Lesson Plan

UNIT PLANNING TEMPLATE
Stage 1
Overview and Context
Your name: Jamie Goode
Grade level and school: Second Grade, Eberwhite Elementary School
Title of unit: Biography Genre Study
Estimated time for unit 3 Weeks
Rationale: In this genre study unit, students will have the opportunity to both read and
write their own biographies. Students will begin by reading a biography both
independently and as a class then learning the important components that
are needed to construct a biography. Students will then have the opportunity
to use the biography that they have read to create report on the person that
they have studied.
Students will have an opportunity to read several biographies both as a class
and independently. Students will read their own biographies at their own
reading level in small guided reading groups. While reading a biography,
students will have an opportunity to learn about the format and structure of
a biography along with the purpose for writing a in this genre.
After reading a variety of biographies, students will have an opportunity to
become an expert researcher on the life of the person that they have learned
about. Students will use their own biographies as well as a secondary source
(additional biographies on the same person, internet, encyclopedia, etc.) to
develop information about their given individual.
After each student has found information about their selected individual, they
will have an opportunity to put all of the information collected together to
create a draft of their information in paragraph form. The paragraphs written
will become their final research report. This report will then act as their scrip
as they become that individual in Our Living Museum. The content of the
draft will contain a topic sentence and at least four supporting sentences.
The living museum that is created in our classroom will give every student an
opportunity to share a report on the person that they have learned about. At
Our Living Museum, every student will have his or her own exhibit to share
the information that they have collected. The living museum will be held in
our classroom at the end of our biography genre study unit. Both students
and parents will be invited to our classroom to be a part of Our Living
Museum.
Sources: Common Core State Standards
Leveled reading books letters K-P
Jackie Robinson Picture Book
Read aloud books
Selections of other biographies to use as a second source in the classroom
Goode
University of Michigan, Undergraduate Teacher Education Program page 1 of 13
For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012
Essential question(s) How can you tell the story of someone else's life?
What aspects of a personal life can be learned through reading?
In what ways can you retell the life of another individual?
Learning Goals
Learning Goals U, K, S* Connection to Standards
Students will be able to use the information
collected through informational biographies
read as well as secondary sources (internet
search, related biographies, encyclopedia,
etc.) in order to demonstrate their
understanding of a given individual.
K
o
CCSS.ELA-Literacy.RL.2.7 Use information
gained from the illustrations and words in a
print or digital text to demonstrate
understanding of its characters, setting, or plot.
o
CCSS.ELA-Literacy.RI.2.2 Identify the main
topic of a multiparagraph text as well as the
focus of specic paragraphs within the text.
Students will be able to ask and answer
questions surrounding the text in order to
learn more about the given individual.
S
o
CCSS.ELA-Literacy.RI.2.1 Ask and answer
such questions as who, what, where, when,
why, and how to demonstrate understanding of
key details in a text.
Students will be able to identify the
important information in an individuals life
and arrange the information in
chronological order.
U, K
o
CCSS.ELA-Literacy.RI.2.3 Describe the
connection between a series of historical
events, scientic ideas or concepts, or steps in
technical procedures in a text.
Students will be able to recognize the
necessary features of a biography and will
be able to use the features to navigate
through a story.
S
o
CCSS.ELA-Literacy.RI.2.5 Know and use
various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts or information
in a text efciently.
o
CCSS.ELA-Literacy.RI.2.6 Identify the main
purpose of a text, including what the author
wants to answer, explain, or describe.
Goode
Students will use appropriate guided
reading books to learn about their selected
individuals life. Students will be able to
read the leveled reading books accurately
and will use the books to collect
information about their individual.
S
o
CCSS.ELA-Literacy.RF.2.4 Read with sufcient
accuracy and uency to support
comprehension.
o
CCSS.ELA-Literacy.RF.2.4a Read grade-level
text with purpose and understanding.
Students will be able to use the information
