Teachers: Maria Patricio and Richard Borja

Content: Lesson Title: Duration of Lesson: Grade level:

Biography and Comparing Biographies: 45 minutes 3rd

Memoir Getting to Know Amelia Earhart

CCSS: GDOE Standards:

CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions
to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.9 Compare and contrast the
most important points and key details presented in two
texts on the same topic.
CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on
topics or texts, supporting a point of view with reasons.
Language Arts/Reading Standard 6: Listening and
Speaking Skills and Strategies
3.6.5 Clarify and enhance oral presentations through
word choice and the use of appropriate props,
including objects, pictures, and charts.
Social Studies Standard 2: History
3.2.4 After reading a biography of a famous person in
one of the following categories, summarize the
persons life and achievements.

I Can Statement

I can compare and contrast two different biographies about one person.

Assessment & Monitoring

Throughout the lesson, teacher will check to see if students are participating and engaged in class
discussions. Teacher will also informally assess student responses and demonstrations during class
discussions and activities.
Teacher will observe students to ensure participation and completion of activity.

Key Concept Vocabulary Resources & Materials

compare, contrast, biography Amelia Earhart Biographies

https://elastars.files.wordpress.com/2013/04/lesson-1
9-comparing-and-contrasting-texts.pdf
2 Hula Hoops
Construction Paper
Markers/Crayons
Post-it notes
A picture of Amelia Earhart
Scissors
Tape
Sequence Instructional Strategies/ Lesson Activity

1. Anticipatory Set:
Start by reviewing what comparing and contrasting mean.
Ask: What type of graphic organizer do we usually use to list differences and similarities between two
things?
Put up the hula hoop venn diagram on the board.
To get students warmed up for the lesson, have them choose two of their favorite superheroes. Using the
hula hoop venn diagram, have students list differences and similarities between the two superheroes.
Students will work in pairs to brainstorm.
Students will share what they wrote. Discuss that the class will now compare and contrast two different
biographies about the same person.
Ask the class: What is a biography?
Tell students that we will be reading and comparing two different biographies about Amelia Earhart.

2. Active Instruction:
Read biography #1: Born to Fly by Ann Randall.
Read biography #2: Earhart on Equality by Brian Vargas
While reading each biography, ask comprehension questions:
- DRAW IT OUT: What is the author of this biography trying to tell you about Amelia Earhart?
- What kinds of information does the author provide about Amelia Earhart?
- Is the biography written in an informative or interesting way? How?
With a partner, have students discuss these questions. Make sure they take notes.

3. Guided Practice:
Now that students have read and reviewed the two biographies about Amelia Earhart, students will work in
groups to discuss the differences and similarities between the two biographies.
Then, have students answer these questions after group discussions as a class:
- Which biography gives the best idea of what Amelia Earhart was like?
- Which is more informative?
- Which is more interesting?

4. Independent Practice:
Students will independently create a venn diagram flipbook.

5. Assessment:
Refer to classrooms timeline and paste a picture of Amelia Earhart in the year 1922-1928.
On a post-it note, students will answer the following questions:
- Which biography do you like most: Born to Fly or Earhart on Equality?
- Why?
- Students will post the sticky notes around Amelia Earharts picture.

6. Closure:
Teacher will share some of the sticky notes to the class to wrap up the lesson.
Read I can statement.
Adaptations for Unique Student Needs

Additional prompting will be provided to students who need assistance. Instructions may be repeated.
Students with special needs will be given a buddy to work with for the day.
One-on-one time with the teacher.
Students will be given more time.