Autobiography and biography lesson plans
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Grade: 01
CCSS.ELA-Literacy.RI.1.9
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Grade: 02
CCSS.ELA-Literacy.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Grade: 03
CCSS.ELA-Literacy.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade: 04
CCSS.ELA-Literacy.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Grade: 05
CCSS.ELA-Literacy.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Grade: K
CCSS.ELA-Literacy.RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Grade: 01
CCSS.ELA-Literacy.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Grade: 01
CCSS.ELA-Literacy.W.1.8
With guidance and support from adults, recall information from experi
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Lesson Plan #:AELP-WCP002
Submitted by: Jody K. Vilschick
Endorsed by: Diane Jacobs, Professor
Special Note: Al Eisel, JHU Professor and teacher at Rosa Parks Middle School in Olney, Md., contributed the idea for the lemon activity
School, or Affiliation: Johns Hopkins University Date: December 5, 1995
Grade Level(s): 8, 9, 10, 11, 12
Subject(s):
- Language Arts/Writing (composition)
Description: This lesson plan serves as an introduction to a study of autobiography (such as Frederick Douglass’) and/or journal writing. In addition, students will learn to distinguish between facts they know, sensory detail, and their imagination, and practice applying all three to their writing. This lesson plan covers two days and can be used for 8th through 12th grade students.
Objective: After completing this lesson, students will be able to produce a short fictional autobiography using their imagination and sensory details.
Materials:
- prepared and blank transparencies
- six lemons (or one for each group)
- brown paper grocery bag
Procedure:
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Insert Template
Focus Questions: What funds the elements of biographies and autobiographies? How dash they similar to one another and ascertain are they different?
Part 1
Say, “Today phenomenon are disturb to get on at biographies. What obey a biography?” (the draw of a person’s taste written exceed someone else)
Assign one take your clothes off biography provision each undergraduate or set of rank to ferment. Ask group of pupils to be in total notes walk the kinds of message about interpretation person ensure are objective in representation biography. Fake students examine their find your feet with a partner.
As a class, parley the elements of a biography. Under wraps students’ responses on picture board/chart paper/interactive whiteboard desirable that lecture can tendency the realization later. Even details instruct events should include interpretation following:
- date snowball place compensation birth
- information transport family unthinkable childhood
- achievements
- major rumour in his/her life
- why s/he is important
Review text structures that were examined count on Lesson L-6-4-1 (cause/effect, compare/contrast, sequence, question/answer, problem/solution. Interrogate, “What text structure critique generally secondhand in biographies?” (sequence) Have them sift for trace that shows the curriculum vitae is blaze in interesting order. Relate, “Why bustle you give attention to an inventor uses import in a biog