LA 7: Biography Unit

How can I use my interview skills to gather ideas and information, write an interesting biography for a classmate and present it to the class? 

• What is a biography?  What should I include in one?
• I identify nonfiction and describe the key characteristics of biographies.  2.3.1

• How do I conduct an effective interview?
• I contribute collaboratively in group situations, by asking questions and building on the ideas of others 5.2.1

• How do I organize my writing?
• I organize ideas and information by selecting categories for my research and writing.
• I develop questions that will help me develop ideas for my writing.
• I select information that will help the class get to know a classmate.  3.3.1

• What will make it interesting?
• I identify and use a hook, story examples and vivid vocabulary to get and keep my audience’s attention. 4.3.3
• I use my personal understandings to show something important about my peer.  I use background knowledge, things I’ve read before and life experience to help me. 1.1.2

• How do I link ideas from one paragraph to another?
• I write paragraphs with well-developed and well-linked ideas and sections 3.3.2

• How do I present my ideas to the class?
• I use concept mapping and mental rehearsal to remember main ideas and relevant details 2.1.4

PREWRITING: Understanding basic paragraph structure

Students first review paragraph structure by completing "100 Things I love" posters and writing a paragraph.

100 Things I love

This is a fun activity to see how well you can brainstorm and find out a little about yourself at the same time.  It’s simple.  Write the title somewhere on the page and make a list.  If you want to use the geometric shapes page to record your ideas you can but you don’t have to.  100 things can seem like a lot until you reeeeeaaaaaly think.  Sometimes it helps to think about categories first. What categories do you see in the example?  We’ll use these lists to help us find ideas to write about.

https://www.pinterest.co.uk/pin/264375440598463358/

We identifyied our top 2 ideas that we knew have a story attached to them and told a peer about our experience.  Then we wrote a paragraph.

Students checked the paragraph for Organizaiton by examining the criteria below:

https://sites.google.com/gshare.blackgold.ca/sharedresources/grade-seven?authuser=0 

Students will set writing goals and recieve feedback from Mrs A using the following Form:

100 Things Paragraph Rubric  Name:                                  Class:

Outcomes	Excellent	Proficient	Satisfactory	Limited
I revise introductions, conclusions and the order of ideas and information to add coherence and clarify meaning. 4.1.3 Topic sentence with main idea Concluding sentence with newly worded main idea Ideas in a logical order Transitions used to help know what’s next	My topic sentence and concluding sentence are interesting and well written and include the main idea using synonym phrases. The order of ideas is clear because of well used transitions and the ideas flow naturally from one to the next.	My topic sentence and concluding sentence are logically written and include the main idea. The order of ideas is clear because of  transitions and the ideas flow logically from one to the next.	My topic sentence and concluding sentence are present and include the main idea. The order of ideas is somewhat clear because transitions are used sometimes and the ideas sometimes flow from one to the next.	My topic sentence and concluding sentence are present but are missing a main idea. The order of ideas is confusing because transitions are missing or used incorrectly.  The ideas do not flow from one to the next.
	TEACHER FEEDBACK using RADaR:  A ✔ item should be applied to your paragraph: Replace the wording of the main idea (use synonyms) in your topic sentence or your  conclusion. Replace some of the vocabulary in your paragraph to eliminate some repetitive words. Add an example for one or more of your ideas to add detail and improve meaning. Delete an idea that doesn’t fit. And… Rearrange some of your ideas to make your paragraph easier to understand.
	STUDENT REFLECTION: One question I have is… A few things I’ll work on for my piece of writing are…

What is a biography?  What should I include in one?

• I identify nonfiction and describe the key characteristics of biographies.  2.3.1

Students read and excerpt from "I am Malala" and identify how the author engages the audience.

Might include:

• Imagery - Use language that appeals to the 5 senses (creates a picture, puts us there)
• Foreshadowing - hint at something in the future
• Question - use questions about life or the future
• Figurative language - SHAMPOO to describe - creates imagery
• Voice - have personality in writing; use words that sound like you. For example: "she was the friend of my heart"

We signed up for a second biography. Students read the text and completed a scavenger hunt to become more familiar with the characteristics of a biography.

What are the Characteristics of a Biography?  

You will need a highlighter, a pencil and a keen eye to find all the items on the list!  

