Independent learning is always the goal. Biographical reports each year mark one of the first big projects where the gradual release of responsibility actually happens. Biographies are more than about choosing a person that seems interesting, it is about giving students the ability to show interest and make choices in what they are learning. The goal of all teachers should be to teach our students to go find the answers that they seek. A natural curiosity is what drives the passion behind real learning. There is always a moment with this project that I step back, listen to the fingers clicking and clacking on keyboards, see the focus in eyes on screens and books, and the drive to write down facts, and I think to myself: “Learning looks like this.” This post outlines my entire process from directions to the beginning of assessment for biographical report writing in my middle school English Language Arts classroom.

Before we begin the project, students are guided through practice paragraphs. It is always interesting to me where teachers think students should and should not be in terms of writing ability when they reach middle school. Year after year, the review of paragraph writing is one of the critical elements in moving forward into larger projects later on in the year. I start by finding 4-5 articles that are about interesting people. They are specifically high-interest people to start gaining traction with the project before we begin. The first people I grabbed this year were Serena Williams, Bethany Hamilton, Helen Keller, and Nina Simone. We take notes on paragraph writing, watch video clips, hear audio clips, and then practice writing a biographical paragraph together. After that, I assign clockwork partners and release them to practice on their own with other classmates.

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