Focus on last two pages, base this around the "A Night Divided" character Fritz.


❑ Small group poster -comes with 4 pieces for your students to collaborate. Groups of 2-6 can work together successfully and harmoniously. ❑ Perfect for a reading circle, student centered review, whole class biography study in small groups. ❑ Poster Rubric and Reflection Questions ❑ Teacher instructions for collaboration poster, philosophy, background, and procedure. ❑ Student Learning Outcomes: Reading:

Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Speaking & Listening:

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.


Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning of style, and to comprehend more fully when reading or listening.

❑ CCSS: Reading: Literature 11 -12.1 -6 Reading: Informational Text 11 -12.1 -3 Writing 11 -12.1a -8 Speaking & Listening 11 -12.1a -1d Language 11 -12.2b -5b Danielle Knight 2019© Q: If I have borders on my poster, what's the best way to remove them? The poster pieces should appear to have outside borders. The student’s piece has a dashed guideline to ensure cutting the piece out goes smoothly. Paper trimmers work really well , but your average pair of scissors work fine. The rectangle poster piece is easy to cut. ONLY cut along the dashed lines. I did this so the poster does have a small outside border and no inside border. Q: What sort of paper is best to use? I recommend white 8.5x 11 regular run -of -the -mill paper . For best results, of course, you can use good quality card stock . Thick paper is less likely to curl up, and so is easier to stick together when creating a poster .Be sure you know how to print on card stock if you choose to use thicker paper . Q: How should I keep track of the blocks (pieces) that go next to each other when assembling the poster? There are only four pieces in the poster. I like to put the poster together first then color. This way it all flows and looks coherent. Q: What is the best way to assemble the poster? I like to assemble the poster on a flat surface, face down (tape on the back) and use masking tape to stick pages together. This way you have a full poster that you can move around and position. This is not the only method, though. I’ve seen teachers attach individual pieces to a bulletin board and assemble as the pieces are turned in. Either way…it will look awesome! Danielle Knight 2019© IN CASE YOU HAVE QUESTIONS…HERE ARE SOME ANSWERS THAT WILL HELP YOU Are your students disinterested and tired of the traditional ways to learning characterization? Have you been searching for a really fun , student centered, interactive way to eliminate their boredom? Well look no further! I present to you a wonderful student -collaboration activity that will get your students involved and excited for their author biography study, for creative writing, and character development.

About the Body Biography project This project is an excellent representation of how students can conduct an analysis for a notable person or biography your students are studying in class. At the upper elementary, middle school, and high school level, we usually rely on just discussing character traits. We want our students to infer tangible traits and values from accurate details found in the text.

This task really engages your students to infer those traits but also allows them to show their knowledge by applying those traits as they create a body biography which includes details from the person’s perspective. The project provides an opportunity for your student to explore together the supporting reasons for the traits they have chosen for their character’s poster.

Wh at’s the Objective?

The student objectives for the Body Biography Project are as follows: •Review what is supportive evidence •Define the literary term “character trait” and explore how to provide details that support their inferences (apply this skill similar to exploring a fictional text).

•Use the novel, class notes, and web resources to research the character (subject), then cite evidence to find accurate and descriptive word choice. •Fill out the Edgar Allan Poe Body Biography graphic organizer/poster Group work should promote:

• Intellectual understanding, abilities and skills. • Communication, cooperative and teamwork skills such as planning.

management, leadership and peer support. • Personal growth (increased self esteem and self confidence). Danielle Knight 2019© Remember the 4 C’s for 21 st Century Learning 1. Communication: They are working together to problem solve. Students need to be able to communicate their ideas and thoughts to one another in order to complete their body biography. 2. Collaboration: Students form roles within the group. They learn how to work together towards a common goal, not against each other. They learn how to bounce ideas off one another, and not shut down other students thought. 3. Critical Thinking: Encourage students to analyze, to organize, to evaluate and to implement strategies they have previously learned in order to complete their project. 4. Creativity: This allows students to think outside the box to come up with possible assets to embellish their projects. The ideas won’t just jump out at them -they will need to use a little creativity to depict their notable person’s body biography. Teaching Tips •Moving desks together or allowing students to work at a table works best for this activity.

•Due to the length of the poster (32 inches) your students will want to have a wider and longer space to work.

•Scissors for each group.

•Have markers, crayons, pencils and tape accessible and ready •Displaying the Macbeth body biography posters are really exciting for the students to see around the classroom –so plan on where you will display them! ☺ Danielle Knight 2019© How To Grade Using the provided rubric, it is simple to grade this group project. Each item on the grading rubric is given a specific amount of points. You can alter the points if you choose.