collected to present informational writing.
Students will be able to use their
biographies as a resource to construct
informational writing in a report form.
S
o
CCSS.ELA-Literacy.W.2.2 Write informative/
explanatory texts in which they introduce a
topic, use facts and denitions to develop
points, and provide a concluding statement or
section.
After students have collected the
information on a given individual, students
are able to arrange their writing into
sentences that will be used to construct a
paragraph in report form. The paragraph
will contain a topic sentence and at least
four supporting sentences. Students will
be revise or edit their writing in report form
to present at Our Living Museum.
S
o
CCSS.ELA-Literacy.W.2.5 With guidance and
support from adults and peers, focus on a topic
and strengthen writing as needed by revising
and editing.
Stage 2
Assessments
Type of Assessment Criteria/Means of Evaluation Learning-Goals Connection
Formative: Notes
Recorded on Graphic
Organizer
Criteria: Students will have to complete the
provided graphic organizers containing relevant
information to their given individual. Students will
be able to use information collected in the text to
complete the graphic organizer.
Means of Evaluation: Students will be expected
to complete the graphic organizer in their
biography folder by writing accurate information in
the designated locations. Students will be
assessed on the quality of their work upon
completion and while working independently.
Students will be expected to start every sentence
with a capital letter end with a period.
o
CCSS.ELA-Literacy.RI.2.1 Ask
and answer such questions
as who, what, where, when, why,
and how to demonstrate
understanding of key details in a
text.
o
CCSS.ELA-Literacy.RI.
2.2 Identify the main topic of a
multi-paragraph text as well as
the focus of specic paragraphs
within the text.
Goode
Formative: Build-A-
ParagraphRough Draft
Paragraph Template for
Living Museum Script
Criteria: Students will be able to use the
information collected on their graphic organizer to
generate the rough draft of the living museum
script. Students will use the biographies provided
or a secondary source (internet search, additional
biographies, etc.) to improve the writing process
while completing the rough draft. Students will be
completing a template provided to construct a
rough draft of their writing. Students will use the
sentence starters provided throughout the rough
draft. The sections of the graphic organizer will
become the sentences of the paragraph on the
Build-A-Paragraph rough draft worksheet.
Means of Evaluation: Students will be assessed
on the completion of the rough draft graphic
organizer. Students will have to complete the
sentence starters needed to complete the rough
draft. Rough drafts must be at least 5 sentences
and contain a topic sentence. All of the
information collected in the graphic organizer
should be demonstrated in the rough draft.
o
CCSS.ELA-Literacy.RL.2.7 Use
information gained from the
illustrations and words in a print
or digital text to demonstrate
understanding of its characters,
setting, or plot.
Goode
Formative: Biography
Work Folder
Criteria: Students will be able read their assigned
biography at their guided reading level. Students
will record notes in their biography folder while
reading to ensure that they are prepare to create
their own biographies. The folder will be used as
a place for students to record all of their
information in one clear location. These folders
will either remain in their desks or in one
designated space in the classroom. If a student
would like to work on their project at home they
may take their folder home upon request.
Means of Evaluation: Students will read their
biographies during guided reading at least once a
week. At this time, I will be able to record if
students are reading the appropriate leveled
reading book with sufficient fluency and accuracy.
Recording information as they are reading to
match what they are reading with what they have
understood from the text. In students biography
work folder, I will provide students with a rubric of
their work and progress to allow them to
understand clearly what has been completed and
what still needs to be finished before continuing
on to the next part of the lesson. This rubric will
provide students will a clear check of their own
progress and a place to notice their own strengths
throughout this unit. This folder will also contain
all of the students important paperwork and
information throughout this unit. Students will
leave these folders at school everyday either in
their desks or in a specific place in the classroom.
By leaving the folders at school, this will give me
an opportunity to check students progress and
access students work throughout the week.
Students may take their folder upon parents/
students request.
o
