Presenters: Amy Anderson and Cathy Savidge
Unit: Title Biography
Grade/Content: Third
Approximate Time Needed (weeks): Two Weeks
CCSS:
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-Literacy.W.3.2a Introduce a topic and group related information together; include illustrations
when useful to aiding comprehension.
CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect
ideas within categories of information.
CCSS.ELA-Literacy.W.3.2d Provide a concluding statement or section.
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they
support the main idea
Bibliography Unit Lesson 8
Background Information
Ask students what they know about biographies and record their responses. Have
students brainstorm a list of 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.
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:
 Identify the subject of the biographical sketch
 State the main focus of the sketch (i.e., include a short, to-the-point
description of the subject)
 Include an interesting hook that encourages the reader to keep going
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.
Label a piece of chart paper or a list on the chalkboard "Personality traits..." and
have students discuss and reach agreement about the personality traits. Responses
should include some form of the following:



Describe the traits of a real person
Use facts from reliable sources to support the traits
Have an audience in mind
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.
1) (I)
*Read aloud the article on Harriett Tubman to the class.
*Think a loud what a personality trait is.
*Share one or two selected examples of personality traits of Harriet Tubman.
*Highlight examples of evidence in the provided handout on Harriet Tubman.
*Use a yellow highlighter to emphasize key words or phrases that support the
trait(s) you feel she possesses.
*Record the traits on the paper.
*Open up Bio-Cube Web page and start entering the information.
6) (We)
*Hand out the biography on Harriet Tubman and ask the students to read through
the article.
*Partner read the article on Harriet Tubman.
*Discuss what a personality trait is with your partner and be ready to share with the
class your ideas.
*Share one or two selected examples of personality traits for Harriet Tubman
*Share a YouTube clip on Harriet Tubman
*Independently highlight examples of evidence in the provided handout on Harriet
Tubman.
*Use a yellow highlighter to emphasize key words or phrases that support the
trait(s) you feel she possesses.
*Please write down the personality traits on the paper provided.
*Be ready to take this information to the computer lab so that you can start your
bio-cube. http://www.readwritethink.org/files/resources/interactives/cube_creator/
7) (You )
*Tell the students now their job is to read the article on MLK. Please follow the steps
we have practiced. I will leave a list of steps up for you to refer to while you are
working.