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Writing an Autobiography

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Top 10 Autobiography Templates to Portray Your Learnings and Achievements [Free PDF Attached]

Deepika Dhaka

Whether famous or not, each person has a unique story to narrate. Before documenting it, however, most of us presume that “Famous people write autobiographies, and I’m not one of them.” This notion is no longer relevant.

Schools and universities, worldwide, are assisting students in increasing self-awareness and discovering their mission. Asking students to write a memoir or a biography is a significant part of this process.

The internet has also granted limitless platforms for individuals to work and create an impression through blogs, websites, and YouTube channels. When people enjoy the content, the audio, or the video, they want to know more about the person who created it.

Thus, one must create and keep ready a crisp autobiography beforehand to present to viewers, friends, organizations, and colleagues.

Here are the most popular autobiography templates that help draft a short narrative. These fantastic and inventive PPT examples

can assist you in differentiating and giving a brand recall to your autobiography.

Let’s delve into them!

Template 1: One-page Personal Autobiography Template

Use this PPT layout to outline your personal information in logically arranged steps. Include a short introduction, talk about your close friends and family, and discuss your “firsts” with this well-structured template. It also enables you to describe your interests, ambitions, and aspirations. Isn’t this template a fascinating way to get your followers intrigued, curious, and interested?

Download this template

Template 2: One-page Short Autobiography Template

This PowerPoint presentation template can be used to produce an easy-to-understand, visually attractive biography. Using this template, you can provide your audience with a complete picture of yourself without spending much time. It’s a content-ready design to help you save time by doing most of the description work for you. Get it now!

Template 3: One-page Primary School Student Autobiography

Here’s a unique PowerPoint template for kids who want to make their mark at school or are preparing an unusual project. Use this framework to introduce yourself to your friends, family, and teachers in a charming and inventive way. Download it right now!

Template 4: One-page About Me Autobiography Template

Presenting an entire autobiographical structure for professionals who wish to establish themselves as experts in a particular field. You can use this PowerPoint template on your website’s “About Me” page or include it in your brochure or proposals. It will provide a comprehensive picture of your interests and professional existence to potential clients. Download it now!

Template 5: One-page Autobiography Template

When students enter college or seek employment, they frequently need to write a short paper about themselves. Here’s a great student autobiography template to describe your life, goals, and achievements. Download it now to demonstrate your commitment to the chosen path and make an impression.

Template 6: Single Page Autobiography Template

Here’s a lovely PowerPoint template for young CEOs wanting to share their story of how they got here. Many professionals and entrepreneurs look up to successful individuals as role models. You can use this document to draw attention to your experiences, education, and achievements, and to share them with your fans. Download it now!

Template 7: One-pager Student Autobiography Handout

Explore this adorable design for primary school kids, especially those new to the school. If your teacher has asked you to introduce yourself to the class in an exciting manner, you can use this idea without any second thought. It creates a favorable impression and will help you break the ice. Grab it now.

Template 8: One-page Cereal Box Autobiography Idea

As a tool to get students to exercise their creativity, they are given this “cereal box autobiography exercise” in school. Here’s a unique design for your profile and a printable image to paste on the cereal box as instructed. This concept will set your project a class apart. Get it today!

Template 9: One-page School Student Autobiography Template

If you’re stumped about how to write an autobiography, this is an excellent structure to start with. Those who want to share the purpose and goals with their friends and family can use this PowerPoint template. It also includes a column for describing your favorite books, role models, and close ones, among other things. If you’re searching for simplicity and grace, download it now.

Template 10: One-page Senior Student Autobiography Template

Senior students about to begin a new chapter in their learnings might find this helpful autobiography. You can use this page to share your adventures and experiences with others you meet along the way. If you want to create a presence on the internet, this template is an excellent option. Get it right now!

We hope by now you are happy to hear that anyone can write an autobiography by now. We’ve provided several methods that allow customization. Therefore, choose your favorite PowerPoint autobiography template today and use it to influence others by sharing your life’s story.

These handy templates are all downloadable and instantly editable. Feel free to contact our design services team here if you want a unique or customized design. We’d love to hear from you in the comments section below.

P.S: If you want to give an impactful personal introduction at your workplace, here’s a handy guide replete with stunning slides.

Download the free Autobiography Template PDF .

