LITERACY-7
ESSENTIAL UNIT 9 (E09)
(Biographies)
Reading: Biographies
Writing: Letter Writing
(July 2014)
Unit Statement: This unit will focus on reading biographies and writing letters. The student
will identify the characteristics and write friendly, persuasive and thank you letters. In the
reading portion, the student will be reading several different biographies applying their nonfiction skills to determine the main ideas. The student will also be asked to work cooperatively
with his/her classmates and have book discussions.
Unit one is currently engaged, and teachers should refer to it for continued practice of routines,
strategies, skills, etc.
Unit Emphasis:
Reading Strategies/Skills: Asking questions, non-fiction skills, main ideas
Foundation Skill: Review of any previous phonics lessons
Writing Genre: Letter Writing
Trait Focus: use the 6+1 writing traits in conjunction with the writing process
Grammar Focus: Compound sentences
Essential Outcomes: (reading and writing must be assessed separately for mastery)
Reading Literacy (E09): (Biographies)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will read a variety of biographies. (p.T164-Journeys Unit 4, T314-Journeys Unit 3)
2. TSW create discussion questions about a biography to share with a group.
3. TSW participate in a discussion about a biography he/she chooses.
4. TSW create a timeline about a biography, choosing the main events.
5. TSW choose how the text features in a biography help to understand the story.
6. TSW create a project that shows understanding of age appropriate phonics.
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Writing Literacy (E09): (Letter Writing)
1. The Student Will identify the characteristics of a good friendly letter. (JTE 1.2)
2. TSW write a friendly letter to a character from a story you read, and use the writing
process. (JTE 1.2, LC 3.2, 3.2, LLG 358, WSSE 60, 61)
3. TSW identify the characteristics of a good persuasive letter that presents an opinion.
(JTE 3.11, WSSE 138 - 155)
4. TSW write a persuasive letter that presents an opinion using the writing process. (JTE
3.11, LLG p. 359 and WSSE 138 - 155)
5. TSW write a thank you letter using the writing process. (LLG 360)
6. TSW write an invitation with all of the necessary components using the writing process.
(LLG 359, WSSE 126 -127)
7. TSW demonstrate the use of compound sentences in letter writing. (JTE 3.11, 3.12,
WSSE 386)
Introduced Outcomes: (taught, but not assessed)
1. The Student Will write appropriate information on an envelope. (LLG 359)
2. TSW understand how to write a journal entry and the parts of the journal entry. (LLG 358)
3. TSW write a friendly letter to a friend by using email. (WSSE 60 -61)
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1.
2.
3.
4.
5.
The Student Will acquire and use new vocabulary in reading, writing, and speaking.
TSW demonstrate age appropriate spelling in their writing.
TSW practice properly formed handwriting technique.
TSW practice using dictionaries and glossaries to edit informative writing.
TSW use the word-processor for narrative, informative and persuasive writing pieces.
Key Terms and Concepts:
Reading
timeline
Writing
biography
opinion
Suggested Materials for Teachers: (provided by school)
*See Essential Unit 1
Journeys Language and Literacy Guide (see appropriate lesson)
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persuasive
Suggested Professional Materials for Teachers: (provided by school)
*See Essential Unit 1
Suggested Exemplar Texts (read alouds):
*see Anchor Texts in Journeys Units
Meet Rosa Parks by Patricia A. Pingry, Steven Walker (Illustrator)
Meet Thomas Jefferson by Patricia A. Pingry
The Story of the Wright Brothers by Michelle Prater Burke
The Writing Bug by Lee Bennett Hopkins
Additional Resources: (may not be provided by school)
*See Essential Unit 1
Technology Links:
*See Essential Unit 1
Destiny Webpath Express (found in school library)
www.teachervision.com/letters-and-journals/resource/26369.html - letter formatting
http://www.ehow.com/info_8361978_friendly-letterwriting-activities.html - friendly letters
http://oakdome.com/k5/lesson-plans/word/first-grade-writing-lesson-party-invitation.php example and tips for invitation writing
http://www.lessonplanet.com/article/elementary-language-arts/national-thank-you-month-andletter-writing - letter writing activities
http://www.pinterest.com/kristennsanchez/biography-projects/ -several biography projects for
your class.
http://www.teacherspayteachers.com/Product/Biography-Journal-240092 - Biography journal
“free” digital download.
http://adventuresofroom129.blogspot.com/2011/02/biography-unit.html - A biography unit
created by a teacher. It includes ideas to teach TSW’s 2, 3, 4, 5.
