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The session uses whole-class discussion and Q&A to explore what a biography is, then supports learning through a displayed feature poster, model text marking with a colour-coded key, and reading examples including Malala Yousafzai. Differentiation includes ability groups for text marking, success criteria, and EAL/SEN guidance with teacher support. Planned resources cover biography examples and key vocabulary.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/year-56-biographies-joseph-briggs-lesson-1/349616/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/year-56-biographies-joseph-briggs-lesson-1/349616.png","ImageObject",442,249,{"name":88,"@type":89},"Olivia Brown","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-29","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the main learning objective for this Year 5/6 biography lesson?","Question",{"text":108,"@type":109},"Students should be able to recognize the features of a biography and identify them through text marking.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the lesson develop understanding of a biography’s features?",{"text":113,"@type":109},"It starts with discussion about what a biography is, uses a displayed feature poster, and then reads a biography example while the teacher models feature identification with a colour-coded key.",{"name":115,"@type":106,"acceptedAnswer":116},"What strategies are used for differentiation and EAL/SEN learners?",{"text":117,"@type":109},"Students work in ability groups with differentiated biographies for text marking. EAL/SEN learners use simpler texts with teacher support, and key vocabulary and modelling are provided.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},349616,1792206733,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Year 5/6: Biographies – Joseph Briggs Lesson 1  \nDuration 1 hour. Date: Planned by Katrina Gray for Two Temple Place, 2014  \n\n| Main teaching | Activities-Differentiation | Plenary |\n| --- | --- | --- |\n| LO: To be able to recognise the features of a biography\u003Cbr>Cross curricular links: Literacy\u003Cbr>Q What is a biography?\u003Cbr>Link to the Greek prefix of ‘bio’ meaning ‘life’\u003Cbr>Q What do you think are the features of a biography?\u003Cbr>Class teacher to make a list of pupil’s prior knowledge about the features of a biography\u003Cbr>Display the poster containing all the features of a biography – discuss any features that the children have not mentioned\u003Cbr>Q What are the purposes of each of these features?\u003Cbr>Q Why are they important for a biography?\u003Cbr>Read a biography – Malala Yousafzai [http://en.wikipedia.org/wiki/](http://en.wikipedia.org/wiki/)[ ](http://en.wikipedia.org/wiki/)Malala_Yousafzai\u003Cbr>Model text marking and identifying the features of a biography – use a colour coded key\u003Cbr>Ethnic Minority Achievement/English as an additional language learning strategies: key vocabulary, modelling\u003Cbr>Every Child Matters: Enjoy and achieve, make a positive contribution | Activities:\u003Cbr>In ability groups: Children to be given differentiated Biographies (based on reading ability) to text mark\u003Cbr>Children to use different colours and use a key to show these features\u003Cbr>Success criteria\u003Cbr>I can read and understand the text\u003Cbr>I can identify and text mark the features of a biography I can use a key to represent the features of a biography\u003Cbr>EAL / SEN: simple text. Teacher support | Q Which features are common to all biographies?\u003Cbr>Q Why are these features common?\u003Cbr>Q Why are they important?\u003Cbr>Q Would these texts still be biographies without these features? Why? |\n|  |  | RESOURCES |\n|  |  | Special Biographies [http://www.ducksters.com/biography/women_](http://www.ducksters.com/biography/women_)[leaders/princess_diana.php](leaders/princess_diana.php) ; [http://www.ducksters.com/biography/mohandas_gandhi.php](http://www.ducksters.com/biography/mohandas_gandhi.php)\u003Cbr>Features of a Biography\u003Cbr>Key vocabulary:\u003Cbr>Biography Feature |\n\nFeatures of a Biography  \n\n| Purpose: | Structure: | Language Features: |\n| --- | --- | --- |\n| A biography gives an account of someone’s life | * Opening statement (introduce the person)\u003Cbr>* Events in chronological order\u003Cbr>* Closing statement (How this person will be remembered orthe writer’s opinion about the person) | * Refers to named individuals\u003Cbr>* Dates of events\u003Cbr>* Past tense\u003Cbr>* Direct or indirect speech and quotes from other sources\u003Cbr>* 3rd person\u003Cbr>* Time connectivesto link ideas |\n\nLesson 1 Resource  \nLesson 1 Resource  \n[http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6177957](http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6177957)  \nJacqueline Wilson Biography  \nJacqueline Aitken (she became Wilson when she got married) was born in the city of Bath, in England, on 17th December 1945. Jacqueline’s parents met at a dance in a famous old building in Bath called the Pump Room. Her mother was doing office work for the navy and her father was a draughtsman. This was a job which involved drawing skilful plans of machinery and buildings.  \nWhen Jacqueline was about three years old, her father changed jobs and took the family to live in Kingston upon Thames, near London. For a while they shared their house with Jacqueline’s grandparents who lived downstairs. Jacqueline and her mother and father soon moved to a council flat and Jacqueline started school in 1950. She hada difficult time at first because she fell ill with measles and whooping cough and had to have several months off school.  \nWhen she was six she moved to a school called Latchmere Primary and soon settled in. Jacqueline loved English, Art, country dancing and listening to stories. When she was eight, Jacqueline’s mother brought her a very realistic toy dog as  \nLesson 1 Resource  \n[http://www.tes.co.uk/ResourceDetail.aspx?storyC","cbCaisL8W6YwPG6P","https://ap.wps.com/l/cbCaisL8W6YwPG6P","pdf",366567,24,"English","# Lesson overview\n## Learning objectives and cross-curricular links\n## Whole-class activities (Q&A and model text)\n## Differentiation and support\n## Success criteria and plenary questions\n## Resources and examples\n## Features of a biography (purpose, structure, language features)","[{\"question\":\"What is the main learning objective for this Year 5/6 biography lesson?\",\"answer\":\"Students should be able to recognize the features of a biography and identify them through text marking.\"},{\"question\":\"How does the lesson develop understanding of a biography’s features?\",\"answer\":\"It starts with discussion about what a biography is, uses a displayed feature poster, and then reads a biography example while the teacher models feature identification with a colour-coded key.\"},{\"question\":\"What strategies are used for differentiation and EAL/SEN learners?\",\"answer\":\"Students work in ability groups with differentiated biographies for text marking. EAL/SEN learners use simpler texts with teacher support, and key vocabulary and modelling are provided.\"}]","Year 5/6: Biographies - Joseph Briggs - Lesson 1 | PDF",1790084531,8]