Autobiography Teacher Resources

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Students study the life of Malcolm X. In this autobiography lesson, students read The Autobiography of Malcolm X, investigate and evaluate the time period of his life, and write an essay based on their reflections pertaining to his identity.
High schoolers create a Life Map to use as a graphic organizer for writing an autobiographical piece. They examine the use of pictograms to represent personal goals and life events.
Students study Langston Hughes's poetry, short stories, and his first autobiography. They read and appreciate the candid, honest and powerful creative masterpieces of this black genius and discuss the numerous universal themes and their subtle, underlying meanings as they highlight the tensions, the inequities, and the hope for greater opportunity.
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.
Learners 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.
Students review writing process, prepare cluster maps, organize events of their lives on an outline, and utilize graphic organizers to write autobiographical essays.
Young scholars 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.
Learners 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.
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.
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).    
Learners create a time line. In this biography lesson plan, students define biography and autobiography and then read short examples of each. Learners create a time line using a read aloud.
Learners read and answer questions about the life of Mark Twain. For this biography lesson, students read about the life and work of Mark Twain. Learners complete a worksheet about the reading.
Second graders practice writing biographies, explore differences between biographies and autobiographies, and identify biographies of other authors by looking through other texts.
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.
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.
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.
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.   

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