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It's My Life: Multimodal Autobiography Project

• Resources & Preparation
• Instructional Plan
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In this unit, students write autobiographies, illustrate them, and set them to music. Music is a powerful tool to evoke emotion, and students will carefully select songs to accompany the stories from their lives. Students brainstorm lists of important events in their lives, along with images and music that represent those events. They then create storyboards in preparation for the final PowerPoint project. After making revisions, they present their final projects to their peers in class. If PowerPoint is unavailable, students might create posters and play soundtracks using cassette or CD players.

Featured Resources

Stapleless Book : Students use this online tool to plan each slide of an autobiographical PowerPoint presentation.

From Theory to Practice

According to William Kist, "students should be able to both read critically and write functionally, no matter what the medium." We have "broadened the concept of literacy" (cf. Kist) to include multimodal projects so that no student will feel isolated, and every student will gain knowledge and understanding from the sharing of ideas. As the NCTE Statement on Multimodal Literacies states, "The use of different modes of expression in student work should be integrated into the overall literacy goals of the curriculum and appropriate for time and resources invested." This lesson plan encourages such integration by asking students to create multimodal presentations. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
• It’s My Life Assignment
• Presentation Music and Image Planner
• It’s My Life Project Rubric
• Sample Multimodal Autobiography
• It’s My Life Self-Assessment

Preparation

• Arrange for the use of a computer lab, projector, and CD player.
• Familiarize yourself with PowerPoint. Visit the PowerPoint in the Classroom Website and the PowerPoint tutorials on adding sound and adding music for helpful information and guides. You may also choose to share these Web resources with your students.
• Create a model autobiography presentation for students to view (optional).
• Review fair use and copyright guidelines before having students use copyrighted music and images in their projects.
• Make copies of the Copyright and Fair Use Guidelines for School Projects , It’s My Life Assignment , Presentation Music and Image Planner , Sample Multimodal Autobiography , It’s My Life Self-Assessment , and It’s My Life Project Rubric sheets for your students.
• Test the Stapleless Book on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page .

Student Objectives

Students will

• examine the lyrics to songs and describe how the music and words relate to their life stories.
• organize their thoughts and express their stories by using PowerPoint presentations.
• improve technical skills by familiarizing themselves with PowerPoint.
• evaluate their own work.

Session One

• Present the PowerPoint autobiography assignment to students and explain the required elements. If you have created a model presentation, you can use it to present the concept to students.
• Students will select five important events in their lives. Using written summaries of these events, they will create PowerPoint multimodal autobiographies.
• Students may use recordings from the radio or their personal music collections.
• Students will follow guidelines for fair use of copyrighted images and music. (Explain that this topic will be discussed in detail in the next session.)
• Student will present their slideshows in class. Slideshows are limited to 5–10 minutes in length.
• Students will respond to their peers’ presentations in writing.
• First day of school (e.g., preschool, kindergarten, first grade, middle school, high school)
• A special family trip or vacation
• A family event or milestone
• A personal achievement (e.g., first place in a competition)
• A personal loss
• Explain that in this stage of the writing process, students should write down all of their ideas. If they are working in groups or with the whole class, lay ground rules that encourage all students to share their ideas with the group and that discourage students from critiquing their peers’ responses during this brainstorming stage. Explain that students will have the opportunity to evaluate their lists and select the events that they want to include in their autobiographies in later sessions.
• Have students view the PowerPoint presentation Finding Your Focus: The Writing Process . Discuss the stages of the writing process—including drafting, revising, and editing—and explain that students will go through each of these stages as they work on their autobiographies. The final stage will be the actual publishing of their autobiographies in the form of PowerPoint presentations.
• Ask students to select 8–10 events from their lists and write a brief paragraph summary for each one. Students may also include events that were not included on the lists they created during their brainstorming sessions.
• Have students set aside these summaries to use in a later session. If necessary, have students complete this activity for homework.

