be able to ‘use communication technologies when they conduct research online, and collaborate and communicate with others electronically’ (ACARA, 2013, p. 14). This will

TransferStudents will be able to independently use their learning to:

- Communicate another’s life experiences through listening, understanding and interpreting an interviewee’s story

- Adapt a true-life story to fiction or a re-telling of someone’s life

- Develop social and cultural knowledge and effectively convey this through text

- Understand text or spoken language within a particular context and analyse it appropriately in light of this

- Develop respectful terminology and understand the importance of its use

- Creatively present language through a multimodal medium- Develop ability to understand spoken words and creatively

convey these stories fluently through textMeaning

UnderstandingsStudents will understand that…

Essential questions1. How is the spoken word

occur through the medium that they will have to present their assignment in as well as the technology they will have to use to record their interview.

- Critical and creative thinking: (ACELT1812) Students will ‘develop capability in critical and creative thinking … through discussions, the close analysis of texts and through the creation of their own written, visual and multimodal texts that require logic, imagination and innovation. [They will also develop this] through listening to, reading, viewing, creating and presenting texts and interacting with others’ (ACARA, 2013, p. 14). This will occur through their interview process as well as the development of their biography or story both through presentation creativity as well as structure/storyline creativity.

- Personal and social capability: (ACELY1813; ACELA1564; ACELA1572) Students will be involved ‘in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others [and] establishing positive relationships’ (ACARA, 2013, p. 14). This will occur through their interaction with their interviewee.

- Intercultural understanding: (ACELT1633; ACELT1639; ACELT1634; ACELA1551; ACELA1564) Students will ‘develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They [will also be involved] … in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect’ (ACARA, 2013, p. 15). This will be developed through their interaction with their interviewee and through the required background research into their interviewee’s cultural, social and historical circumstances.

ACARA Outcomes:1. Language variation and change: ‘Understand that Standard Australian

English in its spoken and written forms has a history of evolution and change and continues to evolve’ (ACARA, 2013, p. 20).

2. Evaluative language: ‘Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication’ (ACARA, 2013, p. 20).

3. Text cohesion: ‘Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects’ (ACARA, 2013, p. 20).

4. Punctuation: ‘Understand conventions for citing others, and how to reference these in different ways’ (ACARA, 2013, p. 20).

TOPICAL:- A biography needs to

accurately reflect the subject’s life

- It must be respectful- Use culturally appropriate

terminology- It must be in past tense- A biography is a form of

story- A person’s history will

shape the language that they use

- Stories do not have to be written to be passed on; they can also be spoken – i.e. Indigenous dreamtime

- Spoken words can be more powerful than written text

ENDURING:- In order to convey

emotion adequately, text must be descriptive and use a wide range of vocabulary

- Cultures influence a person’s perspective of the world

- Images can significantly contribute to the emotion of a text

- A person’s language is influenced by their background

- Understand the effects of different text structures (i.e. spoken versus written)

different from the written word?

2. How can you transfer emotion from the spoken words of your interviewee into your written biography?

3. What methods can you use to connect your reader to your text?

4. What impact do individuals have on their families, communities or countries?

5. How can one person change the society around them?

6. How does your background influence the language you use?

AcquisitionStudents will know…

- The literary features of a biography

- The effect the spoken

Students will be skilled at…- Transcribing spoken

words to written text- Expressing deep

5. Creating literature: ‘Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts’ (ACARA, 2013, p. 26).

6. Interacting with others: ‘Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage’ (ACARA, 2013, p. 28).

7. Use of software: ‘Use a range of software, including word processing programs, confidently, flexibly and imaginatively to publish texts, considering the identified purpose and the characteristics of the user’ (ACARA, 2013, p. 30).

