Embedded Files
Session 1
Session 1
Learning Intension: We are learning to research a person’s life and summarise key facts in our own words.
Learning Intension: We are learning to research a person’s life and summarise key facts in our own words.
Hook:
Choose a well-known person (e.g. Malala Yousafzai or Steve Irwin). Model how to take dot-point notes from a video or article, summarising key facts.
Mini Lesson:
Teach how to group related information (e.g. early life, challenges, achievements).
Use Synthesising Document to demonstrate how we combine two different parts of information.
How is synthesising different from copying?
Why is it helpful when writing a biography?
Independent/Guided:
Students research a chosen or assigned individual using printed articles or kid-friendly websites. Take notes in dot-point form, grouped by category.
Reflection
Discuss the difference between copying and summarising. Students self-assess using the success criteria.
Session 2
Session 2
Learning Intention: We are learning to organise our ideas into a clear structure for a biography.
Learning Intention: We are learning to organise our ideas into a clear structure for a biography.
Hook:
Co-create an Anchor Chart for Biography
Mini Lesson:
Revisit Structure: Recap the key elements of a biography:
Introduction (who and why they are important)
Early life
Key life events/challenges
Achievements
Legacy or impact
Create a simple biography plan using a class example from Lesson 1
Independent
Students use their research notes to complete a planning template with headings.
Reflection
Students share their plan with a partner and receive feedback on clarity and order.
Session 3
Session 3
Learning Intention: We are learning to identify and use precise nouns to improve the clarity and detail in our biographies.
Learning Intention: We are learning to identify and use precise nouns to improve the clarity and detail in our biographies.
Hook:
Show vague/general nouns from a sample (e.g. “thing,” “person,” “place”) and ask students to replace with more specific ones (e.g. “invention,” “activist,” “Pakistan”).
Mini Lesson:
Teach how biographies often use proper nouns (names of people, organisations, awards, locations) and concrete nouns (e.g. “medal,” “hospital,” “speech”).
Independent:
Highlight and revise nouns in their biography plan or draft. Encourage more precise, varied choices. Once done can continue their biography if required.
Reflection:
Students share improved sentences with the class.
Session 4
Session 4
Learning Intention: We are learning to write the first draft of our biography using our plan.
Learning Intention: We are learning to write the first draft of our biography using our plan.
Hook:
Add to Anchor chart.
Mini Lesson:
Show how to turn one section of the plan (e.g. early life) into a well-structured paragraph.
Independent:
Students begin drafting their biography, using the scaffold and structure from Lesson 2.
Catch: Midway, pause and model how to link ideas with time connectives (e.g. “later,” “after that,” “as a result”).
Reflection:
Students read their work to a peer and check for clarity, flow, and structure using a peer-feedback checklist.
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