An autobiography is written by the subject about their own life, while a biography is written by someone else about another person's life. An autobiography uses first-person point of view and reveals the writer's feelings and perspectives, while a biography is written in third-person and aims to objectively describe the subject's life and impact. Examples of readings from class showed how autobiographies use first-person pronouns while biographies are written about someone else from an outside perspective.
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
Task description for students to make an animoto video (or powerpoint) using 10 slides.
Audience: ESL students
Francine Harvey
Beverly HIlls Intensive English Centre
Critical Discourse Analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice. Scholars working in the tradition of CDA generally assume that (non-linguistic) social practice and linguistic practice constitute one another and focus on investigating how societal power relations are established and reinforced through language use
Romeo And Juliet Fate Essay. Romeo and Juliet Essay - GCSE English - Marked b...Angel Newell
Romeo and Juliet - Fate (300 Words) - PHDessay.com. The concept of fate - Romeo and Juliet - GCSE English - Marked by .... Fate in Romeo and Juliet - GCSE English - Marked by Teachers.com. Romeo And Juliet Inevitability Of Fate Essay Example (500 Words .... Fate and Free Will in Romeo and Juliet - GCSE English - Marked by .... Romeo and juliet fate essays. Romeo and Juliet: Fate and Free will. - GCSE English - Marked by .... GCSE Romeo and Juliet Level 9 Full Marks Exemplar Essay on Fate .... Examine the role of fate in Romeo and Juliet. - GCSE English - Marked .... Romeo And Juliet Essay On Fate – Telegraph. The Role of Fate in Romeo and Juliet - Free Essay Example | PapersOwl.com. "Romeo and Juliet are victims of fate", How far do you agree with this .... Remarkable Romeo And Juliet Fate Essay ~ Thatsnotus. Examine the Role of Fate and Destiny in Shakespeare’s Romeo and Juliet .... Romeo and Juliet Essay. - GCSE English - Marked by Teachers.com. Fate VS Free Will Romeo And Juliet - Free Essay Example | PapersOwl.com. How important do you consider ‘fate’ to be, in the play of Romeo and .... Romeo And Juliet Fate Essay. Romeo and juliet role of fate essay. ROMEO & JULIET ESSAY - GCSE English - Marked by Teachers.com. ⇉The Role of Fate in Romeo and Juliet Essay Example | GraduateWay. Research paper online Romeo and juliet essay introduction hook. Romeo and Juliet Essay. ⇉How Does Fate Affect Romeo and Juliet Essay Example | GraduateWay. Romeo and Juliet Essay - GCSE English - Marked by Teachers.com. Romeo And Juliet Essay Help , Romeo and Juliet Essays. Romeo and Juliet Essays | GradeSaver - How to Write Romeo and Juliet .... ROMEO AND JULIET 9-1 | Teaching Resources | Essay writing skills .... To What Extent Were Romeo And Juliet Fated To Die? - GCSE English .... Fate essay for romeo and juliet. Romeo & Juliet essay | English (Advanced) - Year 11 HSC | Thinkswap Romeo And Juliet Fate Essay
Sample Of A Definition Essay. 011 Essay Example Examples Of Definition Essays...Ashley Rosas
How to Write a Definition Essay: Writing Guide with Sample Essays. How to Write a Definition Essay: Outline, Thesis, Body, and Conclusion. 006 Sample Definition Essay Example ~ Thatsnotus. 011 Essay Example Examples Of Definition Essays The Underground Hero .... 021 Definition Of Terms In Research Paper Example Thesis Statement Zx2 .... Definition Essay Writing Tips [+Universal Guide] | Pro Essay Help.
Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptxDenish Jangid
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Extraction Of Natural Dye From Beetroot (Beta Vulgaris) And Preparation Of He...SachinKumar945617
If you want to make , ppt, dissertation/research, project or any document edit service
DM me on what's app 8434381558
E-mail sachingone220@gmail.com
I will take charge depend upon how much pages u want
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Key Learning: Texts are structured in a way to help the reader
comprehend the information more easily.
701.8.3, 701.8.4, 701.6.3, 701.6.4
Unit Essential Question: How does analyzing text structure help you
better understand the information you are reading?
