Our biography project begins with careful planning long before the actual class implementation. The first step is to set up the access to information. We arrange our time with our local librarian so she's well aware of the project expectations. She always thinks of details we need, and she's really good about setting out autobiography/biography books and materials for us.
The students each check out an autobiography/biography book from the library. I require teacher's permission and approval before check out. I do allow students to use outside books, but they must still be brought in to be approved.
We allow students to 'test drive' the books for a one-week span. If the subject is just too boring or awful for the student, I do allow them to change books (though the due date stays the same!) The most important aspect to me is the reading of the book; we'll take time every day during the project to quiet read in the classroom. I want to stress the importance of the reading of biographical text, since it's much different than the fictional works they normally read.
You can also skip ahead of the reading of the book and move right into the fact finding session. If you have internet access and an updated encyclopedia you can find most or even all of the facts abut your subject. But make sure your students are reading the books too. This is important to get an overall, rounded-view of their character. Be careful that your students have chosen biographies and not historical fiction or the various 'diary' books out there now!
This next step is to identify what information you want your students to find about their subject. We call this our 'fact-finding' stage. We complete a note taking sheet which organizes the students' research. You can find a copy of our 'fact-finding' worksheet on our website. There are basic facts to find such as personal and family information, employment, and education.
Then there are the facts which must be uncovered, such as mentors they had, who they have influenced, their impact on society, and why they'll be remembered in history. Lastly, I'll have students complete several short writing assignments extending the new knowledge. Sometimes students create interview questions and formulate fictional answers based on what they think the person would say. Another idea is to create a fictional conversation with that person which is held around a dinner table or around a campfire. There are many applications you can create to use the students' facts.
Finally, you need to consider what the students will do with their completed research. We have had students create PowerPoint documents and give in-class presentations. We have had them create posters to display their findings. This year we're putting our research onto each student's website along with any multi-media that is available to us (such as clip art, photos, audio and/or video clips).
Most years, we will have students pair up and interview each other. Students find out personal information about each other, such as basic family and friends, schools and education, and where they've lived. They pose questions on likes/dislikes, favorites, and goals for the future. You can go ahead and create a short sheet of sample questions, then allow students to create their own as the interview goes on (also check out our website for a FREE printable copy of the interview sheet we use in class). Allow each student about 10-15 minutes to ask questions and write down answers, then have students trade roles.
Now you have enough information to create student biographies (or give the data sheets to the owners and have students create autobiographies). We will write these up in a narrative form to tell a life story, but we've also done projects like PowerPoints, web pages, and posters. One favorite is cutting out t-shirt shapes out of paper and having students write on them and decorate them with photos, drawings, and clip art. These are then presented to the class and hung in the hallways.
The biography project is not only required in our curriculum, but it is also fun for the students. It is also a great means of incorporating an informational text (non-fiction) into your class curriculum.