writing an autobiography class 11 project

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Class - XI Project on "Writing an Autobiography"

Writing an ‘Autobiography’: Project (Class – XI)

Front page-1

MEMARI V.M. INSTITUTION (UNIT -2)

HATPUKUR, MEMARI, EAST BURDWAN

Project Work

Submitted by

Name of the Student………………………………………………….

Roll No. …………………Section………………………………

Registration No………………… (201….-202...)

In partial fulfillment to class XI English Course

  Please write in a separate page

Writing an ‘Autobiography’

Please write in a separate page

Acknowledgement

This project has given me golden opportunity for learning and self-development through collaborative activities. I want to thank respected Mr. /Mrs.__________________________ to whom I owe specially for preparing this project entitled as an ‘Autobiography’.

I do want to extend my heartfelt thanks to my friends, parents and others who helped me in various ways to make a final draft of this work and submit the same to our school.

 Signature of the student

 …………………………… 

CERTIFICATE  

This is to certify that this Project Report entitled as an ‘Autobiography’, prepared by ___________________ Class XI Roll No._______ Registration No. ______________ Year 202…-2…. submitted in partial fulfillment to class XI English Course during the academic year 202…-2… is a bonafide record of project work carried out under my guidance and supervision.

…………………………………..

 (Signature of the Project Guide)

 Name: ………………………………

 Designation: Assistant teacher

 Department: English

 School: MEMARI V.M. INSTITUTION (UNIT -2)

1. Introduction  

Autobiography is one sort of biography, which tells a biography of its author, meaning it's a written account of the author’s life. Rather than being written by somebody else, an autobiography comes through the person’s own pen, in his own words. Some autobiographies are written within the sort of a fictional tale; as novels or stories that closely mirror events from the author’s real world. Such stories include Charles Dickens’ David Copperfield, and J.D Salinger’s The Catcher within the Rye. In writing about personal experience, one discovers himself. Therefore, it's not merely a set of anecdotes – it's a revelation to the readers about author’s self-discovery. In an autobiography, the author attempts to capture important elements of his life. He not only deals together with his career, and growth as an individual , he also uses emotions and facts associated with family life, relationships, education, travels, and any sorts of inner struggles.

1.1 Project in our syllabus:  

As per the new syllabus, Project work has been included as a part of the curriculum. We have made the choice according to the availability of works. 

1.2 Objectives: The main objectives of our project work are - 

(i) Finding out the structural divisions of a story.

(ii) Visualizing the story in Indian context.

(iii) Adding Indian flavor to the strong.

(iv) Taking more of the characters in Indian context.

1.3 Guiding Principle

(i) We should try to locate its difference from Indian cultures.

(ii) Then we must try to fit in the writing into Indian context.

(iii) We should use our daily life experience of Indian culture and society by adding enough Indian words. 

1.4 Limitations

(i) The duration for the entire project was only ten periods.

(ii) It took a long time to select the exact piece of writing which could be transformed.

(iii) For this particular project, group work doesn’t help much as it demands individual imagination and not a number of opinions. 

2. Procedures and Input  

For the project, entitled as an ‘Autobiography’, we worked in groups and sometimes in pairs through a systematic process. Our teacher fixed 10 interventions for carrying out the project. The details of our activities are enumerated below:

First intervention: On the first day, we discussed some of the autobiographical stories. Then we minutely listened to all the stories and decided to write our own autobiography.

Second intervention: On the second day, our teacher taught us different aspects related to the project work. We asked the teacher a number of questions related to what he taught.

Third invention: On the third day, we tried to locate the differences between biography and autobiography. Then we were divided into groups.

Fourth intervention: On the fourth day, we started to change the story so that it looks like self-biography that is called ‘autobiography’. Then we encountered some difficulties with the language that were needed to be changed.

Fifth intervention: On the fifth day, we prepared the draft of our self memoire in our life story. Then we read out our manuscripts. The teacher asked each group to make changes to the script where it was found necessary.

Sixth intervention: On the sixth day, we selected the best manuscript. Then we worked together for its further betterment. Another draft was prepared.