Suggested Activities and Strategies:
1. Write an opinion paragraph or essay about a biography that was read in this unit.
2. Create a phonics flip book with words using blends learned throughout the year.
3. Create a game that has phonics skills.
4. Write an invitation to an event from a biography.
5. Write a letter to a famous person thanking him/her for a contribution or invention.
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at the
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2.
3.
4.
5.
6.
7.
8.
end. Students will collaborate with peers and the teacher to assess their own writing
with final judgement by the teacher.
Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and checklists
for teachers and students.
“6+1 Traits” writing rubrics
Teachers can have students produce a quick write at the beginning and end of units. (*See
QSI Quick Write Guidelines) Teachers should keep these as evidence of students’
writing.
Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are
found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI
mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be at
the B level and scores on the 4 should be an A.) Document Source: Elk Grove Unified
School District, Elk Grove, CA
Fountas and Pinnell Benchmark Assessment / DRA
QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
MPG (MAP for Primary Grades): Early Literacy Screening and Skills Checklists (*See
QSI Literacy User’s Guide)
RUBRICS FOUND ON FOLLOWING PAGES……………………………………….
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LITERACY -7 Reading: Biographies Rubric (E09)
Student Name:
Date: ____________________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level mastery
on all remaining TSW’s.
‘A’ Level
TSW
1. Read a variety of
biographies.
‘B’ Level
I can read several different
biographies.
2. Create discussion
questions about a
biography to share
with a group.
I can create questions
that spark a discussion
about a biography, not
“yes” or “no” answer
questions.
I can create questions about
my biography to share with
my classmates.
3. Participate in a
discussion about a
biography he/she
chooses.
I can lead a discussion
about my biography
which includes asking
follow up questions, or
posing new ideas that
leads off of the
discussion.
I can participate in a
discussion about my
biography.
4. Create a timeline
about a biography,
choosing the main
events.
I can create a timeline of
important events from my
biography.
5. Choose how the
text features in a
biography help to
understand the story.
I can show how the text
features in a biography help
me understand the story.
6. Create a project
that shows
understanding of age
appropriate phonics.
I can create a project that
shows that I understand the
phonics that I learned.
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‘P’-Notes
LITERACY-7 Writing: Letter Writing Rubric (E09)
Student Name:
Date: ____________________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level mastery
on all remaining TSW’s.
‘A’ Level
TSW
1. Identify the
characteristics of a
good friendly letter.
2. Write a friendly letter
to a character from a
story you read, and use
the writing process.
‘B’ Level
I understand that a friendly
letter has a date, greeting,
body, conclusion (ending),
signature, and commas. I
know that a friendly letter
tells something that happened.
My friendly letter has
interesting details in the
order they happened. I
share my feelings in my
letter.
3. Identify the
characteristics of a
good persuasive letter
that presents an
opinion.
My friendly letter has all of
the parts and necessary
commas. I told about
something that happened in
the story.
I understand that a persuasive
letter needs a goal and
reasons to support an opinion.
It can be a friendly letter or
business letter. Details and
examples help to persuade the
reader.
4. Write a persuasive
letter that presents an
opinion by using the
writing process.
My persuasive letter has
many details and
examples to persuade the
reader. I can explain how
I revised my writing.
My persuasive letter has all of
the parts. It has a goal and
some reasons to support the
opinion.
5. Write a thank you
letter by using the
writing process.
My thank you letter has
many details and
examples. I can explain
how I revised my writing.
My thank you letter has all
the parts of a letter and
commas. I stated the reason
for the letter.
6. Write an invitation
with all of the necessary
components by using
the writing process.
My invitation has many
details or other helpful
information. I can explain
how I revised my writing.
I can write an invitation and
include the necessary
information.
7. Demonstrate the use
of compound sentences
in letter writing.
I can combine two sentences
and use a comma and a
connecting word (and, but,
or).
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‘P’ - Notes