Relevant Focus Areas:- Communication- Citizenship- Personal Development- Learning

word has on conveying emotion

- A wider range of vocabulary

- More about how culture affects a person

- How to connect text and images in the most effective way and the effect this has on the reader

- How to adapt a spoken story into a written biography/narrative

- How a person’s background influences their perspective, actions, language and values

- How to use ICT to incorporate words and text in creative ways

emotions through text- Developing multimodal

assignments- Incorporating images in

an effective and emotive way

- Citing interviews as sources

- Understanding how society and background influences a person

- Using correct and respectful terminology

- Structuring a biography- Applying the linguistic

and literary features of a biography

Stage 2 – EvidenceAssessment Evidence Evaluative CriteriaTransfer tasksStudents will demonstrate their personal learning outcomes through the following assessment methods that utilise the ‘5 E’s’ approach (National Institutes of Health, 2005, p. 10-11):Performance Task 1 (Engage & Explore) (see appendices 7 & 1):

- Formative assessment- Select a short biography from a pre-selected group in the library and write

a 200 word analysis of the literary features and structure of a biography

Performance Task 2 (Explore) (see appendices 8 & 4):- Summative assessment (20% of unit)- Create a list of 10-15 questions to ask your interviewee about their

culture, family, childhood, school and life between school and now

Performance Task 3 (Explore) (see Appendix 9):- Summative assessment (30% of unit)- Transcribe an interview with your subject accurately. You might like to use

a voice recording – but don’t forget to ask your interviewee for permission! Otherwise you can type what your interviewee is comfortable with recording as you go. It may also help to develop a chronological timeline of your subject’s life.

Performance Task 4 (Explain) (see appendices 10 & 2):- Summative assessment (50% of unit)- Create either a biography or a short story as an adaptation of your

interviewee’s life as accurate to your transcript. Word limit: 1000 words. This assignment may be presented in whichever medium you would prefer (i.e. video, poster, powerpoint, booklet etc.).

Performance Task 5 (Evaluate) (see Appendix 3):- Formative assessment- Complete the evaluation form (see Appendix 3)- Students to write a short evaluation on the success of their biographical

work and reflect on what could change to improve their work in the future

Assessment outcomes for wider understandings:- Understand that specific language is used in specific cultural and historical

contexts (ACARA Outcome 1 – ACARA, 2013, p. 20).- The purpose of a text as well as the way in which it is structured will

influence the reader’s perspective (ACARA Outcome 2 – ACARA, 2013, p. 20)

- Students will understand that images and their arrangement can significantly influence the emotion and mood of a text (ACARA Outcome 3

Key CriteriaThe key criteria listed below refer to the wider general capabilities as well as the specific ACARA assessment criteria referred to as the ACARA outcomes. All Global Capabilities and ACARA Outcomes stated in ‘Stage 1 Desired Results’ are incorporated into assessment criteria.Performance Task 1 (ACARA Outcome 2; ACELT1812):

- Students are able to recognise the key literary features and structure of a biography (see Appendix 1)

- Minimal grammatical or spelling errors

Performance Task 2 (ACARA Outcomes 1 & 6; ACELY1756):- Adequate number of questions- Encompass each stage of life- Identify appropriate cultural questions in a respectful manner- Minimal grammatical or spelling errors

Performance Task 3 (ACARA Outcomes 1, 5, 6 & 7; ACELT1812, ACELY1813, ACELA1564, ACELA1572, ACELT1633, ACELT1639, ACELT1634, ACELA1551 & ACELA1564):

- Appropriate terminology used- Incorporation of ICT (i.e. recording equipment, word

processor)- Transcript reflects a positive interaction with interviewee- Student uses language that is appropriate for the interviewee- Culturally appropriate language- Evidence of prior research

Performance Task 4 (ACARA Outcomes 2, 3, 4, 5, 6 & 7; ACELT1773, ACELY1756 & ACELT1812):

- Student uses appropriate terminology- Minimal grammatical and spelling errors- Student is creative in their presentation medium- Appropriate use of images in conjunction with text to

enhance emotion and reader impact- Appropriate research integrated with at least two references- Sources cited correctly- The mode of communication is appropriate and accessible for

the audience- Narrative or biography accurately adapted from transcript- Written in third person- Emotion from the spoken word effectively portrayed through

the text- Cultural understanding evident

– ACARA, 2013, p. 20)- Understand that sources are cited in a variety of ways depending on their

medium. Be able to cite a variety of sources correctly (ACARA Outcome 4 – ACARA, 2013, p. 20)

