biography extracts ks3

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Autobiography - KS3 - teaching resource

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Autobiography - KS3

This Year 7/8 autobiography unit of work is made up of a PowerPoint presentation and a 16-page booklet of worksheets.  It contains a series of fully editable progressive lessons designed to teach the key features of autobiographical writing at lower KS3. Content includes:

• What is an autobiography?
• What are the key features of autobiographical writing?
• Understanding the first person perspective
• Spelling keywords in autobiographical writing
• Effective sentence construction
• Analysis of how writers create suspense in an autobiographical text
• Assessment task - create a piece of autobiographical writing

And much more

To preview 'Autobiography - KS3' in more detail please click on the PowerPoint images.

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Close reading techniques: descriptive writing extracts

Students analyse a range of short excerpts from popular fiction texts in this versatile resource. Would work well for introducing the study of unseen fiction extracts.

The activities explore pairs of comparative extracts which focus on:

• the use of pronouns in presenting people
• characters.

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Extract, The Autobiography of John Flory

I was born in Buckinghamshire in 1890. My father was an Indian civil servant, & met & married[1] my mother in 1882 in India, where she had gone to stay with an aunt for the cold weather. In ’83 my father was sent to Burma on some job or other, & there in ’84 my brother was born, & died, aged seven months. My eldest sister was born in ’85, & my second in ’88. In that year my mother went home, bringing her two daughters, aged two and a half, & four months. In ’89 my father came home on leave, & I was born early the next year. I saw my father twice in the next ten years, for about six months at a time. In 1903 he retired, & died very suddenly at the end of 1908.

Before 1900[2] I do not remember much except odd incident & patches of existence, some of which remain in my mind more clearly than what happened yesterday. After 1900 my recollections˚ become pretty continuous.

My father was rather like myself, only taller, thinner & with more colour in his face. He always had a rather harassed look, except when he was sitting in his library, where my mother seldom penetrated. The atmosphere of this room was quite unlike the˚ that of any other room in the house. There were perhaps a thousand books in it, many of them books about Hindu mythology, or about fishing, shooting or travelling in India. I cannot say that I ever read any of these books, but I remember oftening˚ turning over their pages & looking at strange pictures of people hanging upon hooks, or elephants composed of maidens in extraordinary postures, & wondering vaguely about them in my own mind. I never troubled to enquire their real significance, for the curiosity of children is not very intelligent.

My father used to sit reading these books, with his white shirt open at the neck smoking cigars from Dindigul. The chairs in the room were of wicker work, such as one finds in India, & there were two faded[3] tiger skins upon the floor. On the walls were old yellow photographs, & a few eastern weapons, among them one or two beautiful[4] dahs captured in the Burma war. I used to look at the handles & scabbards[5] of these dahs, bound with plaited fibres,[6] & speculate dully about the men who used them. The windows[7] were always open, & there was generally a fire in the grate, so that a current of air flowed through the room. And this wind, mingled with cigar smoke, seemed to me like a wind from another land, bearing with it the names of far off dusty places. When I came into the room, & stayed quiet for awhile, my father would talk to me sometimes, & tell me the simple stories of the rubbish that lay about here & there; empty cartridge cases, bad rupees, or dried up peacock feathers. My mother often threatened to “do out” this room, but refrained, probably from mere laziness.

My father & I might have been called friends. The reticence that lies between all blood relatives held us apart, & then I scarcely seen him till I was thirteen years old. Still, in the family

Peter Davison, from the Complete Works

Written 1926-1930?, CW 73. This sketch exists in two forms: handwritten in ink on the verso of Government of Burma paper, stock date 1 February 1925; and typed (not by Orwell?) on thin foolscap typing paper (13 by 8 inches) with the watermark BRITISH EMBLEM, a rose, and MADE IN ENGLAND. This watermark was first recorded in 1928. The handwritten version is printed here; the notes refer to this manuscript. The changes made in typing are slight. Preliminary sketch for Burmese Days

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Complete scheme of work - Biography (Anne Frank) - 19 lessons/KS3

Subject: English

Age range: 11-14

Resource type: Lesson (complete)

Last updated

16 September 2019

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A complete scheme of work on biography, which uses substantial extracts from the Diary of Anne Frank, as well as poems and other prose extracts. The 19 lessons include both reading and writing assessments, an extended writing project, and a teacher(s) in role lesson that is the most fun I’ve ever had with a class - I still have Year 11 students who come up to me to talk about it from when they were in Year 8. A scheme of work overview document gives you a break down of each lesson, along with ideas for differentiation and AFL. All lessons come with a powerpoint and other resources. Happy teaching! Note: 1. For copyright reasons, the extracts from Anne Frank are not included. You will need a copy of the text. However, the dates of the relevant extracts are clearly labelled, so you should easily be able to find them in your copy. 2. For some reason Lesson 4 was missing from the zip file, so this is included separately.

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bint_hanif1990

Hi, a great resource - thank you. Lesson 4 appears to be missing save for an extract. Could you send me lesson 4 via my email? [email protected]

Hi. Thanks for the review. No idea why that isn't there, so I do apologise. I've e mailed the missing lesson over (if anyone else reading this has the same problem, please message me with your e mail and I'll do the same).

Empty reply does not make any sense for the end user

Great resources - looking forward to using them. Thank you.

MrsB_EnglishResources

The lessons are really well structured and laid out. Could you please point me in the direction of where to find the written resources you reference when doing the specific Anne Frank lessons? Would love to give you 5 stars but at the moment some of the lessons can't be used as I'm not sure where the information is!

Hi Yasemin, thanks for the feedback.<br /> <br /> I assume by written resources you mean the extracts from Anne Frank: A Diary of a Young Girl. For copyright reasons, I obviously couldn't include a whole copy of the text as I don't own it! However, if you don't want to buy a copy yourself, I note that there do seem to be pdf versions available online, though I wouldn't like to comment about the legality of that.<br /> <br /> I used the BBC published version (it looks like this: http://www.alamy.com/stock-photo-a-book-the-diary-of-a-young-girl-by-anne-frank-published-by-the-bbc-71707981.html) so if you managed to get hold of a copy of that, then all the page numbers would correspond. However, apart from the first lesson to use Anne Frank, I always listed the date of the diary entry, so you should be able to find the correct diary entry in any version. You could then adjust the page numbers accordingly for your own teaching.<br /> <br /> Was that what you meant? I hope that's helpful.

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