Seventh intervention: On the seventh day, we prepared the final manuscript .Then we read out the manuscript in the presence of our teacher.

Eighth intervention: On the eighth day, the photocopies of the final manuscript were distributed among the students for review.

Ninth intervention: On the ninth day, each group read out their reviews before of the class.

Tenth intervention: Students shared their experience with the teacher. The project report was submitted for evaluation and assessment. 

Please write in a separate page 

3. OUTPUT OF THE PROJECT  

My name is ‘ write your name ’. My friends call me ‘Ananda’. This actually started as a reaction against my own assertion about my best friend, ‘ Joy ’, whom I call ‘Pulak’ as a nickname.

I was born on write the date of your birth . I am the eldest child in our family. My family comprises of five members. These members are my mother, my father, my two sisters, and I. My father is a doctor by profession in the local government hospital. My mother is a school teacher. She teaches English and Hindi in the local government primary school. Ours is a small happy family. 

My father’s name is ‘ write your father’s name ’. He is a renowned person of the town. Some youngsters, who are not amenable to any advice or manners, even call me baap ka beta/ papa ki pari, that is, the son/ daughter of a father, renowned for his technological deeds. 

I read in Class - XI in the School named, ‘ write your school’s name ’ Barddhaman. I’m an excellent student as far as studies are concerned but I’m weak physically. Now, I’m giving attention to the present aspect and have started participating in games. My hobby is stamp-collecting. I want to be a school teacher. As I’m keen on books I would like to grow intellectually while teaching the scholars to grow physically, mentally and spiritually. My greatest attention is directed to evolution of my character and personality.

When I was six, I started attending ‘ write the name of your primary school ’, our primary School. My favourite disciplines there were drawing and literature. I participated in numerous citywide and state-wide drawing contests among children, and even won the first prize in June, 2009, for the best landscape at the Preening Contest. This fact encouraged me to develop my artistic skills, so when I was entered high school, I already knew that I wanted to enter the school where I learnt something especially on ‘Arts’. I worked hard on my skills, and attended fine art courses–at the age of 11, I entered the Institute.

But, I have an experience that I must ever remember in my life. I am speaking of the year of 2020. At the beginning of the year everything is going on smoothly. After enjoying the New Year celebration I was going to prepare myself for the final exam of the previous class. Suddenly, a new pandemic, namely COVID -19, had engulfed the whole nation throughout the world.

Most of the countries were infected with the coronavirus. To prevent this pandemic disease, the government of our country, like the other countries of the world, had announced lockdown. Everything had gone stopped in a moment. The citizen of my country got quarantined for the several months. We were encaged with a fear of getting infected with the dangerous virus.

But, during the lockdown of those days, I had undergone through many recreations just to make me free from boredom. I had created a playlist with happy songs, and sung along, browsed my cookbooks or food blogs for an easy but healthy meal. Also, I had called a supportive friend or family member. Besides, during those days I, also, reminisced by compiling a photo book of the special moments in my life. I had enjoyed myself by g rowing a small herb garden in my window box. However, at present, those fearful days have come over. But we are habituated using sanitizer while washing our hands and also wearing mask when we need to go out.

Finally, my aim is to be a successful person in life. To me, the teaching profession appears to be the noblest and best. I, therefore, shall become a lecturer and adopt teaching as my profession. The profession of a teacher is a highly honourable one. A teacher gets a chance to lead a peaceful life. 

Please write in a separate page  

4. Conclusion  

4.1 Present Value:

The project we undertook was completed within scheduled time limit. After completing the project we have learnt the following:

(i) How to transform a story rich in dramatic elements into a successful play.

(ii) How to make the play lively by adding suitable dialogues.

(iii) The utility of stage performance in learning the target language.

(iv) How to enjoy group work.

(v) How to develop essential skills such as collaboration, communication, and critical thinking.

(vi) How to use language in context

(vii) The importance of tone and modulation in speech.

(viii) The importance of body language or gesture in communication.

(ix) Importance of the setting, dialogue, music, and props in a drama

(x) How to develop our skills in a happy, non-threatening environment.

4.2 Future:

The product of this particular project will help others in the following way:

(i) They will get a ready script to be enacted.

