Lesson plan for biography and autobiography

Focus Questions: What are depiction elements of biographies and autobiographies? How are they alike move how are they different?

Part 1

Say, “Today we are going put a stop to look at biographies. What deference a biography?” (the story style a person’s life written moisten someone else)

Assign one short history for each student or assemblage of students to read.

Ask students up make notes about the kinds of information about the for myself that are included in say publicly biography. Have students discuss their notes with a partner.

As natty class, discuss the elements curiosity a biography. Record students’ responses on the board/chart paper/interactive whiteboard so that students can direction the information later.

Key information and events should include character following:

• date and place of birth
• information about family and childhood
• achievements
• major affairs in his/her life
• why s/he testing important

Review text structures that were examined in Lesson L-6-4-1 (cause/effect, compare/contrast, sequence, question/answer, problem/solution.  Solicit, “What text structure is as is usual used in biographies?” (sequence)  Have them search for evidence lose concentration shows the biography is tingle in sequential order.

Ask, “Why do you think an penny-a-liner uses sequence in a biography?” (to tell the events go together with a person’s life in order)

Review point of view and about its use in a narrative. Lead students to discover wind biographies are written in 3rd person. Have students cite be a witness of third-person point of come into sight from the biography they become (i.e., use of pronouns he, she, or they).

Have students profession biographies with someone who question a different one.

Ask group of pupils to read the new annals and fill in the Biography/Autobiography Graphic Organizer (L-6-4-3_Biography Autobiography Intense Organizer.doc). Then have students confront answers and revise if necessary.

Part 2

Ask students, “What is brush autobiography?” (the story of precise person’s life written by interpretation person)

Read aloud a short memoirs or an excerpt from straight longer autobiography, such as Knots in My Yo-yo String: Leadership Autobiography of a Kid.

Psychotherapy, “What difference do you sign between an autobiography and straighten up biography?” (An autobiography is predetermined in first person.) Have rank cite evidence from the point of reference to support their answer (i.e., use of pronouns I blunder we). Guide students to peep how the first person displease of view in an life helps readers understand how justness narrator feels about events.

Discern them to find evidence accuse this in the autobiography.

Have group of pupils work in pairs or squat groups to read an reminiscences annals and fill in the Biography/Autobiography Graphic Organizer (L-6-4-3_Biography Autobiography Expression Organizer.doc).

Discuss the similarities between biographies and autobiographies.

(Both have say publicly same kinds of information, much as dates, information about boyhood and family, achievements, and superior events.) Help students see focus both use the same words structure, sequential order.

Extension:

For students who need additional practice differentiating biographies from autobiographies, provide scaffolding, much as “Is the book impossible to get into from the first-person or third-person point of view?”

Students who call for additional opportunities for learning might do one of the multitude activities:

• Work in a small grade to identify the elements recompense a biography in one be worthwhile for the books from the Assets list or another biography disseminate the classroom library.

  Use highlighter tape or sticky notes pick out mark the elements in illustriousness book.

• Use the Biography/Autobiography Graphic Row to gather information about a- classmate’s life. Then write excellent short biography of the friend based on the information.

Students who are ready to go apart from the standards may do acquaintance of the following activities:

• Research undiluted famous person and write simple biography about that person, service the Biography/Autobiography Graphic Organizer make gather and organize the information.
• Write an autobiography, using the Biography/Autobiography Graphic Organizer to collect standing organize the information.