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Grade 3

English Language Arts

Unit 7: Who’s Who—Autobiographies/Biographies

Time Frame: Approximately four weeks

Unit Description

Reading and writing biographies and autobiographies is the focus of this unit. Interesting people with whom students can identify and learn from are read about and studied. Perspectives and influences of biographies written long ago are examined and compared to more recent works. Biographies’ subjects are studied. Influences of others on the life of a subject are important. Provide opportunities for students to read a variety of sources (i.e., biographies, journal entries, and speeches) and determine the accuracy of the information read.

Reading about people and their impact on society helps create a foundation for students to examine interests, to see points of view, and to make connections to personal experiences. Various literary devices are taught to encourage development of unique writing styles. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.

Student Understandings

The main goal of this unit is for students to determine what makes a biographical or autobiographical work interesting to read. Students will realize how an author’s point of view and choice of sources influence how a subject is portrayed. They will also note how biographies and autobiographies focus on the events in a subject’s life and the subject’s accomplishments. Students learn to examine their own interests, to recognize various points of view, and to make connections to their own experiences in order to write biographies and autobiographies of their own.

Guiding Questions

1. Can students identify what makes an autobiography, biography, or memoir interesting?

2. Can students identify some of the literary devices the author used to make the autobiography, biography, or memoirs more readable?

3. Can students examine their own interests and points of view and make connections to write biographies?

Unit 7 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|04. |Demonstrate knowledge of the meanings of common prefixes and suffixes (ELA-1-E1) |

|05. |Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine word |

| |meanings, word choices, and pronunciations (ELA-1-E1) |

|06c. |Determine meanings of unfamiliar words using a variety of strategies, including identification of base words and |

| |root words (ELA-1-E1) |

|10. |Demonstrate understanding by summarizing stories and information, including the main events or ideas and selected |

| |details from the text in oral and written responses (ELA-1-E5) |

|13. |Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7) |

|17d. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including |

| |comparing and contrasting, including story elements (e.g., theme, character, and conflicts) and main points or ideas|

| |in informational texts (ELA-7-E2) |

|20. |Explain the author’s viewpoint using information from the text (ELA-7-E3) |

|22a. |Write compositions of two or more paragraphs that are organized with a central idea (ELA-2-E1) |

|23. |Incorporate grade-appropriate vocabulary and information when writing for an intended audience and/or purpose |

| |(ELA-2-E2) |

|24a. |Develop compositions of two or more paragraphs using writing processes such as selecting a topic (ELA-2-E3) |

|24b. |Develop compositions of two or more paragraphs using writing processes such as prewriting using strategies such as |

| |brainstorming, locating information, and generating graphic organizers (ELA-2-E3) |

|24c. |Develop compositions of two or more paragraphs using writing processes such as drafting (ELA-2-E3) |

|24d. |Develop compositions of two or more paragraphs using writing processes such as conferencing with teachers (ELA-2-E3)|

|25. |Develop organized one- and two-paragraph compositions using description and narration (ELA-2-E4) |

|27b. |Write for various purposes, including book reports and informational compositions that include main ideas and |

| |significant details from the text (ELA-2-E6) |

|29a. |Use standard English punctuation, including commas to separate phrases in a series (ELA-3-E2) |

|29b. |Use standard English punctuation, including commas to separate parts of addresses (ELA-3-E2) |

|30. |Capitalize the first word in direct quotations and proper adjectives (e.g., American flag, Mexican food) (ELA-3-E2) |

|31a. |Write using standard English structure and usage, including avoiding run-on sentences (ELA-3-E3) |

|31b. |Write using standard English structure and usage, including using verbs in the future tense (ELA-3-E3) |

|31c. |Write using standard English structure and usage, including making subjects and verbs agree in sentences with simple|

| |and compound subjects and predicates (ELA-3-E3) |

|32e. |Apply knowledge of parts of speech in writing, including using first-, second-, and third-person pronouns correctly |

| |(ELA-3-E4) |

|40b. |Give rehearsed oral presentations that include relevant facts and details from multiple sources (ELA-4-E4) |

|41. |Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts) |

| |(ELA-4-E4) |

|42a. |Use active listening strategies, including asking questions and responding to ideas/opinions (ELA-4-E5) |

|49. |Complete simple outlines with main topics and subtopics that reflect the information gathered (ELA-5-E3) |

