Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: English
Semester: 1
Period: 2
Week: 7
School Name: ____________________
Teacher’s Name: __________________
Subject: English Language
Grade Level: 9
Date: ____________________________
Lesson Duration: 45 minutes
Week & Period: Week 7, Period 2
Topic:
Sub-topic: Composition – Differentiating Biography and Autobiography
Learning Objectives
By the end of the lesson, students should be able to:
- Define biography and autobiography.
- Identify features and similarities of both genres.
- Distinguish between biography and autobiography in given excerpts.
Previous Knowledge
Students already know:
• Basic composition structure
• Narrative writing elements
Instructional Materials
Textbook: English Language textbooks for Grade 9
Teaching aids:
• Students' notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Have you ever written about yourself or someone else’s life?
• What do you think makes a life story interesting?
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and clarify misconceptions about biographies and autobiographies.
Learner’s Role:
• Share personal experiences and ideas about writing life stories.
• Respond verbally and participate in discussion.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded with Examples):
- Define biography as a written account of another person’s life and autobiography as an account of one’s own life.
- Highlight main features of biography: chronological order, factual accuracy, third-person narration, objectivity.
- Highlight features of autobiography: first-person narration, personal reflections, emotions, subjective experiences.
- Provide short written examples:
- Biography excerpt: “Nelson Mandela was born in 1918 in Mvezo, South Africa. He grew up in a small village, where he herded cattle before beginning his formal education.”
- Autobiography excerpt: “I was born in 1918 in Mvezo, South Africa. My earliest memories are of herding cattle and listening to the elders tell stories by the fire.”
- Show how perspective changes meaning even when describing the same event.
- Compare with another pair (e.g., Wole Soyinka’s autobiography Ake: The Years of Childhood vs. a biography about him).
Learners’ Activities (Expanded):
- Read both excerpts aloud in groups (biography and autobiography).
- Highlight and label clues of perspective (e.g., “I” vs. “he/she”).
- Complete a Venn diagram showing similarities and differences.
- Pair discussion: “How would an autobiography of a student’s first day in Grade 9 differ from a biography written by the teacher?”
- Practice: Each student writes two short paragraphs about the same event (e.g., a football match) — one as an autobiography, one as a biography.
Assessment Checks (Expanded):
- Quick oral questions:
- “Which one uses first person—biography or autobiography?”
- “Why must a biography rely on research?”
- Spot-the-genre activity: give 4 short anonymous excerpts; students classify them as biography or autobiography with reasons.
- Teacher circulates while learners complete their paired writing task and checks if perspective, pronouns, and tone are correct.
- Class presentations: Volunteers read their paired paragraphs aloud, and classmates identify which is which.
Notes (Expanded & Detailed):
- Biographies:
- Purpose: preserve history, honor achievements, inform readers.
- Tone: objective, factual, research-based.
- Example texts: Long Walk to Freedom (autobiography of Mandela), Mandela: The Authorized Biography (Anthony Sampson, biography).
- Autobiographies:
- Purpose: share personal story, inspire, reflect on life lessons.
- Tone: personal, subjective, emotional.
- Example texts: Maya Angelou’s I Know Why the Caged Bird Sings.
- Similarities: Both cover significant life events, often use chronological order, and aim to inform readers.
- Learning outcome: Understanding the difference sharpens research skills, perspective-taking, and personal writing.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask students to recall key differences and similarities between biography and autobiography.
Evaluation Method (Expanded):
• Exit slip/quiz: Students write one key difference and one similarity.
• Teacher collects responses and provides oral feedback before class ends.
Assignment (Expanded): Follow-up Activity:
• Write a 5–6 sentence paragraph summarizing a notable person’s life (biography) and a 5–6 sentence paragraph about yourself (autobiography).
Differentiation / Inclusive Strategies
• Struggling Learners: Provide guided sentence starters and simpler excerpts.
• Advanced Learners: Ask students to compare a historical figure’s biography with an autobiography and note perspective differences.
• Students with Disabilities: Offer audio excerpts or simplified print versions; allow verbal responses if writing is difficult.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low