Title: Autobiography Project
Subject: English/Language Arts
Grade Level: 5
This project is a culminating activity for a unit of study on
Biographies and Autobiographies.
Approximate Duration: Three - 50 minute
Students read, comprehend, and respond to a range of materials,
using a variety of strategies for different purposes.
Students write competently for a variety of purposes and
Students communicate using standard English grammar, usage,
sentence structure, punctuation, capitalization, spelling, and
Students demonstrate competence in speaking and listening as
tools for learning and communicating.
Students locate, select, and synthesize information from a
variety of texts, media, references, and technological sources to
acquire and communicate knowledge.
Students read, analyze, and respond to literature as a record of
Students apply reasoning and problem solving skills to reading,
writing, speaking, listening, viewing, and visually representing.
analyzing literary devices (e.g., figurative language, flashback,
foreshadowing, dialogue) and story elements (e.g., setting, plot,
character, theme, mood) within a selection;
reading, comprehending, and responding to written, spoken, and
visual texts in extended passages;
using knowledge of word meaning and developing basic and
technical vocabulary using various strategies (e.g., context clues,
affixes, etymology, dictionary);
writing a composition that clearly implies a central idea with
supporting details in a logical, sequential order;
using language, concepts, and ideas that show an awareness of the
intended audience and/or purpose (e.g., classroom, real-life,
workplace) in developing complex compositions;
applying the steps of the writing process;
using narration, description, exposition, and persuasion to
develop various modes of writing (e.g., notes, stories, poems,
letters, essays, logs);
writing as a response to texts and life experiences (e.g.,
letters, journals, lists).
demonstrating use of punctuation (e.g., comma, apostrophe, colon,
semicolon, quotation marks, dashes, parentheses), capitalization, and
demonstrating standard English structure and usage;
spelling accurately using strategies and resources (e.g.,
glossary, dictionary, thesaurus, spell check) when necessary.
speaking and listening for a variety of audiences (e.g.,
classroom, real-life, workplace) and purposes (e.g., awareness,
concentration, enjoyment, information, problem solving);
identifying, comparing, and responding to a variety of classic
and contemporary literature from many genres (e.g., folktales,
legends, myths, biography, autobiography, poetry, fiction, nonfiction,
classifying various genres according to their unique
using comprehension strategies (e.g., sequencing, predicting,
drawing conclusions, comparing and contrasting, making inferences,
determining main ideas, summarizing, recognizing literary devices,
paraphrasing) in contexts;
analyzing the effects of an author's purpose and point of view;
distinguishing fact from opinion and probability, skimming and
scanning for facts, determining cause and effect, inductive and
deductive reasoning, generating inquiry, and making connections with
real-life situations across texts.
Grade-Level Expectations (GLEs):
Write multiparagraph compositions on
student- or teacher-selected topics organized with the following:
Organize individual paragraphs with
topic sentences, relevant elaboration, and concluding sentences
Develop grade-appropriate compositions
on student- or teacher-selected topics that include the following:
Develop grade-appropriate compositions
applying writing processes such as the following:
Develop grade-appropriate paragraphs and
multiparagraph compositions using the various modes (i.e.,
description, narration, exposition, and persuasion), emphasizing
narration and exposition
Use the various modes to write
Write for various purposes, including:
Use standard English punctuation,
Capitalize the first and other important
words in titles and proper nouns
Write paragraphs and compositions
following standard English structure and usage, including:
Spell high-frequency, commonly confused,
frequently misspelled words correctly
Incorporate accurate spelling and use a
variety of resources (e.g., glossaries, dictionaries, thesauruses,
spell check) to find correct spellings
Demonstrate active listening strategies
(e.g., asking focused questions, responding to questions, making
Deliver formal and informal
presentations for a variety of purposes, including:
Educational Technology Standards:
Understand and apply common troubleshooting techniques.
Demonstrate the operations of a computer (e.g., touch-keyboarding
skills, save, organize and back-up files) and other peripheral devices
(scanner, digital and video cameras, VCR, laser disc player) at an
Compose and edit a multi-page document with appropriate formatting
using word-processing skills. (e.g., menu, tool bars, dialog boxes,
spell check, thesaurus, page layout, headers and footers, word count,
margins, tabs, spacing, columns, page orientation)
Use information, media, and technology in a responsible manner which
includes following the school's acceptable use policy, adhering to
copyright laws, respecting the rights of others, and employing proper
etiquette in all forms of communication.
Recognize the importance of information technology and its effect on
the workplace and society.
Use multimedia tools and desktop publishing to develop and present
computer-generated projects for directed and independent learning
Use technology tools (e.g., multimedia authoring, writing tools,
digital cameras, drawing tools, web tools) to gather information for
problem solving, communication, collaborative writing and publishing
to create products for various audiences.
TLW gather information from background knowledge as well as family
members to complete an autobiography.
TLW create either a timeline or trading card that will serve as an
autobiography or record of 5 major events that have taken place in their
TLW put events in chronological order according to their age at the time
of the event.
Lesson Materials and Resources:
memories or family members to gather events
note taking materials
Technology Tools and Materials:
Timeline Template (see documents)
Trading Card Template (see documents)
Students have completed a study of Biographies and Autobiographies. The
students have written a biography of a famous person in writing class.
They will know complete a project that will serve as a autobiography.
1. Introduce students to project: description and directions on using
2. Students brainstorm important events and record the dates of those
events. (The students will need to calculate their age at the time of
3. Students will choose 5 events that they feel are most important.
4. The events must have a date & age of the student at the time of the
event. Students must also compose a short description of the event in
5. The events will be put in chronological order.
6. Students will decide whether they are completing a trading card or
timeline for their final project.
7. The students will then use the templates created by the teacher to
complete their projects.
8. Essays will be written by the students explaining the reasons for
choosing these events for their projects. The essay may be completed
after, during, or while waiting to complete the timeline or trading
9. Before printing and turning in their work students must complete the
checklist provided by the teacher to ensure that all criteria has been
10. Projects will be displayed for other students to view.
Prewriting materials and checklist will be turned in. 5 points will be
assigned to each to ensure completion.
Rubrics will be used to assess timelines, trading cards, and essays.
----- written by Jill Esquivel
Explorations and Extensions:
Lesson Development Resources:
5th Grade Teacher
MarcoPolo Lesson: No