CCSS.ELA-Literacy.RF.2.4 Read
with sufcient accuracy and
uency to support
comprehension.
o
CCSS.ELA-Literacy.RF.
2.4a Read grade-level text with
purpose and understanding.
o
2.3 Describe the connection
between a series of historical
events, scientic ideas or
concepts, or steps in technical
procedures in a text.
Goode
Summative: Final Draft
Living Museum
Presentation
Criteria: Students will be able to use the rough
drafts created to revise and edit their work to
construct a final draft. While constructing a final
draft, students will be able to use the
characteristics of a biography to create their own
biographies. Students will complete the sentence
starters provided on the blank paragraph
template. Students have completed the template
and revised their writing in pen.
Means of Evaluation: Students will create the
final draft of their scripts using the features of a
biography. Students will be expected to use all of
the information collected from their biographies in
their graphic organizers. Students will be
expected to write clearly, neatly, and in complete
sentences.
o
CCSS.ELA-Literacy.RI.2.5 Know
and use various text features
(e.g., captions, bold print,
subheadings, glossaries,
indexes, electronic menus, icons)
to locate key facts or information
in a text efciently.
o
2.6 Identify the main purpose of a
text, including what the author
wants to answer, explain, or
describe.
o
CCSS.ELA-Literacy.W.2.2 Write
informative/explanatory texts in
which they introduce a topic, use
facts and denitions to develop
points, and provide a concluding
statement or section.
Summative: Living
Museum Presentation
Criteria: Students will create a final draft of their
script to perform at the living museum. Students
will have revised and edited their script and
preformed their speech for at least two other
students. Students will have created the setting
for the living museum and prepared to present
their speech at the living museum.
Means of Evaluation: Students are well
prepared to present their speech at the living
museum. Students have rehearsed their speech
and have edited the content of the speech.
Students have created the setting of their living
museum and are prepared to deliver their speech.
o
CCSS.ELA-Literacy.W.2.5 With
guidance and support from adults
and peers, focus on a topic and
strengthen writing as needed by
revising and editing.
Attending to the Learners
Goode
Anticipating student ideas: I anticipate that after my students are exposed to the genre of
biographies, they will make the connection between this genre
and other genres that we have previously studies this year. I
anticipate that students will make the connection between a
biography and other informational/nonfiction writing that we
have read as a class. Students will be able to notice similar
characteristics that are present in both genres and use their
prior knowledge to notice features of a biography. Students will
be able to use their prior knowledge of nonfiction writing to
generate a list of the feature of a biography.
I anticipate that students will be interested in the opportunity to
become an expert on one given individual. After introducing the
purpose of a biography and the idea that we will be using our
biographies to become experts on a given individual, I feel that
students will become excited about the idea of learning about
one person in particular. I also think that students will be
excited that they will be able to teach both the class and their
parents about the person that they have read about.
Goode
Making the content accessible to all
students:
To make the content accessible to all students in my class I
have began by selecting a variety of different leveled reading
books for students to read as their biographies. I have
selected a wide rage of leveled reading books based on
students reading levels and students interests. I have taken
the time to find several books at each reading level to ensure
that students were interested in the selected text.
Also, to accommodate all students in my class I will give
students opportunity to read their biographies during guided
reading. By reading the biographies during guided reading, I
have given myself the opportunity to work independently with a
variety of students.
I have also developed a variety of different graphic organizers
to allow students to better organize their material. I have
developed several different graphic organizers to allow students
to choose which organizational method works best. Along with
developing a variety of different organizational methods, I will
provide students with sentence starters and a worksheet to
organize their sentences in order to create a paragraph to use
in their draft.
I will utilize a variety of different time throughout the week to
ensure that students understand the content presented.
SSR: Students will be asked to read biographies during