Session Two

• Initiate a class discussion by describing a significant event from your own life (i.e., birth of a sibling, parents’ divorce, first car). You can refer to the Sample Multimodal Autobiography for an example.
• Ask a few students to share an event from their own lists, and record each event on the board.
• Have students think about the events described and to connect songs to these events. For example, a student might associate a love song with a family member’s wedding ceremony.
• How does the song make you feel?
• What images come to mind when you think of this event?
• What images come to mind when you think of this song?
• Next play a song or two that you associate with the event from your own life that you’ve described. It doesn’t matter if the songs are not “current” hits; students will understand the feelings behind the music.
• Ask students to discuss how the song fits the event and to suggest other songs they might associate with the same event.
• Have students review the summaries they wrote in Session One.
• From the list of events they described, ask students to select five to include in their autobiographical presentations.
• Pass out the Presentation Music and Image Planner and have students list each of the five events they’ll include.
• Have students use the Presentation Music and Image Planner to write the title of a song and describe an image for each event they will include in their presentations. Students can work with a classmate or in small groups if they are having trouble generating ideas. You may wish to have students begin this activity in class and then complete their planners for homework.
• Be sure to discuss lyrics with students to assure that song selections are classroom-appropriate as determined by teacher and school policy.
• Emphasize that students should avoid using music that involves profanity or derogatory remarks towards any race, gender, and/or religious affiliation. Encourage students to discuss any questionable lyrics with you in advance. Point out you will either approve students’ choice of songs and images or provide suggestions for revision on their planning sheets.
• Have you ever downloaded music or other content from the Internet? What other Internet resources have you used?
• You will need to use music for your presentations. What are some ways you can get the songs you’ll need? From what sources can you download music? Are all of these ways legal?
• Is it OK to use other people’s music in something you are creating?
• Students can use 1–5 images from the same photographer or illustrator without permission.
• Up to 10% of a song can be used in a presentation. That translates to about 30 seconds from one song.
• Students must include a bibliography of any work used in their presentations.
• Before beginning Session Three, review students’ planners to ensure that they understand the assignment and have selected appropriate images and songs. Approve each plan, providing feedback, or make suggestions for revision.
• Meet with students individually to discuss any necessary changes.

Session Three

• Tape sheets of plain paper together along the short edges.
• Divide a large piece of blank paper into equal rectangles.
• Use a blank index card for each PowerPoint slide.
• Use the ReadWriteThink Stapleless Book interactive to plan each slide of their presentation. This tool provides space for students to write the text that will appear on the slide and information about the song they will include, along with space for a simple illustration.
• Before beginning their PowerPoint presentations, students should use the storyboards to lay out their text and images, and to write the titles of the songs and specific lyrics they will use for each slide.
• Have students add the text of the paragraphs they wrote in Session One to their storyboards in this drafting session.
• Remind students of the writing process and explain that they will have the opportunity to revise their text and other elements when they reach the revising stage.
• Allow more than one session of class time to complete this work if required. You can choose to extend this activity to the next class period or have students complete their drafts for homework. Students should also have any CDs or music they want to use available for the next session.
• Provide access to a scanner for students who wish to scan photographs or other images for use in their projects.
• Before moving to the next session, review students’ drafts and provide feedback.

Sessions Four through Six

• PowerPoint in the Classroom
• PowerPoint Tutorial—Adding sound
• Demo: Add music to a presentation
• Once students are comfortable with PowerPoint and have practiced with the software, have them begin creating slides using their drafts/storyboards.
• Remind students of the guidelines for using copyrighted music in their projects.
• Share this adding sounds page from PowerPoint in the Classroom with students, which details how to add portions of a song from a CD to a PowerPoint slide.
• Review students’ progress as they work and provide assistance to students who are having difficulty using PowerPoint.
• Allow additional time as needed for students to work on their projects in or out of class.

Session Seven

• Are slides arranged in an effective way? How are the events in my autobiography arranged? Sequentially? Thematically?
• Can I do a better job of describing each event? Will the reader/viewer understand what I’m trying to communicate?
• Do the images I’ve selected adequately represent the events?
• Does the song reflect my feelings about each event?
• Guide students in working through this stage of the writing process and encourage them to make revisions that will help them more effectively communicate the information included in their autobiographies.

