Students will
If you have chosen to do the biography activity suggested in the Preparation section (see Step 1), do so before beginning this session.
1. | Ask students what they know about biographies and record their responses. Have students brainstorm a list of the types of people usually profiled in a biography, including some common characteristics that biography subjects share. Encourage students to brainstorm their own short lists of contemporary or historical figures, reminding them that a biography might explore the life of a president, musician, author, athlete, scientist-or any real person. Ask them to recall figures from social studies topics or books they have studied in class and to consider any contemporary newsmakers they know something about. |
2. | Explain to students that they will be writing very short biographical sketches and that they will need to concentrate on providing the most interesting and significant information about their subjects. The goal is to write something informational that others will enjoy reading. This sketch is to be no more than one page in length, and it should begin with a clear and engaging opening paragraph. Discuss the elements of a good introductory paragraph, tailoring the detail to your students' needs. Stress that the paragraph should: |
3. | Explain to students that a writers' workshop is a great way to experiment with their own writing and to give and receive valuable writing feedback. Mention that the biographical sketches they write will be shared with each other and eventually published in class. Explain that the workshop will consist of class discussions, in-class writing periods, readings and evaluations of individual works, and the publishing of each writer's sketch. |
4. | Label a piece of chart paper or a list on the chalkboard "A biographical sketch should..." and have students discuss and reach agreement about the elements a sketch should include. Responses should include some form of the following: You may wish to conduct a brief review about what constitutes a reliable source, emphasizing encyclopedias, printed biographies, and-of particular interest for use with this lesson-the websites you have screened and recommended for students (see Resources and Preparation, Step 4). Remind students that they will share their sketches with the class, so their peers are the audience. Tell them to keep in mind the types of things their classmates or other kids their age would most like to read about their subjects. |
5. | Share one or two selected examples of short, student-created biographical sketches from the website (see Preparation, Step 5). Highlight examples of clear writing, interesting information, major topics covered, accuracy, good writing style, proper use of grammar and mechanics and funny or surprising tidbits. Be sure to also point out a few excellent models of an engaging opening paragraph. |
1. | Have students use the biography websites to select a contemporary or historical figure. Encourage them to look up two or three people that interest them and select the one they are most interested in writing about. You will want to provide students with guidance about how to select a subject. For example, you can briefly discuss tips such as choosing a person about which they are really interested in learning, a person that others will find intriguing, a person that most people have heard of, a person who is lesser known but unique in some way, and so on. Each student should report his or her chosen subject to you and then enter the selection on the posted in the room. (Allow duplicate subject selections at your own discretion.) You will want to briefly meet with any students having difficulty making a choice and offer ideas based on your knowledge of those students' interests. You can also refer them to the . You may also wish to make the list available to all students, either by distributing copies or posting it in the room. |
2. | Introduce students to the and walk them through the steps of filling it out. Prompts within the tool ask students to name a subject and then describe the person's significance, obstacle faced, background, and personality. There is also a prompt to add any famous quotations attributed to the subject. Show students the completed Bio-Cube you created in preparation of the lesson (see Step 3). |
3. | Students should spend additional time before the next session researching their subjects using the online websites recommended. They should summarize what they have learned-and what they want to write about-using the online Bio-Cube tool. Encourage students to focus on including the main points they want to cover in their sketches. The finished Bio-Cube printout should be cut out and folded into a cube shape to be used as a quick reference tool during writing exercises. |
1. | Spend a minute or two inviting students to discuss their research. What did they learn about researching biographies using the ? What did they learn about what makes an interesting biography subject? |
2. | Invite two or three volunteers to share their completed Bio-Cubes in class. Ask them to explain briefly how they chose the information they recorded and what they liked about using the Bio-Cube to organize their facts. |
