7th+Grade+Language+Arts+Day+6

[7th Grade] [7th Grade Assignment Sheets] Geography] Language Arts] Math] Physical Science] Language Arts Unit Plan] Day 1] 2] 3] 4] 5] [6] 7] 8] 9] 10]

sing **Subject:** Language Arts
 * Topic:** Autobiography
 * Grade Level:** 7th Grade
 * Teacher:** Ms. Burke

Student Engagement/Motivation: 5 minutes Instructional Input and Modeling: 10 Minutes Student Engagement and Practice: 25 minutes Closure: 5 minutes Total: 45 minutes
 * Time Frame**

1. For students to find the importance of having to document their life 2. For students to be able to write and formulate an autobiography
 * Overall Goal/ Purpose**

IL Correlated Sets IL.3.C STANDARD: Communicate ideas in writing to accomplish a variety of purposes. IL.3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.
 * State Standards**

1. For students to create an autobiography book jacket explaining their life, hobbies, education, and family.
 * Instructional Objectives**

1. White board 2. Computer paper 3. Peer editing checklist for partners
 * Materials**


 * Procedures**

1. After the brainstorm list is complete I will read students the story "King Midas; The Golden Touch" by Demi. This story talks about how everything King Midas touched turned to gold because he loved gold. Students will journal on how this relates to what they are talking about in science- changes physical and chemical. Warm up activity to get mind going. 2. Students will write in their journal discussing if you had the ability to change anything with a touch, what would you do with your power?
 * Focus Attention/Motivation:**

1. Ladies and gentlemen, today we are going to talk about writing autobiographies. 2. To get us started with autobiographies we are going to brainstorm ideas of what you think makes a good biography. (The class and I will formulate a list of what we think goes into a good autobiography: birth date. family, education, interesting facts, and hobbies). 3. Once we complete the brainstorm list, I will tell students you are going to create an autobiography of yourself. I will tell students you will see what the autobiography will be used for later. 4. Students will be informed that they will create their autobiography on a book jacket. 5. I will hand out a sheet of computer paper and students will fold the paper into fourths. 6. I will tell students, "Write a rough draft first of what you want your autobiography to include on a separate piece of paper." Students will be informed to come over to my desk once their rough draft is completed and I will check their draft and correct any mistakes that may be found. (This will be including part of the writing process). Since there is only one of me, while students are waiting for me to check their autobiographies the students will peer edit their classmates’ autobiographies to find ways in which their partner can better their essay. 7. Students will be informed that they will be graded on grammar, spelling, and if their events are placed in logical order. i.e. you would talk about your past before your future in an autobiography. I expect details but not too many because the only have the page two spaces on their book jacket to fit their autobiography on.
 * Instructional Input and Modeling:**

Is the autobiography: 1. focused 2. grammatically correct 3. Did not overuse words 4. Correct capitalization 5. Zero spelling errors
 * The peer editing checklist will include:

1. Students will be given time to create their "book jacket autobiography". 2. If they have any questions or are ready to move onto their final draft, students will come to me with questions.
 * Student Engagement and Practice:**

1. Students will be informed that they are going to create their very own children's book over the next couple of days. 2. "With that in mind, I would like everyone to bring in a copy of their favorite children's book from their childhood. If at all possible, bring one that inspired you when you were a child to do something unique, or be someone that was unique. If you don't have a favorite children's book, bring in one that interests you." 3. "Bringing in your own children’s book will be part of your homework as well as finishing your final copy of your autobiography. (I will bring in extra copies of children’s books in case students can go to the library or forget to bring one in.)
 * Closure:**

1. Students will be assessed on their rubric but the autobiography is not due until next class period.
 * Assessment:**

(1, 33%) || The introduction is inviting || The introduction is not particularly inviting to the reader || The introduction does not adequately preview the events included in the autobiography and is not particularly inviting to the reader || There was not attempt of an introduction for the autobiography || (1, 33%) || Events are placed in a logical order and the way they are presented effectively keeps the interest of the readers || Events are placed in a logical order, but slightly keep the interest of the reader || Some events are not in logical order, and can loose the readers attention || There are many events that are not placed in logical order. The writing is not very organized. || (1, 33%) || The writer makes no errors in grammar and spelling || The writer makes 1-2 errors in grammar and spelling || Writer makes 3-4 errors in grammar or spelling || The writer makes more then 4 errors in grammar and spelling ||
 * Rubric Assessment**
 * || 4 pts || 3 pts || 2 pts || 1 pts ||
 * Introduction
 * Organization of events
 * Grammar and Spelling

**Resources** Autobiography Rubric http://www.scholastic.com

Lower Achieving Students: Will be explained the directions again after class goes over the directions as well as they will be given more ideas on how to formulate a proper autobiography.
 * Accommodations**


 * Curricular Connections: Students will discuss changes (physical and chemical) and journal. Science discusses physical and chemical changes.