Writing a Biography

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Writing a Biography

• By Molly Wilson

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Analyze Learners

• Focus on eighth grade level, students age 12 to
  14.
• Normal language arts class setting
• Students should be familiar with computers, word
  processing, and the internet.
• Students should be familiar with different genres
  of literature
• Students will have read examples of literature
  such as poetry, fiction, short stories, etc.

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State Objectives

• RLA.8.1.1 Build background knowledge of a
  variety of literary passages
• RLA.8.1.3 Use comprehension strategies (e.g. make
  judgments, hypothesize, critique, and analyze)
• RLA.8.1.10 Use resource materials (e.g.
  dictionary, glossary, thesaurus) to determine
  the meaning(s) of words
• RLA.8.1.12 Increase amount of independent reading
• RLA.8.1.6 Make text connections to self, to other
  text, and to the real world

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Websites Used

• The Biography Maker http//www.bham.wednet.edu/bio
  /biomaker.htm
• Time for Kids http//www.timeforkids.com/TFK/hh/rr
  
• WV Department of Education http//wvde.state.wv.us
  /
• SAS in School http//www.sasinschool.com

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Materials Needed

• Poster Board
• Construction paper
• Glue
• Scissors
• Markers
• Internet
• Encyclopedias

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Utilize Media and Materials

• Day 1
• Lecture on Autobiographies and Biographies
• Handout list of examples of authors and writers
  for students to choose from
• Explanation of a thesis statement
• Structure of a biography

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Day 2

• Writing workshop, do research on chosen writer.
• Students will write a short paragraph about the
  person they chose to write about and why they
  chose them, includes thesis statement.

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Day 3

• Students will begin writing their biographies
  with my help.
• PowerPoint showing important parts of a biography
• Anne Frank timeline example, and assign students
  to make their own timeline for their own writer.

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Day 4

• Students will be making their visual
  presentation, including their timelines.
• Students will take turns using the internet to
  find research and pictures while others work on
  their poster boards.

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Day 5

• Students will have completed their biographies
  and their visual aids and will be prepared to
  present them to the class.
• Each student takes 3-5 minutes to explain the
  main points of their biography and show their
  visual.
• Students will be graded on how well they present,
  how well their paper is written, and whether or
  not they provided a visual aid.

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Require Learner Participation

• To keep students involved and productive I will
  monitor all individual work time closely.
• To keep students entertained I provided a fun
  power point slide show and hands on activity with
  the visual aid.
• Students will have interactive discussions about
  what they plan to work on.

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Evaluate and Revise

• In this class students will achieve
• Greater understanding of the genre
• Knowledge about specific writers
• Enhanced artistic abilities
• Writing, interpreting ideas, research skills, and
  basic grammar and spelling should all be improved.