3. | Discuss the writing process and establish the purpose for the writers' workshop. First, tell students that they will be writing their first drafts using what they remember from their research and the information on their Bio-Cube outlines. Then remind them that this is a writers' workshop. That means they will share their writing with others to receive feedback. It also means that they will need to be ready to give feedback on others' writing. Explain that many professional writers engage in this process both as they learn their craft and as they continue to improve their skills throughout their lives. |
4. | Discuss some basic expectations for the biography sketch with students: writing to the appropriate audience; providing interesting, relevant information about their subject; and writing to an agreed-upon target length (suggest a length of approximately one lined notebook page). Distribute the sample so that students can refer to it as they write. This rubric reinforces the discussion about writing goals and the elements of a biographical sketch, and it allows students to self-assess their work. |
5. | Model the writing process by beginning to draft a short biographical sketch of your own. Refer to your Bio-Cube, and think aloud as you write your draft on a transparency. Reread as you go and explain any changes you make. Reasons for making changes may include: Remember to keep the writing short-this is just the beginning of the writing exercise. Suggested time for this portion of the session is 10 minutes. |
6. | Start the in-class writing time so students can write first drafts of their biographical sketches. As students write, walk around the classroom and provide feedback to individuals on the content you see. These miniconferences should take just one or two minutes each; use the time to quickly assess progress and offer encouragement and focused help. Comment on particularly interesting tidbits, ask leading questions as appropriate, and prompt students to refer to the rubric as necessary. Suggested time for this portion of the session is 20-30 minutes. |
7. | Bring the writing time to a close. Assure students that they do not yet need to have their sketches complete. Have them share their work with a partner, and instruct each listener to tell two things he or she likes about the partner's sketch and also tell one thing he or she would still like to know about the subject. Model this type of feedback before students begin sharing. |
8. | When everyone has shared, ask a few volunteers to talk about what they liked about the session. Then encourage students to reflect on what they might like to accomplish during the revision process. Tell them to think about it on their own and be prepared to share goals at the beginning of Session 4. |
1. | Begin this session by modeling the process of editing and revising a draft using the sketch you wrote during Session 3. Display your draft using the overhead projector. Read aloud your writing to students. Reread it a few times, stopping to make changes (and explaining them as you go, using the same think-aloud technique from Session 3, Step 5). Make your revisions to create a new draft that is close to final form. |
2. | Have students begin revising their sketches. Tell them to reread their drafts, pick up the writing where they left off, incorporate their partners' feedback, complete the writing, and then reread and revise until they are satisfied that the writing is clear and the sketch meets all the criteria on the . Ask them to check off each item on the rubric list as they prepare their final drafts. As students work, conduct another round of miniconferences to help guide and encourage them. Suggested time for this portion of the session is 30 minutes. |
3. | Bring the writing time to a close, and model for students how to give positive and supportive feedback on others' compositions. Briefly comment on two or three student pieces, being sure to pick out elements from which everyone can learn. For example: "Listen to the first line of Ben's biographical sketch of Christopher Columbus-it will really catch your attention." Or, "Kaylee gave a great description of Jeff Gordon's childhood." For each element on which you comment, be sure to ask the student author to read aloud the corresponding line or passage. |
4. | Have each student select and read aloud a favorite line or short passage from his or her sketch. After each reading, invite one audience member to offer positive feedback. |
1. | Tell students that this session will be spent proofreading and publishing final versions of their biographical sketches. |
2. | Emphasize how important proofreading is to the writing process and that it must be completed before they can publish their final drafts. Distribute copies of the so students understand the tasks. Explain that they need to read through their sketches looking for the types of minor errors listed on the sheet. They should note corrections on their drafts. Tell students that you are available to answer any questions they have as they proofread. Have students turn in their checklists as they complete them. |
3. | Show students how to publish upon completion of the proofreading process. This entails neatly writing their biographical sketches on heavy writing or construction paper. Remind them that their published works will be displayed in class and hint that they will also use them for the final workshop session. |
Homework: Before the next session, students who did not complete the publishing process should finish. Also, all students should conduct a practice reading of their finished sketches.
