Lesson Class #10: Biography continuation… Course Grade 5 LA: 60 min

Title/Focus

PROGRAM OF STUDY OUTCOMES

3.3:
● use clear organizational structures, such as chronological order, and cause and effect,
to link ideas and information and to assist audience understanding
● record ideas and information in relevant categories, according to a research plan

3.4:

● assess personal research skills, using pre-established criteria

● select visuals, print and/or other media to inform and engage the audience

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Create a cover page using visuals to inform their audience of who their biography is
about
2. Use open ended questioning strategies to complete an interview
3. Incorporate interview question responses into their biography writing

MATERIALS AND EQUIPMENT

● Chromebooks/ iPads
● Checklist for students posted on the board
● Interview sheets (completed)
● Coloured paper, pencils, markers

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Add the checklist and rubric to google classroom in case they have lost their sheet.
● Review instructions and components of the project at the start of the block.
● Book technology for the class block.
● Use the sticky notes from the class prior to help create conversations at the start of the
block about recurring questions.
 PROCEDURE
Introduction Time

● Have 2 students grab the chrome books. 15 min

● Make sure students have their checklist, rubric and completed interview
sheets for them to use as they start the writing process.
● Remind students of the due date for the assignment (end of the LA block
Monday the 12th)
● Review the requirements for the timeline based on the questions asked
formatively last class. They must have 5 things included on this- dates
must be associated!

Body Time

Topic 1) Students will be given the remainder of the block 40 min

Work period to work on their assignment. At the halfway
point, redirect attention for a moment to answer
any questions they may have about the
requirements.
2) Use a timer and frequent check in points at the
20, 10, 5 and 2 minute mark with students.
3) Based on the previous class, all students will
work in the classroom, in order for frequent
check in’s to occur.
- Leanne will need to go to a different space to
start her voice to text transcription.
- Kade and Linden need to be checked in
occasionally and need to provide written
examples of the questions I am asking them.
- All students will be checked in during the
block, to ensure they are on task and
completing the checklist.

Conclusion Time

● Have two students share what they have learned in this class. 10 min
- How far did you get?
- What did you achieve?
- At this point students should have completed at least one full
 section and be working on another.
● Return all technology to the cart, and have the two students bring them to
the next class.
● Cleanup and prepare for the next block and have them grab their math
textbooks.

Assessment
● Sticky notes as a form of formative assessment. I have looked over the sticky notes and
will be addressing the top 2 main questions at the start of the next class.
● Use conversations with students about the checklist to see if they are completing the
task.
● Highlight the rubric with students who have questions to help guide their learning and
ask the areas they may require further investigation. Students will need to assess where
they fall on the rubric and do a self reflection at the end as well.