Students will
1. | Read the book by Janet S. Wong aloud to the class. During preselected points during the reading, you may wish to stop and ask questions aimed at getting students to think about how they might use the suggestions in the book to come up with their own story ideas. There are no page numbers in this book, but two good places to stop include the page spreads with many small pictures on them. |
2. | After reading the book, ask students to share some ideas they could write about from their own lives. You might record these on a piece of chart paper or on the blackboard. |
3. | Tell students that they are going to begin work on a project to write stories about themselves and their lives. Explain that a story about a person, written by that person, is called an autobiography. |
4. | Remind students of the photos they have brought in from home and tell them that they will use these photos to give them ideas for their autobiographies. Share some photographs of yourself. Model the discussion you want them to have in their small groups by talking about what is happening in each photo and why it is important to you. For example: If you think it would be helpful, you might also write these prompts on the board, a sheet of chart paper, or a transparency for students to refer to during their discussions. |
5. | Divide the class up into small groups of four to five students each. Record the grouping of the students so they may return to these same groups for the remaining sessions and continue to work together. If this is a new activity for them, explain the expectations—they will speak quietly, demonstrate respect for other speakers by listening carefully, and not comment until the speaker is finished. |
6. | Give each student three or four minutes to share the photographs from home with another student in his or her group. Students may refer to the sheet, completed previously at home, to help them talk about their pictures. |
7. | Bring students back together and talk about how the things they said about their pictures can serve as first ideas for their autobiographies. On a large sheet of paper or a transparency, complete sheet for your own story, acting as a model for the students. Try to write the same kinds of things they would, for example: |
8. | Pass out the idea sheet to students, and give them 10 to 15 minutes to write or draw ideas. They should have at least one idea for each photo and can use their An Autobiography: Information About My Photos sheet as a reference. |
9. | Have students place their writing and photos in their project folders. Collect and review the folders to make sure that each student has listed ideas on his or her idea sheet. You might make comments or suggestions on these sheets to help students as they move into the planning stage. |
1. | Begin by having students review their sheets from Session 1 along with their photographs. |
2. | Encourage them to add one additional thought to their idea sheet, maybe a detail that they forgot the last time. |
3. | Have students get into their small groups from Session 1. Explain to them that they will be sharing their ideas and getting suggestions or responses from other members of the group. |
4. | Allow one or two minutes for each student to share with the group thoughts from his or her idea sheet. Each student in the group should then offer at least one suggestion or comment. |
5. | Tell students to record any additional thoughts they have as they share their ideas and listen to the comments and suggestions from their classmates. |
6. | Bring the class back together to talk about writing their stories. Emphasize that because they are writing autobiographies the stories need to be about themselves. Tell them that sentences will be written in the first person, and give them some examples: "My favorite things to eat are French fries and spaghetti." "When I was a baby I liked to rock with my mommy." |
7. | Have students generate some sentences about themselves in the first person and record them on chart paper. Keep the chart in a visible location to use as a reference for the remainder of the project. |
8. | Using a transparency or chart paper demonstrate how to use the sheet. You should use your photographs and the ideas from your idea sheet. Remember to write your sentences in the first person and to focus on the subject matter of each particular photo. For example: It may be helpful for students to sketch a drawing of the photo or record a title to help them remember which photo they are working on in the corresponding box. |
9. | Pass out the An Autobiography: Planning My Story sheet to students, and have them work on planning out their stories, keeping their photographs and idea sheets in front of them as they work. While students are working you should circulate throughout the room, providing support as needed. |
10. | Students should save all work in their project folders. Collect and review the folders to check students' composition of sentences. In addition to making sure that students have written more than one sentence for each photograph, check to make sure that sentence are written in the first person and that they relate to the subject of the pictures. Offer students feedback. |
1. | Begin by having students review their sheets, making revisions or additions if they choose. |
2. | Get out the planning sheet you created either on chart paper or a transparency during Session 2. Tell students that part of the writing process is making choices about which of the sentences they have written in the planning stages they will use in the final version. Select some sentences you will use for one photograph and then ask students to help you with the other three. Highlight or circle the ones you pick as you go along. |
3. | Have students choose sentences they would like to use in their own autobiographies. They can highlight or circle the sentences they choose. |
4. | Students should save all work in their project folders. |
