Biographical Writing
Task #1 Write a personal narrative.
Background:
The class first listened to the teacher read her mini story about her weekend.
Students have learned the past tense of various action verbs.
They have also had exposure to a variety of adjectives.
The children will send these to students in their sister school. Similarities in their weekends can be compared, and the sister school students will write back. Sometimes children are surprised when they learn that kids in another country often do the same things.
Writing Prompt:
What did you do over the weekend? Write at least three things that you did, and describe each.
When you finish, look back and check:
I used three or more verbs.
I used three or more adjectives.
Directions:
Make your own mini story book. The story must be true.
Each page of the story must have at least one sentence and one picture.
Your story must be at least three pages.
First make notes for yourself.
Recall what you did on Saturday and/or Sunday. (Daily life things are ok too!)
Next choose which things you want to include, and then write your sentences.
Ask a classmate to check and give you feedback.
Do your revision and then ask your teacher to check.
You might need to revise again.
Then the teacher will give you a blank mini book.
Draw your pictures and write your sentences neatly.
Add a title on the cover.
In the last ten minutes some students will share their stories in the author seat.
(Everyone in the class will have at least one chance in the author seat this week.)
Background:
The class first listened to the teacher read her mini story about her weekend.
Students have learned the past tense of various action verbs.
They have also had exposure to a variety of adjectives.
The children will send these to students in their sister school. Similarities in their weekends can be compared, and the sister school students will write back. Sometimes children are surprised when they learn that kids in another country often do the same things.
Writing Prompt:
What did you do over the weekend? Write at least three things that you did, and describe each.
When you finish, look back and check:
I used three or more verbs.
I used three or more adjectives.
Directions:
Make your own mini story book. The story must be true.
Each page of the story must have at least one sentence and one picture.
Your story must be at least three pages.
First make notes for yourself.
Recall what you did on Saturday and/or Sunday. (Daily life things are ok too!)
Next choose which things you want to include, and then write your sentences.
Ask a classmate to check and give you feedback.
Do your revision and then ask your teacher to check.
You might need to revise again.
Then the teacher will give you a blank mini book.
Draw your pictures and write your sentences neatly.
Add a title on the cover.
In the last ten minutes some students will share their stories in the author seat.
(Everyone in the class will have at least one chance in the author seat this week.)
Task #2 Make a biographical poster about a person from another country.
Background:
The teacher introduced the book Who Was Mother Teresa? (Gigliotti, 2015), and focused on the timeline on page 102. The teacher also modeled how to skim for additional information.
Writing Prompt:
Write about the life of a person from another country. This person can be someone you know personally, someone you admire, a famous person, or a historical figure. Research (or interview) to find at least four facts of importance.
When you finish, look back and check:
The person is from another country.
I collected at least four noteworthy facts.
Directions:
Brainstorm to make a list of people from foreign countries.
Review your list and add information you know or think you know.
Think about who you want to “show off” to your classmates.
Choose one person.
Collect information.
Be sure to record your sources.
Decide which points you want to include on your poster.
Change your notes into complete sentences.
Exchange sentences with a classmate.
Get and give feedback regarding choice of words.
Decide the layout of your poster.
Think about where the viewer’s eye will first focus.
Neatly print your sentences.
Draw pictures or add printed photos.
Show it to your teacher.
Add any corrections or other finishing touches.
Put it up on the wall, to share with the class.
Background:
The teacher introduced the book Who Was Mother Teresa? (Gigliotti, 2015), and focused on the timeline on page 102. The teacher also modeled how to skim for additional information.
Writing Prompt:
Write about the life of a person from another country. This person can be someone you know personally, someone you admire, a famous person, or a historical figure. Research (or interview) to find at least four facts of importance.
When you finish, look back and check:
The person is from another country.
I collected at least four noteworthy facts.
Directions:
Brainstorm to make a list of people from foreign countries.
Review your list and add information you know or think you know.
Think about who you want to “show off” to your classmates.
Choose one person.
Collect information.
Be sure to record your sources.
Decide which points you want to include on your poster.
Change your notes into complete sentences.
Exchange sentences with a classmate.
Get and give feedback regarding choice of words.
Decide the layout of your poster.
Think about where the viewer’s eye will first focus.
Neatly print your sentences.
Draw pictures or add printed photos.
Show it to your teacher.
Add any corrections or other finishing touches.
Put it up on the wall, to share with the class.
Task #3: Review and summarize Grandfather’s Journey (Say, 1993).
Background:
The teacher read Grandfather’s Journey to her students. She talked about life stories being passed down through generations, and when the recording of the story is actually a biography. This writing activity serves as a stepping stone, to encourage students to write and share biographies about a family member. Stories such as Grandfather’s Journey open windows to glimpse other cultures. The teacher wants students to notice the value of exploring different cultures through people’s true stories.
Writing Prompt:
Write a 4-5 sentence summary of Grandfather’s Journey.
When you finish, look back and check:
I wrote facts, including details such as who, what, where, and when.
I did not copy the author’s words.
Directions:
Re-read Grandfather’s Journey individually.
Write notes of the facts.
Think about why you think each note is a fact.
(What supporting information was included?)
Choose 4-5 facts from your notes and write them in the sequence of the man’s life.
Write your sentences.
Look back to review your choice of words and variety of sentences.
Type your summary and copy it to the class’ shared folder.
Read a classmate’s summary and compare. Note similarities and differences.
(In the last 10 minutes of class there will be time to share and discuss.)
If you finish early, think about why the author wrote this book.
You can also review “voice,” and think about how to describe the voice(s) used in this story.
Background:
The teacher read Grandfather’s Journey to her students. She talked about life stories being passed down through generations, and when the recording of the story is actually a biography. This writing activity serves as a stepping stone, to encourage students to write and share biographies about a family member. Stories such as Grandfather’s Journey open windows to glimpse other cultures. The teacher wants students to notice the value of exploring different cultures through people’s true stories.
Writing Prompt:
Write a 4-5 sentence summary of Grandfather’s Journey.
When you finish, look back and check:
I wrote facts, including details such as who, what, where, and when.
I did not copy the author’s words.
Directions:
Re-read Grandfather’s Journey individually.
Write notes of the facts.
Think about why you think each note is a fact.
(What supporting information was included?)
Choose 4-5 facts from your notes and write them in the sequence of the man’s life.
Write your sentences.
Look back to review your choice of words and variety of sentences.
Type your summary and copy it to the class’ shared folder.
Read a classmate’s summary and compare. Note similarities and differences.
(In the last 10 minutes of class there will be time to share and discuss.)
If you finish early, think about why the author wrote this book.
You can also review “voice,” and think about how to describe the voice(s) used in this story.