- Students will be able to not only create a text that conveys emotion whilst adding their own perspective and style, but also be able to reflect and critique text in order to improve it in the future (ACARA Outcome 5 – ACARA, 2013, p. 26)

- Students will be able to evaluate the way in which types of spoken language can influence an audience’s perspective. They will then be able to transfer this into persuasive, written text that is reflective of the spoken emotion. They will also be able to use this knowledge to influence their own spoken language (ACARA Outcome 6 – ACARA, 2013, p. 28)

- Students will be able to use a variety of software programs in order to create a variety of multimodal products (ACARA Outcome 7 – ACARA, 2013, p. 30)

- Fluency of expression

Performance Task 5 (ACARA Outcome 2; ACELT1812):- Students analyse Task 4, using appropriate reflective language- Evaluate whether the text produced was appropriate and

engaging for the audience- Critical thinking evident through goals set for the future,

pertaining to how they can improve on Task 4

Other evidence towards learning outcomes Evaluative processes- Observation of student research into biographies and cultural background

of their interviewee- Creation of a timeline- Personal development of increased vocabulary- Community involvement and genuine interest in subject- Draft submission- Feedback from students through feedback sheets

- Rubric (see Appendix 2)- Teacher observation of engagement with Performance Task 1- Task submission- Level of interaction with interviewee evident through number

of questions and information gained from the interview process – level of depth

Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Week 1 – Engage with a biography and explore an interviewee’s background and culture Lesson 1 (50 mins): Library lesson – Teacher librarian to explain a biography and help students find a book and borrow it from a preselected list, begin reading it and taking notes of the literary techniques and structure (see Appendix 1 for structure). Literary techniques will be explained to students in class (see Appendix 5). Both of these resources will be distributed to students.Lesson 2 & 3 (1 hr, 40 mins): Computer room or laptop booking: students will be shown the YouTube clip ‘Draw My Life’ (http://www.youtube.com/watch?v=KPmoDYayoLE) to demonstrate how creative students can be in presenting their biographies and what they consist of. Students should make contact with interviewee, research background and culture and make notes. Continue this research for homework in preparation for Lesson 4. If students struggle to find a suitable interviewee, they can speak to the teacher who has a pre-compiled list of possible subjects (perhaps teachers or school-based members of staff).Lesson 4 (50 mins): Compile questions for interviewee based upon prior research and submit to teacher. Students may work in pairs to help compile questions if struggling, allowing students to deepen their knowledge through interaction and reinforcement from peers. Students are given these handouts (see Appendix 4 & 6) to help with starting their planning.

Week 2 – Explore interviewee’s story through interaction Lesson 1 (50 mins): Refine questions if necessary, finalise background research. Students given Task 4 – show students examples of a biography in poster form (such as those found here: http://education.scholastic.co.uk/resources/54780). Students must complete their interview outside of class-time as homework between Lesson 1 and 2 & 3. Show teacher background research and finalised questions. Students to submit questions for marking to teacher by the end of this lesson.Lesson 2 & 3 (1 hr, 40 mins): Students to transcribe from voice recording or refine a textual record, make start on Task 4 if time. Establish a plan of how they will set out Task 4 (biography or story adaptation) – must include form/structure, pictures or videos. Students will be introduced to the resource found here: http://www.readwritethink.org/files/resources/interactives/cube_creator/) which allows students to interactively compile their timeline and enter facts about their subject. Transcription to be submitted to the teacher for assessment during this lesson.Lesson 4 (50 mins): Transcription returned to students. Students to work on Task 4 and explore research further in light of new knowledge. Students can do this through either going to the library or using the laptops within the classroom. Students should have finalised their timeline and pictures by this point.

Week 3 – Explore interviewee’s background and culture in depth Lesson 1 (50 mins): Library lesson – students have chance to use library resources to support their research. Ensure teacher-librarian is available during this time for students to question and utilise. Outline and a rough draft should be completed by this point.Lesson 2 & 3 (1 hr, 40 mins): Work on Task 4 – laptop booking. Students are to peer assess each other’s progress on Task 4 and return to student during class-time.Lesson 4 (50 mins): Work on Task 4 – submit draft to teacher if wished. Open time for questions and guided discovery.

