Challenge Grant Learning Interchange (Unit)

This is Your Life!

Developed by April Hall, Irene Kiser, Maryellen Wallace

LiteratureEnglish/Languages Arts

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.

Nevada Objective(s):
4.6 The student will practice interpreting maps, charts, and graphs.
(1,4,5,6,8)

Subjects: Literature, English/Languages Arts
Learning Level: Middle School
Author(s): April Hall, Irene Kiser, Maryellen Wallace
Submitted by: George Breaz

The lesson will take place in the classroom. Time - 3-4 days

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.

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