(ii) They will be able to modify the script to make it more lively.

(iii) They can form an idea about dramatization of a story

(iv) They will be encouraged to take up other stories for dramatization

(v) They will be able to use the script in learning language effectively.

5. References/Bibliography

i) Charles Dickens’ David Copperfield

 ii) J.D Salinger’s The Catcher in the Rye.

iii) A.S. Hornby, Advanced Learner's Dictionary. Eighth Edition, OUP, 2010.

 iv) National Curriculum Framework. NCERT, 2005.

v) Naganathan, Ramanujam: Project Work to promote English Language Learning. British Council, 2011.

vi) Project book issued by the WBCHSE Board for Class – XI

vii) https://en.wikipedia.org › wiki › Autobiography

👉 Writing an Autobiography – Class XI: Project  

👉 Dramatization of a Story – Class XI: Project  

👉 Smriti Srinivas Mandhana - Class XII: Project  

👉 Theatre Script - (Class-XII) Project Work  

👉 Fictitious Interview with Sourav Ganguly – Class XII: Project  

👉 Fictitious Interview with Sunil Gangopadhyaya – Class XII: Project  

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Class 11 English Project Autobiography

ক্লাস 11 এর English গুরুত্বপূর্ন্ অংশ Project . আজ আলোচিত হল Class 11 English Project–এর একটি অংশ Autobiography. কি ভাবে লিখতে হবে পর পর দেখানো হল । দুটি অতিরিক্ত Autobiography শেষে দেওয়া হল ।

Dear Students, Studysolves.com পরীক্ষার প্রস্তুতির সেরা ঠিকানা, আজ আমরা আপনাদের জন্য নিয়ে এসেছি Class 11 -এর Project Work, Autobiography . নিচের Post টি যত্নসহকারে পড়ুন ও জ্ঞানভাণ্ডার বৃদ্ধি করুন। নিয়মিত বিনামূল্যে পড়াশোনা করতে এবং নোটস, সাজেশান, প্রশ্ন উত্তর ইত্যাদি স্টাডি ম্যাটেরিয়াল PDF আকারে বিনামূল্যে ডাউনলোড করতে এবং ভিডিও ক্লাস করতে আমাদের ওয়েবসাইট www.studysolves.com ভিজিট করুন।

ABC HIGH SCHOOL

PROJECT WORK

Registration No:

A PROJECT REPORT

AUTOBIOGRAPHY OF A TREE

WEST BENGAL COUNCIL OF HIGHER SECONDARY EDUCATION

SUBMITTED BY

Name :_______________________________

Class : _______________________________

Roll : _______________________________

Registration No. :_______________________________

Date of submission : _______________________________

ACKNOWLEDGEMENTS

I convey my heartfelt gratitude to _____________________ ( Teacher-এর নাম) to whom I am indebted in every sense to enable me to accomplish the task of submitting this project with his invaluable suggestions. It is his encouragement that has kindled my faculties to submit this project after careful course of investigation. I shall never forget the sincere, careful and active support given by my Teacher-in charge, group-mates and my parents to accomplish this task successfully.

Date: _____________                                                    ____________________________

(নিজের নাম)

BONA FIDE CERTIFICATE

This is to certify that this project report entitled ‘Autobiography Of a Tree’’   by______________________ Class XI,   Roll ______________ ,  Reg. No.  _____________________, year 2023, submitted in partial fulfillment to class XI English course during the present academic year is a bona fide record of work carried out under my guidance and supervision.

________________________

                                                                                               Signature of the project guide

                                                                                                                With date

                                                                                                Name:

                                                                                                Designation: Assistant Teacher

                                                                                                Department: English

                                                                                                School: ABC High School (H.S)

1) Introduction

2) What is Autobiography

3) Aim of the project     

4) Learning aspect of the project

5) Steps to output the project

6) Out put of the project             

7) Conclusion   

INTRODUCTION

Reading an autobiography or biography provides us with insight into the real-life experiences of great individuals. It also motivates us to pursue our goals in the actual world. A good autobiography also informs us about the milieu in which that individual lived. As a result, reading an autobiography is essential for us to gain a variety of practical lessons. Many times, a great person’s life is so loaded with rich details and interesting facts that it appears to be exciting and educational and motivational to us.

WHAT IS AUTOBIOGRAPHY

An autobiography is a self-written life story. An autobiography is a literary genre that is a self-written account of a person’s life. It is often written by people who are well recognised or well-renowned in an attempt to inform the reader of their thoughts and experiences, but they can be written by anyone.    

AIM OF THE PROJECT

This project helps to develop the imaginative power, thoughts and ideas of the students in English literature. The students can write autobiographies on different objects like tree, river, road etc. in his their own way. The students can think of different situation in different background.

LEARNING ASPECT OF THE POJECT

* We should learn to develop the imaginative power, thoughts and ideas in English literature.

* We would be able to change situations constantly to make the story interesting.

* This project helps us to adopt a linking for English literature.

STEPS TO OUT PUT THE PROJECT

* Selection of Topic.

* Group discussion and final selection.

* Teacher’s information about autobiography.

* A rough draft of the autobiography prepared.

* Individual works produced.

* The final manuscript was written.

                                                   THE AUTOBIOGRAPHY OF A TREE

            I am a banyan tree I am tall and imposing. I was  sowed 200 years ago in a village of Debanandapur, Hooghly. All my neighbours call me old grandfather.

                      I have passed through many ups and downs in my life. Experienced a lot, but still survived so many years, with getting nervous and performing my duty well. I have also seen a huge spectrum of society, funny gesture of the people.

                                                 One day, a young lad of this village in his teens sowed my seed in front of his house. He used to water me every day. One fine morning, I sprouted out my head as a small sapling. The boy was overwhelmed and started taking care of me a lot. But unfortunately, he died after 50 years and could not see me growing more!

              I have seen everything of the village. Whether be it a birth of a child or funeral processions of someone who is dead. The whole village respects me a lot and thinks of me as an elderly member of the family. All the decisions and meetings of the village ‘Baroari’ are held under my shade. And in each and every occasion they pay me offerings. I readily and happily offer shelter to all the animals and the hard working people who work in the field. I still remember the time when I was young, slim and trim my desire that one day I will grow and give shelter to everybody and today that desire of me has come true.  I have out-stretched my powerful arms over many trees and cast its shadow across other small trees. When there was rain, I was in high spirits I use to feel fresh and after the rain when sun use to shine it was a pleasant sight I use enjoy it. Cows, goats and more animals rest under me. Birds make their nest on me. I feel very glad when they rest under me when they feed their cubs under my shadow in the afternoon. I feel very happy and then the cubs start playing and then they sleep under my shadow. I like all the animals and the people in the village for the care and concern they show me.

               One afternoon a little boy was playing under me with his companions. They used to come almost every afternoon after their school. I merrily watched at their play. But on that eventful day everything went wrong. Suddenly I noticed a snake lay just a few yards from them. The ignorant children were busy at their play. I became restless. I could not understand what to do. I tried to make aware them by waving my branches. But that ill-fated boy suddenly trod the snake and got a fatal bite. In a few second the rosy skin turned blue. The incident made me very sad.

                                                Then came the day of joy.  The villagers  put a two feet wall like boundary around my trunk. On month of ‘Baisakh’ they started to water me as ritual.  

                           One thing I forgot to tell you all, about my life. When people come and sit on the platform around me, I also get a lot of information about man’s world. I hear scandals, I hear about murders, thefts and what all evils that exist in this man’s world. At times I also get to hear small children saying lovely words to their mothers and, seeing the mothers cajoling them, I feel what a beautiful life men have.

                                                I too had lots of tree friends in this village but some wicked woodcutters cut them down with their axes. Some people say that they might cut me down as well but I don’t want that anything like that happens. Why should they cut me down when they regard me as the national tree of their country?

                                      Each morning I pray to god had asked him to grant these humans with some sense. I pray that they may let us live and make this earth a healthier and more beautiful space for us and them to live in.

                               People think we trees don’t have any feelings but they don’t understand that we too feel happy and miserable at times. I don’t know how many days more I will survive  but I know one thing that my village loves me a lot and they will go on respecting me as they do. I do know that I will not die a natural death. I have to prepare myself for the pain that I have to suffer at the hands of those who chop us down.

                             Thus to add to my experience of life, I have come to know a lot about human beings and their lives. Their lives are also full of pleasures and disappointments. It is not that men only enjoy as, most of us lesser beings seem to feel. Men also have their own problems. So, to add up I’d say my life is a pleasure and a rich experience.

The Autobiography of a Tree is a  fine story. The project has completed within scheduled time limit. But demands it more time and effort to make it more and appealing.

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দুটি অতিরক্ত Autobiography দেওয়া হল পরপর

    Autobiography of a Pen

                            I am an old fountain pen now finding my place in a dark corner of a cupboard of my master Sri  Bireswar Chakraboty , who is no more. I belong to the family of ‘Black Birds’. I was manufactured in England 55 years ago. I was packed in a pretty box. Then I was put into a large box together with the other pens. We were happy together and spent a wonderful time talking to each other.

                                        Then I was shipped to Madras for sale. ‘ Messrs Simpsons ’ on the Mount Road, Madras was our wholesale dealer. From there I was sent to ‘Pen Corner’ at Esplanade, Calcutta. I was taken out of my box and placed in the display tray along with other pens of different brands.I was on display for only a short period. Mr. Chakraborty then a young boy of 16 appearing for the matriculation examination, bought me for Rs. 3/-.

                                                                    I felt happy that I got a new master, a brilliant young lad whom I am going to serve for some years. My color was black and my nib was gold-coated with a firm point. My writing was smooth and it was like sailing on calm waters. I preferred ‘Swan’ ink, blue or black. It was my master’s choice to select the ink. I enjoyed running over the soft and smooth pages of his diary, telling about all what he felt … made me cry sometimes, reading what he wrote. And that’s why I bled, and he went berserk at that because bleed is what good pens aren’t supposed to do, only if she understood why I bled!I loved being with him. “Lucky Pen” he used to call me and I was proud of that status.

                       My master first used me to take his matriculation examination. Whether it was due to his hand writing or my beautiful flow I cannot say, but he passed his examination with distinction. That helped me to gain the love of my master who then onwards considered me as a lucky possession. I was always his companion finding my place comfortably in the pocket of his neat shirts. We both developed an inseparable intimacy and he believed that his progress in education and getting a good executive job in government through direct recruitment as a Revenue Divisional Officer was all due to me.

                                          Many pens costlier and more beautiful came his way. But I never lost my place of privilege on their account, from my master. They were also used. But for anything important or sacred, I was to be there for my master to write. I enjoyed the privilege of a Royal Queen.

                                          Then came a change in the clan of pens. Ink pens gave place to ball point pens. Everyone preferred the new variety, as it avoids the need for frequent refilling with ink. As any other young man getting attracted to things new and fashionable, my master too preferred a ball point pen. Then he started ignoring me, which I never dreamt of. Still my attachment to my master was so sentimental that he never gave up my use altogether. On ceremonial occasions and personal matters, it was I who was preferred. It was I who wrote all his letters of love to his dear wife. It was I who wrote the news of his first born and still it was I who wrote the marriage invitations of his first boy. That was my great association with my master.

                           Time rolls on and the retirement of my boss and his exit from the beautiful world followed soon. With none to take care of me and none to recognize the important events in my life. I was pushed to the corner of my master’s cupboard. Here I am living, but dead already for all purposes.

Autobiography of a Rupee Coin

I had no life earlier. I was a metal. Some more metals like silver, zinc etc., were mixed and made into an alloy. I  was  born in Mint  near  Mumbai .I  am  twelve  years  old  and  I was  sent  to Kolkata from Mumbai.

 The State mint gave me a shape, a life and a new name. I am a newly born one rupee coin and I joined the heap of my elder brothers minted earlier. Some more younger to me minted later joined me in the heap. All of us were glittering and shining, waiting without knowing our future.