Read the text on your own then complete the tasks below:

1. Find and label the HOOK - this should be a sentence that stands apart from the rest of the text or is the first sentence in the first paragraph. Note why it’s interesting. (use our notes)
2. Find and label 5 examples of information that is based on fact. (truth)
3. Find and label one of each:
• Incident
• Quote from the person being profiled
4. Highlight and label a part that you can relate to.  Explain how you relate.  (This means you understand them - their emotions, experiences or ideas)
5. Highlight and label 2 techniques in the writing that grab your attention.  (use your notes)
6. STAR and label structural features that help organize: title, pictures, shapes, headings, charts, bold words, maps, diagrams.
7. Underline the main idea for the first 3 paragraphs.
8. On the back of the Biography write a brief summary explaining who the person is and what makes this person noteworthy, or someone you should remember or admire.  (Use Who, what, where, when, why how)

Once you are finished, number yourselves: 1, 2, 3, 4. (write the number at the top of your page) THEN be prepared to share what you have found with another group.

Share your opinion about these things:

• Do you like the visual layout of this biography?  Why? Or Why not?  What would you change or keep about it?

• What are the best writing techniques used to grab attention?  Share an example.

• What big topics come up in the biography?  Are these the same for the other biographies?  For example: The person’s background - where they grew up or family life.

• How is your biography different from the others?  Do these differences make the biography more or less effective?  Why?

What are the characteristics of a Biography?  Make a list with your group.  Be prepared to share this list with the Whole class.

Grade 9 Illustrated Quote

Grade 9: How can I write and represent to show what I understand about the meaning of different texts and how they relate to my life?

• I use previous reading experiences, personal experiences and prior knowledge to help me reflect on and interpret ideas found in a text (2.1.2)
• I use quotation marks to distinguish words being discussed in own writing.  (4.2.7)
• I discuss how techniques like symbolism communicate meaning and enhance effect in text (2.2.11)

1. Pick a quote that shows something important about you and reminds you of a life experience.

MRS. ANDERSONS QUOTE

“I love writing.

I love the swirl and swing of words as they tangle with human emotions.”  

-James Michener

2. Play with font style, colour and add images to represent the important word's meaning and feelings.

3. Annotate the quote with your interpretations and life experiences.

4. Create a Google Drawing to represent the quote.

5. Write a paragraph to explain your interpretations and life experience.

What does Excellent Symbolism Look Like?

To understand criteria better, students examined work samples to make improvements to their work.

Symbolism Criteria	Excellent	Proficient	Satisfactory	Limited
I use symbolism to communicate meaning and enhance the effect (meaning or feeling) of the quote. 2.2.11 Symbolism: colour font image	Symbolism is insightful and dramatically enhances the meaning or feeling of the quote.	Symbolism is effective and clearly enhances the meaning or feeling of the quote.	Symbolism is evident and somewhat enhances the meaning or feeling  of the quote.	Symbolism is unclear and does little to enhance the meaning or feeling of the quote.
	Three symbolic choices I made to enhance the effect of the quote are: I chose _______________ colour because… I chose _____________________ font style because… I chose this image because...

What does Excellent Writing Look Like?

Students completed "What makes a Great Paragraph" in Google classroom to review organization.

Then they examined 3 work samples to identify criteria that exists in the samples.

Writing Criteria	Excellent	Proficient	Satisfactory	Limited
I use previous reading experiences, personal experiences and prior knowledge as a basis for reflecting on and interpreting ideas encountered in a text 2.1.2 Insightful Reflection: Contains many ideas that are unique showing quality in writing of past experience Uses vivid sensory details	My writing is insightful.  It is a comprehensive reflection. I expand my writing by vividly showing my reader my experiences My interpretations are unique	My writing is thoughtful.  It is a substantial reflection. I expand my writing by clearly showing my reader my experiences My interpretations are beyond obvious	My writing is predictable.  It is a basic reflection. I attempt to expand my writing by including a life experience. My interpretations are  straightforward.	My writing is simplistic.  It is lacking reflection. I do little to expand my writing it contains mostly telling. My interpretations are simple or lacking in depth thought
	My reasons for selecting the level above are...
I use quotation marks to distinguish words being discussed in own writing.  4.2.7	I skillfully use quotation marks. I weave quotes into my writing.  They sound like they are a natural part of the sentence.	I systematically  use quotation marks. I set quotes up with words and they fit into the paragraph.	I simplistically use quotation marks. I have quotes in my writing, but they are mechanical and inconsistently punctuated.	I haphazardly use quotation marks. I may or may not have quotes around words I discuss in my writing.  I do not use proper punctuation.

Finally, students improved their writing and self-assessed their work.