Briarwood P.S.
PDSB 2002

i.
Making Words ii.
Mind Map iii.
Unit Introduction iv.
Focusing the Research v.
Research Time vi.
MI Activities vii.
Self-Assessment viii.
Biography Fair
 Verbal-Linguistic
 Musical-Rhythmical
 InTRApersonal
 Visual-Spatial
 Bodily-Kinesthetic
 Naturalist
 Mathematical-logical
 InTERpersonal
 Humour
 Venn Diagrams
 Read-aloud feedback form
 Personality Profile Page
 H-chart
 Wordsearch Blanks

Ever since learning about Howard Gardiner’s theory of Multiple Intelligences, I have looked for a way to build MI into my classroom in ways that validate students and still meet my need to assess and report on the Ontario Ministry Curriculum expectations. Many of us teach a unit on biographies, so I decided to incorporate
MI into that theme. This unit not only helps assess Language expectations at the primary/junior level, but also allows for observation and assessment of Learning
Skills (found at the bottom of page 2 on the Ministry Report Card).
I originally created this unit for and used it with my Primary Enhanced Learning
Class (grades 1/2/3 Gifted Learners), however, it is perhaps best used by grades
3-5. I would suggest simply following the lessons in order, or pick and choose activities that you want. With regards to the MI Centres: These can be cut and pasted on different coloured construction paper in order to make them easily identifiable. If you have not yet completed a Multiple intelligences Survey with your students, may I suggest you do so before beginning this unit. A sample is enclosed for you to use.
I would love to hear any feedback you have regarding this unit, and how it worked with your students. You can contact me via email at vera.teschow@utoronto.ca
Have fun learning about new people!
 biographies for the students to read
 craft supplies (glue, scissors, construction paper, markers, etc.)
 sample crossword puzzles & newspaper articles for the LA Ctr.s
 nets for the students to cut out for Math options
 blank tapes
 cassette recorder
 folders for students to keep their work in

 Distribute the letter strips for b-i-o-g-r-a-p-h-y (copy below or make your own), one per student; have them cut apart letters
 Have them make words, write in a notebook
 Write words on board (they can add to their own lists)
 sort & classify words (could write on cue cards and sort/classify in a pocket chart)
 See if anyone can guess the “big word” (biography); have students paste the actual letters in the correct order at the top of their word list r a i y h o b g p r a i y h o b g p r a i y h o b g p r a i y h o b g p

Name: ___________________
A biography is a story written about a person’s life. It could be about a famous leader, a scientist, an artist or sculptor, a sports star, a musician or composer, or anyone at all. Generally, a biography is based on facts, however, it may include biases and opinions of the author.
Your goal throughout this project is to read as many biographies as possible in the next several weeks. (Try to completely fill out your
biography reading log.) From your reading, you will be asked to carry out a number of activities about a personality of your choice. The more reading you do, the richer your sources of information will be to use in these activities. You could also watch movies about your personality, or conduct research by searching the Internet. You will need to record at least some of your resources on the resource page.
As you conduct your research, remember to take notes on the person you are reading about. You should record your notes on the resource page.
These notes will come in handy as you work on various activities.
1. Is all the information in a biography always true? Explain your answer.
(Hint: Use the word bias—you may need to look it up in the dictionary first)
_______________________________________________________
_______________________________________________________
2. Why is it better to read more books? __________________________
_______________________________________________________
3. What two sheets will you be getting soon? How do you know?_________
______________________________________________________
____________________________________________________

Name: ___________________
Parents: These instructions provide an overview of material that is being covered in class, FYI. You may wish to review this page with your child, and/or ask questions about each step as it is completed in class.
Read many biographies to find someone you enjoy learning about. Remember to log your books in your biography reading log.
Decide on a Personality. Will it be a famous boy, girl, man or woman? This person will be YOUR biography research topic.
Fill in the Q chart with at least five questions. Spread your questions out over the grid so you cover lots of different levels of thinking. These questions will guide your research, but you may have to find additional information as well.
Collect as much information on your Personality as possible. Go to the library and read books about this person. Watch films about this person. Look your personality up on the internet. Try to answer the questions you have asked. (TAKE
NOTES on the resource page as you work!)
Complete as many activities as you like to share your personality with others.
(Select activities from DIFFERENT Centres). You will be given time in class to complete these activities.
Choose your best THREE activities to hand in with your biography folder. Check your rubric to make sure you have completed all work to the best of your ability.
Fill out the assessment page, and hand everything in on ____________ . After
Ms. Teschow has marked your work, you will have an opportunity to share your research with others at our “Biography Fair”.