Students like to create, write, and share stories; however, they can be baffled and become resentful when told to write a short story without being shown how to write one. Not knowing where nor how to begin, much less how to develop and end, they often write one skimpy paragraph and call it a short story. Conversely, when they are led through the structure of a story step by step, they often surprise themselves with the results.




Very often young students’ first creative-writing experiences are based on the subject they know best—themselves. As students grow older, they continue to enjoy writing about themselves. It is surprising how analytical some can become and how well they understand themselves. On the other hand, some students do not see themselves the way others see them. Some older students, especially those who do not have the so-called “perfect” home life, may have a tendency to gloss over or misrepresent perceived unpleasant situations in order to appear more “normal.” Some shy students may find autobiographical writing difficult because they feel self conscious about revealing their private thoughts, ideas, and life experiences. Guided by a sensitive and mature teacher, these students can greatly benefit from autobiographical writing. They can be led to understand themselves and their worlds better. 



Create-an-Autobiography may be used in conjunction with a unit on autobiographical and biographical literature, or it may be used in a personal discovery unit. With only a few modifications, it can be used with grades 4–12. 



Create-an-Autobiography will help develop students’ abilities in observing, concluding, recalling, applying, analyzing, synthesizing, evaluating, divergent thinking, and convergent thinking. At the same time it will contribute to the development of their oral, written, and imaginative skills, with the additional advantage of being fun. And finally, it can give students an end product of which they can be proud! 



Grades 4–12. 



The lessons and activities in this book align with the following Common Core State Standards*: 

CCSS.ELA-Literacy.W.5.3, 5.4 

CCSS.ELA-Literacy.W.6.3, 6.4 

CCSS.ELA-Literacy.W.7.3, 7.4 

CCSS.ELA-Literacy.W.8.3 ,8.4 



Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 

Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 

Use concrete words and phrases and sensory details to convey experiences and events precisely. 

Provide a conclusion that follows from the narrated experiences or events. 



Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. 



*Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers 

Title: Common Core State Standards English Language Arts 

Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C. 

Copyright Date: 2010