Fall 2017 Literacy Camp 1

Biography vs Autobiography
Grade Level: Third Grade
Content Subject/ Topic: Language Arts
Prepared by: Yessica Fernandez Acosta

TEKS (TEXAS ESSENTIAL KNOWLEDGE

& SKILLS):
CONTENT OBJECTIVES:
English Language Arts: ELAR 3.9
Students understand, make inferences and draw
The student will be able to identify
conclusions about the varied structural patterns
and features of literary nonfiction and respond by the difference in the points of view of
providing evidence from a text to support their a biography and an autobiography.
understanding.

SWBAT state facts about an

The students are expected to explain the autobiography and a biography learn
difference in point of view between biography new vocabulary structures and basic
and autobiography. and academic vocabulary.

ELPS & LANGUAGE PROFICIENCY

LEVELS:
LANGUAGE OBJECTIVES:

SWBAT to use context clues, the

Listening-, Speaking, Reading-Advance;
Writing- Intermediate
Listening (B) learn new vocabulary structures,
expression, and basic and academic vocabulary
heard during classroom instruction and
interaction.
Speaking: (D) speak using grade-level content
area vocabulary in context to internalize new
definition, to understand the meaning
of the vocabulary words:
Wisp, seamstress, queasy, urge, gnaw,
wicked, and bait.
SWBAT explain how Elizabeth
Blackwell’s biography differ from
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English words and build academic language
proficiency.
Reading; (F) use visuals and contextual support
and support from peers and teachers to read
grade-appropriate content area text, enhance and
confirm understanding, and develop vocabulary,
grasp of language structures, and background
knowledge needed to comprehend increasingly
challenging.
Writing (G) narrate, describe, and explain will
increasing specificity and detail to fulfill content
area writing needs as more English is acquired.
their own autobiography; this one will
be created by themselves.
SWBAT describe Elizabeth Blackwell
by writing more than three sentences
and by drawing.
VOCABULARY:
wisp, seamstress, queasy, urge, gnaw,
wicked, bait, and point of view.

Students speak using grade-level content area

vocabulary in context to internalize new English
words and build academic language proficiency.

Step 1 ACCOMMODATIONS -- Domains (L, S, R, W)-Proficiency Levels (B, I, A, AH)

& Strategies/Activities

Listening: Provide adequate wait time for processing and check for understanding after a
concept has been taught. Listening to teachers and high reading level peers and the way they
pronounce higher academic words.
Strategy: Vocabulary
Speaking: Provide Opportunities to practice language, especially pronunciation of new
academic words
Strategy: Storytelling
Reading: Discuss experiences, activities, and concepts before reading.
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Strategy: Making connections

Writing: Encourage use of graphic organizers
Strategy: Quick-Write

Step 2 MOTIVATION / BUILDING MATERIALS (Provide samples)

BACKGROUND
Use guiding questions to open dialogue:
● “Who Says Women Can’t Be
● Have you read or watch a movie about real Doctors?” by Tanya Lee Stone
life stories of somebody else? ● Vocabulary cards
● Flipchart
Positive Behavior Intervention and Support: ● Markers
● Color Pencils
Say “class, class” to capture attention from the ● Construction paper
students ● Pencils
Use the word “freeze” when you want them to
stop doing something.
Use the phrase “hands and eyes” whenever you
want for them to look at the board and stop
touching any objects
Use the phrase “we will give a 10 finger woo!”
when recognizing a student’s work

Step 3 PRESENTATION/ PRACTICE/APPLICATION (Step-by-Step Procedures)

1. The teacher will introduce the topic that will cover today and make a real world
connection by asking the question written above.
2. Then, the vocabulary for the lesson will be introduced by using a word wall with
visuals.
3. Next, the teacher will introduce the book that will be read. He/she will let the students
know that we are going to read a biography. Then, a picture walk will be made to make
inferences/ predictions of the story.
Guiding questions while reading:
Why do you think they did not allow women to become doctors?
How would you feel if they would not allow you to be someone you really wanted to be?
What do you think is going to happen next?
5. After finish reading it, the students will discuss about what happened in the
beginning, middle, and end of the biography. Then, they will create at least seven
sentences that describe Elizabeth Blackwell and an illustration.
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6. To practice their oral language, they will present orally and show their drawing.
7. Now they will have the opportunity to create their own autobiographies by using the
following guiding questions:
When and where were you born?
What was your best and worst moment until today?
What are your accomplishments?
What do you want to be when growing up?
4. Students will practice their reading and oral skills by reading aloud their own
autobiography to the class.
5. As a class, we will create a flip chart with the differences we found between
autobiographies and biographies by using their work as a reference.
The guiding questions will be:
What is the difference between a biography and autobiography?
What point of view do we have in the biography?
What point of view does the autobiography have?

Step 4 REVIEW/ASSESSMENT (ensure that assessment connects to objectives

mentioned above)
The tutor will use formative assessment by providing ongoing feedback as we discuss the
topic of the story to reassure their comprehension on the topic and the vocabulary. As the
students are reviewing what they learned, the tutor assures their comprehension in the topic.
The tutor will use summative assessment by asking the students to do their autobiographies
and by creating the flip chart with the differences between an autobiography and a biography.
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This expository story was used as an example

for a biography. This book tells the story of
the first woman doctor in the United States. I
chose this book because it portrays an
amazing life lesson, to never give up.
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Frida and Johan did an amazing job creating

their own autobiography. They used the
following guiding questions:
When and where were you born?
What was your best and worst moment,
until today?
What are your accomplishments?
What do you want to be when growing
up?
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Frida and Johan wrote about

Elizabeth Blackwell and the lesson of
the story. They also accompanied
their writing with creative drawings.
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The students and tutor created a flip chart with the

characteristics of a biography and autobiography.