1. | Using chart paper or transparencies, share with students a couple of the pages you have completed for your autobiography. Remember to stress that they should be writing in the first person and that their writing should focus on the subject matter of the photograph. Distribute four copies of the to each student. |
2. | For each page of the autobiography, each student should: |
1. | Any students who have not completed their should do so. (Note: If you need to, add another session for students to complete this work.) |
2. | Explain what a dedication page is–the place where the author of a book thanks the people who have helped him or her to write it. Read aloud the dedication page from and some other books in the classroom. Talk about how some are general and some are specific. Show them the dedication page from your autobiography and discuss why you have chosen to dedicate the book as you have. |
3. | Distribute the and give students time to fill it out, circulating and supporting them as necessary. Tell students they are welcome to add a picture of the person to whom the book is dedicated if they like. |
4. | Talk about what they usually see on the cover of a book–the title, the author's name, and a photograph or illustration. You might bring in some autobiographies or biographies to use as examples. You can also show them the cover you have created for your own autobiography. |
5. | Distribute a to each student. Have them create covers for their autobiographies. Give them time to draw a self-portrait or other picture to decorate the cover. |
6. | Have students place all completed work in their folders. |
1. | Tell students that they will now turn their autobiographies into books. Have your own autobiography ready for binding to show students how they can bind their pages into books. It might be helpful to have an additional adult or two assist during this project. Encourage volunteers from the students' families to help out. |
2. | Once the books are bound, have students get into their small groups where they can take turns reading aloud their autobiographies. |
3. | Bring students together for a group discussion about the project, focusing on what they have learned and how they feel about it. Questions you might ask include: |
Throughout this lesson, you may use the Assessment Guide to document observations of students in each of the five areas found in the lesson objectives: family participation, collaborative work, independent work, writing sentences, and reading aloud. There is also space to record other notes and observations. Some questions to ask when using the Assessment Guide include:
This is a presentation about autobiographies and biographies. In addition to the presentation; there are also differentiated sheets to help with activities- David Beckham; Roald Dahl and Jacqueline Wilson.
Roald_Dahl_bio.doc
Jacqueline_Wilson_bio.doc
David_Beckham_bio.doc
Biography_and_autoboigraphy_2[1](1).ppt
Presentation | Grades K-2
Handout | Grades K-2
Activity | Grades K-2
Lesson Plan | Grades K-5
Subject: English
Age range: 7-11
Resource type: Lesson (complete)
Last updated
12 June 2020
Model, planning model and blank plan for writing an autobiography in Year 5 and 6. The model and the plan are colour coordinated so that children can relate the plan to the text.
The video was created for Year 6 students during lockdown so it may work well as a holiday writing project.
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Very helpful resouce! Both video and sheets
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Utah core english language arts (2011).
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Standard: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Standard: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Standard: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Standard: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Standard: Provide a concluding statement or section related to the information or explanation presented.
Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
5th grade biography unit.
This lesson will teach students to write a biography and allow them to use technology to create a flyer using the Pages app on their ipads.
Students will be writing a biography in an in person lesson that requires them to learn and understand steps of a biography, publish a written copy, and publish a pages document on their ipads.
To teach this lesson you will need an understanding of the 5th grade writing process as well as what needs to be taught to teach biography writing. You will also need a basic understanding of how to use pages.
Students will be able to write a 5 paragraph biography and present the life story of someone of their choice to the class using Pages on the ipad. They will be able to introduce a topic clearly, provide a general observation and focus, and group related information logically.
Writing Standard 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.
Writing Standard 6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Ask the class, “Has anyone ever inspired you before? Who was it and why were they inspiring?” Make a list on the board and discuss the common traits these people had that were inspiring. Then ask, “Has anyone famous, or in history inspired you?” Using this website as an indoruction www.biography.com pick a few bio’s to summarize or read to your class. Next, tell them their assignment will be to do a biography report.
Gather biography books from your school library of various people in history, pop culture, sports, or other people you think your students might be interested in researching. Show your students the books and allow them to choose the person they want to write their biography about. You could also have them choose a person before your class library time and then have them select a book when they go to the library.
Provide a list of important people in history for your students in case they are struggling to think of someone.
