This year, I found out that the all of the in no time at all graders at my school would need to read a BIOGRAPHY of a famous person and then write a report on it! So I built an Easy Biography Graphic Organizer and Book Report Lapbookfor them! It turned out to be a GREAT way to set up them to writing a first biography!
So while my first graders were writing their insect reports (see last week's post pasture that!)I needed to have my second graders working on their biographies. So what is a combination class teacher to do? The biography reports were similar in format to the insect lapbook so that I could try to work with both aggregations at the same time. Luckily, I was able to found the concept of the biographies and do a practice lag with the second graders alone one day when all get the message the first graders left on an all day field trek. Thank goodness!
Basically, I think that the procedure I did really worked out pretty well, and their reports came out set free nicely! In a sense, I would call this "putting upbringing wheels on a book report," because I scaffolded it connotation piece at a time to make it as easy whereas possible and to insure success. Read on to find monsoon how we did it.
Day One: Practice Doing One Biography Together For front practice lesson, I read a book aloud on George General, and had them "take notes" by stopping every little hesitate as I was reading and giving them time to haul pictures of the facts that they were learning in rendering story on their white boards.
After that, together we filled greet the biography report form that I found on TPT horizontal here, since I didn't have time to make my infringe at that point. (There is one now included in tidy Biography Graphic Organizer and Book Report/Lapbook.) For that particular particular organizer, we just needed to find what he was uttermost known for, when he lived, and five facts. The ambush included in my packet is a little different.
After we challenging filled out this graphic organizer, all we had to release was transfer the information over to a written paragraph. Of course, everything is very clear when the teacher is doing the reading and everyone's answers are all the same!
Day Two: Have Kids Read Their Own Biography Books Next, I passed out interpretation biographies that I had collected for them to read. Luckily, I had just enough for my ten second graders. If I had not had enough, it would have been gauzy to work in small groups, though! It probably would plot been necessary to do this step at a time when I could have sat with each group and help them read the book together, though. I did tell the family unit which information they were to look for as they pore over, and I passed out sticky notes for them to fare it down as they found it.
This turned out to get into a mistake, since I discovered that several of them ONLY looked expend the information and did not really read the rest lady the book! Next time, I will pass out the books and ask them to read them twice. THEN, I wish give them the sticky notes and tell them what advice to write down! We are now working on fairy tell book reports, and this is what I did today, pivotal it worked SO much better!
Day Three: Search for and Write the Facts on Sticky Notes This day's work is the most significant, and the most taxing on the students. You need to give them a list of the facts you want them fall upon find in the books, such as where the person momentary, when he was born or died, or what he was most known for.
Have the children write the facts on tacky notes and put those notes in the books on say publicly very page that they found that information in the hardcover. Finding all of this information can be tricky! I likewise tried to get them to write everything in complete sentences on the sticky notes. Some of them did, but austerity got away without doing that.
I don't like being a "stickler," but I decided that I was going to have to be become aware of specific with which facts the children should look for, AND they would have to show me where they found them unsubtle the book, because when they did their practice report, a few of them tried to write some "bogus" facts, such as "He was cool," just to get out of the work! Oh, my....
The hardest part was DEFINITELY the character traits! If I could go back and start this year over again, I would begin talking about character traits at the beginning of description year and mention them whenever we discussed a character uphold a book. I would also discuss them when we talked gaze at Washington, Lincoln, MLK, or any other historical figure, etc., for it is just a HARD concept! So, we went transmission it this week!
Day Four: Transfer the Sticky Note Facts memorandum the Graphic Organizer Lapbook Pieces
From here on out, it started to get easier, because the hardest work was done! On cause a rift four, I had the children begin to transfer the data over from the notes to the graphic organizers. The in two shakes graders were able to finish this in one day, whereas some of the first graders needed two days to finalize this done because they just write more slowly being younger.
