Writing an AutobiographyLesson Overview

Title: Writing an Autobiography Author: Kat HansrajSubject: The ArtsGrade Level(s): 10th–11th gradeDuration: 50 minutes

Unit DescriptionIn this inclusion classroom, there are 12 girls and 8 boys, with me being a general education teacher. There is 1 student in the classroom with an IEP. She has language and speech impairment. In addition, there is also an English Language Learner in the class. His primary language is Chinese, as his parents are from Malaysia and have recently moved to the United States. His parents only speak Chinese at home, so his English-speaking skills are at a low level. In this lesson I would engage students by prompting, questioning, responding and listening to students and asking them what their thoughts are. This approach will allow me to differentiate the classroom instruction from the common lecture approach. On the plus side, having a discussion with the students will help me figure out the thought processes of the students to see who is grasping the concept and who needs a bit more direct instruction.

Lesson Description for DayStudents will identify life goals as they write an autobiography.

State StandardsStandard 1.2: Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Standard 4.2: Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

Standards taken from NYSED.gov  

Students with special needs

Cynthia has speech and language impairment:

- Has difficulty speaking in front of others- Reads at a much slower pace than other students- Stutters and sometimes has problems expressing needs, ideas or information. - Is very creative likes to works hands on.- Enjoys completing creative writing prompt assignments.

This lesson would be great for Cynthia and her learning needs. Asking an interview question would allow Cynthia to speak in front of other students. The narrator in the YouTube video speaks slow enough for others to pick up the information that is being shared. This tool is specifically great for Cynthia, but can be beneficial for other students as well.

Lian is an English Language Learner:

- Has difficulty communicating with others - Sometimes lacks confidence when verbally communicating information to others.- Needs more socialization, peers are not always patient to listen- Enjoys doing group work

Since Lian is new to the class and is still learning how to hold conversations with others in the targeted language, this lesson grants him the opportunity to connect and participate in class just like other students do. Since Lian may struggle with comprehending information when delivered too fast, I would make sure to speak loud and clearly. I would also remind students to do the same whenever talking out loud. Even more, calling on Lian to come to the board to draw a pictogram can help him feel like he’s part of the class as well and allow me to see if he understands what I asking him to do.

GoalsUnit Goals:

Students will—

Visualize the writing process through guided imagery.

Utilize the peer editing process. 

Lesson Goals:

Students will demonstrate their understanding of their Life Map based on the written facts they have listed down.  

Students will be able to identify and describe a sequence of events using their Life Map as a graphic organizer.

Students will write a strong introduction for their autobiography. 

MethodsAnticipatory Set: I will begin this lesson by distributing paper strips containing "interview questions" to random students as they walk in at the beginning of class, asking them to hold on to the

question until further instruction.

I will then share with my students that they will begin this class by interviewing me, their teacher. This is their opportunity to get to know me. I will tell the students who have the interview questions to raise their hands. This would be a good opportunity to include the student with speech and language impairment into this class activity. Like other students she will have the opportunity to ask me a question. Her classmates will pay close attention and show respect as they wait for me to respond to her question. I will select students and have her or him ask their question. As a form of encouragement I will thank each student after asking me their question, and I will then proceed to sharing my responses with the class. I would also have several writing prompts on the board so that students can write respond to with 1-3 sentences. Example of the writing prompts:

Did you ever have a have a pet when growing up? If so what kind of animal/reptile or insect did you own?

-        What was your favorite cartoon show and why?

-        How did you feel the first day you attended high school?

Next, I will tell the students that they will be writing an autobiography later in class, an opportunity for me to get to know them. To build on prior knowledge and ask if any of them have written an autobiography before and have them share their experience.  I will take this opportunity to explain to students that they can share only what they feel comfortable sharing with others. Remind them that an autobiography contains information about one's own life written by that one person.

I would briefly introduce some autobiography titles (included in the materials section) and encourage students to read one of their choices during their independent reading time. I will tell the students that they will first pre-write their autobiography by creating a Life Map and using the first step of the writing process. Select one of the writing prompts from your list writing on the chalkboard and have the students answer the prompt with one single drawing.

Did you ever have a have a pet when growing up? If so what kind of animal/reptile or insect did you own?

(Students might draw a dog, cat, fish, etc.)

Introduce and Model New Knowledge:  In order to catch my students’ interest I will explain to them that their Life Map will be a display of pictures. I will explain to them concept of a pictogram. Draw a heart on the board to represent love. Draw a diploma to represent graduation. Draw a stick figure of a man, woman, and smaller stick figure for a child to represent a family. I would take this opportunity to call on the students so that they can come up to the board and draw what they would see as a pictogram for a pet, school, etc. I would like to call on the student

who is an English Language Learner. This would give him the opportunity to contribute to the class activity without feeling overwhelmed by how others are going to interpret his use of language because the focus will be on students drawing. Offering this opportunity to him would also allow me to detect if the student comprehends the questions I am asking in class. Before modeling my own Life Map I would like to show students how many other people around the world are telling their life stories through pictograms. I would show students the following YouTube clip: http://www.youtube.com/watch?v=_rNvDZBBFOw

In this clip an ordinary boy tells his life through pictures. This would allow them to learn about someone else’s life experiences and being opened minded to how different everyone is.

