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classmate-biographies

Students in an 11th grade entrepreneurship class will pair up to interview each other about significant life experiences, which they will then transform into a narrative piece, such as a dramatic work or art piece. The project emphasizes the importance of personal storytelling in business and includes a self-assessment component to encourage quality evaluation of their work. The entire project spans five days, with three days for development and two days for presentations.

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Jellan Janubas
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27 views

classmate-biographies

Students in an 11th grade entrepreneurship class will pair up to interview each other about significant life experiences, which they will then transform into a narrative piece, such as a dramatic work or art piece. The project emphasizes the importance of personal storytelling in business and includes a self-assessment component to encourage quality evaluation of their work. The entire project spans five days, with three days for development and two days for presentations.

Uploaded by

Jellan Janubas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Title: Classmate Biographies

Author: Zaileen Washington, Harvest Collegiate High School, NYC


Subject Area/ Grade: Entrepreneurship 11th grade students

Students will be assigned a ‘biography partner.’ Each will take turns interviewing each
other about a goal, a past achievement, or an exciting moment in their life that has left
a long-lasting impression on them. The interviewer will then develop a narrative piece
of biographical work that may be a one-act dramatic piece or art piece that tells the
biographical story.

Goals
Create a Biography -Students will retell a story shared with them by a classmate they
have interviewed

Content Area and Standards


Entrepreneurship - profiles
Standard 11-12R6
Analyze how authors employ point of view, perspective, and purpose, to shape explicit
and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or
understatement). (RI&RL)

Activity
As an entrepreneur it is important for business people to know about you. These people
can be financiers, customers, or potential partners. Who you are often lends strength
to your business concept and its potential to succeed.

Students will be assigned a ‘biography partner’. Each will take turns interviewing each
other about a goal, a past achievement, or an exciting moment in their life that has a
long-lasting impression on them. The students can use questions they have developed
to assist them with organizing information or use the attached biographical interviewer
questions (choose only the questions you think you need to develop your work)
(https://www.unm.edu/~unmvclib/handouts/biographicalquestions.pdf ) Students are
to refrain from asking probing questions but instead let the interviewee move at their
pace. Why?- As an interviewer you want to maintain objectivity.

After the interview has been completed, the interviewer will develop a draft of the
questions and answers obtained in the interview. Interviewers should use their drafts
to develop a narrative piece of biographical work. They can develop a one-act
dramatic piece to tell the story (you can recruit actors or present the work yourself).
Students can also create an art piece that tells the biographical story for them. The art
can be of many forms but must be completed within the timeline presented to the
entire class.

The works developed by everyone will be presented within a two-day time frame. The
hope is to have exhibits and performances to showcase in the class.

A student-developed rubric should be used to document a grade for your


completed works.

Student Self-Assessment
In general, SSA refers to training students to evaluate their own work for the purpose of
improving it (Rolheiser & Ross, 2000). To become capable evaluators of their work,
students must have

● a clear target
● the opportunity to help create a definition of quality work
● feedback
● the opportunity to correct or self-adjust their work before they turn it in

~http://www.ascd.org/publications/classroom_leadership/sept2001/Student_Self-Asse
ssment.aspx#:~:text=Student%20Self%2DAssessment%20in%20Practice,feedback

Joy2Learn Artists /Videos that Support Project


https://www.youtube.com/watch?v=7tv7NaV47no&feature=youtu.be (Cultural Diversity:
The Sum of Our Parts | Hilda Mwangi | TEDxUCSD)

https://www.youtube.com/watch?v=PCxOGQT7vO8&feature=youtu.be (Importance of
Words)

https://www.youtube.com/watch?v=f2rdUkdVa6U&feature=youtu.be (My ambitions)

https://www.youtube.com/watch?v=70KJZSDwR3M&feature=youtu.be (Early years)

Art Forms that May Be Included


Drama (Acting), Song (storytelling), Drawing/painting/sketching
Connections to Students Passion Areas and Interests
Students are involved in sharing their day-to-day interactions on social media or the
text and phone calls. This is a natural part of their communication with others. It can
involve personal stories or reinterpreted stories of events they witnessed or heard
others speak. This lesson lets them develop another’s story with intent and less
interpretation.

Materials Needed
Paper and writing utensils. They may use digital applications to draw or write. Props
may be needed if the author decides to do a drama presentation of their work.

Collaborators
Students- students will work as a whole-class team to develop and approve of the
rubric that will be used to assess the completed project.

Assessment
Emphasis will be placed on effective communication
Rubric - student developed

Timeline
This segment is part of a larger unit on creating their entrepreneurship profiles. This
lesson will extend the length of five days. Three days for development and two days of
presentation.

Other Notes
The length of the unit does not have to be completed in consecutive days. The nature
of this work will allow students to develop in school and at home as needed. Students
should be given an opportunity to reflect on their drafts and make corrections prior to
presentation of their works.

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