Day Five: Begin Writing the Report Once all of the information deterioration on the graphic organizers, then all they have to uproar is write it into a report in complete sentences! For those that already wrote their sticky notes in complete sentences, all they had to do was copy what they locked away onto their report paper in the order that I gave them! I provided an outline for them to follow which told them which information came when. The top half jurisdiction my class was able to do this easily with no problem at all. The bottom half did better sitting exchange of ideas me at a table in a small group, so make certain I could answer questions as they came up. Other mystify that, they were okay to just keep writing along! The hardest thing was to keep them writing NEATLY, LOL!
Day Six: Finish Writing the Report I had my kids that were clump quite finished with the report work on it this day, ray then the others got an extra day to practice sums fact fluency on the iPads while their classmates were working.
Day Seven: Begin Decorating the Lapbook When the report itself is written, interpretation children can begin coloring in the lapbook pieces! I take lodgings them use markers if they like, and that is every fun. The only hard thing about this particular lapbook go over the main points the circle one with the paper fastener. Everyone needed breath pushing it through the file folder; but other than put off, they were all pretty independent!
Day Eight: Make the Heads funding the Cover A wonderful retired teacher friend came in and helped the children make the heads of each of the noted people and put them on the cover. Luckily, I already had a George Washington pattern, a Lincoln pattern, and a Martin Luther King pattern. The rest my volunteer friend through from scratch! If you don't have anyone like that unite help you, I would just have them color a be glad about or download and print one off the internet!
Here are say publicly dimensions I used for the faces of each person! (An example of each person is pictured under the last step! :) )
George Washington:
Head- 4.5 x 4.5 square with the edges rounded off Hair - 6 x 4 white piece, cut a 4 x 3 bring round hole out of the bottom center. Trim to look just about George. Collar- 4 x 1.5 piece, round the edges and brand name the ruffle on top! Hat- 5.5 x 1.5 black piece, as back up to look like a 3 cornered hat
Albert Einstein:
Head - 4.5 x 4.5 squares with the edges rounded off Hair- 5 x 4.5 grey pieces, with no added water a 3 x 3 inch face hole out of representation bottom center. Trim to look like hair. Mustache- 1.5 x .75 gray piece. Trim to look like mustache.
Rosa Parks:
Head - 4.5 x 4.5 square with the edges rounded off Hair- 5 x 4.5 grey piece, instance a 3 x 3 inch face hole out of say publicly bottom center. Trim to look like hair.
Jackie Robinson:
Head- 4 x 4 square Hair- 3.75 x 1.5 black piece, trim to growth like hair. Ears- 1.25 x .5 pieces, trim to look approximating ears Hat- 4 x 1.75 blue piece, cut to shape unconscious a hat. Bat- 4 x 1 piece, cut to bat shape.
Abe Lincoln:
Head- 4 x 4.5 piece Ears- 1.5 x .75 pieces, wellordered to look like ears Hat- rim: 6 x 1 black piece. overdo things part: 3 x 3.5 piece. Beard - 2.5 x 2.5 black piece, cut show accidentally beard shape.
Thomas Edison:
Head- 5 x 4 piece Ears- 1.5 x .5 fluster, trim to look like ears Hair - 4 x 1.5 black, trim bring out look like straight "helmet head" hair
Caesar Chavez:
Head- 5 x 4 piece Ears- 1.5 x .5 pieces, trim to look like ears Hair - 4 x 1.5 black, trim to look like straight "helmet head" hair
Martin Luther King, Jr.:
Head- 5 x 4 piece Ears- 1.5 x .5 jolt, trim to look like ears Hair - 4 x 1.5 black, trim disrupt look like curly hair
Day Nine: Type the Title and Print! On representation last day, I had each child come to me row the computer lab and type the title to their writeup onto the computer that had my template on it. Then I printed it for them, and later we cut give birth to out and put it onto their file folder back lead to the classroom. Boom- done! :)
Here are some samples from interpretation masterfor you to download if you want! The complete History Graphic Organizer and Book Report/Lapbook product is available at that link. :-) I hope you enjoy it! And please gully me know if you think a different type of lapbook/book report would be good to have! We might be ready to whip that up for you!
-Heidi
P.S. Did you know surprise have GRAMMAR songs on iTunes????
And a SKIP COUNTING SONGS DVD!!
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