QR code Biographies

1. Grade Level: 4th – 5th grade (Learning Support Room)

2. Standard(s)
 Standard - 8.1.3.A: Identify the difference between past, present and future using
timelines and/or other graphic representations.
 Standard - CC.1.2.4.G: Interpret various presentations of information within a text
or digital source and explain how the information contributes to an understanding
of text in which it appears.
3. Essential Question:
 How do I listen to a peer’s biography and write down 2 things I have learned?
 How do I complete a timeline with select dates?
4. Objectives
 Students will use the biographies they wrote and create a voice recording to
post on a bulletin board.
5. Materials and Equipment
 IPads
 Biography QR codes (should be on interactive bulletin board)
 “What I learned” slips
 Timeline worksheet
6. Procedures –
 Introduction
 Have students come into the classroom and sit down,
 Have the students each grab an IPad and then sit back down at their seats.
Tell them to grab a pencil and wait for everyone else.
 Have the Seesaw desktop displayed on the board for them to see.
 Anticipatory Set/Activating Learning Strategies
 “Thank you for getting the materials quickly! You may remember
recording yourselves reading your bibliographies last week for me. If you
think back, you may also remember me saying that we are going to listen
to each other’s readings this week! I have taken the videos that you have
completed and created QR codes for us to scan and listen. Are you ready?”
 Have students go out into the hallway with a pencil.
 Sequence of Lesson
 Teacher model –
 Have students stand around the bulletin board.
 “As you can see, everyone’s biographies are up here! You can see that we
have 9 different people that were researched. That means, we can all listen
to a different biography. I am going to show you how to pull up a reading.
You will need to use the QR reader app and then line up the QR code of
the biography you want to listen to.”
 Show the students how to pull up one.
 When it comes up, say, “When you see the video, press play and as you
listen, try to remember what you are hearing. You will use this
information later on.”

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  Guided practice –
 Hand each student a timeline worksheet.
 Have each student pick a person they want to listen to.
 Help them pull up the videos
 Say, “Now, as you are listening, you are going to be commenting on each
other’s speeches. You will fill out a little slip of paper (point to the slips
on the board) about 2 things you learned from their biography. You also
are responsible for filling in the timeline. The box that the person fits in
depends on the birthday. So when you are listening, you may want to write
down the year they were born so you can complete the timeline.”
 Independent practice –
 As students are listening to the readings, walk around and keep students
on track.
 The students can work on this independently, but if they are struggling to
pull up videos or gathering details, you may assist them if necessary.
 Closure/Summarizing Strategy:
 After 15 minutes, have the students come back into the classroom and sit
down.
 “You guys did a great job as following directions and
listening/commenting on the biographies! You hopefully learned a lot
about other famous people in history!”
 Assessment/Evaluation
 Have students work together to finish filling out the timelines. Since the
students did not have enough time to listen to each biography, they will
have to work with each other to figure out where each person fits on the
timeline and when each person was born.
7. Special Considerations
 Early Finishers
 If students finish early, they can keep commenting on other biography
recordings. This can help them fill out as much of the timeline as possible.
 Remediation
 If students are struggling to come up with ideas for the “What I learned”
slips, you can have sentence starters available for them to look at that will
help them formulate ideas.
o He/She is famous for…..
o His/Her childhood was….
o He/She was a …..
 Enrichment
 After this, if students are still interested and wanting to do more with the
biography topic, you can have them interview a classmate. You can
provide base questions, or have the students come up with their own. After
they interview a peer, they can write up a short essay to present to the
class.

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 Special Accommodations
 If students are having trouble following the recordings, having the types
versions of the biographies under the pictures will help them follow along
as they listen to the recordings.
 If students are struggling with gathering the dates for the time line, you
can write in the dates in each box and all they have to do is listen for that
date and then match the famous person to it.

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