1. | Welcome students to the final session of the writers' workshop. Ask students whether they have ever seen an author reading at school, the public library, or a bookstore. Have a few volunteers briefly share their experiences. Explain that each "author" in the class will give a reading of his or her published biographical sketch. |
2. | Have each student read aloud his or her sketch to the class. For the readings, consider arranging students' desks in a circle and having the authors present from behind a podium. As time permits, allow audience members to pose a question or two to each author. Be sure to encourage applause at the end of each author's reading. |
3. | Once all authors have given readings, post the published sketches in the room. You may wish to invite a younger class to come in and view your authors' work. |
4. | As a final reflection, have students complete the . |
What did you learn from this workshop? What was the most enjoyable thing about our workshop? What was the most surprising thing? If you could change one thing about the workshop experience, what would it be? How did using the Bio-Cube help with your writing? Why is it important to start a piece of writing with an interesting opening paragraph? Why is getting peer feedback on your writing helpful?
Bio Cube is a useful summarizing tool that helps students identify and list key elements about a person for a biography or autobiography.
The interactive Cube Creator helps students identify and summarize key elements. It can be used as a prewriting or postreading activity.
A biography is a written account of the series of events that make up a person's life. Some of those events are going to be pretty boring, so you'll need to try to make your account as interesting as possible!
Every student will write a biography at some point, but the level of detail and sophistication will differ. A fourth grade biography will be much different from a middle school-level biography or a high school or college-level biography.
However, each biography will include the basic details. The first information you should gather in your research will include biographical details and facts. You must use a trustworthy resource to ensure that your information is accurate.
Using research note cards , collect the following data, carefully recording the source for each piece of information:
While this information is necessary to your project, these dry facts, on their own, don't really make a very good biography. Once you've found these basics, you'll want to dig a little deeper.
You choose a certain person because you think he or she is interesting, so you certainly don't want to burden your paper with an inventory of boring facts. Your goal is to impress your reader!
Start off with great first sentence . It's a good idea to begin with a really interesting statement, a little-known fact, or really intriguing event.
You should avoid starting out with a standard but boring line like:
"Meriwether Lewis was born in Virginia in 1774."
Instead, try starting with something like this:
"Late one afternoon in October, 1809, Meriwether Lewis arrived at a small log cabin nestled deep in the Tennessee Mountains. By sunrise on the following day, he was dead, having suffered gunshot wounds to the head and chest.
You'll have to make sure your beginning is motivating, but it should also be relevant. The next sentence or two should lead into your thesis statement , or main message of your biography.
"It was a tragic end to a life that had so deeply affected the course of history in the United States. Meriwether Lewis, a driven and often tormented soul, led an expedition of discovery that expanded a young nation's economic potential, increased its scientific understanding, and enhanced its worldwide reputation."
Now that you've created an impressive beginning , you'll want to continue the flow. Find more intriguing details about the man and his work, and weave them into the composition.
You can find interesting facts by consulting diverse sources.
Fill the body of your biography with material that gives insight into your subject's personality. For instance, in a biography about Meriwether Lewis, you would ask what traits or events motivated him to embark on such a monumental exercise.
Be sure to use transitional phrases and words to link your paragraphs and make your composition paragraphs flow . It is normal for good writers to re-arrange their sentences to create a better paper.
The final paragraph will summarize your main points and re-assert your main claim about your subject. It should point out your main points, re-name the person you're writing about, but it should not repeat specific examples.
As always, proofread your paper and check for errors. Create a bibliography and title page according to your teacher's instructions. Consult a style guide for proper documentation.
Christopher cascio, 26 sep 2017.
Biography writing is a useful way to introduce fourth-grade students to both research and narrative writing, which are skills they are expected to develop according to Common Core standards. When teaching biography writing, stress the importance of treating the assignment as both a creative project and an academic project: They should be able to experience freedom in the storytelling while treating the structuring of their essays as an exercise in the writing process.
Ask the class what they already know about biographies, and write their answers on the board. Explain that biographies are informational, factual texts they will write about the life of another person. Furthermore, explain that a biography doesn't have to tell the story of an entire life. It can tell a story of a brief period from a person's life, or even a single event. Tell them how long the essay must be and whether they have a choice of their subject. Finally, make your students understand that while they will be writing essays, this is a narrative mode: They will be focusing primarily on their skills as storytellers.