Concept:
Concept:
Nonfiction Text
Features
Concept:
Types of Prose
Concept:
Biography and
Autobiography
Lesson Essential
Questions:
How do I
distinguish
among
poetry,
prose, and
drama?
701.8.3, 701.8.4
Lesson Essential
Questions:
How do the
features of
nonfiction texts
aid in
comprehension?
701.6.3, 701.6.4
Lesson Essential Questions:
What are the
distinguishing
characteristics of
the different
types of prose?
701.8.3, 701.8.4
Lesson Essential Questions:
How do you
explain the
characteristics
of biography
and
autobiography?
701.8.3
Poetry, Prose
and Drama
4. Table of Contents for: Text StructureTable of Contents for: Text Structure
Title of PaperTitle of Paper Date ofDate of
AssignAssign
YourYour
ScoreScore
WorthWorth
11 Poetry, Prose, and Drama PNPoetry, Prose, and Drama PN 2020
22 Poetry, Prose, and Drama Summarizer NBPPoetry, Prose, and Drama Summarizer NBP 2020
33 Reading Poetry, Prose, and Drama WorksheetReading Poetry, Prose, and Drama Worksheet 2020
44 Nonfiction Text Features PNNonfiction Text Features PN 2020
55 Nonfiction Text Features WkshNonfiction Text Features Wksh 2020
66 Types of Prose PNTypes of Prose PN 2020
77 Types of Prose Activity and Summarizer NBPTypes of Prose Activity and Summarizer NBP 2020
88
Autobiography vs Biography PNAutobiography vs Biography PN 2020
99
Autobio vs Bio SummarizerAutobio vs Bio Summarizer
NBPNBP
2020
1010
5. Activator
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.
6. ActivatorActivator
Aunt Cindy was a big part of Jane’sAunt Cindy was a big part of Jane’s
childhood. Jane and her parents visitedchildhood. Jane and her parents visited
Aunt Cindy at least once a month. SheAunt Cindy at least once a month. She
remembers many visits to Aunt Cindy’sremembers many visits to Aunt Cindy’s
tiny, dark apartment. It was very quiet intiny, dark apartment. It was very quiet in
that building– maybe because tenantsthat building– maybe because tenants
were not allowed to have children or pets.were not allowed to have children or pets.
In spite of that, Aunt Cindy found a way toIn spite of that, Aunt Cindy found a way to
express her love for animals; she spentexpress her love for animals; she spent
days working at an animal shelter near herdays working at an animal shelter near her
home, and scouting out alleyways forhome, and scouting out alleyways for
strays and finding them homes.strays and finding them homes.
READING 1
7. ActivatorActivator
Aunt Cindy was a big part of myAunt Cindy was a big part of my
childhood. My parents and I visited her atchildhood. My parents and I visited her at
least once a month. I remember manyleast once a month. I remember many
visits to Aunt Cindy’s tiny, dark apartment.visits to Aunt Cindy’s tiny, dark apartment.
It was very quiet in that building– maybeIt was very quiet in that building– maybe
because tenants were not allowed to havebecause tenants were not allowed to have
children or pets. In spite of that, my Auntchildren or pets. In spite of that, my Aunt
Cindy found a way to express her love forCindy found a way to express her love for
animals; she spent days working at ananimals; she spent days working at an
animal shelter near her home, andanimal shelter near her home, and
scouting out alleyways for strays andscouting out alleyways for strays and
finding them homes.finding them homes.
READING 2
8. Activator
Look at your notesheet.
Take a few minutes to complete the
Venn Diagram.
We will share our answers in just in a
moment.
10. AutobiographyAutobiography
1.1. The main character is theThe main character is the
authorauthor
2.2. Recounts the key incidents inRecounts the key incidents in
the writer’s lifethe writer’s life
3.3. Describes major influencesDescribes major influences
(people, events, places) on the(people, events, places) on the
writerwriter
11. AutobiographyAutobiography
4.4. Describes interactionsDescribes interactions
between the writer andbetween the writer and
significant people in his orsignificant people in his or
her lifeher life
5.5. Reveals the writer’sReveals the writer’s
feelings, reactions, values,feelings, reactions, values,
and goalsand goals
12. Let’s Review #1Let’s Review #1
Aunt Cindy was a big part of my childhood.Aunt Cindy was a big part of my childhood.