|ELA CCSS |

|CCSS# |CCSS Text |

|Reading Standards for Informational Text |

|RI.3.4 |Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 |

| |topic or subject area. |

|RI.3.8 |Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, |

| |cause/effect, first/second/third in a sequence). |

|Writing Standards for Informational Text |

|W.3.1 |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

| |a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure |

| |that lists reasons. |

|W.3.1 |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

| |b. Provide reasons that support the opinion. |

|W.3.1 |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

| |c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. |

|W.3.1 |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

| |d. Provide a concluding statement or section. |

|W.3.10 |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame ( a |

| |single sitting or a day or two) for a range of discipline-specific tasks, purpose, and audiences. |

|Language Standards |

|L.3.6 |Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and |

| |phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went |

| |looking for them). |

|Speaking and Listening Standards |

|SL.3.1 |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse |

| |partners on grade 3 topics and text, building on others’ ideas and expressing their own clearly. |

| |a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and |

| |other information known about the topic to explore ideas under discussion. |

|SL.3.1 |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse |

| |partners on grade 3 topics and text, building on others’ ideas and expressing their own clearly. |

| |b. Follow agreed-upon for discussions (e.g., gaining the floor in respectful ways, listening to others with care, |

| |speaking one at a time about the topics and texts under discussion. |

|SL.3.1 |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse |

| |partners on grade 3 topics and text, building on others’ ideas and expressing their own clearly. |

| |c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the |

| |remarks of others. |

|SL.3.1 |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse |

| |partners on grade 3 topics and text, building on others’ ideas and expressing their own clearly. |

| |d. Explain their own ideas and understanding in light of the discussion. |

|SL.3.6 |Speak in complete sentences when appropriate to task and situation in order to provide requested detail or |

| |clarification. |

Sample Activities

Activities one through four should be included in each unit of the third grade ELA Comprehensive Curriculum. They are designed to establish routine and to promote reading and writing literacy.

Activity 1: Drop Everything and Read! (D.E.A.R.) (Ongoing) (GLE: 13)

Materials List: a wide variety of trade books, biographies, autobiographies, memoirs, classroom sets, and chapter books at various reading levels, student library books

Independent reading is anytime a student reads alone. Independent reading may take place at various times of the day. It is important to include this activity daily. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students place content materials in their desks and take out their reading material. Have students read silently or softly to a partner until designated time is over. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and understanding with rereading as necessary according to a variety of student interests and their abilities. D.E.A.R. should not take the place of regular guided reading instruction. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.

Provide a wide selection of nonfiction materials for students to read, including biographies, autobiographies, and memoirs. Refer to the Nonfiction Resource List at the end of the unit.

Activity 2: Daily Edits (Ongoing) (GLEs: 04, 29a, 29b, 30, 31a, 31c)

Materials List: list of sample incorrect sentences, run-on sentences, commas to separate phrases in a series, commas to separate parts of addresses, capitalizing the first word in direct quotations and proper adjectives, future tense verbs, subject and verb agreement in simple and compound subjects, prefix and suffix word lists, overhead projector, chart tablets, Smart Boards, or Promethean Board flip-charts

Building a foundation for standard English usage is critical for student success in writing. Provide opportunities for students to examine sentences and determine capitalization, punctuation, usage, grammar, and run-on mistakes. Mini-lessons will create opportunities for students to master punctuation, capitalization, usage and grammar rules and further apply the rules when writing complete sentences. Since young students innately have a strong interest in informational text, nonfiction resources may encourage additional motivation for daily edits during this unit.

Mini-Lesson

• Present sample sentences with grammatical errors on overhead, board or sentence strips, Smart Boards, or using Promethean Board flip-charts

• Display sentences with mistakes. Students will look at their copies. Together in a shared reading, they will read the sentences. A mini-lesson will follow.

• Model and allow volunteers to correct the mistakes.

• Ultimately the students will correct the errors automatically with little support from the teacher.

• Please note: These mini-lessons offer an opportunity to quickly review everything from subject verb agreement to identifying when standard English punctuation is needed (dialogue, questions, exclamations, etc.).

Sample Errors:

➢ Dr. Martin Luther King, Jr read a lot of books he loved learning.

➢ When you get ready for school, eat get dressed wash your face and brush your teeth.

➢ Seth lives at 123 Bell Avenue Baton Rouge Louisiana.

➢ Our class is be going on a field trip next week.

➢ Milton Hershey worked at several jobs before he started making milk chocolate he married Ms. Kitty and was very happy.

