9th grade (can be adapted for grades 5-8)
AASL INQUIRE - Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
MASL Instructional Standards, Grades 9-10, Information Literacy (Identify, Access, Utilize, Synthesize); MASL Instructional Standards, Grades 9-10, Reading Engagement (Connect)
5 class periods/1 week
This lesson was created by This lesson was created by Greg Baum (librarian), Jason Miller (social studies teacher), Rachel Rea (social studies teacher) and Margaret Sullivan (librarian) at Rockwood Summit High School.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Students will begin by reading and analyzing picture book biographies about famous (and not-so-famous) Americans. Then, the students will research a historical figure of interest and write (and illustrate) a picture book biography about that individual that includes all of the elements discussed.
1) Students will work with in a small group to read a picture book biography and analyze for eight story elements.
2) Students will use databases to research a historical figure of their choice to find the information they need to write a picture book biography.
3) Students will write and illustrate a picture book biography about the figure they chose and include the eight elements discussed.
Day One:
1) Ask students to define "biography" and "picture book biography." Discuss what we can learn from these types of books and how an author might make them interesting.
2) Go over the elements of a picture book biography (on the analysis handout). You can also have the students read this blog post if you like <www.highlightsfoundation.org/2019/07/08/10-things-to-consider-when-writing-a-picture-book-biography/>.
3) Read a picture book biography to the class. (I read What Do You Do With A Voice Like That? The Story of Extraordinary Congresswoman Barbara Jordan by Chris Barton--see example of the book below.) Ask students to jot down notes on the analysis sheet as you read.
4) Discuss the elements the students identified.
Day Two:
1) Prior to class, gather a selection of picture book biographies. (I borrow some from the elementary libraries in my district.)
2) Have students work in pairs or small groups to read and analyze a picture book biography using the Picture Book Biography Analysis sheet. Check in with groups as they do this to provide clarification and support as needed. (I watching one student in each group read to the others. It's cute when the students tell me the activity reminds them of storytime when they were little.)
3) Once all groups have completed the task, have each group briefly share the narrative arc and character development arc of their book with the rest of the class. These are the two elements students struggle with the most when writing their own books, so the more examples they have, the better.
4) Tell students that they will be creating a picture book biography about a historical figure of their choice (subject to teacher and/or librarian approval). Encourage them to have a subject in mind when the class meets again.
Day Three:
1) Introduce the storybook assignment (see handout). Students may do the assignment individually or in pairs, depending on what the teacher, librarian, and/or students prefer.
2) Show students available databases for research as well as online tools for creating books. We used My Storybook <https://www.mystorybook.com/> and Canva <https://www.canva.com/>. We also give students the option of creating a paper book, which some of our more artistic students like.
3) Give students time to research their historical figure, filling out the storybook planning graphic organizer as they work.
4) Once students have completed their research and filled out the storybook planning handout, give them the picture book biography planning graphic organizer and have them begin planning their stories by filling that out. (At this point, they may realize they need to do a little more research.) Check in with students as they work to answer questions and provide support.
Day Four:
1) Give students more time for research and story planning, if necessary.
2) Have students begin writing their books. Check in with students as they work to answer questions and provide support as needed.
Day Five:
1) Have students complete their books.
2) Students can share their books with classmates by posting links to online version on a shared Google Doc or in the Learning Management System. Hard copies of books can be shared in the classroom.
NOTE: All handouts referenced in this lesson are attached as PDFs in the Materials section above.
What Do You Do with a Voice Like That? by
Possible Assessments:
1) Class discussions
2) Graphic organizers/handouts
3) Picture Book Biographies written by students
4) Students could be required to write a reflection on the project when they are finished
1) When students analyze a picture book biography, educators can differentiate by encouraging struggling readers to choose books that are easier to reader while stronger readers might be steered towards more complex books.
2) Some learners might be required to incorporate only five or six elements of picture book biographies into their final product instead of all eight.
