Set-up: T shows images of biographies of different well-known famous people. T elicits from Ss who these people are, then asks if they like to learn about famous people's lives Task: Ss share their answers to first question, as well as what person would they like to learn more about. Feedback: OCFB Transition: T asks Ss what these kinds of books are in the pictures and elicits 'biographies' from Ss. T asks if someone needs to be famous to have a biography (no) then shares that we will be discussing and writing biographies today

Set-up: T tells Ss that they are now going to read a short biography and answer questions. T shows Ss questions and clarifies any confusion they have. They answer the first question together as a class Task: T shares biography and questions in Google Form. Ss read for gist Feedback: Ss check answers in pairs if time allows. OCFB Transition: Let's look at the underlined language from the text.

Set-up: T shows the text where the useful language is modeled and elicits from Ss the TL Task: T guides Ss to discover the MFP of "born and raised in", "passionate about", "as a kid/child" and "to this day" Feedback: OCFB Transition: This is some language that will be useful to you when you are writing your biographies!

Set-up: T tells students so select one of the options (My sporting hero,My grandfather/mother, My oldest and dearest friend, My favorite movie star, A musical legend) and write a few notes on their lives (3 minutes). T then tells Ss to, with a partner, select one of their choices and write an 8-10 sentence biography about them together Task: Ss write biographies in BORs. T monitors Feedback: Ss share what they wrote about in main room Transition: Let's review what you wrote

Set-up: T explains that Ss will now share their biographies in groups Task: In BORs, Ss share their biographies with each other. T monitors Feedback: Ss come back to main room and T conducts DEC