➢ My dad wore a silk italian suit to work today.

➢ 456 red house rd is my address

➢ shreveport Louisiana

➢ Please untie your shoes, so that you will not trip and fall on the shoestrings.

➢ We turned off the oven to preheat it after we were done baking.

Activity 3: Writing Journal (Ongoing) (GLEs: 24a, 31a, 31b, 31c)

Materials List: journal, pencil

Make daily entries in their writer’s notebook. A special section can serve as a writing journal. Plan writing activities that allow students to review and practice avoiding run-on sentences, using verbs in the future tense, and making subjects and verbs agree. In addition, encourage students to use sentences with simple and compound subjects and predicates. Allow students to make monthly, six weeks, or nine weeks section covers for each section of the journal. Journals may also be sectioned by themes corresponding to units in the comprehensive curriculum. Variations will make writing journals unique to each classroom while accomplishing the goal of daily writing. Ideas for journal writing include prompts related to holiday themes, friendly letters, free writes, diary entries, and many more. Reflections on biographies, autobiographies, and memoirs read during this unit may be a part of the writing journal.

2013-2014

Activity 4: (CCSS: W.3.1a, W.3.1b, W.3.1c, W.3.1d)

This is an extension of Activity 3. During the biography and autobiography unit, journal entries may be used as learning logs (view literacy strategy descriptions) to record student’s thoughts and reflections about the information from class discussions. Give journal assignments that include opinion pieces on topics or texts students are writing about, and instruct them to support a point a view with reasons. Once the topic is introduced, have students state an opinion, then create a fact chart or organizational structure. Direct them to list reasons that support their opinions. Model using linking words (e.g. because, since, for example, therefore) to connect opinions and reasons. Also model writing a concluding paragraph. Monitor student progress by randomly selecting several students to read their writing with the entire class.

Activity 5: Vocabulary Activities (Ongoing) (GLEs: 05, 06c)

Materials List: paper, vocabulary list, root word, vocabulary chart, dictionary, thesaurus

Plan vocabulary activities that provide opportunities to practice skills and to reinforce new lists of words. Using context clues to expand and develop vocabulary will be an added tool to help students understand text and aid in reading comprehension.

Game Suggestion:  Vocabulary Self-Awareness

This lesson will involve the use of vocabulary self-awareness (view literacy strategy descriptions) . Because of students varying levels of understanding new information, it is essential to assess their background knowledge of a concept. This awareness is valuable for students because it highlights their understanding of what they know, as well as what they still need to learn in order to fully comprehend the reading.

Before reading an autobiography, give students a list of vocabulary words and direct them to complete a vocabulary self-awareness (view literacy strategy descriptions) chart to access their current knowledge of the words. Use a Vocabulary Self-Awareness Chart BLM like the one below. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with plus signs. Students will be given many opportunities to revisit their vocabulary charts to revise their entries. Once the story is completed, check students’ charts to make sure they have added pluses, good examples, and accurate definitions for each of the words. Give students additional opportunities to use the newly-learned words. Some examples of ways they can use the words are in class discussions, shared writing, and independent writing.

Vocabulary Self-Awareness Chart

|Word |+ |√ |-- |Example |Definition |

|biography | | |-- | | |

|autobiography |+ | | |The Story of My Life by Helen Keller |a story of someone’s life written by them|

|biography memoir | | |-- | | |

|style | | |-- | | |

Activity 6: Someone from Long Ago (GLEs: 17d, 20)

Materials List: copies of two selections—an autobiography and a biography of the same person, Person of Long Ago—Compare/Contrast Chart BLM

Hand out two selections about a person from long ago; each selection should represent a different approach, such as an autobiography by a famous historical figure and a biography about that person. Each represents a different approach and gives students examples of autobiographical and biographical writing. Direct students to identify and record on a graphic organizer (view literacy strategy descriptions) (e.g., simple outline, list, etc.) such as the Person of Long Ago—Compare/Contrast Chart BLM, how the reader is “hooked,” how the biography is organized, what is important to remember about this person, and how this person made a difference for others. This is an opportunity to integrate and help students appreciate good literature associated with the regions of the United States. Ask students to distinguish factual information that is consistent in both the biography and the autobiography. Instruct students to evaluate conflicting information contained in both. Model the skills necessary to become objective readers, and help students realize that an author’s point of view plays a large role in how the information about a subject is reported. Encourage students to study from their graphic organizer and quiz a partner over the content in preparation for tests and other class activities.