Websites: biographyonline.net and biography.com have great resources for this lesson
Using the website and books allow students to do research and gather information using a graphic organizers. Fill one out as an example in front of your class. Once their information is gathered they can begin their essay outline.
Information to look for while brainstorming:
Date of Birth:
Where were they born:
Date of Death:
Early life and history:
Why this person is famous:
Interesting facts:
Major Accomplishments:
Quote from the person:
How has this person inspired you?
Once students have researched and brainstormed the answer to these questions they may begin writing their biography report. Each report should include an introduction, 3 body paragraphs, and a closing. Model each step with a person you have chosen to show students exactly what is expected and help students who may be struggling. If any students need accommodations you could have them do the same person you are doing.
Introduction: Introduce your topic, and the information that will be discussed in your body paragraphs. Start with a short story, questions, fact, quote, or interesting statement about your person.
Body Paragraphs: Each body paragraph should highlight information mentioned in your introduction as well as the facts you have gathered. This is also where you can include paragraph heading, charts, graphs, and tables.
Conclusion: Wrap up your statements and thoughts here. Reemphasize important key points in a new and fresh way.
Creating a Page on the iPad:
Students will use ipads to gather pictures of the person they chose to write about. They will then use the pages app on the iPad to create an informational sheet to share with the class. The page must include pictures, the person's name you wrote about, date of birth, date of death (if applicable), what makes them famous, a few interesting facts, a quote from the famous person, and a blurb on why this person inspired you.
When students are finished with their page they will find a partner to collaborate with. Using the collaboration button in the app students will send their page to a partner. They will need to find 3 compliments they can give about their page and at least one suggestion. There might be more than one suggestion but students need to look for 3 things to say they did well and at least 1 thing they could change or improve. Watch for spelling errors or punctuation errors.
Once all students are done they will present their page to the class. It is fun to suggest that students dress up as their famous person when they present.
Attached is a Rubric for the students 5 paragraph biography as well as the Rubric for their Pages presentation. Part of their assessment will also be presenting to the class. This is attached to the media presentation rubric.
Pages Presentation for Biography Name:
Student created Pages presentation in the iPad that aligned with their biography. | /1 |
Student presented to the class. | /5 |
Student used creativity and expression in their presentation. | /1 |
Students’ work was free of typing, grammatical, and spelling errors. | /1 |
The page includes pictures. | /1 |
The name of the famous person is clearly posted. | /1 |
Important dates are listed: birth, death, etc | /1 |
We know why they are famous. | /1 |
Interesting facts are shared. | /1 |
Quote | /1 |
Why did they inspire you? | /1 |
Total: | /15 |
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Download Week 2 here! Lesson 1: To read, compare and identify the features of a biography. Lesson 2: To rewrite a biography extract using dialogue. Lesson 3: To investigate suffixes. Lesson 4: To investigate sentence structure in formal writing. Lesson 5: To write a biography. Total Number of Slides: 32.
Step 1 - Goals and Outcomes. Step 1: Goals and Outcomes. Students will be able to write a 5 paragraph autobiography and present their life story to the class using a form of media/technology. Writing Standard 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event ...
Lesson 2 Biography Story Map. A biography can be similar to a fiction book which tells a story. It includes a main character, setting, time and often problems. Have students choose a biography to read and complete this story map. You might choose to model this lesson by reading aloud a biography one day and completing the story map together.
Biography Worksheets for Grades K-5. Introduce your students to the lives of famous and notable individuals with our biography printables. These resources, activities, and lesson plans are sure to interest your students in the study of biographies. They can follow the lives of many interesting people, including presidents, suffragists, and ...
Grade Levels: 3-5, K-3. In this lesson plan which is adaptable for grades 1-5, students will use BrainPOP and/or BrainPOP Jr. resources to learn about biographies. Students will then select a person whose biography they would like to read (or watch a short video about on BrainPOP). Finally, students will write their own biography on a selected ...
A Life in Freeze Frame. For Students 10th - 12th. In this reading project worksheet, students read a biography, autobiography, or memoir and think of the person's life as a movie. Students create a picture for scenes from that person's life. Students include a caption or explanation...
