Writing My Story

Unit Overview

This three-week unit introduces Year 7 English as an Additional Language (EAL) students to the art of writing an autobiography. It aligns with the Victorian Curriculum, English Level 7-10: Writing and Creating, focusing on developing skills in planning, drafting, editing, and publishing texts. The unit emphasises personal expression, structure, and the use of vivid language to convey ideas.

The goal is for students to create their own autobiographical piece while developing their English skills, confidence, and voice.

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Learning Intentions

By the end of the unit, students will:

1. Understand the purpose and structure of autobiographies.
2. Develop pre-writing strategies (e.g. brainstorming, organising ideas).
3. Write grammatically accurate and cohesive sentences and paragraphs.
4. Employ figurative language and descriptive details to bring personal stories to life.
5. Finalise a polished, engaging autobiography to share with peers.

Curriculum Links

• VCELY367: Plan, draft, and publish well-structured texts.
• VCELA365: Understand how language features work to convey meaning.
• VCELT392: Use personal experiences as inspiration for creating texts.

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Week 1: Starting with Myself

Lesson 1: Who Am I?

Duration: 75 minutes
Focus: Introduction to autobiographies and personal identity.

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1. Activating Prior Knowledge (10 mins)

1. Discussion:
   • "What do we already know about autobiographies?"
   • Display key terms (e.g. "life events," "memories") on the board.
2. Class Sharing:
   • Students recall life stories they’ve heard from family or friends and discuss what made them memorable.

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2. Explicit Teaching (15 mins)

1. Define autobiography and explain its unique features (written in the first person, reflection on life events, personal tone). Write an example sentence on the board:
   • "When I was five, I moved to Australia and saw the ocean for the first time. This changed how I saw the world!"
     Highlight the use of 'I', past tense, and personal emotional reflections.
2. Show a short excerpt from an engaging celebrity autobiography written for a young audience (e.g. Cathy Freeman or Anh Do). Discuss tone and structure.

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3. Guided Practice (20 mins)

Activity: “The Significant Object”
Students choose a favourite object (e.g. family photo, sport medal) that represents who they are.

• Complete a worksheet with prompts like:
  • What is this object?
  • When did you get it?
  • Why is it important to you?

Share responses with a partner.

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4. Independent Writing (20 mins)

Using their answers from the worksheet, students write a short reflective paragraph about their object.
Success Criteria:

• Correct use of first-person pronouns (I, my).
• Accurate sentence structure.
• Reflection on personal experiences.

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5. Wrap-Up (10 mins)

Students read their paragraph aloud in small groups. Peers give feedback using prompts:

• “What did you enjoy in this story?”
• “What else could they add to explain the importance of the object?”

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Homework:

Ask family members to help list three "important life events" to discuss in the next lesson.

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Week 1 Resources:

• Worksheet: “The Significant Object” (guiding questions provided).
• Excerpt handouts from an autobiography (simplified).

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Week 2: Drafting and Building

Lesson 1: Mapping Life Events

Duration: 75 minutes
Focus: Organisation and timelines.

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1. Daily Review (10 mins)

Discuss homework:

• Share "important life events" lists in groups.
• Collate examples on the board (e.g. first day of school, moving to a new country).

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2. Explicit Teaching (20 mins)

1. Introduce timelines as a tool for organising events chronologically. Draw one on the whiteboard:
   • Mark key moments (e.g. Born in 2010 → Started school in 2015 → Family trip to Sydney in 2018).
2. Teach sequencing words: “First,” “Then,” “Next,” “Finally.”

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3. Guided Practice (20 mins)

Activity:
Using a blank worksheet, students create their own personal timeline, adding 6-8 key life events with sequencing words (e.g. “First, I was born…”).
Additional Layer: Encourage a short reflection or feeling for each point (e.g. “I was nervous but excited to start school.”).

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4. Independent Writing (15 mins)

Based on their timeline, students draft 2 paragraphs covering the first two events.
Success Criteria:

• Events are described in chronological order.
• Use at least 2 sequencing words.
• Sentences are grammatically correct.

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5. Wrap-Up (10 mins)

Quick pair-share: Students read paragraphs and identify sequencing words used.

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Homework:

Draft one extra paragraph about a "funny" or "unexpected" life event for the next day’s lesson.

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Week 2 Resources:

• “Blank Personal Timeline” worksheet.
• Transition words reference chart (displayed on classroom wall).

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Week 3: Polishing and Sharing

Lesson 1: Bringing Stories to Life

Duration: 75 minutes
Focus: Editing and descriptive language.

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1. Daily Review (10 mins)

• Students recap their own life events.
• Quick grammar mini-quiz: Fill in blanks with past tense verbs (e.g. “I went to Sydney”).

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2. Explicit Teaching (15 mins)

1. Teach figurative language basics to enhance storytelling (e.g. similes, metaphors, adjectives):
   • Examples: “Like a joyful bird, I soared through school.”
   • Highlight examples from an autobiography excerpt.
2. Model editing a basic sentence:
   • "I went to the beach." → "I strolled along the golden beach, feeling the sand tickle my toes."

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3. Guided Practice (25 mins)

Activity:
Students pick one paragraph from their draft and edit it using a checklist:

• Add 1 simile/metaphor.
• Incorporate 2 adjectives to describe an event or setting.
• Check for correct punctuation.

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4. Independent Writing (15 mins)

Continue refining their drafts independently, focusing on adding vivid language.

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5. Wrap-Up (10 mins)

Students swap work with a partner for a peer review, leaving one positive comment and one suggestion (using a teacher-provided sentence frame for feedback).

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Homework: Finish writing your autobiography. Submit it next lesson for teacher feedback.

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Final Showcase:

On the last day of the week, students present their edited autobiographies to the class. Celebrate their efforts with a “My Life So Far” mini-books display!

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Assessment:

• Draft submissions assessed for proper structure (timeline/paragraphs).
• Final autobiographies marked using a rubric covering grammar, vocabulary, organisation, creativity, and effort.

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This highly scaffolded unit engages students through personal connections, creative expression, and developmentally appropriate strategies while aligning with Victorian standards. Teachers can expect well-organised, polished autobiographies by the end!