Lesson 3: Aspects of an autobiography

Duration of lesson: 60 minutes
Lesson objective: For students to identify elements that contribute to a good text.
Creating literature: Create literary texts that adapt or combine aspects of texts students have
experienced in innovative ways (ACELT1618)
Classroom organisation: Whole class
Formative assessment: Observe and provide feedback on students’ ability to recall
information under correct headings when dissecting a story
Resources: White board, white board markers, smart board, laptop, paper and pencils
https://www.youtube.com/watch?v=c6I24S72Jps. Lesson adapted from
Learning experiences:
1. Discuss with class elements that contribute to a good story
2. Scribe answers on the whiteboard in the form a mind map
3. Next direct students’ attention to the smart board to view a clip which will help to
generate further ideas to implement when creating their stories
https://www.youtube.com/watch?v=c6I24S72Jps 5 basic elements: Plot, character,
conflict, theme and setting.
4. Tell students that it is important for them to be able to recall these basic elements of a
story as they are reading. Explain that knowing these elements will provide the
foundation they need to think more deeply about stories. Tell students that they will
learn about the following story elements:
a. Characters-people (or other animals, robots, objects that the author gives life-like
qualities to) presented in the narrative text via descriptions of their attributes, traits,
or abilities
b. Setting-the place and time in which the story takes place
c. Problem and solution-the conflict that takes place during the story
d. Plot-the sequence of events (beginning, middle, and end) that involves the characters
in conflict

5. Tell students to close their eyes and think of three ways to describe themselves. Call on a
few students to share their ideas. Next, have them close their eyes and think of three
ways to describe one of their friends. Explain to students that an author describes the
characters in their stories just like they described themselves and their friends.
6. As a whole-group, call students out based on physical characteristics such as hair colour,
eye colour, or shoe colour. Tell students that physical characteristics are one way that
authors help readers paint visual images (or see pictures) of characters in their minds.
Call out various physical characteristics and have students raise their hands if the trait
describes them. This activity will allow them to begin thinking about how physical
characteristics describe and identify them.
7. Call on a few students to share something they learned during the session. Tell students
that good readers think about the characters as they read a story because it helps them to
know the character well, thus understanding the story better. Ask them to think about
characters during independent reading and see if they can make any personal
8. Ask students to copy down the mind map to use as a prompt.
9. Ask class to write down the 5 basic elements: Plot, character, conflict, theme and setting.
Have students begin filling in the required information according to a story of their own
10. Formative assessment: Observe students’ ability and progress to recall and fill in the
required information for dissecting a story. Ask find out questions to test comprehension
of task and specifically what information is required under each heading
11. Next direct students’ attention to the smart board and have them view a clip YouTube
from titled how to write an autobiography
12. Discuss autobiography aspects from You Tube clip:
 Writing down memories
 Review notes of memories to see if there is a theme
 Figure out order- past, middle, present/themes
 Talking to family members to obtain stories
 Being descriptive, include dialogue
 Be honest
13. Have students move their I.D higher up the Mt Everest