Week 4 – Explore the influence of interviewee’s culture on language and perspective; evaluate effectiveness of language used Lesson 1 (50 mins): Work on Task 4 – Laptop booking. Students receive drafts back and encouraged to make changes pertaining to the suggestions on the draft. Time for questions and clarification on method of presentation.Lesson 2 & 3 (1 hr, 40 mins): Students to finalise Task 4 and either print or submit via USB to teacher. If some students want to present their biographies to the class with an accompanying oral, then they are also free to do this during this class time. Evaluation forms given out (see Appendix 3).Lesson 4 (50 mins): Complete evaluation and introduce next unit.

References:

ACARA. (2013). Australian Curriculum – English. Retrieved from http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?type=0&a=E&l=10&e=0&e=1&e=2&e=3&e=4&e=5&e=7&e=8&x=0&x=1

Author unknown. (2013). Literary Technique – Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Literary_technique

Elanoras High School. (n.d.). How to write a biography. Retrieved from http://www.elanorashs.eq.edu.au/schoolwebsite/subject_folder/literacy/Text%20Types%20and%20Improving%20Your%20Writing/How%20To%20Write%20a/How%20to%20Write%20a%20Biography.doc

International Reading Association. (2013). Readwritethink – Cubecreator. Retrieved from http://www.readwritethink.org/files/resources/interactives/cube_creator/

Rubistar. (2013). Create Rubrics for your Project-Based Learning Activities. Retrieved from http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2265834&

Higa, Ryan. (2013). Draw My Life – Ryan Higa. Retrieved from http://www.youtube.com/watch?v=KPmoDYayoLE

Scholastic. (2013). Biography Planner. Retrieved from http://images.scholastic.co.uk/assets/a/50/3a/lt-sip-13527.pdf

Scholastic. (2013). King Alfred the Great – poster biography. Retrieved from http://education.scholastic.co.uk/resources/54780

Appendix 1: Handout – ‘How to Write a Biography’ (Elanoras High School, n.d.)

http://www.elanorashs.eq.edu.au/schoolwebsite/subject_folder/literacy/Text%20Types%20and%20Improving%20Your%20Writing/How%20To%20Write%20a/How%20to%20Write%20a%20Biography.doc

BIOGRAPHYIn BriefA biography is an account of an individual’s life. It will cover aspects selected from his or her family history, personal factual data, achievements, influences, physical appearance and clothing, mannerisms, idiosyncrasies, likes and dislikes, friends and enemies, hobbies and habits, hopes, successes and disappointments. The environment or setting in which the individual lives or lived is also often revealed. A biography can include extracts from diaries, letters, speeches or writing by the subject of the biography, as well as anecdotes involving the person.

Textual Features:Generic Structure Orientation / Introduction - Name the person, tell when and where he/she lived and state why he/she is famous. Series of Events - List important events in life in chronological order, and people or experiences that may have influenced his/her achievements.

Cause-effect relationship between events. Re-orientation - Restate why he/she is famous.

Tell of his/her contribution to society (science) today. It may also make mention of the person’s death.

VocabularyNot neutral nor highly personal to describe events and achievements, eg “Einstein was one of the greatest scientists of all time” - conveying an opinion. This is common.

Grammar Verb type: Action verbs (Tense): Past to record past events

Present to describe effects of his work today

can include emotive language eg Bradman’s courageous innings… may include quotations relevant to the person’s life “I always wanted to play cricket.”

Likely functions and associated grammar and vocabularyLanguage functions Signals/featuresClassifying … was a …

Temporal (Time) sequencing a year later, the following year, after that, first, second, third

Expressing cause and effect because, led to, as a result, enabled

Other significant featuresUsually illustrated by photographs of the subject.

Appendix 2: Assessment Rubric for Performance Task 4 (taken and adapted from Rubistar, 2013)

CATEGORY Exemplary Above Average Adequate Poor

Focus The student develops a clear and consistent focus throughout. All details, examples, evidence, anecdotes, events, descriptions, etc. support the central topic.

The student develops a clear and consistent focus. Most, but not all details, examples, evidence, anecdotes, events, descriptions, etc. support the central topic.