Have students begin brainstorming by writing lists of all their potential subjects. Once they've identified a few that they think are promising, have them write new lists detailing why each person is interesting. Have the kids focus on identifying specific events in the lives of their subjects that would make interesting stories, and would communicate strong senses of character. Afterward, explain that they will each be expected to conduct some research about their subjects, and to record what they learn on note cards. For example, if a student's subject is a living relative, he or she could interview the relative. Students who are writing about celebrities or historical figures can use credible resources available in the library or on the Internet.
Now that the kids have all decided on subjects, and have gathered their research and ideas, lead them through the process of using their note cards to draft outlines for their biographies. Explain each section of the story or essay: the introduction, the body and the conclusion, and explain that their openings and closings don't have to function the same way as in other types of essays. For example, each student should open his biography with a scene that introduces the character as well as any general description could. Teach them that their outlines are blueprints for their biographies, and that structuring them well with an outline can make writing their drafts significantly easier.
While they work on their first drafts, encourage them to follow their outlines strictly. After they've finished, split the class into groups of three and have each student read each of her group members' biographies. Have each student make notes about what was confusing in the stories along with what was exciting or captivating. Once each student has received feedback from each member in the group, have them begin revising. Explain that rewriting, revising and editing is possibly the most important step in the writing process. You can also schedule individual meetings with students to go over their stories and offer individual feedback.
Christopher Cascio is a memoirist and holds a Master of Fine Arts in creative writing and literature from Southampton Arts at Stony Brook Southampton, and a Bachelor of Arts in English with an emphasis in the rhetoric of fiction from Pennsylvania State University. His literary work has appeared in "The Southampton Review," "Feathertale," "Kalliope" and "The Rose and Thorn Journal."
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By grade 4, students are expected to be able to conduct some research, organize ideas and use their knowledge to create various pieces of writing. What better way to facilitate these practices then by conducting a biography unit? Biographies offer students many benefits, some of which are gaining a new perspective on their own life, while being inspired by the works of others. Below are some biography unit ideas for primary grades.
Before beginning this unit it is a good idea to have a discussion about fictions vs. non-fiction texts. As well as, discussing how to write an engaging story/biography. For reference, you can look into a story writing unit and learn more about nonfiction lesson ideas .
How to start :
Start your unit off by introducing the concept of a biography. I typically remind my students about the characteristics of non-fiction texts (ex. factual information, headings, table of contents, real pictures, etc). Then, we define what a biography is. If you’re planning this unit for younger students, then you can skip talking about the features and simply discuss the purpose of a biography. Here are some anchor chart ideas to go through with your students:
Begin With Examples :
Once you’ve introduced the concept and features of a biography, it’s time to start reading biographies as a class. Be sure to draw attention back to your anchor charts/discussions (it works nicely to also read a biography before discussing features so that students can refer back to the text). I’ve included some child friendly biographies at the end of this post. For now, here are some tips to try during/after reading as a class:
Practice Makes Perfect:
Now it’s time to practice reading & writing biographies, so that the concepts and structure becomes engrained in students’ minds. This can be done in a variety of ways. Here are just some ideas:
Here are some graphic organizers to help you and your students along the way:
Thinking of going cross-curricular? Have your students create portraits of famous biography subjects inspired by these:
Assessments:
Conducting assessments throughout your unit is the most surefire way to gage your students’ learning, provide them with feedback and guide the remainder of your unit. Here are some assessment ideas.
Some Great Biographies for Students:
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Looking for a fun, new research and writing project for your elementary kiddos? This living wax museum is a great way to tie together reading, writing, social studies and speaking and listening skills all in one fun project. I have done this project with second through fourth graders and they have all loved it.
Start this project off by having your students select what famous figure they want to research, or by assigning them a famous figure. My ABSOLUTE favorite books for us to conduct our research are the “Who Was” Series by Jim Gigliotti. They are perfect for on-level/higher second graders, and are most appropriate for third and fourth grade students.
Typically, I will introduce the project, show the students my example, and then briefly introduce all of the famous figures that they can pick from. I then let them go one by one and pick which person they want to research.
