Looking at Me—In the Future

Looking at Me—In the Future lesson plan

Write your autobiography (up to now) and predict your future. Imagine your whole life—set before you on a 3-D box!

  • 1.

    As a read aloud, share an autobiography with students, such as Knucklehead: Tall Tales and Almost True Stories of Growing up Scieszka by Jon Scieszka. Discuss the format of an autobiography. Ask students to think about what they would include when writing their own story. While most autobiographies are in books, here’s a cool way for students to look at their lives and show their dreams in 3-D!

  • 2.

    Invite students to research their lives. What was your life like when you were very young? Interview people who can share important details and funny stories. Students make notes with Crayola® Erasable Colored Pencils. Then students list some things about their lives today.

  • 3.

    Next, students leap into the future and predict what their lives will be like in 10 and 20 years. Where would you like to live? What would you like to be doing? What are your dreams?

  • 4.

    Cover a box. Students measure construction paper to cover all four sides and the top of a recycled square recycled tissue box. Cut the paper with Crayola Scissors. Attach it with a Crayola Glue Stick.

  • 5.

    Students write and illustrate their autobiographies. Each child cuts four pieces of white paper to fit inside the construction paper "frames" on the box sides. On each one, describe a stage of life with Crayola Gel Markers.

  • 6.

    Add illustrations with colored pencils, markers, and Crayola Rainbow Twistables. Students glue autobiographies to boxes. Decorate boxes with more designs, so stories stand out.

  • 7.

    Students describe their dreams. Share autobiographies with classmates. Who has similar dreams for the future?


  • LA: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • LA: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
  • LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • LA: Read and comprehend literature, including stories, dramas, and poetry, at the high end of the grade level text complexity band independently and proficiently.
  • MATH: Measure and estimate lengths in standard units.
  • SS: Explore factors that contribute to one's personal identity such as interests, capabilities, and perceptions.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of ideas.


  • Possible classroom resources include: Knots in My Yo-Yo String by Jerry Spinelli; Marshfield Dreams: When I Was a Kid by Ralph Fletcher; Looking Back: A Book of Memories by Lois Lowry; Bad Boy: A Memoir by Walter Dean Myers
  • Prior to interview of family members, students collaborate with classmates to compose interview questions to use during interviews.
  • Students interview another member of their school community, create a biography box based on interview responses, and challenge other members of the class to identify who the biography represents.
  • Students research a famous personality and create a biography box based on research. Challenge other members of the class to identify who the biography represents.