The student develops a clear focus. Contains ideas that somewhat support the central topic.

The student fails to develop a clear focus. There are limited details, or the details do not support the topic.

Organisation Ideas are presented in an appropriate order (chronological). Transitions are smooth and logical, not formulaic. The conclusion ties the main idea and details together without restating opening. More than three good quality references are provided.

There is an adequate beginning. There is a smooth and logical flow of ideas. Transitions are predictable, but purposeful. There is an adequate ending. Two references used of high quality.

The beginning loosely relates to the central topic. Ideas that pertain to the topic may not be connected to each other. There is a mechanical arrangement of events. There are a few transitions or transitions are formulaic. Two average quality references used.

The beginning has little direction. Ideas are strung together with no order. Few or no transitions. The ending is unconnected to the beginning or supporting details. One or no references used.

Perspective The perspective is clear and consistent as evidenced by an identifiable voice, tone, and style that appropriate for the audience.

The perspective is clear with some evidence of voice, tone, and style that is appropriate for the audience.

Attempts to demonstrate a perspective. There is little evidence of voice, tone, or style that is appropriate for the audience.

There is little or no perspective with no evidence of voice, tone, or style. Fails to write from subject’s perspective and imposes own opinion of events.

Structure & Literary Techniques

Biographical structure is followed implicitly. There are a variety of sentence structures and lengths evident in the presentation of ideas. A variety of literary techniques are used.

Biographical structure is followed correctly. Includes some sentences that have different structure and are of different lengths. Some literary techniques are used.

Biographical structure somewhat followed. There is some variation in sentence structure and length, but most sentences are simple, rambling, or repetitive. Limited literary techniques.

Biographical structure not followed. Includes sentences with structural and word placement problems that result in confusion or unnatural phrasing. Sentences follow simple pattern. No literary techniques utilised.

Sensory Details

The writing contains powerful, precise language that assist in the development of ideas.

The writing contains some language that is vivid and appropriate.

The writing contains words that are simple or general but appropriate to the task.

The writing contains vague or incorrect language. Words and expressions are inappropriate, redundant, vague, or incorrect.

Mechanics There are no more than three errors in spelling, usage, punctuation, and capitalisation that are correct to the extent that errors do not detract from the overall delivery. Requires minimal editing or appears as the obvious consequence of risk taking.

Contains occasional errors in spelling, usage, punctuation, and capitalisation that do detract from the overall delivery. Requires minor editing.

Contains errors that indicate limited control over standard writing conventions in spelling, usage, punctuation, and capitalisation. Errors detract from the overall meaning and moderate editing is required.

Contains many errors that may indicate a struggle with control over standard writing conventions in spelling, usage, punctuation, and capitalisation. Errors detract from overall delivery, sometime impeding understanding.

Appendix 3: Evaluation form

Name: _____________________________ Year level: __________

I know the structure of a biography:

YES NO

I know how to write a biography:

YES NO

I enjoyed learning about a person’s culture and life:

YES NO

I found the activities interesting:

YES NO

I learnt new ways to use software and computers:

YES NO

I was able to be creative in my presentation of my biography:

YES NO

The perspective of my biography influenced my audience:

YES NO

I understand how literary techniques can add depth to text:

YES NO

I am now more likely to be involved in the community in the future and have been encouraged to make an impact:

YES NO

Write a short evaluation of how your biography assignment went and what you could improve in the future:

Appendix 4: Biography Planner

Scholastic, 2013. http://images.scholastic.co.uk/assets/a/50/3a/lt-sip-13527.pdf

Appendix 5: Literary Techniques

http://en.wikipedia.org/wiki/Literary_technique

‘A literary technique (also known as literary device) is any standardized method an author uses to convey his or her message. This distinguishes them from literary elements, which exist inherently in literature’ (Author unknown, 2013)

Depending on whether the student is producing a biography or a story as an adaptation of their subject’s life, then different literary techniques will be relevant to the student and the teacher should make this resource readily accessible whilst being available to answer any questions that students have.

