Biography Writing Guide

Name:

Date:

📚 Part 1: Quick Check

1. Which statement best defines a biography?

A fictional story written about a person

A factual account of someone's life written by another person

An autobiographical diary

A list of someone's achievements only

2. Check all elements that should usually appear in a good biography:

Dates and places (birth, death, key events)

Personal opinions with no evidence

Chronological structure (early life → career → legacy)

Quotations or sources where possible

3. Which tense is most commonly used in biographies?

Past tense

Future tense

Present continuous

4. Match the biography parts (left) with their typical order (right):

A. Early life

B. Major achievements

C. Legacy / impact

1. Conclusion about significance

2. Childhood, family, education

3. Career highlights, awards

✏️ Part 2: Plan & Write

Learning intention: I am learning to plan and write a clear, factual short biography that explains a person's life and impact.

Success criteria: I can (1) organise facts chronologically, (2) include at least one quotation or source, (3) use past-tense verbs, and (4) write a concluding sentence about the person's significance.

Exemplar (model):

Marian Clarke (b. 1960) grew up in Adelaide and loved science from a young age. After studying at the University of Adelaide, she became a marine biologist and led research projects across South Australia. Her work on coastal conservation helped protect local habitats and inspired community programs. Colleagues remember her as a generous mentor. Clarke's research continues to influence policy, and a coastal reserve was named in her honour.

5. Use this quick plan to outline a person you will write about.

Name and dates:

Early life / background (place, family, education):

Key achievements / career highlights:

Impact / legacy (why they matter):

6. Write a short biography (approx. 150–200 words).

7. Self-check: Tick each item when complete

I used past tense throughout

I included at least one specific date or place

I added a concluding sentence about impact

I cited where I found a key fact

8. Peer feedback — write one compliment and one suggestion:

Compliment:

Suggestion:

🧑‍🏫 Teacher Notes & Curriculum Links

Three-lesson writing program (overview)

Lesson 1 — Discover & Research Learning intention: identify reliable facts about a person. Success criteria: list 5 factual points and one reliable source. Differentiation: provide an information sheet or voice-recorded interviews for students who need support. Extension: research a primary source. Dyslexia-friendly option: short paragraphs, coloured overlays, increased line spacing.

Lesson 2 — Structure & Draft Learning intention: organise facts into a logical plan. Success criteria: create a 4-part plan (intro, early life, achievements, legacy) and write a clear opening sentence. Differentiation: sentence starters provided; peer scribe option. Extension: include a relevant quote and reference.

Lesson 3 — Edit & Publish Learning intention: revise for clarity and accuracy. Success criteria: correct tense, add one quotation or source, and produce a neat final copy. Differentiation: checklist and teacher conferencing; text-to-speech for proofreading. Extension: prepare a presentation about the person.

Differentiation strategies (brief)

Use sentence starters, templates, audio support, peer buddies, and allowed extra time. Offer choice of subject (local community member, historical figure, or contemporary artist) to increase engagement.

Extension activities

Write an extended biography (300+ words), create a timeline with images, or compare two biographies focusing on different perspectives.

Dyslexia-friendly reading options

Provide shorter paragraphs, larger spacing, sans-serif fonts, coloured backgrounds or overlays, audio versions of exemplar texts, and checklists for organisation.

Music program (3 lessons) — linked to South Australian Curriculum; for teachers with limited music knowledge

Lesson M1 — Rhythm & Story LI: use steady beat and simple rhythms to support storytelling. Activity: clap/voice a steady beat while reading a short biography excerpt; students create a 4-beat rhythm to represent a life stage. Resources: clapping, simple percussion (e.g. tambourines), recorded metronome app. Assessment: student demonstrates a steady beat. Dispositions: curiosity, confidence.

Lesson M2 — Soundscape for a Life LI: explore how instruments and voice create mood. Activity: in groups, choose two sounds (high/low; soft/loud) to represent early life and achievement; perform while a peer reads a paragraph. Resources: classroom instruments, phone/tablet for simple recording. Assessment: group presentation. Dispositions: collaboration, creativity.

Lesson M3 — Present & Reflect LI: combine voice and sound to present a short biographical vignette. Activity: rehearse and perform a 1–2 minute piece combining narration and soundscape; reflect on choices. Assessment: teacher checklist (clear narration, appropriate sound choices). Dispositions: resilience, reflective thinking.

Notes for non-musicians: use simple, repeatable patterns; allow students to lead performances; use apps with pre-made loops; focus on expression rather than technical skill.