In-depth Study Unit Topic or Title:
Essential Questions:
“Why
Writing and Publishing Biographies
is it important to preserve the Salish Language?”
“What can we learn from interviewing our elders?”
Curriculum written by:
Tim Morin
Content areas:
Communication Arts - listening & writing
Grade levels:
4th – 6th grade
Summary of Outcomes:
Students will write then publish biographies about local Native American personalities. Personalities selected will not
have been previously featured in the media or other books. These biographies will be published together in a book.
Photographs of focus personalities along with illustrations by the student authors will be included in the book. To
provide a linking theme, each featured personality will be a Salish language speaker. As an added special feature in
our biographical study, readers will find web links to selected video footage of our featured personalities’ interviews,
including a children’s song about a magpie sung in Salish by Joe Pablo.
Students will: have input into who is chosen to present to their class, brainstorm questions to ask our focus
personalities, listen and take notes when our focus personalities present, ask questions of the presenters including
scripted questions, impromptu questions and follow-up questions, watch videotaped interviews to take notes, watch
internet videos about ‘how to write’ a biography, listen to biographies read in class, read biographies, discuss
organization of biographies, learn how to punctuate quotes, compose draft copies of stories told by focus
personalities, revise, edit and produce a final copy appropriate for publication.
The final product will be a bound text with selected biographies of local Native American personalities featuring a weblink to Joe Pablo’s childhood ‘Magpie’ song as well as photographs and illustrations by the 4 th grade authors.
Long Term
Student Learning Targets
Content Standards Addressed:
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Content knowledge, reasoning and skills
Literacy skills: Reading, Writing, Speaking
Citizenship
1.7 use appropriate strategies to listen and respond to stories
from the oral traditions of different cultures, including Montana
American Indians
I can show respect to a presenter by attending
with my eyes and posture and by asking logical
follow-up questions.
1.8 display respectful behavior when speaking and listening
I can brainstorm then select questions to ask a
presenter.
5.1 identify and demonstrate the steps used in the writing
process: prewriting, planning, drafting, revising, editing and
publishing
I can listen and take notes about a presenter’s
stories.
5.2 select appropriate topics and generate topic sentences that
indicate the writer's purpose for writing
5.3 generate and develop main ideas using supporting details
5.6 identify and practice conventions of standard written English
(e.g., usage, punctuation, spelling) appropriate purpose,
audience, and form
5.9 demonstrate ability to maintain topical focus throughout
written work
5.11 identify the owner of ideas and information, with respect to
all forms of information (e.g., oral resources), including Montana
American Indians
Long Term:
I can publish a biography of a Salish Elder’s life
stories.
Short Term:
 I can write a draft of a presenter’s story.
 I can write an interesting and creative
beginning to a story.
 I can write stories shared with me from
presenters that stay on topic throughout.
 I can organize our presenters’ stories in
chronological order.
 I can edit my writing for correct spelling
and punctuation.
Assessments
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Possible sources of assessment
information
Communication of understanding
Final tests and products

Good listening acknowledged by
presenter

Written notes of presenter’s stories

Self-assessment

Can be observed sitting up in seat,
looking alert, providing eye contact
with presenter, responding
appropriately to presenter’s
questions or directives

Evidence in writing draft book of
engaging writing processes
throughout

Evidence of: asking questions, note
taking, draft copy through published
version of biography.

Student Friendly 3 point rubric for
organization
Essential Understanding 2:
There is great diversity among individual American Indians as
identity is developed, defined and redefined by entities,
organizations and people. A continuum of Indian identity, unique
to each individual, ranges from assimilated to traditional. There is
no generic American Indian.
Essential Understanding 3:
The ideologies of Native traditional beliefs and spirituality persist
into modern day life as tribal cultures, traditions, and languages
are still practiced by many American Indian people and are
incorporated into how tribes govern and manage their affairs.
Additionally, each tribe has its own oral histories, which are as
valid as written histories. These histories pre-date the “discovery”
of North America.
Through my writing, I can retell each presenter’s
personal and unique stories.

