LESSON PLAN DAY 1 WHAT IS AN AUTOBIOGRAPHY? Outcomes: CCSS IT 8.

6: Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to confliction evidence or viewpoints. Instructional objective: The students will extend their knowledge on the autobiography genre in order to be prepared when they write their won autobiography. Assessment: I will have the students write in their journal new learning, questions, comments, ideas that came to their minds after I explained what an autobiography is. Materials Needed: Autobiographical books from the classroom library: Going Solo by Roald Dahl The House on Mango Street by Sandra Cisneros The Diary of a Young Girl by Anne Frank Rosa Parks: My Story by Rosa Parks My Life in Dogs Years by Gary Paulsen The Circuit by Francisco Jimenez Total time needed: 25 minutes Procedures: Introduction (5 min): Every one in this room has a story to tell. Each one of us has unique experiences that make us who we are today. Some experiences have changed our lives for better or for worst. Let me tell you a little story about myself that you probably dont know about me.

I WILL TELL THE STUDENTS THE STORY OF MY FIRST DAY OF SCHOOL IN AN AMERICAN SCHOOL, AND HOW THAT DAY IMPACTED THE REST OF MY LIFE. Steps for instruction (15 min): If I tell you the story I just told you was part of a book. What genre would my story belong to? The students will hopefully answer Autobiography. Yes, this story would be an excerpt of my autobiography. Today, I will give you some information about autobiographies that will help you when you go on and create your own autobiography. An autobiography is the story of ones life written by oneself. So, guess whose point of view are autobiographies written from? I will look for the answer First person. Yes, autobiographies are told from first person point of view, that means that you will see many I, I, Is throughout an autobiography. All time of genre have different purposes, and autobiographies have many purposes themselves. From our little classroom library, I have chosen some autobiographies with different purposes.

I WILL HAVE A POWER POINT WITH EACH OF THE NOVELS AND THEIR PURPOSE IN A COUPLE OF SENTENCES. I will have these books available for you. You can read them in independent reading or check them out to read them at home. As you can see, autobiographies have different purposes. It all depends of what the author wanted his/her audience to know about an issue. The story I told you about my first day of school had a purpose. I wanted you to see the difficulties I encounter as a new student in a new school in a new country, so when you see someone who is new to this school or in a similar situation to mine you could make a difference and help that person feel more comfortable. I wanted you realized that by helping someone who is not familiar to a new environment you are making a difference in that persons life. Closure (5 min): I want you to start thinking about a part of your life that has been really important to you, and that you want your audience to know about you. Remember to have a purpose. Ask yourself: what do I want my reader to know about this part of my life that will help him/her to understand an issue? How will my story impact my readers life? Before you go to lunch, I want you to write in your journals any new learning, questions, comments, ideas that came to your mind while about what I presented to you today. You have 4 minutes.

LESSON PLAN DAY 3 OVERVIEW OF THE WRITING PROCESS

Mrs. Rodriguez English Language Arts 8th Grade Outcomes: CCSS W 8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Instructional goal: The students will extend their knowledge of the writing skills as preparation for writing their own autobiography. Assessment: I will check for understanding during the Power Point presentation. Materials Needed: The Writing Process Power Point Total time needed: 20 minutes Procedures: Introduction (2 min): In the last couple of days, we have been working hard on understanding autobiographies and their purposes. I know you are dying to start working on your autobiographies. All the different authors we have read the last couple of days have gone thru the same writing process you are going to use to write your autobiography. This means you are not very different from them. You are all author as well.

Steps for instruction (15 min): PRESENT POWER POINT ON THE WRITING PROCESS Closure (3 min): As you can see, all authors in the world use the same road when they write a story, an essay, or an autobiography. I want you to see yourselves as authors. I want you to start visualizing the end point of the road you are about to start tomorrow when we talk more deeply about the first stage of the writing process. I am sure you are going to put your best effort in creating your autobiography. I know you will be proud of publishing your work at the end of the process and I bet you will experience the same feeling your favorite authors have when they publish their work.

LESSON PLAN DAY 8 READING IN PUBLIC Mrs. Rodriguez English Language Arts 8th Grade Outcomes: CCSS L 8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Instructional objective: The students will recite an excerpt of their autobiographies as part of publishing their work. Assessment: I will use a rubric to assess the students performance during their public reading in authors chair. Materials Needed: Public Reading Rubric Total time needed: 20 min Procedures: Introduction (3 min): It has been wonderful to see all of you walking thru the path of the process of writing. Do you remember what the finish line of the writing process is? The students will say Sharing/publishing You are correct, and you are ready to take the final step of publishing your autobiography. I already mentioned how you were going to publish your autobiography a couple of days ago when we talked about the writing process. Today we are going to go over what you need to do in order to be successful in the last step of the writing process. You are going to read an excerpt of your autobiography in authors chair next Wednesday, and I want you to be ready for that day.

Steps for Instruction (15 min): PRESENT POWER POINT ON PUBLIC SPEAKING Closure (2 min): I hope you find this information helpful for your presentation on Wednesday. I have giving you the rubric I will use to assess your performance, so you can have an idea of what I am looking for the day you read your excerpt. If you need any help in preparing for your public reading, you can come to me during study hall. I will help you in everything I can so you can be successful in the finish line of the writing process.

Strategies for students requiring additional assistance: I will make myself available to students who need help practicing reading in public.