Day 1

Objectives Addressed The students will extend their knowledge on the autobiography genre in order to be prepared when they write their own autobiography.

Assessment Strategies Used At the end of the lesson, I will ask students to write on their journal something new they learned about the autobiography genre that they did not know before. Each group will analyze a different autobiography excerpt. Groups will present to the class what they think is the social issue in the authors autobiography and how it impacts the audience. Check for understanding during Power Point presentation.

Learning Activities Mini lesson on the autobiography genre.

2 The students will identify the purpose of different autobiographies excerpts in order to understand how autobiographies can impact the views of the audience on social issues. 3 The students will extend their knowledge on the writing skills as preparation to write their own autobiography. 4 The students will select a purpose and audience for their autobiography. Students will have a day to think about a purpose and audience for their autobiography. They need to write a paragraph, using a graphic organizer as support, in their journals explaining the reasons of their purpose and their chosen audience. Students will have a weekend to write their autobiographies. Mini lesson on the first step of the writing process: planning. Here I explain how to choose a purpose and audience for their writing, in this case for their autobiography. Mini lesson over viewing the process of writing. Shared mini lesson on identifying and analyzing the purpose of an autobiography excerpt. Group work on identifying the purpose and audience of an autobiographys excerpt.

5 The students will create a two page autobiography about a time in their life where they had to overcome a difficult situation. 6 The students will give constructive feedback to peers in order to help them revise their writing. 7 The students will point out the difficulties they have with grammar and conventions in order to apply changes in their autobiography. I will give out a survey with different grammar and conventions problems students think are most frequent on their writing. Mini lesson and class discussion on strategies about how to pin point most common grammar and convention errors. Each student will read and give constructive feedback to two peers autobiographies. When the students turn in the final draft, the peer feedback needs to be attached. Mini lesson on how to give constructive feedback to peers. Mini lesson on the format of their autobiography.

GRADING PLAN FOR AUTOBIOGRAPHY: A WINDOW TO A WRITERS HEART

All the assignments for the unit plan will be worth a total of 300 points. At the end of the unit, I will sum all the points each student got in each assignment and depending on the amount of points, the students will get a grade ranging from A to F. + = A plus sign attached to the grade will signify good attendance and followed directions throughout the unit plan. - = A minus sign attached to the grade will signify poor attendance and poor behavior following directions throughout the unit plan. A= 300-270 B= 269-240 C= 239-210 D= 209-180 F= 179 and lower Assignment Group work on identifying the purpose of different authors Points 40

Identifying own purpose and audience Autobiography (1st draft) Autobiography (final draft, edited and revised) Peer feedback Public reading Self assessment

40 50 70 30 40 30

RUBRIC FOR AUTHORS CHAIR (PUBLIC READING)

Student needs work Evidence and concerns:

Student meets criteria The student chooses an appropriate excerpt of his/her autobiography to read taking in consideration the purpose and audience of his/her writing. Evidence: The student maintains eye contact with the audience while reading from his/her paper. The students voice volume is adequate for

Student excels Evidence of going beyond:

Evidence and concerns:

Evidence of going beyond:

Evidence and concerns:

Evidence of going beyond:

the reading: not to laud, not to soft. The right voice volume is carried out throughout the entire reading. Evidence and concerns: The students reading speed is not fast or Evidence of going beyond: very slow when reading to the audience. An adequate reading speed is maintained during the entire presentation. The student uses lively intonations that reflect what they are reading. When student is part of he audience: The student actively and respectfully listens to other presentations without interrupting the reader in turn. Evidence of going beyond: When student is part of he audience: Evidence of going beyond:

Evidence and concerns: When student is part of he audience: Evidence and concerns: