How do you teach writing using biographies, autobiographies, and memoirs? It's easier than you think!
I LOVE, LOVE, LOVE biographies, autobiographies, and memoirs. It is one of my "go-to" genres to read. I think it is fascinating to read about the adventures of people I am curious about or admire.
One of the most iconic and inspiring autobiographies I read is by Malala Yousafzai. In case you have never hear of her, she is a Pakistani girl who was shot at point-blank range in the head by the Taliban for her outspoken belief that education was for everyone regardless of gender. No one expected her to live. Yet, not only did she survive, Malala went on to win a Nobel Peace Prize for her advocacy work in support of girl's education making her the youngest person ever to win the honor.
Needless to say, her story is multifaceted and full of important themes and lessons making her autobiography, I Am Malala, a fantastic example of narrative writing.
PLANNING
When I plan for a novel study unit, I ALWAYS imagine it in coordination with other areas of my day. When planning a unit, I craft each of the lessons for the day in such a way that they "set" the students and I up for some other area of learning that will be tackled later.
Therefore when planning for I Am Malala, I decided ahead of time what kinds of writing lessons, genres, and activities I want to engage my students in and used the book as my jumping off point.
Below is an example of my teaching guide for week 1. In it, I detail the chapters that I want to cover each day and decide what my students will need to know or need to know how to do in order to get them where I need them to be.
In order for the students to get everything I wanted them to get out of "Malala", there were some key things that I needed to teach before I could expect the kids to do them on their own.
*This is one step that most teachers forget about and it is easy to do. Don't assume that students know how to do things like basic note-taking, pull out key vocabulary, or how to analyze texts. Students must be explicitly shown how to take notes, what to do with words they don't know, and how to ask questions, so they can formulate their own ideas and opinions based on what they have read.
In my unit guide for week 1, I built in three (3) days to explicitly teach writing notes in which I will build in a gradual release. On day 1, I'll model note-taking for the students while I "talk aloud to myself" showing the students my own thought process. One day 2, I'll encourage the students to write as I write; taking notes together. The students will help me decide what information, vocabulary, events, etc. are important and should be added to the notes page. And on day 3, the students will de directing our note-taking session. Essentially the students will be telling me what to write rather than me telling them.
Once the students have gotten the hang of note-taking, they will be ready to try this on their own. Within my reading block, I will be asking the students to choose their own biographies to read during reading time. I'll be conferencing with students during our reading block to check for understanding. I may also be going back into I Am Malala to do some close reading based on what my kiddos need.
The goal is for the students to be able to independently use their note-taking skills to take notes in their own autobiographies, biographies, and/or memoirs that they have chosen from the library.
One reading, two activities.
Read first. Write second. This is the predictable pattern that I want my students to internalize so that the writing doesn't interfere with the love of reading. Remember, during the reading block, my goal is to nurture readers and hone their skills as receivers of information. My writing block is where I help build writing skills and encourage the students to develop their own writing voice. Since reading and writing are intrinsically linked, it is easy to get confused; especially when reading bleeds into writing and writing bleeds into reading.
(Read first, write second is a great way to get students reading their reading twice to ensure that they understood what they read since any initial reading is a cold-read and the note-taking read will be a warm-read, or close read.)
On the note-taking page, students are also asked to summarize their reading. This is also a great informal assessment of their reading comprehension and summary writing skills. (I am a HUGE proponent of getting the biggest bang for my buck with lessons, activities, and assessments. Teaching is all about time management and if I can save a few minutes here and there by working more efficiently, I'll not only show my students how their learning connects, I'll have more time for other activities in my day. WIN-WIN!)
Vocabulary analysis is another way that I work smarter, not harder. Malala includes lots of words from her native language, Pashto, into her writing. These words are great for phonics, grammar, etymology, dictionary skills mini-lessons. The Pashto words also help introduce the reader to the native customs and traditions in Malala's hometown which is a great tie-in to geography, history, human studies, and current events.
One of the impressive things that Malala Yousafzai does in her book is find real ways to relate to her readers. She uses real examples of experiences she has had with friends and family members to illustrate to youngsters that children in Pakistan are no different than they are. Children in Pakistan read the same books, watch the same tv shows, have fights with friends, argue with annoying siblings, have chores, and play the same games. The "Inside Out" activity helps students to connect to Malala which helps them to empathize with her plight.
Brainstorming maps are a helpful way for students to write down their ideas. They are also a great place to "park" ideas that can be turned into writing topics later. When I am doing a novel study unit with my students, I use a plastic pocket folder and train my students to keep all of their notes inside. The plastic folders are durable and are an easy way to store papers for later. Any of the brainstorming maps that I use with my students can be used as both an informal assessment, or an "exit ticket", as well as reference materials for a writing assignment depending on our focus.
Grab your own copies of my "Week 1 I Am Malala Novel Study Unit". All of the teacher exemplars, my sample week-1 planning guide, and the blackline masters are included! I've planned the first week for you.
Happy reading and writing, my friends!
