Biography Writing Unit

Biography Writing Unit

Author(s): Krista Morse and Kelly Heffernan

Section 24000

Grade Level: 4th grade

Timeframe: Unit will last 10 days. 30 minutes per day.

Lesson Description or Explanation:
Students will be writing biographies about a person of their selection. A “starter stack” of biographies will be available for students to look through and use as anchor text in their writings. After students look through starter stack, discuss the characteristics of biographies. Students will then utilize the internet to find credible websites to find information about the person they chose (they will cite these websites in the final report). Students will then begin the writing process. They will use graphic organizers on Inspiration to help with gathering their thoughts and information. Their final copy of the report will be typed on Microsoft Word. The culmination of the project will be an author circle where students will dress up as their person and read their report.

Indiana Curricular Standards
Writing
4.4.3 Write informational pieces with multiple paragraphs that:
• provide an introductory paragraph.
• establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.
• include supporting paragraphs with simple facts, details, and explanations.
• present important ideas or events in sequence or in chronological order.
• provide details and transitions to link paragraphs.
• conclude with a paragraph that summarizes the points.
• use correct indention at the beginning of paragraphs. (Core Standard)
4.5.3 Research Application:
Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
• includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors)
• demonstrates that information that has been gathered has been summarized. (Core Standard)


ISTE Standards
4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.
4.4.7 Use multiple reference materials and online information (the Internet) as aids to writing. (Core Standard)


Assessments Formative/Summative

Formative:
Teachers will assess students throughout the research and writing process by observing and conferencing with students periodically. Students will assess each other through the critiquing process.
Summative:
Students will be required to turn in a final report. The report will be assessed using a rubrics focusing on genre, structure, details, voice, and writing conventions.

Prior Knowledge: Curricular Knowledge or Skills: Students have knowledge of basic genre and writing procedure.
Technology Knowledge: Students have had some experience with computers, internet, and typing.

Technology:
Internet Resources:
http://www.kn.sbc.com/wired/bluewebn/searchresults.cfm?SearchText=biography
www.biography.com
Hardware:laptops, computer
optional hardware for ESL and special needs: microphones, earphones, adaptive keyboards
Software: Inspiration, Google Language tool, internet

Procedure

Day One:

• Students will gather in a circle in the middle of the room. The teacher will
  ask what students know about Biographies. Teachers will write their answers on a dry erase board (this will help to assess prior knowledge). (5 min)
• Teacher will read A Man for All Seasons: the Life of George Washington Carver by Stephen Krensky (2008). (10 min)
• Teachers will place the students into groups. In groups, students will browse through the texts in the “starter stack”. Students will take notes about similarities and differences in the text. (15min)

Day Two:

• Students will gather back in into their groups where they will share their notes with other students.(10 min)
• Students will gather in the middle of the room with their notes. Teacher will initiate discussion of students finding.(15 min)
• Students will brainstorm people they would be interested in doing biographies on
• Students will turn in the name of the person they will be researching to teachers.(5 min)

Day Three:

• Allow students to pick a laptop/computer. Discuss procedures and proper handling of laptop/computer. Have students open up to the internet.
• Start by teaching a mini-lesson on understanding if a website is credible or not credible.
• To pre-assessment students’ prior knowledge we will have students (individually or in pairs) go to three different websites we selected and tell us whether they think the sites are credible. Students will come back together and discuss what they think about the websites. Teachers will discuss .com, .gov, .org, .net and their credibility.(10 min)
• After discussion, students will spend the remainder of the time looking for sites about the person they selected (20 min).

Day Four:

• Students will continue researching, using laptops/computers, for credible sites for their research. Students will be allowed to go to the library to search for sources to use in their report (30 min)

Day Five:

• Teachers will ask students to open their laptops to Biography Maker
  http://www.kn.sbc.com/wired/bluewebn/searchresults.cfm?SearchText=biography
  Teachers will use site as “tutorial” to explain the steps the students should take in writing their biographies. Students can then reference back to the website when writing their report. (20 min)
• Students will use Inspiration to organize information they have collected through
  Research (10 min)

Day Six and Seven:

• Students will drafting their biographies using information they got from and internet and other sources. (30 min)

Day Eight:

• Students will reread, edit, and revise their work. (15 min)
• Students will get into groups to read their rough drafts and have them critiqued by other students. (15 min)

Day Nine:

• Students will use Microsoft word to write their final draft (in computer lab). (30 min)

Day Ten:

• Students will get in an authors circle in the middle of the class where they will read their report. Students will have the option of dressing up as their person.
  
  
  Differentiated Instruction

ESL:

• Students will start out in groups looking at “starter stacks” and discussing what biographies are. Students will also get into groups at the end to help with revision. By doing this ESL learners will have peer support.
• Students can use Google Language Tool http://www.google.com/language_tools?hl=en to help them in translating websites when they are researching.
• Mini-conferencing with ESL students to answer questions and check progress.

Challenge/Extend:

• Students can construct a time line of their person
• Students may choose to embellish their final report by adding pictures, clipart, changing background, etc.

Special Needs:

• Use adaptive technologies, such as, voice activated software, microphones, earphones, keyboards, etc.
• Students will start out in groups looking at “starter stacks” and discussing what biographies are. Students will also get into groups at the end to help with revision. By doing this students will have peer support.
• One-on-on help from teacher