Write two different draft beginnings
to the same story and then hear
peer input towards making decision
of which one to use
I can describe why Native people gather together
to participate in a traditional ‘sweat’.

Student friendly writing rubric for
conventions based off 6+1 Traits of
Writing
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Published biography

Final version will be correct
standard English as assessed with
a 3 point writing rubric for
conventions
I can describe a punishment that was given to
Native children for speaking their native
language.
Essential Understanding 6:
History is a story most often related through the subjective
experience of the teller. With the inclusion of more and varied
voices, histories are being rediscovered and revised. History told
from an Indian perspective frequently conflicts with the stories
mainstream historians tell.
Sequence of scaffolding lessons
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What sequence of steps will best engage, support and hold students accountable to reaching the above learning targets?
What student and teacher involved assessment for learning strategies and routines can you build in?
What instructional practices and protocols will you use?
Instructional Practices selected:
Students will:
1. Read Story Town (language arts) text book biographies
2. Write story about self, focusing on interesting details
3. Read biographies from library and discuss ‘hook’ & general organization & layout
4. Brainstorm questions to ask of focus personality
 Create anchor chart
5. Look up phone numbers of personalities
 Listen in on phone call to explain biography project and invitation to speak
6. View web based videos about writing biographies
7. Ask scripted & follow up questions of personalities – and write notes
8. Practice respectful, well-mannered listening skills
 Show what good listening looks like
9. Watch video of personality presenting
 stop and go on video for note taking
 Use teacher prepared notes on board and paper to begin composing biographies
Inquiry –
- brainstorming questions
- anchor chart w/ questions
- biography how to videos
- elder quotes
- personality visit/interview
Comprehension –
- Story Town text - read bios
Vocabulary Development –
- vocab unique to presenters’
stories
- word wall based on presenter’s
10. Engage writing processes in earnest from draft through publication
- Use R.A.F.T.
 Role: reporter - story teller
+ honest, interesting and accurate reporting
 Audience: students, teachers and local community members and World Wide Web
viewers
+ writer’s workshop for constructive peer feedback
+ Joe Pablo singing a childhood song in Salish about a magpie linked to YouTube
 Format: biography
+ text interspersed with illustrations and photographs
 Topic: present personal stories of local Native American Salish speakers
+ firsthand information from presenters
11. Cooperatively work together to publish biographies to the Arlee website
 Draft, revise, edit, type, illustrate, layout and publish
 Complete self-evaluation of own writing work
12. Respond to Essential Questions (exit ticket)
terms/concepts
Oral Participation Protocols –
- Read & clarify writing to peers
- Pair / share
Represent-to-Learn –
- Illustrations
Write-to-learn –
- note taking
- draft copies -> final copies
- exit tickets
- address envelopes
- thank you cards
Resources
Local phone book
http://www.ehow.com/video_4970940_write-biography.html short ‘how to write a biography’ video (2:25) male presenter
http://www.videojug.com/film/how-to-write-a-biography short video on two types of biographies (2:57) female with English type accent
http://www.ehow.com/video_4756589_write-biography-report.html short video on ‘how to write a biography’ (1:49) female presenter
Biographies from Arlee Elementary library: Emilia Earhart, Pocahontas, Jeanette Rankin, Jim Carrey, Black Hawk – Frontier Warrior
Story Town language arts text books 3 rd and 4th grade levels – selected biographies: ‘The Babe and I’, ‘Ellen Ochoa, Astronaut’, ‘Mighty Jackie – The Strike
Out Queen’
Interviews with local personalities: Frances Vanderberg, Joe Pablo, Vance Homegun, Eneas Vanderberg, Sophie Haynes
http://opi.mt.gov/PDF/Standards/ContStds-CommArts2010.pdf Montana K-12 Communication Arts Content Standards Framework
http://mscooks3rdgrade.weebly.com/uploads/5/5/0/6/5506143/contstds-commarts2010.pdf - Performance Descriptors, Benchmarks and Content
Standards At-A-Glance
http://www.opi.mt.gov/pdf/indianed/resources/essentialunderstandings.pdf - Essential Understandings Regarding Montana Indians