Autobiography Teacher Resources
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Third graders are introduced to the techniques of proper writing. After reading various biographies and autobiographies, they compare and contrast their own lives to the ones they read. In groups, they develop questions to interview one of their family members and individually write their own narratives.
High schoolers examine their own personality traits and preferences. They use this information to write an autobiography.
High schoolers read sections of Malcolm X's autobiography. In groups, they create a poster which highlights the events in his life and explains his philosophy on race relations. They present their poster to the class and answer any questions posed to them.
Students examine how composers use their personal background to create music and gain insight into how rap music tells both a personal and cultural story. They then write an autobiography using a rap rhyme scheme.
Students explore fiction, non-fiction, and autobiographies. They create their own stories using one of the categories. Students create a PowerPoint presentation to tell their story.
Fifth graders identify characteristics of ancient Grecian and Roman culture, history, and geography. They assemble characteristics into a script of a fictional person from ancient Greece and Rome. They then demonstrate how to use a video camera and express script on camera while in an ancient Grecian or Roman costume.
Fourth graders create a slide show presentation. As a class, they brainstorm topics to include in an autobiography. Individuals use a graphic organizer to develop a plan for their slide show. Using PowerPoint technology, each student creates a presentation of his/her life.
Students listen to excerpts from an autobiography about the first blind man to reach the summit of Mt. Everest. They discuss Erik Weihenmayer's life, and write a bio-poem using a bio-poem formula.
Third graders write an autobiography and use pictures of themselves from past and present to illustrate it. They take pictures with a digital camera, scan pictures, and add them to a document.
Sixth graders investigate the novel of War Boy and take part in a literature study. They take part in brainstorming activities and discuss topics that are associated with the reading of the text. Students also identify the difference between a biography and an autobiography.
Students complete an organizer listing five important events in their lives, use the dates to create a timeline of their life using Timeliner program, print and save their timeline and write a paragraph based on the timeline too.
Students, using German language skills, create "intranet" encyclopedia entries about themselves in the year 2040. The include their future accomplishments and trade entries with fellow students. They then translate the autobiographies into English prior to reading the German versions to the class.
Students read the writings of individuals whom they know and admire. They see that writing about themselves is worthwhile and important and helps them become better writers. They share their own life experiences, write about personal knowledge and recognize themselves as the author if they are to develop their own thinking abilities.
Students explore the possible relationships between characters in a novel. They read the novel 'Their Eyes Were Watching God' and answer all the questions on each chapter so that the characters and events are familiar to the students.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. They apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
The students will create an Autobiography PowerPoint, including clip art or other illustrations relating to the content, and present the finished product to the class using the SMART Board.The students should be able to create their own Autobiography PowerPoint containing illustrations and content related to the subject on each slide, and be able to present the finished product to the class.
In this expository writing learning exercise, students complete the autobiography form. Students write where and when they were born, their important accomplishments, their family and pets, education, and interests.
Learners investigate using computers to write an autobiography over an extended period of time. They use the Kidpix computer software to practice the writing process. As an extension to the lesson students can take digital pictures to be added to the autobiography file for presentation.