Submitted by​:​Brittany Bruney ​ CWID​__50080056_

Grade Level:​ 5th ​ Mentor Teacher:​ John Krenek
Subject/Topic:​ Expository Texts/Biographies and Inferencing

Biography Introduction and Inferencing Stations

Rationale​: Materials/Equipment:
Students will be introduced to biographies, Mentor text: Like Mike: The Story of Michael
biographical vocabulary, and continue to work on Jordan, written by Carl Nussbaum from
previously introduced inferencing. http://mrnussbaum.com/athletes/michael_jordan/

Quizzizz.com

Promethean Board
Markers
Dry erase markers
Computers/Ipads
Anchor Chart paper

Biography Notes
Inferences worksheet #8 from
(​https://www.ereadingworksheets.com/reading-work
sheets/inferences-worksheet-8-answers.htm​)

TEKS Achieved: Accommodations:

5.7A: Students identify literary language and
devices used in biographies and autobiographies,
including how author’s present major life events in a
person’s life.
5.9A: Read independently for a sustained amount
of time and summarize or paraphrase what the
reading was about.
Special Needs: ​Students who have ADHD will be
prompted and reminded to stay on task. Students
will also have extra time.
Students with dyslexia will have access to orally
read passages and extra time.

Bloom’s Taxonomy: Differentiated Classroom Strategies: Curriculum

Knowledge/Remember Learning: Technology Integration:
Comprehension/Underst Auditory Centers/Stations Reading
and Visual/Spatial Independent Activities
Application Kinesthetic Lecture
Analysis Verbal/Linguistic Whole-group
Create / Synthesis Intrapersonal
Evaluation Interpersonal

 
 

Objectives:
• TSW recognize newly learned biographical content and vocabulary.
• TSW compose responses to reading passages and create inferences.

Lesson Plan:
• Introduction (Anticipatory Set/Focus/Motivation):
Students will be told to read the mentor text Like Mike: The Story of Michael Jordan written by Carl
Nussbaum to have them preview a biography.

• Information Giving
Students will be told that they will be working on informational texts for the week, in particular biographies.
After previewing the biography the students will be asked:
“What did you notice about the text? How is the text structured?”

Check for Understanding

The biography will be gone over and the students will be asked about what they noticed about a biography
(notably focusing on text features, text structure, and the way informational text is presented).

• Guided Practice:
An anchor chart will be made that introduces students to the concept of biography, vocabulary, and the
answers to fill in their notes.
Essential questions:
What is a biography?
-informational text (nonfiction) (author’s purpose is to inform the reader about the person)
-About a real person (past or present)
-Author is someone other than the person featured in the text.
-When you read a biography, you will gain information about the person’s time period and culture.

Who is a biography written by?

-A famous or notable person who accomplished something important or interesting
-Always written in 3rd person point of view (outside point of view; keywords he, she, it, they, them, their)

How is a biography ​organized or structured​?

Organized/Structured: How the information in a text is written and presented to the reader.
-In chronological order (birth, family, school)
-Author uses “narration” to tell the story about a person’s life.
-When you read a biography, you will gain information about the person’s time period and culture.
-date and cause of death (or what they are doing now/currently)
-what makes the person special
-what the world learned or gained from this person
-a timeline of important events

Text features (All of the components of a story/article that are not the main body or paragraphs)
Table of contents
chronological order
timeline
family/childhood
pictures/captions
big moments and events
problems and challenges
facts
theme or message

 
 
An anchor chart will be made to introduce students to Biographical texts.
Vocabulary:
Author’s purpose
Biography
Text structure
Text features
Chronological order
Informational text
Narration
Third person point of view

Check for Mastery

Students will have their notes accurately filled out to help them on their quizzizz assessment.

• Independent Practice:
Students will work in stations
Station 1:
Students will review the concept of inferencing. They will read passage(s), analyze the text for textual
support/evidence, and complete inferencing questions.

Station 2:
Students will independently complete a biographical vocabulary quiz over the biography vocabulary and
concepts that they were introduced to in the notes.

Students will be given 15-20 minutes per station to work before switching.

• Assessment/Evaluation:
The students will complete a Quizzizz over the biography vocabulary that was introduced in class.

Students will orally explain and through written expression how they concluded their inferences about the
passage(s)

• Closure / Culminating Activity:

Students will be told that they will continue to work on biographies for the week and that they will
start to research on someone of their choosing for the next couple of days. Their research will be
presented in Google Slides on Friday.

• ​Enrichment/Extension:
Students will be given the guidelines and the list of people that they are able to choose from
to research in the library the next day.

• Reteach:
​Students will continue to work on biographies throughout the week to better understand the content
through their research.

• Modifications​:
​Special Needs​: Students with dyslexia will not be penalized for incorrect spelling.
​ELL​: Students will have extended response time.