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Book Autobiography
The book Fahrenheit 451 is all about destroying books. People in society no longer found them necessary and eventually books and original thoughts became illegal. Non Fiction books inform people on an infinite number of subjects through facts, charts, etc. Fiction books entertain people of all ages through their weaving of words and sometimes pictures. Before children can even read they enjoy books that are read to them or simply enjoy flipping through the pages and looking at the pictures. In many ways books are a part of our lives, even if we hate reading.
For a book autobiography you will need to think back to all of the books that you remember reading or having read to you over your lifetime. This can be in school, out of school, on your own, read by a parent, listened to as an audio file, fact, fiction... any book! Now think about what you were doing when you read that book. Where were you? How old were you? Why were you reading it? Once you have the basics down think more in depth; use your five senses to describe your memory with that book. Were you hot or cold? What smells were around you? Was it snowing outside? What did the pages of the book feel like?
Think of ten books in your lifetime that you have specific memories with. Write these memories down for each book. Once you have your books and memories down organize them in chronological order. You may choose which program you use to create your book autobiography and display your information (Word, Power Point, Prezi, etc.). However, you MUST include the following information with each entry:
-The title and author of the book
-A picture of the cover of the book
-How old you were when you read the book
-At least one paragraph (100+ words) relating the life event/memory you associate with each book
Example Paragraphs:
1. Curious George books by Margret and H.A. Rey - I always think of my dad reading Curious George books to me. I think that he started reading them to me right after he and my mom split up and he was a single father. I was always on the look out for the man in the yellow hat when we were out in public, like if I could find him he would take me on an adventure also. It makes me think of the big bay window at our old farmhouse with the sun streaming in and catching the dust particles. My dad is trying to get my unruly hair into pig tales while I looked at the pictures.
2. All Michael Crichton books - I started reading Michael Crichton my sophomore year of high school when my teacher required us to read Jurassic Park. I had liked the movie but ended up hating the book because of how much he required us to read every night and all of the work that he piled on top of the reading for the book. I picked up a copy of the Lost World at a used bookstore and figured that I would give it a try since I had already read the first book anyways. I loved how he actually looked up scientific facts and wove them into his stories so that they were more realistic and could actually happen. I’ve read most of his books since then and they all are just great. One main memory with this is reading the Lost World while riding down to Florida on vacation when I was in college. It smells like Cadbury mini eggs because it was spring break and Easter time and I had left some in the car that had melted and then I accidentally set my book on top of them where it was just a big mess in the back of the car.
For a book autobiography you will need to think back to all of the books that you remember reading or having read to you over your lifetime. This can be in school, out of school, on your own, read by a parent, listened to as an audio file, fact, fiction... any book! Now think about what you were doing when you read that book. Where were you? How old were you? Why were you reading it? Once you have the basics down think more in depth; use your five senses to describe your memory with that book. Were you hot or cold? What smells were around you? Was it snowing outside? What did the pages of the book feel like?
Think of ten books in your lifetime that you have specific memories with. Write these memories down for each book. Once you have your books and memories down organize them in chronological order. You may choose which program you use to create your book autobiography and display your information (Word, Power Point, Prezi, etc.). However, you MUST include the following information with each entry:
-The title and author of the book
-A picture of the cover of the book
-How old you were when you read the book
-At least one paragraph (100+ words) relating the life event/memory you associate with each book
Example Paragraphs:
1. Curious George books by Margret and H.A. Rey - I always think of my dad reading Curious George books to me. I think that he started reading them to me right after he and my mom split up and he was a single father. I was always on the look out for the man in the yellow hat when we were out in public, like if I could find him he would take me on an adventure also. It makes me think of the big bay window at our old farmhouse with the sun streaming in and catching the dust particles. My dad is trying to get my unruly hair into pig tales while I looked at the pictures.
2. All Michael Crichton books - I started reading Michael Crichton my sophomore year of high school when my teacher required us to read Jurassic Park. I had liked the movie but ended up hating the book because of how much he required us to read every night and all of the work that he piled on top of the reading for the book. I picked up a copy of the Lost World at a used bookstore and figured that I would give it a try since I had already read the first book anyways. I loved how he actually looked up scientific facts and wove them into his stories so that they were more realistic and could actually happen. I’ve read most of his books since then and they all are just great. One main memory with this is reading the Lost World while riding down to Florida on vacation when I was in college. It smells like Cadbury mini eggs because it was spring break and Easter time and I had left some in the car that had melted and then I accidentally set my book on top of them where it was just a big mess in the back of the car.
* Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
* Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
* Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
*Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
* By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12 text complexity band proficiently, with scaffolding as needed at the high end of the range.
* By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-12 text complexity band independently and proficiently.
* Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
* Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
* Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
* Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
* Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
* Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
* Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
*Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
* By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12 text complexity band proficiently, with scaffolding as needed at the high end of the range.
* By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-12 text complexity band independently and proficiently.
* Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
* Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
* Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
* Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
* Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.