One day the Manager of the mint moved us to the weighing machine. Weighing thousands of us at a time we were packed into boxes where we had no air to breathe. We were put into a train going Kolkata. After two days we reached Kolkata and got deposited in a grand building called the Reserve Bank of India. Here again it was all dark, protected on all sides with armed guards guarding us all the time. We talked to one another, how valuable we were. Boxes before us were going out at the rate of two or three every day. Then came the turn of our box. The box was lifted and handed over to the cash section. A beautiful place with a lot of light, air and sea breeze. That was the first happy day after our birth. All of us in the box stayed together all these days. But unfortunately the cashier is putting out tens and fives of us and giving to different people.

Ninety nine other brothers and I, fell into the hands of a pious businessman living in Saltlake. He took us to the prayer room, placed us before his deity, said his prayers and deposited us in his iron safe. There we found new companions – gold coins, nickel coins, copper coins, paper notes and gold and silver ornaments. It was a grand museum.

Another four of us and I were picked up on Deepavali day by our master. He gave me out to a vegetable seller all alone. My brothers were similarly given to others in exchange for other commodities. The vegetable seller gave me as an exchange. My new owner was a lady. She tied me up in a corner of her sari. She was so pleased with my new shape and brightness. Many of our clan came to her and left. But she never gave me away. In a way I can say that she fell in love with me. She carried me to market, to temple, to cinema, to beach and to all places. I was really enjoying her company seeing new men and new places.

One day when my lady boss was sleeping she lost grip over me. I was allowed to roll out of her room to be found by her naughty son. He became my new boss. He played with me hitting me up and down. Every time when I fell down, I cried with pain. My young boss laughed at my cries and repeated his acts. I was praying to God to get me out of his hands. One day he threw me into the air and I was dropped beside roadside. But one day a girl’s eyes fell on me. She  took   me in her hand  and  kept  me  in  her  pencil  box. Her name was Smita. This new place was nice, cool, safe and better   for me. I lived there very comfortably. I passed two to three days in this box . Whenever  Smita used to open  her  pencil  box  she  used  to  see  me  smiling. After seeing me she was thinking something in her mind. One day Smita   got a  five  rupees coin. She kept the coin beside me. Now  I  had  a  friend;  with  whom  I  used  to  share  my  joys , good  feelings  , bad  feelings  and my  experiences  of  my  life. It was also very happy with me. You know , what  happened , One  day  Smita  dropped me on the way when she was in  hurry to get up on  school bus . Without seeing me  she kept her  leg  on me I was  crying  with  pain. When she removed her leg. I got some relief and  took  some  breath . What bad day it was! There  was  also  Smita’s  brother ; Arun;  who  was naughty  and  never used to listen   anyone .Arun  took  me  in his  hand  and  bought  a  candy  and  gave  me  to  the shopkeeper.  He kept me in the box. There was also coins like me. Again I   got many friends and   I was   happy.  I  also told them  my  bad  days  that  I  spent.  They  were  also  sad and  were  weeping  by  hearing  my sad story (Autobiography) while  some  were  laughing  at  me. Some friends told me don’t mind at  them. I  was  happy  there  but  also  missing  my  beautiful  home

That day came soon when I was exchanged for an ice-cream. .The vendor became my new boss, who on his travel to Hyderabad took me with him. I was feeling happy that I was again travelling in a train. But midway another person who wanted change got me. He was a very rich person travelling from place to place on pilgrimage.

I was still bright and glittering. So my new master kept me with him for a month. I saw sacred places like Kalighat, Dakhsineswar, Tarakeswar  and  before I reached Puri along with my boss. From there I, along with my boss,  I reached Allahabad where he wanted to have a dip in holy Prayag. I was happy that I was joining him in the holy dip. But alas! There I was left to sink down in the holy ‘Sangam’ where I still lay buried. I am still lying there unseen, unheard and unused. I will be there as long as Ganga and Jamuna flow.

