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1Running head: READING/WRITING LESSON PLAN

Reading/Writing Lesson Plan

History: Autobiography

Melinda Camp

Professional ESL Teaching: Theory to Practice

Colorado State University

2READING/WRITING LESSON PLAN

History: Autobiography

Description of Classroom Setting

This course is a voluntary English as a Second Language class taught by students in the

TEFL/TESL graduate program. ESL students are not taking this class for credit and attendance

is not required. Therefore, class attendance and the number of students fluctuates from around

three to 20 students.

Pre-Lesson Inventory

Overview of Lesson Objectives

Content objectives. Students will be able to understand the structure of an

autobiography and key information that could be included in an autobiography, such as

childhood memories and significant life events. Students will be able to write a cohesive

autobiography in chronological order.

Language objectives. Students will be able to write in the first person. They will be

able to decide when to use the past, present, and future tense when writing about themselves and

will be able to form paragraphs. Students will also be able to comprehend autobiographies of up

to 200 words.

Materials and Equipment Needed

The instructor would need to bring the Instructor Lesson Plan (Appendix G), the

Autobiography Outline handout (that was used in a previous class) (Appendix A) and blank

paper. The instructor will need a document camera and makers or pens.

Warm Up: What Is an Autobiography? (7 minutes)

Purpose


This will remind students of what an autobiography is (or tell them if they do not know)

and introduce them to today’s topic. This will help them transition from reading and writing

biographies (about someone else) to reading and writing an autobiography (about themselves).

The warm up will go over the homework that was assigned during the previous class and bridge

the two lessons. To begin, this warm up will also integrate speaking.

Procedure

1. Instructor welcomes students to the class and asks them if they remember learning about

biographies during the previous classes. Instructor asks students to take out the

Autobiography Outline homework from the previous class. If students do not have the

handout, instructor will provide one for them (Appendix A).

2. Instructor will ask students what an autobiography is and will have this word on the

document camera (Appendix B). She will listen for students’ responses and reveal the

definition on the document camera and explain that an autobiography is a story of a

person’s life written by that person. She will ask the students if they have read

autobiographies in their native language or in English and which they have read.

3. Instructor will put the Autobiography Outline homework on the document camera and

ask students for some examples of things about themselves that they may have included

on their homework. Instructor will explain that these are some examples of things that

could be included in an autobiography, but it is not necessary to include everything. She

will explain that only things that the writer (in this case, the students) feel is important

should be included in their autobiography and stress that they have the choice to include

what they wish. Instructor will ask about what other kinds of things may be included in

an autobiography.


Transition

The instructor will explain that next we will talk about how we can organize these

personal details and other information into an autobiography and how an autobiography is

structured in American English.

Activity 1: Guided Brainstorm (10 minutes)

Purpose

This activity will show students that an autobiography should be written in chronological

order, first using past tense, then present tense, then finally future tense. This will prepare them

to write their own autobiography. The Guided Brainstorm worksheet will give additional

categories and questions that students may wish to include in their autobiographies.

Procedure

1. Instructor will hand out Guided Brainstorm worksheet (Appendix C).

2. Instructor will have “chronological order” and “in order of time” on the document

camera. Instructor will explain that a biography and an autobiography are usually written

in the order that it happened.

3. Instructor will show possible categories in the order that the autobiography should be

structured. Instructor will explain that the introduction may include when and where you

were born, and what your family members names are. The next categories might be

childhood, followed by school, college, career, love, family, and goals. Depending on the

students’ lives, some of these life stages may be in a different order.

4. Instructor will ask students to independently answer at least two questions from each

category and write their responses. The instructor should stress that they should choose

what applies to them. Full sentences aren’t necessary.


Transition

When students are finished, instructor will tell the students that they are now going to

organize the information about themselves into paragraphs using full sentences. The instructor

will hand out an examples of her own autobiography to the students and will display her

autobiography on the document camera (Appendix D).

Activity 2: Write an Autobiography (20 minutes)

Purpose

This activity will have students formulate their ideas into complete sentences and will

allow them to create paragraphs.

Procedure

1. Instructor will ask students if they know what the purpose of a paragraph is. She will

explain that paragraphs are used to separate main ideas, such as these categories. She

will write a visual on the document camera using her own autobiography.

2. Instructor will ask students to look at their previous handout and notice which categories

should be written in past, present, or future tense.

3. Instructor will ask students to take some of their answers from their homework and

Guided Brainstorming worksheet and create their own autobiography, writing in

complete sentences and using paragraphs to separate their ideas. Instructor will supply

paper with directions to the students (Appendix E).

Activity 3: Peer Reading and Comprehension (10 minutes)

Purpose


This activity will allow students to read their peers’ autobiographies for comprehension.

Depending on time, students may work with one partner or share their work with multiple

people.

Procedure

1. Instructor will ask students to trade autobiographies with another student.

2. Instructor will explain that they are going to read their classmate’s biography and answer

several short comprehension questions on the handout to be provided (Appendix F) of

what they read.

3. If there is time left, the instructor will allow students to read other students’

autobiographies and continue writing summaries.

Closure

Instructor will get the students’ attention and will thank them for their participation. The

instructor will explain that for their homework they may continue to work on their autobiography

if they would like feedback.

Homework Assignment

If students would like feedback on their writing from the instructor, they may continue to

write their autobiography and bring it to the next class and the instructor will collect it so that she

can provide feedback.