I hope your students find this project to be as engaging and educational as my students have. It truly is a fun project to watch and the end results are awesome. Good luck!

I would love to see pictures of y our students engaged in the body biography project . I love when students are having fun while learning and collaborating. Tag me on Instagram, Twitter, or Facebook @studyallknight . My email is [email protected] Best wishes! And thank you for purchasing! THANK YOU! Danielle Knight 2019© Wh at was the best thing about the way your body biography group worked together? How did group members push each other to reach their potential?

Wh at was one problem your group experienced?

How did your group solve it? Looking back, what else might you h ave done to solve it? How did group members react to the result of criticism and feedback?

Did your group achieve their specific goals related to your group’s vision?

How could working in a small group be improved in the future? BODY BIOGRAPHY PROJECT REFLECTION QUESTIONS Subject Title: __________________________________ Members: ______________________________________ _________________________ _____________ Danielle Knight 2019© BODY BIOGRAPHY PROJECT CATEGORIES Danielle Knight 2019© 1. Direct Quotes: Three direct quotations from the story that sum up the character and add to an understanding of the character. These quotes do not necessarily need to be spoken by the character. Possibly, another character says them in regard to your character . 2. Virtues :What are your character’s best qualities ? 3. Vices : What are your character’s worst qualities? This can be weaknesses and flaws.

4. Loves / Cares About : This should represent what this character loves most . 5. Thoughts about inner -self / Appears to others : Consider both how your character appears to others on the surface and what you know about the character’s inner -self (what the character really thinks about their own self ). 6. Tries to Control: What is an example of how your character tries to seek control . 7. Symbols : What objects can you associate/relate with your character? Colors can also have a symbolic meaning . 8. Goals: What does this character want? What actions do the they take? These actions often create the conflict. How does this character’s goals create the conflict ? 9. Best Accomplishment: What is this character’s best achievement? What is their proudest moment ? 10 . Ch allenge : What is standing in your character’s way? What is holding them back from achieving their goal? Is this someone? Or a character flaw? An event?

11. Physical Appearance/ Description: What You Notice First . These are defining traits or features about the character. These are aspects that are visually apparent, knowing nothing else about the person. The first thing you see when you look at someone could be their hair, clothes, nose, or figure . 12. Stayed the Same / Ch anged: Is this character static or dynamic ? Are there any changes that this character has "undergone?" Ch anges are notable in the text are usually within the character. Could be outlook, insight or understanding. Commonly, changes in commitment, in values, allegiance, stature. Not all characters are dynamic. Find evidence of both. BODY BIOGRAPHY PROJECT RUBRIC CHARACTER: __________________________________________ Members:_____________________________ ______________________________ _____________ ______________________________ _____________ NOVICE 5 EMERGING 10 ACCOMPLISHED 15 EXEMPLARY 20 TASK DISCUSSION Does not participate in group discussions.

Offers little input and makes no personal connections to the project.

Doesn’t ask questions. No evidence of research. Participates but hesitates in group discussions.

Offers little input and makes limited connections to the project. Asks few questions. Valid and appropriate input in group discussions.

Offers some insightful opinions and makes connection to the project. Will occasionally ask insightful questions. Participates positively in project discussions.

Offers insightful and thoughtful opinions and makes important connections to the project. MEMBER ROLE Rarely completes role tasks properly and not always on time.

Tasks are done with little or no genuine effort. Sometimes completes role tasks properly but not always on time. Tasks are done with minimal effort . Completes role tasks independently and on time. Tasks are thoughtfully done with great effort. Completes role tasks independently and on time.

Tasks are thoughtfully done shows extension of the activity. RESEARCH Rarely completes assigned research on schedule. Sometimes has assigned research completed on schedule. Usually has assigned research completed on schedule. Has assigned research completed on schedule. ON TASK / FOLLOWS DIRECTIONS Off task the majority of the time and disruptive to the group. Missing categories from completed project. Not colored in. Sometimes follows the directions but is off task some of the time.

Missing categories from completed project. Not completely colored in. Follows direction and is off task occasionally.

Missing categories from completed project. Not completely colored in. Follows the discussion and task steps consistently.

All categories are completed project.

Completely colored in. RESPECT Usually chooses to contradict or ignore the group in an uncooperative manner. Interrupts when others are contributing in an attempt to override with his/her ideas. Usually respects the opinions of others and demonstrates a willingness to participate cooperatively. Respects the opinions of others.

Encourages and supports the ideas and efforts of others in a cooperative manner. Danielle Knight 2019©