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“ সুতরাং, দেরি না করে এখনই Autobiography Of a Tree PDF টি ডাউনলোড করুন ”

Download Autobiography Of a Tree PDF

File Details:- File Name:- Autobiography Of a Tree File Format:- PDF Quality:- High File Size:- 3 Mb File Location:- Google Drive

ঘোষণা: বিনামূল্যে আমাদের দেওয়া নোটস, সাজেশান, প্রশ্ন উত্তর ইত্যাদি স্টাডি ম্যাটেরিয়াল PDF এবং ভিডিও ক্লাস ভালো লাগলে, আমাদের এই পোস্টের লিংক আপনার বন্ধুদের ফেসবুক, WhatsApp এ শেয়ার করে তাদের পড়ার সুযোগ করে দিন।

Rajib Chakraborty

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An Autobiography of Time (English Project Class XI WBCHSE)

Posted by Titas Biswas

Related posts, post a comment, 75 comments.

thanks for sharing info.FINANCIAL SERVICES in Hyderabad click. home loans in hyderabad

Thanks to share this information.. Thanks

You're welcome,Souvik.

Thanks for it..sir.

"Madame". :)

thanks madame

thank you a lot titly di... it really helped me understand the project in a better way.

i mean #titas di ;)

You're welcome,lady! :D

Thank you,it helped me a lot.

It is very helpful..thanks for your sharing ������

THANKS MAM It was really helped me

What is the name of the autobiography?

Autobiography of time

Thanks miss Titas thanks for everything . could you please send me your number.

Not sir it's mam!

Titas Biswas, your writing is truely unbendable . In my ratings I will give you 11 out of 10

Thanks a lot... It's a awesome autobiography... And it's helped me very much thanks alot ❤☺☺

Thank you so much mam it helps me a lot or please share some more photos related to this autobiography

Thanks for this help

Thank you didi. It's too much helpful after a long while. I used it as my project of this session.

Thank you Madame for sharing info.

It's very helpful for students. I'm very glad to read such as an autobiography. Briefly, it's legendary.

Great post. https://5e50bdbce26f9.site123.me/

Thank you so much

Thank you didi . Now I know how to write a autobiography. I can think now in my way. Your's one is better than many other autobiography of different website.

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Autobiography Project

Reasons to Write an Autobiography

This handout provides a rationale for writing an autobiography. …

Grading Categories for Autobiography Project

A handout that describes and details the grading categories for the autobiography project. …

Autobiography Scoresheet

A rubric for scoring the autobiography project; includes detailed descriptions of each category. …

Autobiography Revision Checklist

A checklist that enables students to review, evaluate, and revise their autobiographies. …

Autobiography Project Schedule

A detailed, 20-day schedule for the autobiography project, including descriptions of class activities and assignments. …

Autobiography Chapter 7: Looking Forward

This writing guide prompts students to discuss their dreams, plans, and expectations for the future. …

Autobiography Chapter 6: Who Are You?

This writing guide prompts students to reflect on their identity, personality, and character. …

Autobiography Chapter 5: Significant Events and Developments

This writing guide prompts students to recall and record significant experiences in their adolescent and teen years. …

Autobiography Chapter 4: School and Church

This writing guide prompts students to recall and record their experiences in school and church. …

Autobiography Chapter 3: Early Childhood

This writing guide prompts students to recall and record significant memories from early childhood. …

Autobiography Chapter 2B: My Family Tree

This handout helps students construct a four-generation family tree as part of their autobiography chapter on family. …

Autobiography Chapter 2A: My Family

This writing guide prompts students to describe their family. …

Autobiography Chapter 1: My Birth

This writing guide helps students gather information and write about about their birth. …

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It's My Life: Multimodal Autobiography Project

• Resources & Preparation
• Instructional Plan
• Related Resources

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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Engaging Class 11 (XI) English Project Topics and Ideas

June 29, 2023 by studymumbai Leave a Comment

Class 11 English Project : Explore unconventional topics an ideas for your Class XI English Project. Also, ace your English project with these useful tips and tricks.

Write an Autobiography

Topic: Autobiography (Autobiography of a Tree, Autobiography of a Pen. Autobiography of a Rupee Coin). Structure: Introduction, What is a Autobiography, Aim of the project, Learning aspect of the project, Steps to create the project, output of the project, conclusion.

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Here’s an example of how to write an autobiography .