Activity 7: Becoming Experts (GLEs: 10; CCSS: RI.3.8)

Materials List: short nonfiction passages, GISTing Form BLM, props for professor-know-it-all, Weekly Reader (or similar content area reading material)

Prior to nonfiction research, students have learned to summarize and paraphrase short reading passages in order to promote higher order thinking and develop critical thinking skills. Require that students describe the logical connection between a particular sentence and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Strategies for reading nonfiction materials include the following:

• Skimming titles and subtitles

• Scanning bold words and italicized text

• Using maps, graphs, charts, and diagrams

• Reading questions first

• Questioning while reading using the 5 W’s (Who, What, When, Where, Why)

• Predicting what the material will be about

• Making inferences

• Drawing conclusions

• Drawing on prior knowledge and making connections

• Summarizing and paraphrasing

• Evaluating material read

Summarizing is an important subskill in comprehension. Students often say too much or too little in their summaries. GISTing (view literacy strategy descriptions) provides opportunities for students to paraphrase and summarize using a set number of words, therefore forcing students to think about the most important information in a paragraph.

Select appropriate paragraphs on which to write GIST. Establish a limited number of spaces to represent the total number of the gist. A 12 to 15 word limit would be manageable for third grade. Model GISTing a paragraph on a chalkboard, overhead, or interactive white board. Read the first sentence with the students, and using only the spaces provided, write a statement that demonstrates the important information of the sentence. This is the beginning of the gist. Read the next sentence of the paragraph. Then rewrite the first GIST statement by combining important information from the first and second sentences of the paragraph. Continue this process for the remaining sentences of the paragraph. Students will need to practice GISTing several times in pairs or small groups before they should be asked to work without guidance or independently to construct paragraph and passage level summaries.

Use GISTing (view literacy strategy descriptions) to teach reading strategies to help students comprehend the material. Students will begin by skimming vocabulary in the first paragraph of a short content area passage and by predicting the main idea of the passage. Students will develop questions using the 5 W’s and look for answers to those questions as they read. Teachers may read or have a student read each paragraph aloud. As a post-reading activity, students will find the gist or summarize the paragraph. The teacher will guide students by modeling GISTing with the first paragraph and the GISTing Form BLM. Subsequent paragraphs in the selected passage will be treated the same way. Weekly Reader or similar materials, including autobiographies, biographies, and memoirs, can work well for introducing GISTing.

GISTing will look similar to the following example, a passage about Benjamin Franklin, that uses twenty words to summarize the gist of the paragraph.

Paragraph

Ben Franklin had poor vision and needed glasses to read. He got tired of constantly taking them off and putting them back on, so he decided to figure out a way to make his glasses let him see both near and far. He had two pairs of spectacles cut in half and put half of each lens in a single frame. Today, we call them bifocals.

GISTing Statement

Ben Franklin couldn’t see well near or far, so he invented a pair of glasses called bifocals to do both.

Assign a second nonfiction passage to be read independently. Then allow students to work with a partner to discuss and practice the GISTing strategy. Monitor independent work closely and assist as necessary. Have students read aloud their summaries.

Finally, place students in pairs or small groups and give each a different passage to summarize on the GISTing Form BLM. Tell them to become experts on the topic in the passage they read. “Experts” will then present summaries to their classmates using the professor know-it-all (view literacy strategy descriptions) format described in previous units. Review and wrap-up will lead into research for biographies.

2013-2014

Activity 8: (CCSS: RI.3.4)

This is an extension of Activity 6. During the biography and autobiography unit, student journals may be used as learning logs (view literacy strategy descriptions) to record a student’s thoughts and reflections about the information discussed in class. When writing in their journals, students will write opinion pieces on topics or texts they are writing about and support a point a view with reasons. Discuss and define general academic (construct, compare, list, recognize) and domain specific words (autobiographies, biographies, genre) in phrases in a text that are relevant to the topic. Once the topic is introduced, have students state an opinion, and create a fact chart or other organizational structure that includes a list of reasons which support their opinions. Remind students to use linking words (e.g. because, since, for example, therefore) to connect opinions and reasons, and then direct them to write a concluding paragraph. Monitor the students’ progress by randomly selecting a several students to read their writing to the class.

