Writing an Autobiography

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WRITING

Unit:  Neighborhoods

Objective:   Students will produce an autobiography

Materials:  Bound pages

                  Preprinted starter sentences on pages

                  List of students names, printed and brailled

                  List of centers, printed and brailled

                  Symbols for centers

                  List of snacks, printed and brailled

                  Examples of snacks

                  One step

After reading the book “Kimberly Maddox,” students will create an autobiography.  Given a bound book of pages with the following starter sentences:

            My name is __________________

            I am _____________years old.

            I am in ________________ at the Maryland School for the Blind.

            My favorite center is _________________.

            My favorite snack is _________________.

            My friend at school is ________________.

the student will complete the sentence (with needed assistance).  Student will be provided with large print brailled phrases to complete sentences.  Pencils, markers, a variety of grips (to hold writing utensil) and glue sticks will be available. A Braille writer will also be provided for students who would like to Braille their own statements.

Students should be given the opportunity to write on and illustrate each page of the book.

VSC: Language Arts

4.0 Writing

       1. Compose texts using the prewriting and drafting strategies of effective writers            

and speakers.

            Pre-kindergarten

1b. Generate ideas by using letter-like shapes, symbols, and letters, dictating     words and phrases, and using drawings to represent ideas.

Kindergarten

1a. Generate ideas and topics for writing

1b. Dictate or write words, phrases, or sentences related to ideas or illustrations.

2.      Compose oral and visual presentations that express personal ideas

Prekindergarten

2a.Write to express personal ideas using letter-like shapes, symbols, and letters

2c. Use drawings, letters, or symbols to express personal ideas

Kindergarten

2a. Write to express personal ideas using drawings, symbols, letters, or words.

2b. Uses effective, words and figurative language in the student’s own composing

Kindergarten only

5a. Use descriptive words and other details to expand and improve student’s own writing.

Accommodations and adaptations:

Prewritten/prebrailled statements.

Provided with large sized markers

Braille writer

Grips to hold writing utensils

One step

Allow eye gaze to make choices