Autobiography Teacher Resources
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New Review Primary and Secondary Sources
Show your class the difference between primary sources and secondary sources. The first page provides a list of examples of each type of source. While they research, pupils can refer back to the list quickly to make sure they are reading the type of source they mean to be. The remainder of the document focuses on where to find primary sources and lists some examples.
For this cross-curricular writing and art lesson, emerging writers create a personal experience timeline. Using a scrapbook format, autobiographers include photos and illustrations with captions, narrative writings, and expository paragraphs to represent their educational accomplishments and future educational goals. Once the scrapbooks are complete, plan a classroom event to showcase them. Parents and other staff can be invited to view the displays.
High schoolers interpret historical evidence presented in primary and secondary resources. In this Benjamin Franklin lesson, students read about the accomplishments of Franklin and then compose persuasive essays to accompany images they find of him.
Students create autobiographies. For this autobiographical writing lesson, students use a story doll template and write about themselves. Students decorate their autobiographies.
Students begin the instructional activity by developing a map of their lives. Individually, they take this information and write a personal narrative. They create symbols to represent the various times in their lives and introduce them into their narrative.
Eleventh graders explore the slaves purpose in singing spirituals. In this American History lesson, 11th graders analyze primary and secondary sources about spirituals. Students discuss the effect of spirituals on modern music.
Students use Maya Angelou's novel, I Know Why the Caged Bird Sings to identify themes about adversity in the text. In this adversity, students read chapter 36 of the novel and discuss the examples of adversity in the book. Students search for the figurative devices of simile, metaphor, hyperbole, and imagery. Students write questions for the text and complete journal activities.
Students create an autobiographical timeline based on the time period of their lives, beginning with their birth to the current date. After reviewing timelines, students research information in the school media center and on websites.
Students research and create a book report on a famous person. In this character education instructional activity, students examine the positive traits exemplified by a famous person and present an oral presentation for their classmates.
Students examine their lives. For this autobiography lesson, students write about their lives. They examine their past, and present lives and imagine their futures. They end the lesson sharing their personal narrative.
Students use expressive writing techniques to write autobiographies of their lives. In this writing lesson plan, students use dynamic and authentic writing techniques.
Get your students ready to make a PowerPoint presentation of their very own. Sixth graders will write 5 sentences about their lives then use their sentences to create an animate PowerPoint. This lesson focuses on the process of creating a presentation and could be used with any content.
Get to know your students with this project. Each individual writes an autobiography that is at least seven pages long with major facts, visual facts, focal stories, and chronology. The lesson includes a point breakdown for the assessment. Not much direction is given otherwise, but the project is described in each of its parts.
An odd mix of vocabulary is covered in this 38-slide PowerPoint. Vocabulary terms like biography, homonym, myth, and memoir (among several others) are introduced. Just a definition is listed, and only a few contain an example.
Students investigate the concept of an autobiography and use the teacher as an example of how one is developed. They ask the teacher questions and take notes while the answers are given. This activity can be carried over to student interviews.
In collaborative teams, students create individual autobiographical presentations that help them investigate their historical background. As they collaborate and create their projects they discuss and come to realize how current decisions effect their future.
Fifth graders recognize and distinguish between different types of text. After a discussion of the various types of text, small groups compete in a relay race game demonstrating their knowledge of the text. Correct choices earn points, while incorrect choices recieve a short block of instruction as to why the answer was incorrect.
In this literature learning exercise, students match the correct word from the first column to the best definition found in the second column. There are twenty words and definitions to match.
Eleventh graders read biographies or autobiographies of historical figures and complete a role play of their figures. In this historical figures lesson plan, 11th graders break up into groups of 4 to research, an plan their presentations to the rest of the class.
Who was Alexander The Great? How did Abraham Lincoln’s early life influence his political life? Learners select a historical figure to use for video biography. After developing research questions and collecting information, pupils search for images, and then formulate a screenplay for their video biography. A clever idea, but the project would need a great deal of scaffolding, especially for elementary learners.