SSR. Students will be asked to begin by reading their
own leveled reading book on their individual during SSR
but if that book is completed they may then read another
biography on the same person to learn more, or they can
read other biographies that are available in the
classroom.
Guided reading: During guided read, I will be working

with students to read their leveled reading books
independently. At this time, I will also work with
students to complete their graphic organizer if they have
not already done so.
Writers workshop: During writers workshop, I will be

working with groups of students at a time to complete
either their graphic organizer or the rough draft template.
IRA: I will begin by using read aloud to introduce

biographies to the class. I will get students engaged in
the text and interested in the material. I will also use
IRAs to allow student to compare and contrast different
biographies in order to find the unique characteristics of
a biography. IRAs will be used to allow students to
understand what makes a biography a biography.
Computer lab: in the computer lab I will give students

an opportunity to find more research on their individual.
I will allow them to find more of the needed information
to add to their graphic organizer, to answer questions
that have been created, to edit the rough draft, to find
images to help create the setting, etc.
Centers: One of the centers will be biographies and will

contain different books on unique people that students
are interested in.
Goode
Stage 3
Instructional sequence
Lesson
type, title,
and
duration
Describe: learning goals and related assessments, summary of lesson
activities, connection to EQ
Notes,
Reminders,
and Materials
(including
management
considerations
)
Goode
Lesson 1:
unit launch
Title: Intro
to
biographies
What is a
biography?
Time:
Writers
Workshop
45 minutes
Learning goals Related assessment
Students will be able to use the information collected through informational
biographies read in order to demonstrate their understanding of a given
individual.
o
Final Draft Living Museum Presentation
Summary of lesson activities:
In order to introduce student to the biographies unit, I will begin the unit
launch with a lesson outlining what a biography is.
I will begin this lesson by have several books, both biographies and non-
biographies. Each student will be handed one book. I will label the four
corners of the classroom that are included in the pile of books that are
distributed to each student, one of which is biographies. After giving each
student a book, students will move around the room to see which genre their
book belongs to. Students can use any clues from the book such as the cover,
pictures, or words to lead them to the correct corner of the room. Students
will then stand in that corner of the room when they are clear that the book
should belong in that section. Then, I will begin to ask students why the
books in the biography corner belong in that section.
We will begin by using the fact-finding diagram for students to provide a list
of the elements in a biography. Making a list as a class then preparing all of
the information that has been collected in a poster that will be displayed
throughout the rest of the unit. Students can reference the poster and add
feature when necessary. Students will also have a chance to add to the
poster after reading a biography together as a class.
I will begin by reading ONE biography about Jackie Robinson. After reading
the story about Jack Robinson, I will ask students to identify the type of book
that I have just read out loud. After revealing that I have read a biography to
the class, we will then go through as a class making a list of all of the
important characteristics of a biography.
After reading the biography of Jack Robinson to the class, explain that we will
be doing a genre study of biographies and will be reading several biographies.
Over the next few days, every student will be given the opportunity to
become an expect. They will be given a biography (at their guided reading
level) on one individualmore than one student may be working on the same
person (however, they will be completing this project individually). You will
become an expert on the individual you are researching, eventually creating a
living museum.
This lesson is the introduction to the biography genre study unit in
our class. This lesson will be used to engage students in the
biography genre study and excite the class about what they will be
learning over the next two weeks. The introduction to this unit will
allow students to use their prior knowledge to make a prediction
related to what a biography is and what a biography might contain.
During this introductory lesson, I will read one biography as a class.
This biography will be used throughout the unit as a mentor text and
as a model for writing a biography. After reading this biography to
the class, students will help me identify the di"erent features of a
biography. Using the features that are present in the given biography
along with students prior knowledge, students will be able to identify
several characteristics of a biography. Students will then use this
lesson to better understand the lessons to follow related to reading
their own biographies and writing a biography on the person that they
have selected the biography genre study unit.
This lesson will be the rst lesson in a series of lessons related to
reading and writing a biography. This lesson will be used to introduce
the biography genre study unit to the class. Following this lesson,
students will read a biography at their independent reading level
about the historical gure that they have selected. After learning
about one person they will become that person in a living museum.
Students will have a list or people to choose from based on their
personal interests and their reading levels. I will give each student
their own personal list of people they can choose from (1-3 names)
based on their own reading level, interest in the individual, and
number of books available. After students read about the person that
they have selected they will then begin to write a report on that
individual. Students reports will consist of one paragraph containing
a topic sentence, and at least four supporting sentences.
Connection to EQ: How can you tell the story of someones life? Students
will be introduced to the essential question before I begin the first lesson. I
will begin by exposing them to the possibility to telling the story of someone