Biography Genre Unit: 5th Grade By: Tara Hamilton Lesson 4: Planning Day #3 Lesson 3: Planning Day #2 Lesson 2: Planning Day #1 Sequence Organize home photos in order & share Writer's notebooks: Early life, mid-life, later life Book summaries Place 5 events in order Interactive
American Revolution Figure Biography Graphic Organizer for 3rd-5th Grade. 4.8 (4 reviews) Doris Miller Poster and Information Cards Pack for 3rd-5th Grade. 5.0 (2 reviews) Joan of Arc Printable Book. Fifth Grade Formidable Female Engineers Reading Comprehension Activity. 4.7 (3 reviews)
A creative opener leads into reading a couple of short passages in which you guide learners to identify biography and autobiography via point of view. Integrates study of Latin roots. You have open access to the lesson plan, but must register for a free account at Readworks.org to get the support materials.
Explore biography, autobiography, and memoir with 20 mini-lessons, 20 sample anchor charts, guided practice sheets, 19 discussion guides and 20 reading prompts. ... This Product in Your Classroom This is a writing unit for the month of April and covers Common Core standards for 5th grade writing. The standard and objectives are written on each ...
This biography unit of study contains anchor charts, lessons, graphic organizers and more within this collection. This is another free unit of study for teachers and homeschool families from The Curriculum Corner. We enjoy reading workshop because it is a great way for teachers to help students explore different elements of literature. At the ...
In spring, students could make biography flowers where the center was a photo of the person, and the petals are important events and accomplishments. Strategies For Using Mentor Texts To Model Reading Biographies. Teaching biographies is simple when you use these strategies! First, pick any biography or autobiography mentor text and read it aloud.
Autobiography: The story of a person's life written by himself or herself. Biography: The story of a person's life written by someone other than the subject of the work. Point of View: The perspective from which a story is told or information is presented. First Person: The "first-person" or "personal" point of view relates events ...
At the end of the lesson students will be able to define memoir, biography, and autobiography, distinguish and identify the differences between each, and write a brief example of each genre. Our Memoirs and Biographies lesson plan teaches students the characteristics of both memoirs and biographies. Free PDF download!
These easy to use lessons will guide your students through the process of writing a biography and an autobiography. Fun and learning are wrapped up in this resource that celebrates their own uniqueness and the uniqueness of others. Included:-Lesson plan for writing an autobiography-Lesson plan for writing a biography-Note taking templates
Overview. In this unit, students write autobiographies, illustrate them, and set them to music. Music is a powerful tool to evoke emotion, and students will carefully select songs to accompany the stories from their lives. Students brainstorm lists of important events in their lives, along with images and music that represent those events.
12 Biographies, Autobiographies, and Memoirs for 3rd, 4th, and 5th Grade Students. Anne Frank: The Diary of a Young Girl by Anne Frank, B.M. Mooyaart (Translator), Eleanor Roosevelt (Introduction) It is July 6, 1942, the setting is Amsterdam, and Anne Frank has just received a diary for her birthday. The rest is history.
This lesson plan teaches these skills while drawing from the lives of first and second grade students who will write and publish autobiographies based on personal photographs. The lesson begins with the students working at home with their families to select and record relevant information about photos. Students then work in small groups and ...
Autobiography Full Lesson: This is a fully self contained lesson goes through the Autobiography here before teaching students how to write an extract for their own. ... Grade Level Grade Level PreK; Elementary (Grades K-2) Elementary (Grades 3-5) Middle School; High School; Higher Education;
Featured This Month: Winter Holidays Lesson Plans and Resources; Grade Level Grade Level PreK; Elementary (Grades K-2) Elementary (Grades 3-5) Middle School; High School; Higher Education; Adult Education; Professional Development; Paraprofessional and School Related Personnel (PSRP)
docx, 12.75 KB. docx, 128.18 KB. Model, planning model and blank plan for writing an autobiography in Year 5 and 6. The model and the plan are colour coordinated so that children can relate the plan to the text. The video was created for Year 6 students during lockdown so it may work well as a holiday writing project.
Step 1 - Goals and Outcomes. Students will be able to write a 5 paragraph biography and present the life story of someone of their choice to the class using Pages on the ipad. They will be able to introduce a topic clearly, provide a general observation and focus, and group related information logically. Writing Standard 2.
Kristen has been an educator for 25+ years - as a classroom teacher, a school administrator, and a university instructor. She holds a doctorate in Education Leadership. When asked to write an ...