Provide Guided Practice:

Afterwards, I will hand out my Life Map and a Life Map checklist to students. Together as a class we will review the Life Map Checklist. I will remind students that they do not have to write anything on their life map and that their entire life story (past, present, and future) will be presented in pictograms. Using a transparency, I will model the process by sharing my Life Map. I will show students how my answers to their interview questions are all illustrated on my Life Map.

In addition, together with students we will all brainstorm some major life events that they might include in their Life Map. Some examples may be getting married, moving to America, first driving experience, etc.

Provide Independent Practice:

The rest of the class period is dedicated to having students begin creating their Life Maps. I will distribute blank sheets of papers, Life Map checklist, and a variety of art supplies.

This class assignment is designed with the student with a speech and language impairment and the English Language Learner in mind. There is no language involved since the focus is on drawing and not words. I anticipate that higher-level students will go into a great amount of detail with their pictograms. The student with the speech and language impairment and the English Language Learner can focus more on the objective than the actual quality of the lesson. If needed I would provide more guidance as they begin to explore their career choices and future goals.  During this time I will be walking around and assisting student if they seem to be having trouble getting started with Life Maps. Students may get up and walk around to observe their peers work in ordered to gain some inspiration for their own drawings.

Wrap-Up5 minutes before the bell is scheduled to ring I will tell students to begin putting the finishing touches to their Life Maps and to start putting away the class materials. I will

mentioned that if some of them did not get to finish their Life Maps for in class they can finish it for homework, and that it is important for them to bring these back to school the following day. In addition, I would also assigned the following assignment for homework:

“Interview” a family member using the writing prompts we have used in this lesson. Record your family member’s responses. And in 1 paragraph each answer the following prompts in their writing journal:

-Project yourself twenty years into the future. What do you predict you are doing?

-Did you ever have a regular chore to do when you were small? Do you remember what it was?

If students need more clarification about their journal writing prompts I would more than gladly do so upon request. I would like to have some students share their reflection in class the following day.

AssessmentFormative/Ongoing Assessment: Throughout the lesson I would have be constantly informally assessing students by using notes and checks for understanding.

-       I would have observed and encouraged students to participate in class discussion. I would have answered their questions to the best of my ability. I would be enthusiastic and welcoming as I share with them my personal experiences and my upbringing.

-       As students begin to work on their Life Maps I would have used this opportunity to walk around the class and ask questions based on their drawings.

-       I would have also make sure whether or not students are following the Life Map checklist in order to help them create their Life Map.

Summative/End Of Lesson Assessment: Student learning will be assessed at the conclusion of the unit by looking at three main parts, their Life Maps, Writing journal prompts and their autobiography. Completed Life Maps will be collected and be placed in a location where all students can easily identify. I would use the following questions to evaluate their work:

-Are students’ pictograms telling a story through their Life Maps?

- Do I feel like I know them better?

-Do I feel they know me better?

-Did all of my students finish their Life Maps addressing what they wanted to be when they got older?

Observation will occur throughout the unit and I will note down students strengths and weaknesses. Overall, my students should be able understand the concepts of an autobiography, and how it differs from a biography. This will be assessed when they turn as they begin the writing process of their autobiographies. If they can write about their life in the 1st person, they have shown that they grasp the concept of autobiography and have learned how to creatively illustrate their lives.

MaterialsBooks & Articles• Autobiography books in Classroom Library

Below are autobiography books that I will have in my classroom. I would like to give students 3 options to choose from when they are given independent reading time. Titles of the books include:

- Knots in My Yo-Yo String- by Jerry Spinelli- Anne Frank: Diary of a Young Girl- by Anne Frank- Bad Boy- by Walter Dean Myers

Art & Music Resources• Drawing Materials for Life Map

Below are materials that I would provide students with so that they can begin creating their Life Maps. 

Colored pencils 8 ½ x 11 white unlined paper Erasers Markers Crayons Glue sticks Popsicle Sticks  Life Map Checklist Printable (PDF) Strips of paper with questions typed used for interviewing students teacher Transparency sheet Chalk 

Technology YouTube video http://www.youtube.com/watch?v=_rNvDZBBFOw Overhead projector Computer with internet access Audio Speakers

Adapted by Hansraj, K. (2013) from:Ramos, E. (Project Coordinator). (2013). Scholastic Teachers: Pre-write: Creating a Life

Map, grades 9-12.