elses life. I will then tell the story of someone elses life several ways (giving
a brief overview, images, autobiography, biography). By reading a biography
to the class, students will be able to gain insight into the importance of how
to tell the story of someone elses life.
Have poster
board to
create a
poster of all of
the
characteristics
of a biography
(after creating
display in
the classroom)
Goode
Lesson 2:
Title: How
to complete
the graphic
organizer
Time:
Writers
Workshop
45 minutes
Students will be able to ask and answer questions surrounding the text in
order to learn more about the given individual.
o
Students will be able to recognize the necessary featured of a
biography and will be able to use the features to navigate through
the story. Notes Recorded on Graphic Organizer
Using the graphic organizer, I will model to the class how to identify the
characteristics of a biography. I will use the poster that has already been
created to complete the graphic organizer/web using the biography what we
have already read as a class about Jackie Robinson. The students will help
me as I complete the graphic organizer. This mini lesson will allow students
to understand how to complete the graphic organizer and will give students
the tools to complete the graphic organizer on their own.
We will begin by writing the name of the individual in the center of our web
where it asks you to write the individuals namein this case we will write
Jackie Robinson. We will then complete each branch of the web as a class.
We will use the book as a resource as we complete each branch. We will find
the important characteristics of his life including his birth, early life,
challenges, and accomplishments. I will use this mini lesson to see if
students can identify the elements that are needed for a biography. I will
then have students assist me in identifying the necessary elements of this
biography of Jackie Robinson.
Students will then be given one biography that they will be reading as their
recourse for this unit. I will have a verity of other biographies in the
classroom for students to refer to as secondary sources or for students to
read during SSR. After students are given their biography/person that they
will be researching, students will have an opportunity to begin reading the
assigned text (SSR). Some students will finish their book in one day, for
some students it will take 2-3 days to read the text. However, they do not
need to complete the text in the first day. They can continue reading as they
complete the graphic organizer, during SSR, guided reading, or at home.
What is a biography?
1. Written by someone elseSOMEONE WRITING ABOUT
SOMEONE ELSES LIFE
2. Nonction
3. About the subjects lifeSOMEONE FAMOUS
4. Table of contents
5. Real information
6. Real/realistic pictures cartoons, drawings, sketches,
etc.
7. Birth information (date, place)
8. May include date of death
9. Childhood and family info-- Describes the persons
environment
10.Challenges and struggles-- Provides details that show
the person in action
11.Milestone events-- Signicant contribution
12.Problems or obstacles the subject had to overcome
13.Important people-- Shows how the person a"ects other
people
14.Timeline of important events
15.Important events for the history
16.People who inuence the subject
17.Shows the writer knows a lot about this person-- how
the writer feels about the person
Being a biography detective
Look for and ag:
will use the essential question to learn specific information about an
individuals life. Students will use the graphic organizer to guide their reading
to better understand the story of someone elses life.
Display the
poster that
was previously
created.
Use the white
board to
demonstrate
how to fill in
the graphic
organizer
leave the
created
graphic
organizer
visible
throughout
the unit
Goode
Lesson 3:
Title:
Biography
/
important
life events
graphic
organizer
Time:
Writers
Workshop
45 minutes
Connection to EQ:
Students will be able to ask and answer questions surrounding the text in
order to learn more about the given individual.
o
Students will be able to recognize the necessary featured of a
biography and will be able to use the features to navigate through
the story. Notes Recorded on Graphic Organizer
Students will continue to read the assigned biographies. Students will then
be given their own graphic organizer and will begin to collect important facts
that are outlined in the text. Students will have an opportunity to choose
from any of the graphic organizers that are provided for them. If one of the
generated graphic organizers does not seem to work well for that student,
they may also choose create their own graphic organizer before getting
started.
The graphic organizer is designed for students to generate dash facts about
their individual. The dash facts will eventually be used as the information to
be presented in the living museum. The sections of the graphic organizer will
become the sentences of one paragraph of their research. The paragraphs
will also contain a topic sentence. Each section of the graphic organizer will
be a new sentence or several sentences and the dash facts will be a new idea
related to the topic sentence. The sections of the graphic organizer will give
students a way to better organize their thoughts before placing all of the
information into the paragraph template.
After collecting a variety of facts after writers workshop students will share
their writing or the facts that they have collected with a peer. This will be
used to ensure that students are writing for the reader. Students will be able
to read their own writing and this will allow students to receive feedback on
their writing and the facts collected.
will have the opportunity to apply their knowledge of a biography as they
apply the information that they have found. They will apply the important
information related to someone life to complete the graphic organizer.
Display the
poster of the
characteristic
s of a
biography
AND the
character
web that has
been created
for students
to reference
as they
complete
their own
graphic
organizers.
Goode
Goode

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UNIT PLANNING TEMPLATE

SSR: Students will be asked to read biographies during

Guided reading: During guided read, I will be working

Writers workshop: During writers workshop, I will be

IRA: I will begin by using read aloud to introduce

Computer lab: in the computer lab I will give students

Centers: One of the centers will be biographies and will

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