For my second graders, I always have one group (my lower level readers) that work together to collect our research all on the same person, but then I release them to each write their own reports.
We spend about one week reading our books and researching our influential figure. While they work, they take notes on important aspects of that person’s life. There are also a ton of great books on Epic ! that students can use for additional research and ideas.
After our notes are compiled, students begin writing their drafts for their research reports. I have students write 6 total paragraphs about their famous figures. We do an introduction, a paragraph about their early life, a paragraph about why they are famous, fun facts, a paragraph about a character trait that best describes them and why, and then a closing.
We spend about 1-1 & 1/2 weeks working on our writing. We write about a paragraph or 2 per day, then take our writing through the revising/editing/publishing process. I then give students a good 2-3 days to spend a TON of time publishing their work to the best of their capability, using their best handwriting and best pictures that they can.
Wax Museum: Speaking & Listening
We end this project by inviting parents and other classes to come watch us present our reports. This is a fun time where the students get to dress up like their famous person, bring in props and practice speaking in front of an audience. We always get amazing feedback from the parents and from other classroom teachers. This component is totally optional, but completely worth it!
I always send home a student letter at the beginning of the project so that parents have ample time to help students gather materials for their costumes and to help them get a good understanding of who their influential figure is.
Distance Learning / Digital Learning :
Is your school closed for an extended period of time due to this crazy virus? This project is a GREAT way for students to continue learning at home. Simply send the PDF to parents to print at home (or print at school if you still have access), and send students to Epic or your local online library to find biographies on the person of their choice. Then, add a digital component by having students upload their videos to Google Classroom, SeeSaw or the digital platform of your choice. This is a great way to provide a few weeks of reading/writing plans to parents, while incorporating choice in student learning still.
Recommended Resources :
Snag everything you need for the biography research and writing reports in this Biography Writing Resource .
Click here for a compilation of all of my favorite “Who Was” characters to research for this project. These books are the perfect level for 2nd-4th graders, and are really affordable (between $2-4 each by following my Amazon affiliate link.)
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Conduct, organise, and display research about books, people, planets, animals, states, and countries with a versatile set of report writing templates.
A poster about the biography text type, including an annotated example.
Guide your students with this Biography Template.
A visual display for your classroom to help students ‘bump up’ their biography writing.
A comprehension worksheet for a biography from the Year 3 magazine (Issue 2).
A comprehension worksheet for a biography from the Year 4 magazine (Issue 2).
A comprehension worksheet for a biography from the Year 5 magazine (Issue 2).
Now your students can make sure that they have everything they need in their biography.
A set of 30 vocabulary words related to biography writing.
A brochure template to use when writing biographies.
A flip book template to use when writing biographies.
Biographies can be interesting and fun to write... with a little bit of inspiration and help to get them started!
Identify and encourage research into notable Austrailian heroes with a triarama project.
This unit provides teachers with EVERYTHING they need to successfully teach a biography reading and writing workshop for an entire month of school!!
COPYRIGHT NOTE : This curriculum was completely researched, designed, and created by Jen Bengel at Out of This World Literacy™.
NEW 2nd EDITION: This unit was completely revised into a 2nd edition!
What's Included:
PLEASE NOTE
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Copyright © 2014 Jen Bengel - Out of This World Literacy™️
2nd Edition © 2019
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not for public display.
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Jen bengel - out of this world literacy.
Welcome to the world of students! We have created an amazing collection of 30 student biography examples to help you write your own.
As a student, you are likely to be writing a variety of biographical pieces. Whether you are writing a personal profile for your CV, a biography for an awards application or a biography for a college admissions essay, it’s important that you construct an interesting and engaging narrative of who you are.
1. Growing up I was always interested in the sciences and technology. In high school, I excelled in math and science classes, which led me to pursue a degree in engineering. I went on to earn my Bachelor’s degree in Engineering and am currently working on my Master’s in Civil Engineering. After I finish my degree, I plan to use my knowledge to help improve infrastructure in developing countries.