Sessions Eight and Nine

• When students have finished making revisions, have them take turns presenting their PowerPoint autobiographies to the class. Use a projector if you have access to one.
• After all students have completed their presentations, have them respond in writing by completing the It’s My Life Self-Assessment .
• Teach the ReadWriteThink lesson Copyright Infringement or Not? The Debate over Downloading Music to reinforce the concepts of fair use and copyright infringement explored in this lesson.
• Teach the ReadWriteThink lesson The Year I Was Born: An Autobiographical Research Project to have students further explore the autobiography writing genre.
• In place of or in addition to PowerPoint presentations, have students write a typed autobiography, a narrated audio autobiography (set to music) on CD, cassette, or MP3, or a videotaped biography. Students can use the CD/DVD Cover Creator to design and print their covers for their finished presentations.
• Have students use the Profile Publisher to enhance their autobiographies by creating one or more profiles to represent themselves at different times in their lives, with a special focus on the connection between experiences and music.

Student Assessment / Reflections

• Have students reflect on their projects by completing the It’s My Life Self-Assessment .
• Assess students’ PowerPoint projects using the It’s My Life Project Rubric .
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The Stapleless Book can be used for taking notes while reading, making picture books, collecting facts, or creating vocabulary booklets . . . the possibilities are endless!

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Writing an Autobiography - PowerPoint PPT Presentation

Writing an Autobiography

Writing an autobiography tourism 12 portfolio planning what are your – powerpoint ppt presentation.

• Tourism 12 Portfolio
• What are your "most memorable" or "most important" events in your life?
• their birth
• a special trip
• a favorite meaningful thing/object they received from someone special
• the first time took a step/learned to walk
• a time they hurt themselves
• a very funny event
• a time they cried
• the first bike ride
• a memorable/favorite book
• joining Little League
• a hospital stay
• the first plane flight
• a day they met someone famous
• a death in the family
• their first dog
• their first time at a pro football game The list could be endless. That's fine! The more ideas that are shared, the more likely students will be reminded of the most important events in their young lives.
• Use symbols to outline your life.
• Some examples
• their birth (a rattle or a pacifier)
• their first step (a baby shoe)
• a time they hurt themselves (a bandage)
• their first bike ride (a bike)
• joining Little League (a baseball and a mitt)
• a hospital stay (a thermometer, the kind that takes your body temperature)
• the first time they flew in a plane (a jet)
• the first time they went to a pro football game (a football helmet)
• Maybe not, but it does give you a good place to start.
• What is your purpose of creating an autobiography for a professional portfolio?
• To highlight your skills and qualifications so that employers will consider you for a job.
• Go back to your time line and change those memorable moments into skills/qualificationsremem ber it is important not to lie, but it is ok to use language to make it sound more important than you might think it is on the surface
• Handles cash
• Comes on time
• Like to play sports
• Demonstrates proficient abilities in cash management.
• Is consistent and reliable.
• Is interested in active living / consistently demonstrates the ability to work successfully within a team.

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Autobiography PowerPoint Lesson

Subject: English

Age range: 11-14

Resource type: Lesson (complete)

Last updated

11 October 2021

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Microsoft 365 Life Hacks > Writing > What’s the difference between a biography and an autobiography?

What’s the difference between a biography and an autobiography?

If you’ve ever set foot in a bookstore, you’ve likely come across both autobiographies and biographies that tell about the lives of notable individuals. Let’s take a look at the most important differences between these non-fiction books.

What is a biography?

Typically written in the third person, a biography is a detailed story about a living or deceased person’s life. A third party writes this non-fiction account of someone’s life. Let’s say Person A is a famous singer who recently passed away. Person B researches and writes a fact-based story on the famous singer’s life from start to finish. Person B’s factual story of Person A’s life is a biography.

Types of biographies

Biographies don’t always take the same approach or follow the same structure. Some are more official, while others get more creative. Writers can choose from a few common biography types, including:

• Authorized biographies, which received the subject’s input and/or permission.
• Unauthorized biographies, which were written without the subject’s approval or input.
• Biographical novels, which were inspired by a real person’s life, but feature embellishments that may make the story more interesting.
• Group biographies, which focus on groups of people rather than a single person.

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Examples of biographies

Each biography is a window into someone’s life, offering unique insights and perspectives. From the struggles of historical figures to the triumphs of artistic icons, biographies are not just informative but can also be deeply inspiring. Here are a few examples:

• The Immortal Life of Henrietta Lacks by Rebecca Skloot is a biography that describes the life of Henrietta Lacks, an African American woman whose cells were extremely important for medical research.
• Catherine the Great: Portrait of a Woman by Robert K. Massie is a biography that describes Catherine the Great’s origins and rise to power as a Russian empress.
• Frida: A Biography of Frida Kahlo by Hayden Herrera details the painter’s life and famous works.

