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Who’s Who: A Study of Biography

Grade 2, ELA & Reading

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Description of Unit

In this interdisciplinary/language arts unit, students explore and gain knowledge of famous people and how they used their gifts and talents to overcome challenges and become successful. Students will first read and compare/contrast biographies of several people. In their research, they will choose a figure to study and create a timeline of that person’s life.

This guide links the Who’s Who: A Study of Biography unit to the Texas Essential Knowledge and Skills (TEKS) for second graders. Who’s Who is an English language arts and social studies unit that allows students to explore and gain knowledge about famous people and how they use their gifts and talents. Who’s Who also has interdisciplinary connections to mathematics and science. For example, students will discuss attributes of famous people by category, allowing them to use patterns to describe relationships and make predictions, as described in the Mathematics TEKS. They will also use information and critical thinking to make decisions, as described in the Science TEKS. The following document includes the applicable TEKS and the details of the Who’s Who unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Brainstorm famous people from different areas, such as entertainment, sports, or literature. You can use examples from Attachment #1, Famous People. Students may continue to add to the list throughout this unit.
  2. Categorize the famous people from the brainstorming session. Use categories such as athlete, artist, musician, politician, inventor, or entertainer.
  3. Discuss attributes of the famous people by category. What attributes do they have in common? How are they different?
  4. Discuss definitions of giftedness and how people have different talents.
  5. Gather biographical information about one person from each of the categories. For each person, talk about these questions:
    • What were the person’s attributes and areas of strength?
    • What challenges did the person overcome?
    • How did he/she use strengths to overcome those challenges?
    • What were the person’s gifts and talents? How did he/she use them?
    • What episode or story from the person’s life best characterizes him or her?
    • What did the person contribute to others?
  6. Have students compare and contrast the people they discussed.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student chooses a famous person to investigate.
  2. Asking guiding questions. Once students have selected a topic, each student should think of three to five guiding questions, such as:
    • When did this person live?
    • How did the person reflect the time period in which he/she lived?
    • What are the person’s attributes?
    • What are the person’s gifts and/or talents?
    • What challenges did the person face?
    • How did the person use his gifts and/or talents to overcome those challenges?
    • What did the person contribute to others?

    While these examples are general, the student’s questions should be specific to the person they study. The questions should lead the student to form individual research-based findings. The student should develop a hypothesis or some possible answers to the questions.

  3. Conducting the research. After you have approved student proposals, each student will begin to use the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one.
  4. Summarizing. Each student should create a timeline of key events in the person’s life.

B. The product

Each student will create an original form of biography—the student will tell about the person in a genre that is appropriate for that person (e.g., a student who studied an artist may create a piece of art that reflects the artist’s life). Have the student explain why he/she chose the form of biography and why it is appropriate for the person.

C. Communication

Students present their biography to the class. The presentation should be long enough for classmates to understand the person’s gifts and/or talents and should end with a question-and-answer session.

D. A completed project includes:

  1. Description of reasons student chose the form of biography and why it is appropriate for the person
  2. Research log, note cards, and/or research process sheets
  3. Biography, including references or works cited
  4. Timeline of person's life
  5. Video or audio recording of the class presentation, including the Q&A session

This unit may address the following TEKS.

111.4, Mathematics, Grade 2

111.4(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.4(b)(2)
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.
111.4(b)(6)
Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
111.4(b)(7)
Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
111.4(b)(9)
Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time.
111.4(b)(10)
Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.

112.13, Science, Grade 2

112.13(b)(3)
Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions.
112.13(b)(8)
Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky.

113.13, Social Studies, Grade 2

113.13(b)(3)
History. The student understands how various sources provide information about the past and present.
113.13(b)(4)
History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
113.13(b)(18)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.13(b)(19)
Social studies skills. The student communicates in written, oral, and visual forms.
113.13(b)(20)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.4., Spanish Language Arts and Reading, Grade 2, Adopted 2017

128.4(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
128.4(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
128.4(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.4(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.4(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects and predicates;
128.4(b)(11)(D)(ix)
capitalization of proper nouns and the salutation and closing of a letter;
128.4(b)(11)(D)(x)
punctuation marks at the end of declarative sentences and the beginning and end of exclamatory and interrogative sentences
128.4(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.4(b)(11)(D)(vii)
pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.4(b)(11)(D)(v)
adverbs that convey time and adverbs that convey place;
128.4(b)(11)(D)(i)
complete sentences with subject-verb agreement;
128.4(b)(11)(D)(ii)
past, present, and future verb tense, including the difference between ser and estar;
128.4(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.4(b)(11)(D)(iv)
adjectives, including articles;
128.4(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.4(b)(12)(A)
compose literary texts, including personal narratives and poetry;
128.4(b)(13)(E)
demonstrate understanding of information gathered;
128.4(b)(13)(A)
generate questions for formal and informal inquiry with adult assistance;
128.4(b)(13)(D)
identify primary and secondary sources;
128.4(b)(1)(B)
follow, restate, and give oral instructions that involve a short, related sequence of actions;
128.4(b)(1)(A)
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
128.4(b)(1)(C)
share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
128.4(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
128.4(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.4(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

110.4., English Language Arts and Reading, Grade 2, Adopted 2017

110.4(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.4(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
110.4(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.4(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.4(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.4(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.4(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.4(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.E.1
 Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2
 Explain and evaluate the concept of gender.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.II.D.3
Appreciate the aesthetic qualities and values of diverse texts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.C.1
Read widely, including complete texts from American, British, and world literatures.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.C.2
Analyze the relationships between works of literature and the historical periods and cultural contexts in which they were written.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.

Mathematics:

M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.B.2
Construct appropriate visual representations of data.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
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