Daily Lesson Plans Purpose/Supporting Resources Week 2 Day 1 (Core – 60 min.): read biography - Bill Melendez: An Artist in Motion Take whole group about the key events in his life Create a timeline (whole group) of Bill’s life Discussion: What does the subtitle ‘an artist in motion’ mean? Independent writing prompt: What kind of person is Bill? What character traits helped Bill be successful? Reading switch - 45 min.: With a partner, students choose a biography from the Easy Readers Biography books. They look for evidence in the book to show the person’s character traits, and then they partner up with another pair to form a group of four. They compare their notes and why they chose what they did. With their original partner, they decide on 3 pieces of evidence to use to describe the person’s character. They write a short paragraph about the person’s character being sure to start with a topic sentence and support it with evidence from the text. Day 2 (core – 60 min.): Close read biography - Brave Bessie Coleman: Pioneer Aviator Arrange kids in groups and hand each one a quote from the story – using the graphic organizer, students re-write what the quote means in their own words and any questions it makes them think of, the group discusses each person’s quote 1st reading – take notes of key events and create a timeline 2nd reading – look for deeper meaning by reading with the following questions in mind: What obstacles did Bessie have to overcome? What contribution did she make to the world? Answer in writing then discuss with your group. Whole group: Discuss the biographies we’ve read so far and lists the important characteristics of each (ex: place and date of birth, contributions the person made/why the person is famous, important events in order from birth to death). Make a chart to be displayed in classroom. Reading switch (45 min.): the biography from “We do” of scaffolding where we work together to take notes and create a timeline. Technology option: Create a timeline online at: This activity creates interest in the story and helps build schema. in my own words What it means Questions I have Scaffolding: 1st reading – I gave students the option to read with a partner or with me if they felt they needed some support. Extension: If students finish early – have additional articles about Bessie Coleman and other female aviators like Amelia Earhart and Mae Jemison for them to read.
Biography Report Rubric Writing 1-Minimal, little or none 2-Partial, uneven, weak, inconsistent 3-Adequate, evident, general 4-Thorough, strong, consistent Score Introduction The response did not name topic and/or is off topic. The response names the topic, but not in the introduction. The response introduces the topic clearly in an introductory paragraph. The response introduces the topic clearly in an introductory paragraph and grabs the reader’s attention. Body Minimally develops the topic with facts and details. Related information may not be grouped together. Difficult to follow. Partially develops the with facts and details. Not all related information is grouped together. May read like a timeline. Adequately develops the topic with facts and details. Groups related information together. like a story. Effectively develops the topic with facts, concrete details and/or quotations. Groups related information together in paragraphs and sections. Continues to hold the reader’s attention. Conclusion/ Reflection Concluding statement is missing or unclear. Provides a concluding statement but does not include the person’s impact on the world. Provides a concluding statement that describes the person’s impact on the world. Provides a concluding statement that describes the person’s impact on the world and the impact on you personally. Sentence Fluency/ Structure Simple or incomplete sentences. Few or no paragraphs have topic sentences. Sentences are all the same length and begin much the same way. Some paragraphs have topic sentences. Varies the length of sentences to give the writing rhythm. Begins sentences differently. Most paragraphs have topic sentences. Varies the length of sentences to give the writing rhythm. Begins sentences differently. Uses above grade level words. All paragraphs have topic sentences. Total Score 0 1 2 Conventions The response demonstrates little or no command of conventions: Infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling The response demonstrates a partial command of conventions: Limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling The response demonstrates an adequate command of conventions: Adequate use of correct sentence formation, punctuation, capitalization, grammar and spelling
Biography Poster Rubric Beginning 0-5 pt. Developing 6-7 pt. Accomplished 8-9 pt. Exemplary 10 pt. Score Poster Elements May be missing more than one of the required elements: at 3 photos/drawings of the person, a timeline with at least 5 dates, and the written report is attached. May have less than the required number of photos/drawings of the person, or dates on the timeline. The written report is attached. Has at 3 photos/drawings of the person and a timeline with at least 5 key events. Spelling on timeline has minimal errors. The written report is attached. Goes above and beyond by including extra pictures, or key events on timeline. Spelling on timeline has no errors. Written report is attached. Neatness Drawing may not be colored. Poster is unorganized. Title may be missing. Drawing may be partially colored. Poster may be unorganized. Title may be missing. Drawing of person is neatly colored. Poster is organized and appealing to the eye. Contains a title at the top and your name in the bottom right corner. Drawing of person is neatly colored. Poster is organized and appealing to the eye. Contains a title at the top and your name in the bottom right corner. Poster is exceptional and above grade level. Presentation Contains more than one of the following: lack of expression, hard to understand, hard to hear. Contains one of the following: lack of expression, hard to understand, hard to hear. Report is read slowly, voice is clear and loud, and includes some expression. Report is read slowly, is clear and loud, and it is read with appropriate expression. Total