Telling Your Story

Overview

Year Level: Year 9
Subject: English
Duration: 40 minutes
Australian Curriculum Link:
English / Year 9 / Literacy / Texts in context
Code: ACELY1749 – Analyse and evaluate how language features are used to interest, engage and position audiences.
Strand Focus: Literacy, specifically around purpose, audience, and language features in autobiographical writing.
General Capabilities: Literacy, Personal and Social Capability, Critical and Creative Thinking.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify key language features common in autobiographical writing.
2. Reflect on personal experiences and begin constructing an autobiographical paragraph.
3. Experiment with descriptive and emotive language to engage a reader.
4. Develop confidence in sharing elements of their own story using first-person narrative techniques.

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Lesson Structure

Introduction (5 minutes)

Engaging Hook: “What makes a life story worth telling?”
Pose this thought-provoking question on the whiteboard. Discuss briefly. Prompt the student to consider:

• Is it a specific event?
• Is it the uniqueness of their voice?
• How deeply do they connect with the reader?

Transition into Purpose:
Explain that this lesson will explore writing a compelling piece of autobiographical writing, the kind that helps others walk in their shoes.

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Activity 1: Mentor Text Extraction (10 minutes)

Text Exploration

Read aloud a short excerpt from "Growing Up Aboriginal in Australia" edited by Anita Heiss or a similar text (adjust to school resources). Choose a passage that shows strong personal voice and reflective language.

As you read, ask the student to listen for:

• First-person narration
• Emotive or reflective language
• Specific descriptive detail

Quick Analysis Discussion:

• Q1: What emotions came through in the writing?
• Q2: How did the writer make you feel like you understood their experience?
• Q3: What language caught your attention?

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Activity 2: Language Snapshot (10 minutes)

Provide the student with a mini anchor chart titled:
“Language Features of Autobiography”

Features might include:

• First-person pronouns (I, me, my)
• Past tense for recounting events
• Descriptive language (adjectives, adverbs)
• Emotive language
• Dialogue or internal thoughts
• Reflective tone

Use a memory map strategy to help the student brainstorm one significant early memory. Prompt areas:

• A time you learnt something the hard way
• An embarrassing moment
• A proud achievement
• A family tradition or trip

Ask them to note sensory details and emotional responses connected to that event.

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Activity 3: “Flash Paragraph” Writing (10 minutes)

Student task: Use their brainstorm to write one autobiographical paragraph (6–8 sentences) that captures a specific moment using:

• First-person voice
• 2 examples of emotive language
• At least 1 descriptive sentence about the setting
• End with a reflection (“That day, I realised…” or “Looking back, I…”)

Teacher circulates and scaffolds individual support, encouraging use of new vocabulary and personal reflection.

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Plenary (5 minutes): Sharing & Reflection

• Invite the student to share their paragraph aloud (only if comfortable—emphasise it's about celebrating voice, not judging grammar).
• Quick reflection:
  • What part of writing your story felt easy?
  • Which part was tricky?
  • One thing I'd like to explore more in future autobiography writing…

Teacher Tip: Use a fist-to-five strategy for reflection: “How do you feel about autobiographical writing now?” (5 = Love it!, 1 = I need more help)

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Assessment/Feedback

Formative Assessment:

• Observation through discussion responses
• Evaluation of paragraph for language features and reflective tone
• Oral reflection as evidence of metacognitive awareness

Feedback Method:

• Warm & Cool feedback:
  • Warm: Highlight what worked well (e.g., “You used language that really made me feel the joy in your memory!”)
  • Cool: Suggest one specific way to improve (e.g., “Next time, you could expand your reflection a little more.”)

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Differentiation

• Extension: Challenge high-achieving students to include metaphor or juxtaposition in their writing.
• Support: Provide sentence starters or a word bank for students needing extra scaffolding.
• ESL Consideration: Pair visuals with vocabulary terms; allow verbal response instead of written if appropriate.

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Resources

• Excerpt from a known Australian autobiography (e.g., Growing Up Asian in Australia, Coming of Age: Growing Up Muslim in Australia)
• Memory Map worksheet
• Autobiography Anchor Chart (language features)
• Writing paper / device for typing

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Teacher Reflection Questions (Post-lesson)

• Did the student authentically connect with their personal story?
• Was the chosen model text appropriate and inspiring?
• What insights did I gain about the student’s self-awareness and voice?

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Homework / Next Steps

Encourage the student to expand their Flash Paragraph into a longer piece (1–2 pages) over the next week. Offer optional themes:

• A turning point
• A family story
• A personal passion

Suggest that the finished piece can be part of a class anthology of autobiographies—building community and celebrating identity!

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Final Wow Factor Thought

"Every student’s story is a universe waiting to be named."

By anchoring language choices in real experience, we empower students not just to write — but to write themselves into the world.