Autobiography Teacher Resources
Find Autobiography educational ideas and activities
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American Women Who Shaped the Civil Rights Movement Explored Through the Literature of Eloise Greenfield
Examine the women who contributed to the Civil Rights movement. In groups, children read excerpts of writings from Eloise Greenfield and research the women she mentions using the internet. To end the lesson, they create a timeline of events based on the information they gathered.
Creating A Life Map
Students investigate the concept of a life plan and how to write one with the help of a graphic organizer that encourages one to create a timeline for planning. They write journal prompts that are based upon personal knowledge of life goals and dreams.
Students use a database to find and read examples of slave narratives. In groups, they read the various narratives and discuss their feelings about them. They also research the time period in which the narratives were written to end the lesson.
Organizing Doesn't Have to Be a Puzzle
Students review writing process, prepare cluster maps, organize events of their lives on an outline, and utilize graphic organizers to write autobiographical essays.
All About Me
Students explore autobiographical stories. They write about a personal experience that is significant and memorable. Students specifically explain the chosen events. They define autobiography and share their stories.
Perspective on the Slave Narrative
Students examine narratives of two slaves: iam W. Brown and Frederick Douglas. They produce an essay explaining how Brown's narrative challenged the prejudices of readers in his own time and how it challenges prejudices today.
The Not-So-Famous Person Report
Students research a not-so-famous person and write a report about that person. They conduct interviews in order to find out information about their chosen person. Students share what they learned about the person with the class.
Library Skills: Biography
Biographies deserve special attention when training youngsters how to use the library because they are alphabetized by subject rather than by author. Guide children through the process of finding biographies over a two-visit series. On the second day, they illustrate a 6-page reproducible biography of Ernest Gallo (provided, along with samples of biography call numbers).
Biographical Time lines
Learners create a time line. In this biography lesson, students define biography and autobiography and then read short examples of each. Learners create a time line using a read aloud.
Mark Twain, Volume 1
Learners read and answer questions about the life of Mark Twain. In this biography lesson, students read about the life and work of Mark Twain. Learners complete a worksheet about the reading.
About the Author
Second graders practice writing biographies, explore differences between biographies and autobiographies, and identify biographies of other authors by looking through other texts.
The Essential Brick
Students examine their position within their school and discuss qualities they need to be productive citizens outside of school. they culminate the unit by writing an autobiography that includes the concepts of responsibility, choice, and the future.
Students choose a historical figure in which they research their life. They are to write their biography. They should take the written version and transform it into a video which tells the person's life. They share their presentations with the class.
I Am . . .
Eighth graders read Eloise Greenfield's novella, 'Sister'. They write their personal responses quickly, foregoing concern about usage, spelling, and punctuation at this point. They write about their day, or may write about any other topic of interest to them.
Can't Judge a Book by its Cover
Apply language structure, language conventions, media techniques, figurative language and genre to create and discuss print and nonprint texts. Learners research the life of a famous person and present their findings using multimedia software.
The Not-So Famous Person Report
Students research a person who it not famous. Using the internet, they research people in their local community of interest to them and interview them in person. After completing their research, they work together to discuss what they have discovered about their not-so-famous person.
Assessing Freedom of Religion or Belief in Your Community
Students examine the issue of the freedom of religion or beliefs in their family and community. As a class, they state the difference between a plural and homogenous community and identify the difference between major religious groups and denominations. They also discuss the implications of a plural or homogenous community.
Eighth graders describe in detail a time in their life when they were the most afraid, causes of the fear and how they overcame it. This experience is compared/contrasted to the actual circumstances behind slave auction blocks. They read out loud excerpts (a primary source) from Olaudah Equiano's autobiography. Note: this lesson plan is not specific about which part of the autobiography you need.
In this unique lesson on autobiographical writing, learners compare and contrast three types of writing: narrative, poetry and newspaper. Students prepare to produce a short autobiographical writing based on the framework of one of the types they researched.
Will the Real Ben Franklin Please Stand Up?
Students explore the life of Benjamin Franklin. For this American history lesson, students research primary and secondary documents regarding Franklin's life. Students should examine the point of view each of the accounts is written from as they complete the suggested activities.