Autobiography+and+Biography

Autobiographies:
[|Short Autobios]

(I found these on a website- They are not very good, but they are short paragraphs about people the students can read on their own. Considering we don't have many things to choose from, this is all I have to use!

Biographies:

[|Biographies for Kids]

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**Personal Narrative 3.19A write about important personal experiences** =====

[|Sequence of Lessons to Write a Biography]


 * Autobiographical Incident**
 * (Personal Narrative)**
 * An autobiographical incident is a story about ONE**
 * specific experience or event in your life. It uses vivid**
 * sensory details to teach the reader about YOU. Your**
 * story should focus on one moment in time. Your voice**
 * is natural and honest, allowing your reader to**
 * experience and share your feelings during the event.**

1. Identify an incident (event occurring over a relatively short period of time). Write a sentence or two briefly telling about the incident. 2. In one sentence, tell why this incident was significant to you. 3. Recall the scene - who was there, where did it occur, what did you hear, see, smell, etc. at the scene. Describe it so that others would feel they were there. 4. Outline the sequence of events: What happened 1st, 2nd, 3rd? 5. What were your feelings at the time of the incident? What are your thoughts today? 6. Why is this experience/event important to you? How has your life changed as a result of this incident? 7. Put these ideas aside and begin your first draft.
 * Steps in the Writing Process**


 * Biography/Autobiography: Examine, Explore, then Write!**


 * Week One:** Auto/Bio Compare and Contrast
 * Week Two:** Autobiographical Timeline

Make a Venn diagram illustrating the differences and similarities. Autobiography- written BY the person about themselves, first person, Biography- written about someone by someone else, third person Both- Both will be about the same person and have silimar information Talk with students about how the two are different and why it's important to consider a source when reading information about a person. Ask for a student volunteer. Based on what that child is wearing, tell the class that the child's favorite color is the color of their shirt. Is it? The child can answer for themselves. If it is not, this proves how our assumptions can be wrong and that it is best to obtain information from the source when possible.
 * Week 1:**
 * Day 1:** Review differences and similarities in Autobiographies and Biographies - use two books if you have them. We looked in the library and only have one set of books that is a bio and autobio
 * Day 2:** Model the process of interviewing a classmate - generate a list of interview questions [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://tves3rdgradewriting.wikispaces.com/file/view/Student+Interview+for+Biography+Writing.doc"]] [|Student Interview for Biography Writing.doc]


 * Day 3:** Interview student 1 - both students begin writing

We want students to understand that even though the same story is being told, who is telling the story makes a difference. In this activity, students will interview each other- one student will be interviewed each day. After the interview, both students will write about what was asked in the interview. The student who was answering questions will write about themselves and the experience they shared. The student who asked the questions will also write about the student who was interviewed. Both students will write about the same information and then compare their writing at the end of the day. Repeat this process for two days or until all students have been interviewed.


 * Day 4:** Interview student 2 - both students begin writing

Lead a class discussion about what the students noticed about their writing.
 * Day 5:** Finish, share, compare/contrast

Classroom Timeline - think of minimum of 5 events. Students can start generating a list of personal life events for a personal timeline. You can begin work on their personal timeline today if time allows, or wait until tomorrow.
 * Week 2:**
 * Day 1:** Read a picture book - use sticky notes - make timeline of story (probably want to be a book you have already read)


 * Day 2:** Generate ideas for events/start drafting timeline- Make sure each student has at LEAST five events on their timeline

[|Timeline Plan Sheet.doc] [|Timeline Plan Sheet.doc] Continue working on timelines if you have time today.
 * Day 3 - Feb. 10 Early Release**


 * Day 4, 5 -** Decorate/Create pretty timeline... share Day 5

Timeline examples: [|Timeline Project.ppt]