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This is Your Life!
Students will create and
illustrate an autobiographical time line that will
be interpreted by a peer in order to write a one
paragraph biography.
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Nevada
Objective(s):
4.6 The student will practice interpreting
maps, charts, and graphs.
(1,4,5,6,8)
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Subjects:
Literature, English/Languages Arts
Learning Level: Middle School
Author(s): April Hall, Irene Kiser,
Maryellen Wallace
Submitted by: George Breaz
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The lesson will take
place in the classroom. Time - 3-4 days
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Day 1 - Building background for the
lesson
1. Brainstorm ideas of what a time line is.
Write on board or overhead
projector.
2. Using
various sources, show examples of time lines. Focus
students
attention on the structure of the time lines and
the information they contain.
Note how the information is
organized, and that it is written briefly and is not
a
"story." Discuss other possible topics a time line could be
made for.
3. The teacher will model for students the
first step in constructing the time
line by filling out the
graphic organizer using events from the teacher's
life.
(Use any graphic organizer that lends itself to
sequencing significant events.)
Since it is easier to
remember the latest year, use that one. Then think of
other
significant events that have happened, try to remember at what
age it
occurred, and fill out the correct portion of the
organizer. Students complete
at home with help of
parent.
Day 2
1. Before students arrive, have
register tape cut into strips large enough to
divide
equally into 12 sections. (I suggest you fold the beginning of
the tape
to the desired size for each "square" of the time
line, then fold to make 12
equal pieces. Cut and use as
measuring tool for other strips.)
2. Give each student
a piece of the register tape. Demonstrate how to fold
to
make 12 equal boxes. Have students take out completed
graphic organizers.
Work with them to copy information onto
time line in sequential order. Have
students illustrate
each event.
Day 3
1. Create small groups of
students and have them exchange time lines within
the
group. Using the time line of a peer, students return to their
seat to read
and interpret the information. Students use
their interpretations to create a
5-sentence biography
about his/her peer.
2. Students return to small groups
and share the biography they wrote. Any
incorrect
information should be cleared up at this point.
The
rest of Day 3 and Day 4
1. Students take turns reading
their biographies and introducing his/her peer
to the rest
of the class.
Resources:
Resources
Tools
/ Materials
1. A variety of books with time lines to
share with students.
2. Graphic organizer for listing life
experiences.
3. Overhead projector and markers
4.
Register tape - 2 rolls divided into equal lengths.
5.
Markers, crayons, colored pencils.
Technology
Component(s):
Other
6th Grade reading Course
Syllabus Objectives
1.1 The student will access his/her
prior knowledge of the subject before
reading.
1.7
The student will employ his/her knowledge of text structure,
including
description, sequencing, compare/contrast,
cause/effect, and
problem/solution to construct meaning
from a reading selection.
1.15 The student will
summarize important information in a reading
selection.
4.5 The student will complete multi-step
directions to complete a complex
task.
4.7 The
student will practice real-life reading skills.
4.8 The
student will read independently to gather
information.
5.3 The student will practice active
listening. |
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1. A completed time line incorporating
information from personal
experiences.
2. A 5-sentence
biography based on the interpretation of a peer's time
line.
1. Whole group led by teacher
2. Individual
work on time line
3. Small groups to exchange time lines
and share findings
4. Whole group introduction of
peer |
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Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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