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Performance Based Assessment:

Autobiography Unit
Miss Empfield
English 101

OVERVIEW

An autobiographical piece is a great way to tell other about yourself and your experiences. The
autobiography you will be creating must be at least three pages in length, detailing the past
experiences that have shaped who you are. Through this paper, I hope you will be encouraged to
write a meaningful piece of writing you are proud to showcase.
In the autobiography unit, you will learn more about: using prewriting techniques, providing
feedback to peers, editing and revising. The writing performance will be divided into two pieces:
the autobiography and the writing process. By becoming conscious of the writing process, you
will experience the procedures that real writers experience. Although you will soon discover a
particular writing process that works for you, this first unit is designed for you to experience the
writing process in a general sense. The final autobiography must be of publishable quality
because it will hold a place in your English 101 Portfolio to reflect your growth as a writer over
the entire semester.
The final autobiography will be evaluated by me and you will be graded based on the six traits
rubric. The writing process will also be evaluated by the teacher and you will be graded based
on the performance criteria checklist which is modeled after real writers lives. (Both the
rubric and the checklist are shown in the Grading section of this packet.)

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STANDARDS AND PERFORMANCE OBJECTIVES

Standards:
LA 12.2.1.a Select and use appropriate prewriting tools to generate and organize information,
guide writing, answer questions, and synthesize information
LA 12.2.2.d Analyze models and examples (own and others) of various genres in order to create
a similar piece
LA 12.2.1.d Provide oral, written and/or electronic feedback to other writers; utilize others
feedback to improve own writing
LA 12.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar,
punctuation)
LA 12.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency,
word choice, voice)


Performance Objectives:
Students will be able to demonstrate effective prewriting techniques.
Students will be able to use peer feedback to enhance their pieces.
Students will be able to use voice in writing.
Students will be able to review their pieces and make appropriate revisions.
Students will be able to correctly locate areas in need of revision and editing in their pieces.







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SCHEDULE

Day 1: DRAFT #1: PREWRITE
Students begin drafting their own autobiographies using prewriting techniques as discussed in class.
Day 2 & 3: DRAFT #2: FEEDBACK
Groups meet and share drafts of their autobiographies with one another. Students are encouraged to
respond from the response list the class created the day before, although all responses are welcome.
Students will sort through the peer feedback and decide how they will make changes to their pieces.
Students revise their own autobiographies considering and using peer feedback.
Day 4: DRAFT #3: REVISE
The class examines voice in a piece of writing together. Then, students review their autobiographies and
underline important content with one colored pencil and underline sentences with voice with another
colored pencil. Students make revisions to their autobiographies.
Day 5: DRAFT #4: EDIT
Students continue their own autobiographies, looking over their papers for grammar mishaps. Although it
is not required, students are encouraged to peer edit with other students collaboratively.
Day 6: Draft #5: FINAL
The final draft will be turned in to the teacher and graded using the six traits rubric. When returned to
students, autobiographical pieces will be added to the students English 101 Portfolio.

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GRADING CRITERIA
FINAL AUTOBIOGRAPHY: WRITING RUBRIC



















___________/ 50 pts.


Content/Ideas


___________/ 10 pts.


Organization


___________/ 10 pts.


Vocabulary/Word
Choice


___________/ 10 pts.


Voice

___________/ 10 pts.


Sentence Fluency

___________/ 10 pts.


Conventions

___________/ total points

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WRITING PROCESS: EVALUATION CHECKLIST


Checked

Points


Draft

Evidence

___/25 pts.

Draft #: Prewrite


Students have dedicated at least one page to
one or more prewriting techniques.

___/25 pts.

Draft #2: Feedback


Students have considered and made changes
to this draft based on peer feedback.

___/25 pts.

Draft #3: Revise

Students have proofread their pieces and have
made revision marks.

___/25 pts.

Draft #4: Edit

Students have proofread their pieces and have
made editing marks.


_______/100 total points


TOTAL UNIT POINTS:
FINAL AUTOBIOGRAPHY: 100 PTS POSSIBLE
WRITING PROCESS: 100 PTS POSSIBLE
TOTAL POINTS = 200 PTS POSSIBLE