Researching and Writing Biographies

Grade 9 · English

Semester 1 | Period 2 | Week 9

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Subject: English

Semester: 1

Period: 2

Week: 9

School Name: ____________________
Teacher’s Name: __________________
Subject: English Language
Grade Level: 9
Date: ____________________________
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic:
Sub-topic: Researching and Writing Biographies
Learning Objectives
By the end of the lesson, students should be able to:

  1. Identify and use credible sources for research.
  2. Take organized notes from research materials.
  3. Write a short biography of a renowned personality using gathered information.

Previous Knowledge
Students already know:
• Difference between biography and autobiography
• Basic paragraph structure and sentence cohesion
Instructional Materials
Textbook: English Language textbooks for Grade 9
Teaching aids:
• Students' notebooks and writing materials
• Access to reference books, newspapers, and internet sources

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Name a national hero or notable figure in Liberia. What do you know about their life?
• How would you find more information about them if you had to write their biography?
The teacher will record responses on the board.
Teacher’s Role: Guide discussion on research sources and reliability.
Learner’s Role:
• Share existing knowledge of notable figures.
• Suggest ways to gather accurate information.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded with Examples):

  • Explain the steps in researching a biography:
  1. Identify sources – library books, newspaper articles, interviews, reliable online resources (e.g., UNESCO site, official government publications).
  2. Take notes – write in bullet points, capture key dates, main events, and significant contributions.
  3. Organize information chronologically – start with birth/early life, then achievements, challenges, and contributions.
  4. Highlight key achievements – focus on how the person impacted society, not just personal details.
  • Model the process with a mini-example:
    • Chosen personality: President Ellen Johnson Sirleaf.
    • Sample notes:
      • Born: October 29, 1938, Monrovia.
      • Education: Harvard University (Master of Public Administration).
      • Achievements: First elected female head of state in Africa; Nobel Peace Prize in 2011.
      • Contribution: Promoted peace, women’s rights, economic recovery in Liberia.
    • Short biography paragraph (teacher writes aloud):

Ellen Johnson Sirleaf was born in Monrovia in 1938. She studied economics and later earned a Master’s in Public Administration from Harvard University. In 2006, she became the first elected female president in Africa. Her leadership helped rebuild Liberia after years of war, and in 2011, she received the Nobel Peace Prize for promoting women’s rights and peace. She remains an important role model for leadership and resilience.

 

Learners’ Activities (Expanded):

  • Source identification exercise: Learners brainstorm where they could find information on famous Liberian personalities (e.g., George Weah, Wangari Maathai, Joseph Jenkins Roberts). Teacher helps sort credible vs. non-credible sources (e.g., “Wikipedia gossip blogs” vs. “Encyclopedia, official websites, interviews”).
  • Note-taking practice: Students choose one personality (assigned or free choice), and in pairs, create bullet-point notes (birth, education, 2–3 achievements, contribution).
  • Mini writing task: Using their notes, each learner writes a short biography (5–7 sentences). Example prompts:
    • “Who was the person?”
    • “What did they achieve?”
    • “Why are they important in history or society?”
  • Peer sharing: Learners exchange biographies in groups of 3, giving feedback on clarity and organization.

 

Assessment Checks (Expanded):

  • Teacher circulates while students take notes: check if they’re recording relevant information (not copying whole passages).
  • Oral questioning: “Which of these sources would be most reliable for writing about President George Weah—his official biography on FIFA’s website or a social media rumor?”
  • Collect biographies and assess for:
    • Chronology (events arranged in order).
    • Completeness (birth, early life, achievements, contribution).
    • Clarity (clear sentences, not just copied notes).

 

Notes (Expanded & Detailed):

  • Sources: Encourage learners to use multiple sources to cross-check facts (e.g., a textbook + an interview).
  • Note-taking: Teach them to focus on keywords and dates, not full sentences. Example: instead of “He was born in 1915 in a small town in Liberia and grew up in poverty,” write Born: 1915, poor background.
  • Biography structure:
    • Introduction: name, date/place of birth.
    • Early Life: childhood, family, education.
    • Achievements: major successes, awards, positions.
    • Impact/Conclusion: why they are remembered, lessons from their life.
  • Tip: Biographies must be factual and written in third person (“She was born…”, not “I was born…”).

 

Extra Examples for Practice:

  • George Weah: Born 1966; famous footballer; Ballon d’Or winner; elected Liberian President in 2018; promotes youth and sports development.
  • Wangari Maathai: Kenyan environmentalist; founded Green Belt Movement; won Nobel Peace Prize in 2004.
  • Joseph Jenkins Roberts: Born 1809; first President of Liberia; helped establish Liberia as an independent nation in 1847.

 

Assignments (Extended):

  1. Write a biography of a local community leader (e.g., a principal, pastor, or town chief) after interviewing them or asking parents for information. Length: 1–2 paragraphs.
  2. Homework research task: Create a fact file with 10 bullet points on any African personality (e.g., Nelson Mandela, Chinua Achebe, Ellen Johnson Sirleaf).
  3. Prepare to present your chosen personality orally in the next lesson (2 minutes max).

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher will ask students to recall the research steps and the structure of a biography.
Evaluation Method (Expanded):
• Exit slip: Write 2 sentences summarizing the main achievement of the chosen personality.
• Teacher collects and provides oral feedback.
Assignment (Expanded): Follow-up Activity:
• Complete a 10–12 sentence biography of a selected national figure using proper chronological order and paragraph structure.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide guided template and sample biography.
• Advanced Learners: Include additional details on personality traits or lesser-known achievements.
• Students with Disabilities: Allow oral presentations before writing or paired research support.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low