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\n\"All\n\n
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\nCurated OER\n
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\nAll About Me\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nKids almost always want to share the things that make them special. They create and deliver an autobiographical multimedia presentation using step-by-step outlines to plan their content. This is a great \"All About Me\" lesson, perfect for...\n
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\n\"Autobiographical\n\n
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\nCurated OER\n
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\nAutobiographical Notes - Writing Biography\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nIn this writing worksheet, students fill a chart with autobiographical information before using it to write a biography. They write about themselves and their family, their ambitions, and what they would accomplish if they were the Prime...\n
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\n\"Introduce\n\n
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\nCurated OER\n
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\nIntroduce Your Class at Open House with Microsoft Windows Movie Maker\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nPupils explore script writing. In this beginning of the year \"building classroom community\" lesson plan, students write several autobiographical sentences and introduce themselves on videotape. Pupils share the class introduction, which...\n
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\n\"Pieces\n\n
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\nCurated OER\n
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\nPieces of Me\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders explore themselves and their community. In this writing instructional activity, 8th graders brainstorm ideas about their childhood, middle years, family, and future goals.  Students write an autobiographical sketch...\n
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\n\"The\n\n
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\nThe Story of My Life\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents complete autobiographical writing assignments throughout the school year that they save and rewrite to put into a published book during the last month of class. They include photographs, drawings and mementos of their lives in...\n
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\n\"Kaffir\n\n
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\nCurated OER\n
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\nKaffir Boy\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nStudents explore the concepts of intolerance and racism in the autobiography Kaffir Boy written by Mark Mathabane. The instructional activity reveals the story's depiction of the terrible toll of apartheid on the lives of individuals.\n
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\n\"The\n\n
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\nThe Insights of American Blacks During the 19th and 20th Centuries in New Haven, Connecticut\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents examine the contributions of African Americans in New Haven, Connecticut in the 19th and 20th centuries. After being introduced to new vocabulary, they review the elements of autobiographies and read excerpts of African...\n
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\n\"North\n\n
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\nCurated OER\n
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\nNorth and South - Impact of the Abolitionist Movement\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine history of slavery in United States, discuss abolitionists such as Frederick Douglass who worked to end slavery, listen to excerpts from Douglass' autobiography, and visit interactive Underground Railroad web site.\n
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\n\"From\n\n
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\nNational Endowment for the Humanities\n
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\nFrom Courage to Freedom: Slavery's Dehumanizing Effects\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners analyze slavery and its effects on humanity using Frederick Douglass' autobiography. In this slavery instructional activity, students analyze instances of reality and romanticized myth using a slave narrative. Learners explore...\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson 4: Fact and Opinion - Rosa Parks: My Story\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders examine implicit and explicit opinions in a text about Rosa Parks. In this explicit and implicit opinions lesson, 6th graders participate in direct teaching, guided practice, and independent practice while reading an...\n
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\n\"The\n\n
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\nThe Autobiography of a Middle School\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents use digital cameras to document school experiences. Afterwards, they use computer software to manipulate their photos and write poetry, essays or biographies to compliment the pictures. Finally, students create an...\n
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\n\"All\n\n
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\nAll About Me\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners 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.\n
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\n\"The\n\n
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\nThe Power of Autobiographical Writing\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers explore the concept of injustice. In this nonviolent resistance lesson, students discuss how autobiographical writing may be used to promote justice. Middle schoolers read an excerpt from Gandhi's autobiography and...\n
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\n\"Olaudah\n\n
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\nOlaudah Equiano\n

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\n\nFor Teachers\n\n8th\n
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\nEighth 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...\n
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\n\"All\n\n
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\nCurated OER\n
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\nAll About Me\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine their own personality traits and preferences. They use this information to write an autobiography.\n
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\n\"Scribe\n\n
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\nCurated OER\n
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\nScribe of Self\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders read \"Diary of a Young Girl\" by Anne Frank. In groups, they discuss the reasons why people would write an autobiography and identify their own identity crisis. After reading excerpts of other autobiographies, they...\n
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\n\"Reflections\n\n
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\nCurated OER\n
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\nReflections of My Life--Student Autobiographies\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders provide a writing experience based on their own lives. The components of the writing process will be emphasized as well as narrative writing experiences. They then will publish their autobiography on the computer and use...\n
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\n\"Living\n\n
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\nCurated OER\n
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\nLiving Biographies\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders create a multimedia slide presentation containing facts, graphics, and sounds relating to a biographical figure based on their reading of a biography or an autobiography. They present their slide presentations before the...\n
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\n\"Look\n\n
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\nLook at me!\n

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\n\nFor Teachers\n\n3rd\n\nStandards\n
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\nThird 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.\n
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\n\"Malcolm\n\n
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\nMalcolm X and Race Relations\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents 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...\n
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\n\"Literature:\n\n
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\nCurated OER\n
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\nLiterature: Yoshiko Uchida Unit\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders read the books, The Invisible Thread: An Autobiography by Yoshiko Uchida and Baseball Saved Us by Ken Mochizuki about Japanese Americans during World War II. They hold discussions, take quizzes, and write essays about the...\n
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Organizer
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\n\"Photo\n\n
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\nCurated OER\n
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\nPhoto Clues Worksheet\n

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\n\nFor Students\n\n6th - 7th\n
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\nIn this family picture worksheet, students carefully look over a photo they brought from home analyzing the people and backgrounds. Students record their findings on the provided T-chart before writing an autobiography, poem, or story...\n
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\n\"Build\n\n
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\nCurated OER\n
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\nBuild an Ice Cap\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents research Earth science by conducting an experiment in class. In this ice-cap lesson, students identify what an ice cap is and create a biome using a box which measures 1 ft. x 1 ft. Students participate in an animal role-playing...\n
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\n\"Balancing\n\n
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\nCurated OER\n
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\nBalancing Mobile Time Line\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders create balancing mobiles using 5 labeled items that represent them and different time periods of their lives.\n
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