2. Since a young age, I have been passionate about helping people in need. During college, I decided to focus my studies on sociology and political science. I used my knowledge to take action and participated in several non-profit organizations to promote social justice. With the help of internships, I have also gained experience in policy development and public relations. I’m currently working on a graduate degree in Social Work and aim to eventually work for the United Nations .
4. I never thought that I had the ability to become a professional photographer, but my high school photography teacher pushed me to pursue my dreams. I learned how to use a variety of cameras, develop photographs, and post-process my images. I continued my photography studies at college, where I gained additional knowledge in studio lighting and digital editing. I was even able to gain experience in the fashion industry, interning for a well-known photographer . Today, I am working as an event photographer, documenting weddings, reunions, and corporate events.
5. When I was younger I was passionate about art, which prompted me to pursue a bachelor’s degree in Fine Arts. During college, I was able to gain experience as a studio assistant and also learn various digital and traditional art techniques. With the help of a scholarship, I was able to travel to various countries and learn even more about different art styles. After graduation, I started working as a freelance artist and have been able to produce several commissioned artworks and pieces.
7. I have been involved in theater since I was a young child. During my high school years, I focused on honing my abilities through various extracurricular activities. I was able to gain valuable experience by participating in multiple productions and I even gained a scholarship for theater. I attended college to study Musical Theater and continued to foster my talent. With help from internships and workshops, I was able to build additional experience and formed a touring theater company with some of my colleagues.
8. From an early age, I was interested in the environment and the outdoors. I spent a lot of time reading environmental books and researching environmental issues. This passion inspired me to major in Environmental Science in college. I’ve gained valuable experience through various internships and part-time jobs. With the help of my degree, I’ve been able to work on several conservation projects and hope to soon work for a non-profit organization focused on sustainability.
9. When I graduated high school I wanted to focus my career on the medical field. After much research, I decided to major in Biomedical Engineering. During my time in college, I was able to gain a valuable experience by interning as a research assistant. I have been able to learn more about medical technology and have been able to contribute to various projects. I’m currently pursuing a master’s degree in Biomedical Engineering and plan to continue my research in the field and eventually work for a healthcare company.
10. I have always had an interest in fashion and design, so when the time came to decide my career path it made sense to pursue design. During college, I was able to study many aspects of fashion and gain experience through various internships. I was also able to travel to other countries to observe trends and learn about different cultures. With my degree, I am currently working as a fashion designer and I plan to continue to use my creative eye to come up with innovative and stylish designs.
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The bibliography is simply a list of books or articles that your child used for his research. The sources should be listed in a precise format and in alphabetical order . A biography written by a 4th grader should have the following components: cover page, introductory paragraph, body paragraphs, and conclusion.
BIOGRAPHY WRITING Tip: #4 Put Something of Yourself into the Writing. While the defining feature of a biography is that it gives an account of a person's life, students must understand that this is not all a biography does. Relating the facts and details of a subject's life is not enough.
Learn the life story and biography of influencial people: US Presidents, World Leaders, Inventors, Women, Artists, Civil Rights heroes. History Biography Geography Science Games. Search Ducksters: Biographies. Biographies by Date Biographies Alphabetical. Pick the person or subject below to view biography or list of biographies: ...
Lesson 2 Biography Story Map. A biography can be similar to a fiction book which tells a story. It includes a main character, setting, time and often problems. Have students choose a biography to read and complete this story map. You might choose to model this lesson by reading aloud a biography one day and completing the story map together.
Writing the Biography. A paragraph will often begin with a topic sentence that signals the main idea to your readers. You don't have to begin with a topic sentence, but you'll need to make sure ...
Overview. While engaging in the processes of researching, writing, and evaluating short biographical sketches, students can master essential writing skills and enhance their content area learning. In this lesson, fourth grade students discuss standard elements in a biography and examine the characteristics of the genre in a workshop setting.
MAIN BODY OF BIOGRAPHY. Using your previous knowledge from your solo talk, or the fact sheets, choose the most important events in their life to write about. You can talk about their childhood if you wish. First Level - Choose 3-4 key events. Second Level - Choose 5-6 key events. Write down your chosen key events on your planning sheet.
