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.

    Most autobiographies are in books. Here’s a cool way to look at your life and show your dreams in 3-D!

  • 2.

    Research your life. What was your life like when you were very young? Interview people who can tell you important details and funny stories. Make notes with Crayola® Erasable Colored Pencils. Then list some things about your life today. Now, leap into the future and predict what your life 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?

  • 3.

    Cover a box. 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.

  • 4.

    Write and illustrate your autobiography. Cut four pieces of white paper to fit inside the construction paper "frames" on the box sides. On each one, describe a stage of your life with Crayola Gel Markers.

  • 5.

    Add illustrations with your colored pencils, markers, and Crayola Rainbow Twistables. Glue your autobiography to the box. Decorate the box with more designs, so your stories stand out.

  • 6.

    Describe your dreams. Share your autobiography with classmates. Who has similar dreams for the future?

Standards

  • 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 informational texts, including history/social studies, science, and technical texts, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • 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.

Adaptations

  • 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.