What is an autobiography?

Usually written in the first person, an autobiography is when the author writes about their own life. This subjective account is unique because it allows the author to share details of their life that another writer might not have been able to uncover.

Types of autobiographies

There are two main types of autobiographies: complete autobiographies and memoirs. In a complete autobiography, the author begins their story with their roots or birth and ends the autobiography at their current age. In a memoir, the author writes about a specific period of their life. For example, a famous actor may begin a memoir by sharing their first role in a movie, rather than sharing details about the beginning of their life or their childhood.

Examples of autobiographies

Autobiographies offer a unique lens into the lives of their authors, providing firsthand accounts of their experiences, challenges, and triumphs. Here are a few examples of notable autobiographies:

• In Autobiography of a Yogi by Paramahansa Yogananda, Yogananda provides a first-hand account of his life and spiritual growth.
• In The Story of My Life by Helen Keller, Keller shares her life from birth until she was 22. She shares how she learned to communicate despite being blind and deaf.
• In The Autobiography of Malcolm X by Malcolm X, he shares his life from childhood through adulthood and how he impacted the civil rights movement.

In summary, a biography is a story of someone’s life, written by a different person, versus an autobiography where an author writes about their own life.

Why should you read biographies (or autobiographies)?

Biographies and autobiographies are a great way to get an in-depth look at the lives of politicians, musicians, historical figures, innovators, and more. If there’s a famous person that you admire, there’s likely a biography written about them or an autobiography that they wrote themselves that can teach you more about their accomplishments.

If you’re interested in writing a biography or autobiography, see how you can write, research, and organize a book using OneNote . Whether you’re just putting together your first draft or you’re still outlining your story , you can elevate your writing in real time with Microsoft Editor .

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My Creative Autobiography

My creative autobiography presentation, free google slides theme and powerpoint template.

You don't need to be an adult to have your own autobiography. Children have lived lots of interesting experiences, too! This template has the following proposal: exercises so that your students can talk about the most interesting moments of their life. We've created these slides so that everyone can have fun while talking about their life. The template also contains many cool stickers!

Features of this template

• 100% editable and easy to modify
• 35 different slides to impress your audience
• Contains easy-to-edit graphics such as graphs, maps, tables, timelines and mockups
• Includes 500+ icons and Flaticon’s extension for customizing your slides
• Designed to be used in Google Slides and Microsoft PowerPoint
• 16:9 widescreen format suitable for all types of screens
• Includes information about fonts, colors, and credits of the free resources used

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Autobiography vs. Biography

Jul 19, 2014

1.29k likes | 3.27k Views

Autobiography vs. Biography. What are the characteristics of a biography and an autobiography?. We will be looking at two readings . They are both very similar, but they are both different as well . Be on the look out for the difference. READING 1.

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Autobiography vs. Biography What are the characteristics of a biography and an autobiography?

We will be looking at two readings. • They are both very similar, but they are both different as well. • Be on the look out for the difference.

READING 1 Aunt Cindy was a big part of Jane’s childhood. Jane and her parents visited Aunt Cindy at least once a month. She remembers many visits to Aunt Cindy’s tiny, dark apartment. It was very quiet in that building– maybe because tenants were not allowed to have children or pets. In spite of that, Aunt Cindy found a way to express her love for animals; she spent days working at an animal shelter near her home, and scouting out alleyways for strays and finding them homes.

READING 2 Aunt Cindy was a big part of my childhood. My parents and I visited her at least once a month. I remember many visits to Aunt Cindy’s tiny, dark apartment. It was very quiet in that building– maybe because tenants were not allowed to have children or pets. In spite of that, my Aunt Cindy found a way to express her love for animals; she spent days working at an animal shelter near her home, and scouting out alleyways for strays and finding them homes.

Think: How are the two readings alike and how are they different? • Pair: Turn to the person next to you and share the ways that the two readings are alike and different. • Share: Volunteers to share with the class.

Autobiography • The main character is the author. • Recounts the key incidents in the writer’s life. • Written in first person point of view. • Reveals the writer’s feelings, reactions, values, and goals.