Appendix 6: Bio Cube Planning Sheet

http://www.readwritethink.org/files/resources/interactives/cube_creator/media/planning_bio.pdf

Appendix 7: Performance Task 1 – Task sheet

Task 1 – Engage with and explore a biography

Your task is to complete the following:

1. Select a short biography from the texts provided by your teacher and the librarian

2. Examine the structure of the biography

3. What perspective does it use?

4. How does the way it is written make you feel?

5. What literary techniques can you identify? (See http://en.wikipedia.org/wiki/Literary_technique)

6. Write 200 words in summary, explaining the structure of a biography and the way that techniques are used to

enhance the text.

7. Hand in your 200 words to your teacher at the beginning of your next lesson.

Appendix 8: Performance Task 2 – Task sheet

Task 2 – Explore the life of your subject

Using your planning sheets as a guide, develop 10-15 questions for your interviewee that encompass at least the following:

1. Birthplace and childhood

2. Age

3. Family

4. Cultural background

5. Community upbringing

6. Upbringing

7. Major events

8. Achievements

9. Interesting facts

10. Community involvement

Out of these questions you should be able to ascertain a timeline from your interviewee of major life events as well as make a list of cultural, family and community influences. These questions should be able to give you a broad view of your interviewee’s life and their influences as well as their resulting influence on the world around them.

Submit your questions to your teacher for marking by Week 2, Lesson 1. This assignment is worth 20% of this unit.

Appendix 9: Performance Task 3 – Task sheet

Task 3 – Interview Transcription

Your task is to interview your subject who is either an influential member of the community, a teacher or a family member. You should gain a friendly relationship with this person and discover many things about their life through an interview with them. During this interview you must transcribe (i.e. write down) your conversation to make sure you don’t miss anything! Your transcription must include:

- A chronological timeline - Accurate transcription - The questions you asked as well as your interviewee’s responses- No spelling or grammar mistakes- Appropriate cultural terminology- Relevant use of equipment and technology- Evident respect for interviewee- Appropriate length of interview (20-30 mins minimum)- Accurate record of anecdotes (i.e. stories) - Photographs of your subject: baby, childhood, adulthood. - Written transcription using Microsoft Word: Calibri font, size 11

Your transcription must be handed to your teacher by Week 2, Lesson 3 and it is worth 30% of your grade for this unit. Please ensure your name is written on your work and any evidence from your interview is included.

Appendix 10: Performance Task 4 – Task sheet

Task 4 – Biography or short story as an adaptation

Now that you have researched what a biography is and how to write one, developed a set of broad and informative questions, interviewed your subject and transcribed your conversation, you must now write down their story. You have one of two options that you may explore in order to present their story to your desired audience – either a biography in its true form or a story as an adaptation of your interviewee’s life story. If you choose to do a story, you must still include the appropriate images, facts and anecdotes true to your subject’s story and you cannot change facts in order to fit your plot (sorry!).

Your biography or story must incorporate all your knowledge that you have gained through Tasks 1-3, including the structure of a biography and literary techniques that enhance the reader’s experience. Your language must be powerful and interesting – it should move your reader. For how to write a biography and a list of literary techniques, you can refer back to the handouts that were given to you accompanying Task 1.

Your assignment must include images of your subject (at least 3) and appropriate references that back up the cultural context of your subject (i.e. if your interviewee is of indigenous descent, research their specific background and include references that support their cultural environment). You must include at least two references.

Culturally appropriate terminology is vital, particularly if you are interviewing somebody who is not of Caucasian descent. Be aware that these stories are personal and sensitive!

Your transcription should help you in including quotes – and you must use at least five quotes from your interview.

In summary, you will be marked on:

- Appropriate structure- Incorporation of literary techniques- Powerful language- Images of your subject (at least 3)- References and research into your interviewee’s cultural context (at least two references)- Culturally appropriate terminology- At least five quotes from your interview- Inclusion of anecdotes and stories - Consistent flow throughout the piece- Flow of the storyline/biography is chronological and easy to follow- No spelling or grammatical mistakes

This assignment is 50% of your grade for this unit and is due Week 4, Lesson 2. You must submit it either in hard copy form or via a USB to your teacher. If you require a presentation to the class of your assignment, please notify your teacher in Week 3 so that class-time can be set-aside in Week 4.