Activity 9: Research Your Subject (GLEs: 24a, 24b, 24c, 24d, 27b, 30, 31a, 31b, 31c, 32e, 49)

Materials List: encyclopedias, biographies, autobiographies, Internet, Person of Interest Organizer BLM, Blank Outline Form BLM (See Unit 2)

Inform students that they will be writing a multiparagraph biographical composition on a historical person of interest they select. In preparation for having students research information about the subject, provide mini-lessons on any identified areas of need, model steps in the process of writing a biography, and coach individuals as needed. Then pre-conference with students keeping the following in mind:

• plan the biography using a graphic organizer

• identify important information about subject

• define the subject’s influence on society

• identify sources

Direct students to use a graphic organizer (view literacy strategy descriptions), such as the Person of Interest Organizer BLM, to record information about subjects of interest. Instruct students to conduct research by generating ideas and questions, then gathering, evaluating, and synthesizing information from a variety of sources (e.g., encyclopedias, Internet searches, interviews, autobiographies, and biographies). Have students record information using simple outlines using the Blank Outline Form BLM (See Unit 2) and make decisions about how to organize the material to suit their purpose and audience. Require students to use grade-appropriate conventions, including capitalizing the first word of direct quotations and using proper adjectives; using verbs in the future tense; recognizing subject-verb agreement; using first-, second-, and third-person pronouns; and avoiding run-on sentences in completed drafts. (Refer to the biographical resources list in Activity 7.)

Activity 10: Writing Process (GLEs: 25, 27b; CCSS: W.3.10)

Materials List: biographies written in Activity 9, Biography Rubric BLM

Students will continue with the writing process and meet with the teacher for guidance to revise their biographical compositions, focusing attention on word choice, style, writing techniques, and conventions they have practiced to improve their work. Have students edit their work using grade-appropriate scoring rubrics such as the Biography Rubric BLM for conventions. Require students to publish their work, using legible cursive or

print handwriting or technology. Following a review of how to complete a bibliography, require that they include simple bibliographic citations.

Activity 11: Special Memories (GLEs: 22a, 27b)

Materials List: list of prompts, paper, pencils, whiteboard or chalkboard

Guide students through a discussion of memoirs beginning with the question, “What does it mean to write a memoir?” After brainstorming answers to the question, help students understand that a memoir will tell a story that reveals something unique about the writer. To start them thinking about creating their own memoirs, have students consider some of the following prompts:

• One of the happiest times in my life was…

• My favorite holiday is… because…

• I was proud of myself for…

• The best birthday present I ever received was…

Divide students into groups of three or four. Ask students to think about one of their fondest memories, and discuss it with members of the group. Then lead a discussion with the whole group. Model writing a memoir by choosing a personal memory and writing it on the board or overhead. Explain that when writing about memories, there is a very fine line between truth and fiction because the way people and events are remembered is based on how a person’s perception of them. Draw students into a conversation about what they feel makes a memoir compelling. Lead students to understand that it is the reality and human connection that appeals to the reader.

Next, prompt the class to recall something that happened recently at school and direct groups to write down their recollections of what happened. Have the class compare the writings from each group and note the differences in the descriptions of the same event. Students should begin to understand that a memory is just one person’s perception or observation. At the end of the discussion, give students a list of suggested topics to prompt a memory to write about. Have students follow the writing process to compose a short memoir of their own. Provide time for selected individuals to read their memoirs to the class.

Activity 12: Presents to Others (GLEs: 40b, 41, 42a)

Materials List: student biographies, student book jackets, Oral Presentation Rubric BLM (See Unit 3), object to represent person of study

Review audience expectations with students prior to presentations. Collaborate with student to create a rubric for a biographical sketch and a biographical book jacket presentation. Students may choose either their biography or book jacket to present orally. Provide time for students to practice with partners by reading their biographies or presenting their book jackets and preparing notes (speaking points) for an oral presentation. Biographies are to be presented with objects that reflect the person. For example, a student presenting a biography of Betsy Ross might make a flag with thirteen stars and stripes. Have listeners provide feedback to presenters using the class-created rubric or the Oral Presentation Rubric BLM (See Unit 3). If there is time, both projects may be presented orally.

2013 - 2014

Activity 13: “Bioboxography” Presentation (Biography) CCSS: W.3.1a, W.3.1b, W.3.1c, W.3.1d, W3.10, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.6, L.3.6

Materials List: shoebox, Oral Presentation Rubric BLM (See Unit 3), objects that represent the student

Review features of biographies, and discuss the “bioboxography” project with students.

