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Objectives

Objective 1: The student will accurately list similarities and differences between a fictional and

actual biography using a Venn Diagram.

Objective 2: The student will accurately describe the difference between an autobiography and

biography in a 6-sentence paragraph.

Objective 3: The student will write a rough draft for their autobiography by scoring at least an 8

out of 10 in a rubric in their graphic organizer.

Objective 4: The student will publish their completed autobiography scoring a 90% or better on

a rubric.
Monday Tuesday Wednesday Thursday Friday

Objective Objective 1: Objective 1: Objective 2: Objective 2: Objective 3:

The student will The student will The student will The student will
The student will plan out a rough
accurately list similarities accurately list accurately describe the accurately describe
draft for their autobiography by
and differences between a similarities and difference between and the difference
scoring at least an 8 out of 10 in a
fictional and actual differences between a autobiography and between and
rubric on their graphic organizer.
biography using a Venn fictional and actual biography in a 6- autobiography and
Diagram. biography using a Venn sentence paragraph. biography in a 6-
Diagram. sentence paragraph

Daily Activities Focus: Pre- Assessment, Focus: Class Focus: Focus: Focus:
& Learning Jot thought Discussion
Experiences Jot thought Class discussion Class discussion

Reviewing Through My Eyes by


Instructional Delivery: Instructional Delivery: Ruby Bridges.
Instructional Delivery: Instructional
Abraham Lincoln Who Was Abraham Delivery:
Vampire Hunter by Seth Lincoln? by Janet The Story of Ruby
Grahame – Smith Pascal Bridges by Through My Eyes Instructional Delivery:
by Ruby Bridges
Explain the process of witting

Guided Practice: Guided Practice:


Guided Practice:
Notes, listing features. Guided Practice: Summarize Book
Class discussion
Notes, Listing Features comparing Through Guided Practice:
My Eyes and The
Independent Practice: Review both books Independent Practice: 4 square a story about me.
Story of Ruby
Chronological timeline
Bridges
Short Story on Ruby Bridges

Independent Practice:

Closure: Gallery Walk Independent Independent Practice:


Closure: Venn Diagram using
notes from both books Practice:
Snowstorm Chronological Start writing 1st – 2nd paragraph
timeline for of autobiography.
autobiography
Closure:

Numbered heads Closure:


together Closure:
Exit ticket

Exit ticket
Bloom’s Remembering, Creating Remembering Analyzing Analyzing, Creating, applying
Level(s) Creating,
understanding

Reteach Small group Anchor chart Small group Anchor chart Peer tutoring

Visuals

Technology Kahoot! Doc Cam, iPad Doc Cam SMART No Technology Popplet Doc Cam, SMART Board,
Integration Board

Monday Tuesday Wednesday Thursday Friday

Objective Objective 3: Objective 4: Objective 4: End of Unit Plan


The student will publish Objective 4: The student will
The student will plan out a their completed The student will publish publish their
rough draft for their autobiography scoring a their completed completed
autobiography by scoring 90% or better on a autobiography scoring a autobiography
at least an 8 out of 10 in a rubric. 90% or better on a rubric. scoring a 90% or
rubric on their graphic better on a rubric.
organizer.

Daily Activities Focus: Focus: Focus: Focus: Focus:


& Learning Class Discussion Class discussion Class discussion Review over Brief Review of all 4 objectives
Experiences Getting started on Over autobiography creating the final
Instructional Delivery: autobiography peer progress copy.
Rough draft editing The students will have their
Instructional Delivery: summative assessment on this
Guided Practice: Instructional Delivery: Reminder about Peer Instructional day.
Guided Writing to Mini lesson on peer editing process Delivery:
demonstrate how the editing Class Discussion
autobiography should be
looking like. Guided Practice: Guided Practice: Guided Practice:
Whole class peer edits Show class a student Teacher Modeling
Independent Practice: teacher’s autobiography work who is in the final copy of the
autobiography check for grammatical process of being peer autobiography.
third and fourth paragraph. errors edited.

Closure: Independent Practice: Independent Independent


Exit ticket Peer Editing Practice: Practice:
Continue working on Final copy of
Closure: Peer Editing autobiography
Exit ticket – How much
progress have you Closure: Closure:
done? How much time 3 things you learned Review over the
do you need? past 9 days
Bloom’s Creating, Applying Creating, Applying, Creating, Applying, Creating Remembering, Understanding,
Level(s) Evaluating Evaluating Create, Applying, Evaluating

Reteach Small group Second mini lesson Peer teaching Small group Reteach based on student scores

Technology Doc Cam, SMART Board No technology Doc Cam, SMART Doc Cam, SMART No technology
Integration Board board

Lesson Plan for day 3 objective 2

Grade: 4th
Subject: English Language Arts
Topic: Biography
Standards:
 TEKS - 3rd English Language Arts b(9)(A) Reading/Comprehension. Students understand, make
inferences and draw conclusions about the varied structural patterns and features of literary
nonfiction and respond by providing evidence from text to support their understanding.
Students are expected to explain the difference in point of view between a biography and
autobiography.
 ELPS – (c)(1)(A) use prior knowledge and experiences to understand meanings in
English;
Objective:
The student will accurately describe the difference between and autobiography and biography in a 6-
sentence paragraph.
Focus:
Prior to the lesson starting, the teacher will place sticky notes on each table for the students to write on.
Each student will write what they think are the elements in a Biography. Students will have 1 minute to
write down the answer. Once they are done writing the answer, the teacher will have students share
with their group what they wrote down. Afterward one student from each table will share something
that their group wrote down.
Questions to ask:
Has anyone ever checked out a Biography book from the library?
What do you think a biography book will have that other books might not have?

