Drafting with Purpose

Lesson Overview

Unit Title: Biography Writing Adventure
Lesson Number: 3 of 4
Lesson Title: Drafting the Biography: Putting Words on Paper
Year Group: Year 2
Subject: English
Length: 30 minutes
Class Size: 30 pupils

Curriculum Area:
Key Stage 1 – English
National Curriculum Objectives:

• Write for different purposes (Statutory requirements)
• Use expanded noun phrases to describe and specify
• Use sentences with different forms: statements, questions, exclamations and commands
• Begin to organise writing in logical narrative sequences
• Re-read what they have written to check that it makes sense

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Lesson Aims

By the end of this session, pupils will:

• Begin drafting their biographies using their pre-prepared outlines and interview notes
• Use descriptive, engaging language appropriate to the subject
• Include at least one direct quote from their interviewee within their writing
• Understand how to develop a biography with a clear beginning, middle, and end

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Success Criteria

Pupils will be successful if they:

• Write at least three sentences using complete ideas from their planning sheets
• Include one interesting fact about their subject
• Use at least one quote from their interviewee
• Use expanded noun phrases and conjunctions correctly in their writing

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Key Vocabulary

Word	Definition
Biography	A true story about someone’s life
Quote	The exact words someone said
Interesting	Something that makes others want to know more
Draft	A first version of a piece of writing
Descriptive Language	Words that help paint a picture in the reader’s mind

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Resources

• Pupils’ planning sheets from Lesson 2
• Interview quote sheets
• “Biography Sentence Starters” prompt cards
• Success criteria poster (large and laminated)
• Lined writing paper
• Pencils and erasers
• Timer/visual countdown
• “Biography Buzz Bin” – A small box with helpful adjectives and verbs
• A large egg timer or visual timer to support focus segments

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Differentiation

Support:

• Sentence stems provided for EAL and lower ability pupils
• Adult support (TA or teacher) to circulate and scribe for select pupils who require transcribing support
• Use of visuals for key vocabulary

Challenge:

• Encourage higher ability pupils to use a simile or rhetorical question
• Ask more able writers to include a brief emotion or reaction related to their subject's achievement

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Teaching and Learning Activities

⏱️ Introduction (5 minutes) – Whole Class

Teach:

• Recap from Lesson 2 about who we chose to write about and what we learned. Do a quick “Who is your person?” circle share – each pupil says their subject’s name and one fact.
• Show the laminated success criteria and explain that today we are starting our very first biography draft. Reinforce that it doesn’t have to be perfect – it’s a starting point!

Interactive Hook:

• Teacher reads aloud a two-sentence made-up example: “My grandad, Leo, was the fastest knitter in Nottingham. He always said, ‘There’s no mess that wool can’t fix!’”
  Ask: What makes this good writing? Listen for: quote use, interesting fact, fun language!

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⏱️ Main Activity (20 minutes) – Independent Writing & Guided Support

Step 1 – Quick Plan Review (3 minutes):
Pupils look over their planning sheets from Lesson 2 and re-read a quote they chose to include.

Step 2 – Drafting Time (15 minutes):

• Pupils begin writing based on their plan.
  • First focus: One or two sentences about who their person is (name, connection).
  • Second focus: A “WOW fact” using descriptive language (e.g., “He once caught three salmon in one afternoon!”)
  • Third focus: Choose and write a direct quote—practice using speech marks if taught.

Teacher & TA Roles:

• Begin with a roaming conference approach — visit tables and hear one sentence aloud before asking the child to write it.
• Highlight children using especially powerful adjectives or interesting strategies aloud (e.g., “Wow! Listen to what Layla wrote…”)

Extension (for early finishers):

• Add a second quote from the person
• Use an adjective or simile from the “Biography Buzz Bin”

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⏱️ Plenary (5 minutes) – Author’s Chair + Reflection

Activity:

• Select 2-3 children to sit in the Author’s Chair and read one “WOW” sentence aloud.
• Class gives a thumbs up for powerful sentences, and selects one descriptive word “we really liked!”

Reflection Questions (displayed on board for volunteers):

• What was the easiest part of your writing today?
• What quote or fact made your biography special?
• What do you want to do next time to stretch your writing?

Teacher ends by announcing a secret mission: "Tomorrow you'll become editors – just like real writers! So try to spot things in your writing you might change."

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Assessment for Learning (AfL)

• Formative Observation: Monitor pupil engagement during drafting. Note any misuse of punctuation or lack of descriptive vocabulary for small group support in next lesson.
• Pupil Passports: Self-assessment cards with statements:
  • “I used a fun fact!”
  • “I included a quote!”
  • “I made it interesting!”
• Pupils tick these off before putting their drafts away.

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Reflection/Next Steps for Teacher

• Note which pupils may need additional support with structure or spelling in Lesson 4
• Prepare checklist-based peer editing cards for tomorrow’s lesson
• Display a few gold-standard paragraphs on the wall for next session

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Cross-Curricular Links

• History: Understanding people’s life stories and significant achievements
• Speaking and Listening: Rehearsing sentences aloud before writing
• PSHE: Valuing people and their unique contributions

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Teaching Tips ✨

• Try using a “Magpie Moment” board where you pin up brilliant phrases students create – they can borrow from each other next lesson!
• Keep energy up by using a short musical cue when writing begins (“Ready to Write” theme).
• Let children act out a quote before writing it – adds movement and anchors meaning!

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This lesson turns young learners into confident biographers by bridging structure with creativity through manageable, meaningful steps.