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Lesson Plan
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\n\"Gandhi's\n\n
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\nCurated OER\n
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\nGandhi's Autobiography and the Study of Memoir\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders explore the life of Gandhi using his autobiography and memoir. For this Gandhi exploration lesson, 7th graders analyze Gandhi's literary voice by reading his autobiography. Students identify literary techniques in...\n
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Worksheet
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\n\"Autobiography\n\n
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\nCurated OER\n
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\nAutobiography\n

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\n\nFor Students\n\n2nd - 3rd\n
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\nIn this autobiography form worksheet, students complete a book analysis for an autobiographical book. Students must know the title, author, and difference between a biography and autobiography. Students must be able to answer several...\n
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Activity
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\n\"Biography/Autobiography\n\n
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\nCurated OER\n
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\nBiography/Autobiography Book Report\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nFor this book report worksheet, students select a biography or autobiography to read and then use the activities on the worksheet to complete a book report.\n
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Study Guide
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\n\"The\n\n
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\nThe Autobiography of Benjamin Franklin by Benjamin Franklin: Study Guide - Mini Essays\n

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\n\nFor Students\n\n10th - Higher Ed\n
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\nFor this online interactive literature worksheet, learners respond to 10 short answer and essay questions about Benjamin Franklin's The Autobiography of Benjamin Franklin. Students may check some of their answers online.\n
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Interactive
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\n\"The\n\n
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\nCurated OER\n
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\nThe Autobiography of Malcolm X: Quiz\n

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\n\nFor Students\n\n10th - 12th\n
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\nFor this The Autobiography of Malcolm X worksheet, students determine the answers to a series of questions pertaining to the life of Malcolm X as presented in the work by Malcolm X and Alex Haley.\n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe Autobiography of Miss Jane Pittman: Study Questions and Suggested Essay Topics\n

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\n\nFor Students\n\n10th - 12th\n
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\nIn this The Autobiography of Miss Jane Pittman instructional activity, students discuss the importance of the editor's introduction, Tee Bob's death, and Albert Cluveau. Students then analyze the importance of names, Jane's conversion...\n
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\n\"BUS:PowerPoint:\n\n
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\nCurated OER\n
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\nBUS:PowerPoint: All About Me - Office 2003/2007\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nTeach the class how to put together a PowerPoint presentation using their autobiography as the content. First, have them use the outline given to put together their autobiography in storyboard fashion. Now, they have their content ready...\n
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\n\"Looking\n\n
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\nCurated OER\n
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\nLooking at Me-In the Future\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents interview family members for important details and funny stories about themselves when they were younger. Once interviews are complete, they list interesting facts about their life today then predict what their life will be like...\n
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\n\"All\n\n
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\nCurated OER\n
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\nAll About Me!\n

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\n\nFor Students\n\nK - 1st\n\nStandards\n
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\nReinforce punctuation skills as well as printing skills with a kindergarten autobiography worksheet. Youngsters write their information, including their name, address, and age, and draw a picture of themselves and the place where they...\n
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\nAlabama Learning Exchange\n
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\n\"The Inside Search\" from Dust Tracks on a Road by Zora Hurston\n

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\n\nFor Students\n\n10th - 12th\n
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\nWho is Zora Neale Hurston? Read the autobiography the best known female writer from the Harlem Renaissance. After reading the novel Dust Tracks on a Road, have your class complete this packet. There are 12 multiple-choice questions...\n
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\n\""The\n\n
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\nCurated OER\n
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\n\"The Chase\" Reading Questions \n

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\n\nFor Students\n\n9th - 12th\n
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\n\"The Chase,\" a chapter from Annie Dillard's autobiography, details an iceball project the narrator and her friends used to play. After your class reads the chapter, give them this reading assessment. Provided here are five short-answer...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Exploration of the Writer, His Louisiana History And the Autobiography of Miss Jane Pittman By Ernest J. Faines\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nStudents identify the significance of the author's experiences on his written work; describe the hardships faced by slaves and plantation owners once the caves were set free; explain the role of the Seceses and why they were a threat to...\n
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\n\"Rosa\n\n
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\nCurated OER\n
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\nRosa Parks Autobiography\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nLearners write the story of Rosa Parks from the perspective of someone who was sitting on the bus that day.  In this Rosa Parks/biography lesson, students read the story of Rosa Parks and discuss it in small groups.  After...\n
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\n\"Snapshot\n\n
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\nCurated OER\n
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\nSnapshot Autobiography\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents write an autobiography. In this autobiographical writing instructional activity, students discuss the important events in their life and write about them on a worksheet. Students illustrate each event in their autobiography.\n
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\n\"Biography/Autobiography\n\n
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\nCurated OER\n
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\nBiography/Autobiography\n

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\n\nFor Students\n\n3rd - 7th\n
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\nIn this biography and autobiography learning exercise, students read 2 excerpts that are 1 paragraph in length. Students then respond to 4 short answer questions.\n
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\n\"Autobiography\n\n
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\nSmithsonian Institution\n
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\nAutobiography through Objects\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nShow youngsters how objects can tell a story! Here your class will learn about Cuban salsa dancer Celia Cruz by analyzing pictures of her dress, her shoes, and her marriage certificate. After describing Cruz's items and imagining what...\n
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\n\"Narrative\n\n
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\nPrestwick House\n
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\nNarrative of the Life of Frederick Douglass\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nTake a moment in your language or social studies class to review key terms and details from Narrative of the Life of Frederick Douglass. A quick crossword puzzle allows learners to check understanding before a larger unit, test, or...\n
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\n\"Frederick\n\n
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\nNational Endowment for the Humanities\n
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\nFrederick Douglass’s Narrative: Myth of the Happy Slave\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe firsthand accounts of what it was like to be an enslaved person in the mid-1800s riveted a nation and the issue ultimately led to civil war. Using excerpts from Frederick Douglass's autobiography, budding historians examine what it...\n
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\n\"Summative\n\n
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\nHealth Smart Virginia\n
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\nSummative Assessment\n

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\n\nFor Teachers\n\n7th\n
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\nAs a summative assessment of the Health Smart unit, middle schoolers create a five-chapter autobiography demonstrating what they have learned about self and social-awareness, decision-making, and communication skills.\n
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\n\"Buy.\n\n
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\nBuy. Use. Toss.\n

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\n\nFor Teachers\n\n7th - 9th\n\nStandards\n
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\nResponsible consumption is never a waste of time. Using the engaging resource, scholars learn about the impact of waste on the planet, sorting trash into necessary and luxury piles. They then analyze their consumption habits, writing an...\n
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 3\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nUsing questions they developed, class groups discuss Chapter 2 of Malcolm X's autobiography, focusing on the individuals and events Malcolm X feels contributed to his character development.\n
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\n\"My\n\n
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\nCurated OER\n
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\nMy Autobiography\n

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\n\nFor Students\n\n1st - 2nd\n
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\nin this social studies worksheet, learners share personal information by filling out a simple 10 question autobiography form. There is a space for a picture as well.\n
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\n\"African-American\n\n
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\nCurated OER\n
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\nAfrican-American Autobiography for the Middle School Student\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nLearners are introduced to the characteristics of an autobiography. For each author, they research their life and works and discuss why it reflects different time periods of African-Americans. In groups, they brainstorm characteristics...\n
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\n\"Autobiography:\n\n
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\nAutobiography: Maya Angelou\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nYoung scholars study the concepts of autobiography, biography, and fiction as literary genres. They read, study, and analyze Maya Angelou's autobiographical writings in terms of what she intended to accomplish by her writings. They...\n
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