Title: Autobiography of the Smartphone

I may have started with humble beginnings but today I have become an indispensable part of our daily lives.

It all started in the early 1970s when the concept of a handheld device that combined telephony, computing, and communication started emerging. Fast forward to the 1990s, and I became more of a fusion of personal digital assistant (PDA) and mobile phone. Though I was bulky and lacked many features we now take for granted, they provided a glimpse into the incredible potential of mobile computing.

With the turn of the millennium, I took a giant leap forward. The integration of advanced technologies, such as touchscreens, cameras, and wireless connectivity, transformed me into a true handheld powerhouse. I was instrumental in bringing people together like never before. I was able to give them access to an infinite array of tools, entertainment, and information, all available at their fingertips.

Today, I have matured and serve as a multipurpose tool. I can take stunning photographs, manage finances, monitor health, and my features continue to expand, embracing technologies like augmented reality, artificial intelligence, and more.

So, my journey has been nothing short of extraordinary. From modest beginnings as a communication device, I have evolved into an indispensable tool that has transformed the way we live, work, and connect.

Interview-Based Research

Example: You can choose a topic on which to do their research/interview, e.g. you can choose the topic: “Evolving food tastes in my neighbourhood”. Read the available literature. Then conduct interviews with a few neighbours on the topic. For an interview, you need to first frame questions based on the preliminary research/background. You will then write an essay/writeup/report etc. upto 1000 words on your research and submit it.

Create Your Own Video/Audio

You can listen to podcasts/interviews/radio or TV documentary on a topic and prepare a report countering or agreeing with the speakers. Write an 800 – 1000 words report and submit.

You can even create your own video/ Audio, after writing a script. Before you decide a format, the following elements can be taken into consideration:

• Theme/topic of the audio / video. Would you like to pick a current issue or something artistic like theatre?
• What are the elements that need to be part of the script?
• Will the video/audio have an interview with one or more guests?
• Would you prefer to improvise while chatting with guests, or work from a script?
• What would be the duration?
• How would you present the script/report to the teacher, e.g.Can it be in the form of a narrative?

More Suggestions for Projects

The ideas/issues highlighted in the chapters/ poems/ drama given the prescribed books can also be developed in the form of a project.

You can also take up any relevant and age-appropriate theme.

Things to Keep in Mind

The Project must be inter-disciplinary in theme and the project work must be done individually.

The Project-Portfolio must include the following:

Cover page, with title of project, school details, Name and Class. Statement of purpose/objectives/goals. Certificate of completion under the guidance of the teacher.

Students Action Plan for the completion of assigned tasks. Materials such as scripts for the theatre/role play, questionnaires for interview, written assignments, essays, survey-reports and other material evidence of learning progress and academic accomplishment.

The essay/Script/Report. Self Reflection. Photographs that capture your positive learning experiences. List of resources/bibliography.

StudyMumbai.com is an educational resource for students, parents, and teachers, with special focus on Mumbai. Our staff includes educators with several years of experience. Our mission is to simplify learning and to provide free education. Read more about us .

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Download my apps on 'english writings' , 'english grammar rule' and others, sunday, december 13, 2020, class xi (wbchse) english projects.

 CLASS XI (WBCHSE) ENGLISH PROJECTS

1. AUTOBIOGRAPHY OF A BOUQUET.

2. A UTOBIOGRAPHY OF A DAIMOND.

3.  AUTOBIOGRAPHY OF A DOORMAT.

4.  AUTOBIOGRAPHY OF A LOTUS.

5.  AUTOBIOGRAPHY OF THE TAJ MAHAL

6.  AUTOBIOGRAPHY OF A BANYAN TREE.

7.  AUTOBIOGRAPHY OF A HOUSE.

8.  AUTOBIOGRAPHY OF AN ORPHAN.

9.  AUTOBIOGRAPHY OF A RIVER

10.  AUTOBIOGRAPHY OF THE MOON

11.  AUTOBIOGRAPHY OF A

12.  AUTOBIOGRAPHY OF A

13.  AUTOBIOGRAPHY OF A

2 comments:

Autobiography of a broken bicycle plz

Autobiography of Smartphone

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