The student will:

• Read biographies to determine what information should be included in a person’s biography
• Interview a classmate
• Write a biography of the classmates using interesting information from the interview
• Present information from written biography visually

Guided Reading: (About 2 weeks) Gather a variety of biographies for students to read.  I found that SIRS Discover on the Web has a variety of biographies on many people for a range of reading levels.  These are used during guided reading time for about two weeks.  We work on skills such as compare contrast, summarizing, sequence of events, etc.  We also look at what information was included in most biographies.

Writing: (About 2 weeks) After you have discussed what is found in a biography, students then get to interview a classmate and write his/her biography.  An information sheet should be used to record the responses from the interview.  This sheet can be created as a class or by the teacher.  (See attached information sheet)  Once the students have gathered the information, they should begin the writing process from rough draft through final copy.

Background info:  This is the first project I do with my students, so I put the slides together into one project.  This means each student will have the same background if you choose to use template, but they can “go nuts” with font, color, and effects.  I worked with one or two students during SSR (silent reading time).  It will take a while.  I could usually do 2-3 kids a day with two computers.  If you use two computers, you’ll have to save the projects separately and combine them at the end.

Once students have completed the final copy of their biographies, they can create a slide for the presentation.  Each student chooses three interesting facts from his/her report to include on the slide.  They also take each other’s picture using the digital camera, which will be added as clip art.  When each student comes to create a slide, they choose the template that includes a title, bulleted text, and clip art.  They input their information and have the opportunity to jazz it up with effects, colors, and fonts.

I assess the writing portion using my writing rubric.  I do not assess the technology separately.

4^th grade ELA I.B. The student will read and demonstrate comprehension of a variety of literary forms to include fiction and nonfiction, biographies, and historical fiction.

4^th grade ELA II.B. B. The student will ask questions to clarify viewpoints, to develop new understanding, and to view findings from various perspectives: discussions; interviews; and conferences.

4^th grade ELA III.E. The student will present information through oral presentations, expositions, displays, debates, panel discussions, visual displays, and dramatizations.

4^th grade ELA III.F. The student will use appropriate speaking skills to conduct and interpret surveys and interviews, to listen critically and record information accurately, and to research and report information.

4^th grade ELA IV. A-I.  These include the writing process from prewriting through final copy.

Technology Foundation Standard 5

©2002 Winthrop University. All rights reserved. 
Last updated on February 15, 2002.
Contact Lisa Harris with comments.