Let’s Review #1 Aunt Cindy was a big part of my childhood. My parents and I visited her at least once a month. I remember many visits to Aunt Cindy’s tiny, dark apartment. It was very quiet in that building– maybe because tenants were not allowed to have children or pets. In spite of that, my Aunt Cindy found a way to express her love for animals; she spent days working at an animal shelter near her home, and scouting out alleyways for strays and finding them homes. * What clues tell us that the first reading was an autobiography?

Let’s Review #1: Autobiography Aunt Cindy was a big part of my childhood. My parents and I visited her at least once a month. I remember many visits to Aunt Cindy’s tiny, dark apartment. It was very quiet in that building– maybe because tenants were not allowed to have children or pets. In spite of that, my Aunt Cindy found a way to express her love for animals; she spent days working at an animal shelter near her home, and scouting out alleyways for strays and finding them homes.

First Person Point of View First person point of view is when the author/narrator tells the story from their perspective. The reader only knows what the author/narrator knows. Pronouns: I, we, us, my, mine, ours

Biography • Tells about a real person. • Shows that the writer knows a lot about this person. • Describes the person’s environment. • Shows how the person affects other people. • States or implies how the writer feels about the person. • Written in the third person point of view.

Let’s Review #2 Aunt Cindy was a big part of Jane’s childhood. Jane and her parents visited Aunt Cindy at least once a month. She remembers many visits to Aunt Cindy’s tiny, dark apartment. It was very quiet in that building– maybe because tenants were not allowed to have children or pets. In spite of that, Aunt Cindy found a way to express her love for animals; she spent days working at an animal shelter near her home, and scouting out alleyways for strays and finding them homes. * What clues tell us that the first reading was an biography?

Let’s Review #2- Biography Aunt Cindy was a big part of Jane’s childhood. Jane and her parents visited Aunt Cindy at least once a month. She remembers many visits to Aunt Cindy’s tiny, dark apartment. It was very quiet in that building– maybe because tenants were not allowed to have children or pets. In spite of that, Aunt Cindy found a way to express her love for animals; she spent days working at an animal shelter near her home, and scouting out alleyways for strays and finding them homes.

Third Person Point of View Third person point of view in nonfiction is when the author reports the facts. The author tells the story! (In fictional text 3rd person POV the Narrator tells the story and knows about all characters) Pronouns: He, she, it, they, him, her, it, them, his, hers, its, their, theirs

Autobiographies and biographies can provide information that is collected through time consuming research. • Autobiographies only tell what the author wants share about his/her life. First Person POV • Biographies give facts about a persons life. Second Person POV • Neither should be the only source of information when researching a person, reference works such as encyclopedias have verifiable information.

Fact vs. Opinion • Fact: something that can be proved to be true • Opinion: thoughts or feelings • To check for opinions, ask yourself, • “Does this tell a thought or feeling?” • “Would the statement be true all of the time?” • Look for clue words such as : feel, believe, always, never, none, most, least, best, and worst

Fact or Opinion? • Abraham Lincoln was the greatest president. • Although Abraham Lincoln was a president, it is an opinion that he was the greatest one. • Marilyn Monroe was an actress. • Marilyn Monroe was in 29 movies. Since she acted in those movies, that is a fact • Tiger Woods is the best golfer who ever played the game. • Although Tiger Woods has won many golf titles, whether he is the greatest golfer is an opinion.

Fact or Opinion • Tiger Woods was the first African American to win the Masters Golf Tournament. • In the history of the Masters Tournament, this is a fact. Tiger Woods was the first African American to win the Masters. • Dale Earnhardt died in a NASCAR race crash. • Dale Earnhardt died on February 18, 2001 as a result of a crash during the 2001 Daytona NASCAR race. This is a fact.

Assignment: Auto/Biographical Poem This week we will read about four famous mathematicians. You will choose one to research and gather relevant and essential information about. Remember to distinguish between facts & opinions about your mathematician. Next, you will take all that you learned about the person and write about them from their own point of view. You will present your information in the form of an “I Am” poem.

Exit Ticket • 1. Write THREE sentences that compare and contrast biographies and autobiographies. • 2. Write the definitions for biography and autobiography (you will have TWO definitions). • 3. What would you prefer to read? Biography or Autobiography? Write ONE reason in a complete sentence as to why you prefer the one over the other.

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