Set guidelines such as specifying that the person they research must be from a particular time period. Take students to the library to do some research, or provide a variety of books at various levels within the classroom. If students go to the library, direct them to locate two or three books about the person selected. Encourage students to do research using the Internet as well a newspaper or magazine articles about the person.

Once each student choses a person to research, give instructions about organizing information using a split-page notetaking (view literacy strategy descriptions). See split-page notetaking example in Unit 2. Instruct students to take notes using split-page notetaking as they research. Suggest that they write down facts such as where the person was born, what the person did that was important, and the person’s views on important issues. Have students use the Person of Interest Organizer BLM from Activity 9.

Divide students into small groups of three or four, and encourage them to discuss their ideas for their research with their classmates using the agreed upon rules for discussions. Provide time for students to conduct research for their biography project. Require them to create split-page notes. Hand out an 8.5 x 11 sheet of lined paper to each student. Using a ruler and pencil, have them draw a horizontal line 2 inches from the top of the page. Next, instruct the students to draw a vertical line about two inches from the left edge. List key ideas in the left column. As the students read, they will add supporting details on the right side. Encourage abbreviations and paraphrasing. Provide students with the time to read and add to their split-page notes. Allow students to again meet in their groups once their research has been conducted to further explore their ideas of research of their subject. Guide them to ask questions and to explain their own understandings of the information. Remind students that they are required to come prepared for the discussion of their subject and that their conversations must remain on the assigned topic. Then allow the time needed for students to compose paragraphs for each side of the box using their notes. Dictionaries and thesauruses should be available for editing reports. Once the paragraphs for each side have been completed, have the students cover or paint their shoebox. Using their writing as a guide, have students print or draw pictures that illustrate what they have written. Then ask them to gather small items that remind them of the person they researched. For example, if Milton Hershey is the subject being studied, the student might put taffy, milk chocolate, a map of the places he visited, an item of clothing from that time period, etc., in his or her box. Allow a few days for students to gather these items. Allowing students to gather significant items as a homework assignment should improve the success of the assignment. (If a student does not have strong family support, allow him or her to brainstorm with you and provide or enlist the support of administration or the school counselor for help in gathering the items.)

Review audience and presenter’s expectations such as speaking in complete sentences appropriate to situation with students prior to presentations. With the students, create a rubric for the “bioboxography” presentations. Provide students with time to practice reading their “bioboxographies” with a partner. Have students provide feedback to the presenters using the class-created rubric or the Oral Presentation Rubric BLM used in Unit 3.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

• Students will read autobiographical and biographical compositions aloud as the audience provides feedback using a rubric.

• Students will follow the steps in the writing process to produce a biography, including researching, outlining, and creating drafts, conferencing, proofreading, editing, and publishing.

• Students will recall a favorite memory and write a memoir of their own.

Activity-Specific Assessments

• Activity 6: Students will compare and contrast a biography and an autobiography of the same subject using the Person of Long Ago Compare/Contrast Chart BLM.

• Activity 9: Students will organize research information about a subject to complete an outline. See Unit 4 Blank Outline Form BLM. The outline of information will be used to compose a two-or more-paragraph biography of a subject in rough draft form. The biography will be scored using a class-created rubric similar to the Biography Rubric BLM.

• Activity 12 Students will use prepared notes (speaking points) to make oral presentations. Special objects that reflect the persons of interest will be used as visuals in presenting biographies and book jackets. Scoring and feedback will be provided using the class-created rubrics similar to the Oral Presentation Rubric BLM.

• Activity 13: Students will use prepared paragraphs attached to a box to make an oral presentation about a specific person. Scoring and feedback will be provided using a similar to the Oral Presentation Rubric BLM. Box biographies will be presented and scored using a class-created rubric.

Resource List

Alcott, Louisa May. Louisa May Alcott: Her Girlhood Diary

Bunting, Eve. Once Upon A Time

Carle Eric, Flora and Tiger: 19 Very Short Stories from My Life

Keller, Helen. The Story of My Life

Cal Ripken, Jr., and Cal Ripken, Jr.: Play Ball!

Mike Bryan.

Memoir Resource List

Polacco, Patricia. My Rotten Redheaded Older Brother.

Polacco, Patricia. The Keeping Quilt.

Rylant, Cynthia. The Relatives Game.

Rylant, Cynthia. When I Was Young in the Mountains.

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