Biography Writing for 1st Grade. Biography Writing for 2nd Grade. Biography Writing for 3rd Grade. Biography Writing for 5th Grade. Biography Writing for 6th Grade. A collection of resources to use when teaching your students about the biography text type. Resources include planning templates, checklists, writing...
What should a Year 4 Information: Biography text look like? Use this handy example text pack to help you to either provide an ideal example for your class or moderate children's writing, according to the 2014 National Curriculum requirements for English. Designed to help children learn the key features of writing a biography - KS2 PowerPoint, example texts, checklists and more to support ...
A fourth grade biography will be much different from a middle school-level biography or a high school or college-level biography. ... but it should not repeat specific examples. As always, proofread your paper and check for errors. Create a bibliography and title page according to your teacher's instructions. Consult a style guide for proper ...
BIOGRAPHY UNIT FOCUS GRADE 4 Essential Common Core Standards R.I.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. R.I.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
By reading these biographies, second-grade and third-grade students learn about the famous person through a fun, easy-to-read passage. Students can also use the QR Codes for additional biography research. Included are comprehension activities that support a sequence of events and categorizing facts, as well as a simple biography report.
Biography writing is a useful way to introduce fourth-grade students to both research and narrative writing, which are skills they are expected to develop according to Common Core standards. When teaching biography writing, stress the importance of treating the assignment as both a creative project and an academic ...
Below are some biography unit ideas for primary grades. Before beginning this unit it is a good idea to have a discussion about fictions vs. non-fiction texts. As well as, discussing how to write an engaging story/biography. For reference, you can look into a story writing unit and learn more about nonfiction lesson ideas.
Snag everything you need for the biography research and writing reports in this Biography Writing Resource. Click here for a compilation of all of my favorite "Who Was" characters to research for this project. These books are the perfect level for 2nd-4th graders, and are really affordable (between $2-4 each by following my Amazon affiliate ...
If you are writing an example of a biography you should try to include: an interesting opening sentence to hook their reader. the past tense. third-person pronouns. key event and influences in the person's life. the passive voice. a summary of the main event's of a person's life in the first paragraph.
A flip book template to use when writing biographies. PDF Slide. Year s 3 - 6. Biography Writing for Year 5. Biography Writing for Year 6. A collection of resources to use when teaching your students about the biography text type. Resources include planning templates, checklists, writing...
A biography aims to inform, captivate, enrage, inspire, document, and more. They offer us an extensive insight into the life of a remarkable person, and the world, era, or class they belong to, the society the used to live in. They are the lifeblood of any section marked 'Non-Fiction'. Designed to help children learn the key features of writing ...
Ideal for lower-elementary students, this easy-to-use Biography Template is the perfect way to plan a longer piece of writing. Rather than planning on a blank page, this Biography Template provides a structure in a fact-file-style format. With headed sections, such as 'Famous for', 'Key Life Events', and 'Major Accomplishments', your budding writers can produce a more detailed plan for their ...
This Biography Writing Examples set contains resources such as an annotated example text, which explores the decisions the writer has made and why they're effective, and a useful biography word mat to help students to learn some of the key terms that crop up in this style of writing. This would be a great choice of resource if students are just ...
This is the power point that you need to use for your presentation. Click on the link below to open it. Then, save it in your folder and rename it as the name of the person you are studying. After this, you shouldn't need to use the link anymore. You just need to open it each day from your folder. biography_power_point_template.ppt.
This unit provides teachers with EVERYTHING they need to successfully teach a biography reading and writing workshop for an entire month of school!! PLEASE NOTE. The mini-lessons in this unit are the same as the lessons in the informational units for grades 2-6. The only difference is the grade 4 standards attached and the mentor text passages.
Student Biography Examples. 1. Growing up I was always interested in the sciences and technology. In high school, I excelled in math and science classes, which led me to pursue a degree in engineering. I went on to earn my Bachelor's degree in Engineering and am currently working on my Master's in Civil Engineering.