Instructional Delivery:
The Story of Ruby Bridges by Robert Coles
After the simultaneous round table, the teacher will call the students to sit at the reading carpet to listen
to The Story of Ruby Bridges by Robert Coles. The teacher will put the book under the doc cam to
show on the SMART board, so that the students can follow along as the teacher reads the story. During
the story, the teacher will stop and ask students questions, checking for comprehension and pointing
out important details for the students to remember.
Checking for understanding
Ask students: Is the story written in first or second person? How do you know? (this will help students
know that a biography is written in second person where someone talks or says the story about another
person’s life.) Is the story written in a certain order or is the information scrambled all over the place?
Does the author give every detail of the person’s life or only the important details?

Guided Practice:
Summary
After listening and discussing the story, the teacher and students will summarize the story in their
reading journals. The students will jot down major key points and important information and elements
from the story. The teacher will provide examples on the SMART board so the students can get an idea
of how to correctly write notes. To facilitate the summarization for the students, the teacher will have a
copy of skeleton notes in which students will be encouraged to fill in the blanks as the class discusses
the summary.
Checking for understanding
Who would like to come up to the board and write down what goes in the blank “A biography is
written in _______ ________ about _____ life.”

Independent Practice:
Chronological timeline for autobiography
After summarizing the book and jotting down important information, the teacher will give the table
helpers sheets of construction paper to pass out to their groups. The students will create a timeline for
Ruby Bridges. The teacher will read the following instructions:
1. Before you begin make sure you write your name and date on your paper.
2. Now, you are going to pretend you are writing a book over Ruby Bridges. Look over the notes we just
completed and decide what information will be included in your book.
3. To help you organize you will need to complete a timeline. You can make the timeline however you’d
like as long as you can distinguish where the information begins and where it ends.
4. After you’ve created the timeline and included all the important information you think would be
enough to write a book, decorate your timeline. You can draw a picture of the character, or events that
will occur throughout your book.
Checking for understanding
The teacher will walk around helping students who need help. The teacher will remind students to only
include important information, and to make sure it is in chronological order.

Closure:
Gallery Walk

Once the students have completed their graphic organizers, they will hang them up on the student’s
work wall. Each table will take turns walking up to the work wall and look at each other’s graphic
organizers.

Accommodations:
Small group, Individual tutoring
Modifications:
Modifications will be based on individual student IEPs.
Materials: sticky notes, The Story of Ruby Bridges by Robert Coles, skeleton notes, construction paper
Lesson Plan for day 4 objective 2

Grade: 4th
Subject: English Language Arts
Topic: Biography
Standards:
 TEKS - 3rd English Language Arts b(9)(A) Reading/Comprehension. Students understand, make
inferences and draw conclusions about the varied structural patterns and features of literary
nonfiction and respond by providing evidence from text to support their understanding.
Students are expected to explain the difference in point of view between a biography and
autobiography.
 ELPS – (c)(1)(A) use prior knowledge and experiences to understand meanings in
English;
Objective:
The student will accurately describe the difference between and autobiography and biography in a 6-
sentence paragraph.

Focus:
Class Discussion
The teacher will ask students to review the story they went over the previous day. During the class
discussion the teacher will ask students to review what they went over the previous day such as the
story they read, the details and the way the story was organized. The teacher will as students that they
will be reading a new book called Through My Eyes by Ruby Bridges. The teacher will tell the
students to listen carefully to the story and try to find the difference from the one that was read the
previous day.
Questions to ask:
What do you think might be different from the biography that we read yesterday?
Do you know what the prefix “auto” means?

Instructional Delivery:
Through My Eyes by Ruby Bridges
The teacher will call the students to the reading carpet. The teacher will put the book under the Doc
Cam for the students to follow along as the teacher reads to them. While reading the book, the teacher
will point out different elements of the story the biggest one being that that story is told in first person.
During the reading, the teacher will pause and discuss what they have read checking for understanding.
Checking for Understanding:
Is this story written in first person or second person?
What else is different from the biography that we read yesterday?
What do you think will be easier to write a biography or autobiography?

Guided Practice:
Summarize Book and compare
After reading the story the teacher will ask the students if they noticed any difference between the story
from the previous day. The students should reply with the way it was told, in first person as opposed to
the one from the previous day being told in second person. The teacher will then tell the students that
they will be creating a chronological timeline to brainstorm about their autobiography. The teacher will
show the Popplet created to show students an example of what their timeline can look like.
Checking for Understanding:
What do you notice about my timeline?
Is there any information that I don’t need or any information that I need to add?

Independent Practice:
Chronological timeline for autobiography Popplet
The table helpers will get the iPads for their group table as the rest of the students go back to their
seats. Every student will create a Popplet for their autobiography using their iPad. The teacher will read
the following instructions:
1. Open a tab on your iPad and type in Popplet.
2. You will create a chronological timeline that will help you start writing your autobiography.
3. Look at mine, notice I don’t have sentences on my timeline just main topics.
4. Be sure you create your timeline chronologically so that your story will be easier to write.

Checking for understanding:


The teacher will walk around assisting students who need help. The teacher will also remind students
that they can ask other students in their group for help.

Closure:
Exit ticket

The exit ticket will consist of 4 questions.

1. How was this story different from the one we read yesterday?

Some answers can include: Written in first person. Ruby wrote her own story about the most

important even that happened in her life.

2. What does the prefix word “auto” mean? Self

3. If you wrote a story about yourself what would it be called? Autobiography

4. If you wrote a story about your best friend will you call it an autobiography? Why or

why not? No because an autobiography is when you write the story about yourself.

Accommodations:
Small group, Visuals, anchor chart
Modifications:
Modifications will be based on individual student IEPs.
Materials:
Through My Eyes by Ruby Bridges, iPads, Exit Tickets