Appendix A

Warm Up Autobiography Outline Homework Handout

www.helloliteracy.blogspot.com


Appendix B

Warm Up Autobiography Definition and Key Features

Autobiography

A story of a person’s life written by that person.

The story of your life written by you.


Appendix C

Activity 1: Guided Brainstorm Worksheet

Introduction1. When were you born? (Past)2. Where were you born? (Past)3. What are your parents’ names? (Present/Past)4. Do you have siblings? What are their names? (Present/Past)

Childhood1. Where did you grow up? (Past)2. Did you live in a house or an apartment? Or somewhere else? (Past)3. Did you have any pets? (Past)

School1. Where did you go to school? (Past)2. Who was your best friend? (Past)3. What was your favorite subject? (Past)4. What was your least favorite subject? (Past)5. Did you play any sports? (Past)

College1. Did you go to college? (Past)2. Where did you go to college? (Past)3. What did you study? (Past)4. Was your school big or small? (Past)5. Do you currently go to school? (Present)

Career1. What was your first job? (Past)2. Do you have a job now? (Present)3. What job would you like to have? (Future)

Love and Family1. Are you married or in a relationship? Are you unmarried? (Present)2. Do you have any children? What are their names? How old are they? (Present)3. Do you have any pets? (Present)

Goals1. Where do you plan to live? (Future)2. What job will you have? (Future)3. Will you have children? Will you have a large or small family? (Future)4. What will you accomplish? (Future)


Appendix D

Activity 2: Instructor’s Autobiography

My name is Melinda Camp. I was born on January 9th in Buffalo, New York. I have one sister named Kelli.

I grew up in Buffalo, New York. I lived in an apartment with my parents and my sister. I had two cats and a hamster as pets.

I went to school in Kenmore, New York. My best friend was Paige and she is still my best friend today. My favorite subject was French and my least favorite subject was math.

I went to college in New York. I studied French, Spanish, and Italian. My school was very small. I currently go to school at Colorado State University and I study Teaching English as a Foreign/Second Language.

My first job was at a clothing store. I have a job now. I work at The UPS Store. In the future, I will be a teacher.

I am married to my husband Landon. We do not have any children but we have one Golden Retriever named Princess. She is four years old.

I will live in Colorado in the future and I will be a teacher. I will have children and I would like to have a big family. I will graduate from CSU and I will have good grades.


Appendix E

Activity 2: Write an Autobiography Instructions Handout

Write your own autobiography using information from your homework and worksheet. Write in full sentences and use paragraphs to separate your idea. Remember to use the correct tense!

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Appendix F

Activity 3: Peer Reading and Comprehension Worksheet

Name:________________

Does he or she have siblings? How many?: _____________________________

Did he or she go to college? Does he or she currently go to college?:

__________________________________________________________________

What are his or her future goals?:

__________________________________________________________________

Name:________________



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Name:________________



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Appendix G

Instructor Lesson Plan

Warm up: What is an autobiography? (7 minutes)1. Welcome to class today everyone. Do you remember what we learned about in the

previous class? Biographies. Did everyone do the homework from last class? Please take that out. If you don’t have the sheet I will give you one. Hand out previous homework assignment.

2. Who can tell me what an autobiography is? (Listen for responses) Put autobiography definition on doc cam. Have you ever read an autobiography in your native language or in English? Which autobiographies?

3. Now we’re gonna go over the homework from last class. The outline of some things that might be included in your autobiography. Put my autobiography outline on doc cam. What are some things that you included on your outline? So these are some things that you could include in your autobiography, but it’s not necessary to include everything. You should only include what you feel is important to you and what you choose to write about. What other things can you write in an autobiography?

Transition: Next we will talk about how we can organize these personal details and other information into an autobiography and how it’s typically structured in American English.

Activity 1: Guided Brainstorm (10 minutes) 1. Hand out Guided Brainstorm worksheet.2. Put chronological order definition on doc cam. An autobiography should be written in

the order that it happened.3. This handout has some possible categories that you might want to include in your

autobiography. The introduction may include when and where you were born, and what your family members names are or were. The next categories might be childhood, followed by school, college, career, love, family, and goals. These stages may be in a different order depending on what has happened in your life.

4. Please answer at least two questions from each category. Choose ones that you would like to talk about and what applies to you. You can work independently or chat with your neighbors if you have questions. Full sentences aren’t necessary.

Transition: Now, we are going to organize the information about yourselves into paragraphs using full sentences. Hand out my autobiography.

Activity 2: Write an Autobiography (20 minutes)1. What is the purpose of a paragraph? It is used to separate big ideas such as these

categories on your handout. Put my autobiography on the doc cam and show the indentations and paragraphs.

2. Look at your previous handout. Notice that certain things should be written in past, present, or future depending on when they occurred, are occurring, or will occur.

3. Now I’m going to give you some time to take your answers from the homework worksheet and the previous activity and create your own autobiography. Be sure to write


in complete sentences, use the correct verb tense, and use paragraphs to separate your ideas. Hand out writing worksheet.

Activity 3: Peer Reading and Comprehension (10 minutes)1. Pass out comprehension worksheet. When you are done writing, please trade your

autobiography with another student and read it.2. You are going to write down your partner’s name and answer a few short comprehension

questions about what you read.3. If there is time left, trade with another partner.

Closure: Thank you for participating today.

HW assignment: If you would like feedback on on writing, you can continue to write your autobiography and bring it back to class and I can provide some feedback on your writing.

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