My parents and I visited her at least once aMy parents and I visited her at least once a
month. I remember many visits to Auntmonth. I remember many visits to Aunt
Cindy’s tiny, dark apartment. It was veryCindy’s tiny, dark apartment. It was very
quiet in that building– maybe becausequiet in that building– maybe because
tenants were not allowed to have childrentenants were not allowed to have children
or pets. In spite of that, my Aunt Cindyor pets. In spite of that, my Aunt Cindy
found a way to express her love forfound a way to express her love for
animals; she spent days working at ananimals; she spent days working at an
animal shelter near her home, and scoutinganimal shelter near her home, and scouting
out alleyways for strays and finding themout alleyways for strays and finding them
homes.homes.
* What clues tell us that the first* What clues tell us that the first
reading was an autobiography?reading was an autobiography?
13. Let’s Review #1: AutobiographyLet’s Review #1: Autobiography
Aunt Cindy was a big part of myAunt Cindy was a big part of my
childhood. My parents and I visited her atchildhood. My parents and I visited her at
least once a month. I remember manyleast once a month. I remember many
visits to Aunt Cindy’s tiny, dark apartment.visits to Aunt Cindy’s tiny, dark apartment.
It was very quiet in that building– maybeIt was very quiet in that building– maybe
because tenants were not allowed to havebecause tenants were not allowed to have
children or pets. In spite of that, my Auntchildren or pets. In spite of that, my Aunt
Cindy found a way to express her love forCindy found a way to express her love for
animals; she spent days working at ananimals; she spent days working at an
animal shelter near her home, andanimal shelter near her home, and
scouting out alleyways for strays andscouting out alleyways for strays and
finding them homes.finding them homes.
14. BiographyBiography
1.1. Tells about a real personTells about a real person
2.2. Shows that the writer knows aShows that the writer knows a
lot about this personlot about this person
3.3. Describes the person’sDescribes the person’s
environmentenvironment
15. BiographyBiography
4.4. Provides anecdotes orProvides anecdotes or
details that show this persondetails that show this person
in actionin action
5.5. Shows how the personShows how the person
affects other peopleaffects other people
6.6. States or implies how theStates or implies how the
writer feels about the personwriter feels about the person
16. Let’s Review #2Let’s Review #2
Aunt Cindy was a big part of Jane’sAunt Cindy was a big part of Jane’s
childhood. Jane and her parents visitedchildhood. Jane and her parents visited
Aunt Cindy at least once a month. SheAunt Cindy at least once a month. She
remembers many visits to Aunt Cindy’s tiny,remembers many visits to Aunt Cindy’s tiny,
dark apartment. It was very quiet in thatdark apartment. It was very quiet in that
building– maybe because tenants were notbuilding– maybe because tenants were not
allowed to have children or pets. In spite ofallowed to have children or pets. In spite of
that, Aunt Cindy found a way to express herthat, Aunt Cindy found a way to express her
love for animals; she spent days working atlove for animals; she spent days working at
an animal shelter near her home, andan animal shelter near her home, and
scouting out alleyways for strays andscouting out alleyways for strays and
finding them homes.finding them homes.
* What clues tell us that the first* What clues tell us that the first
reading was an biography?reading was an biography?
17. Let’s Review #2- BiographyLet’s Review #2- Biography
Aunt Cindy was a big part of Jane’sAunt Cindy was a big part of Jane’s
childhood. Jane and her parents visitedchildhood. Jane and her parents visited
Aunt Cindy at least once a month. SheAunt Cindy at least once a month. She
remembers many visits to Aunt Cindy’sremembers many visits to Aunt Cindy’s
tiny, dark apartment. It was very quiet intiny, dark apartment. It was very quiet in
that building– maybe because tenantsthat building– maybe because tenants
were not allowed to have children or pets.were not allowed to have children or pets.
In spite of that, Aunt Cindy found a way toIn spite of that, Aunt Cindy found a way to
express her love for animals; she spentexpress her love for animals; she spent
days working at an animal shelter near herdays working at an animal shelter near her
home, and scouting out alleyways forhome, and scouting out alleyways for
strays and finding them homes.strays and finding them homes.
18. In-Class AssignmentsIn-Class Assignments
1.1. Take out a blank sheet ofTake out a blank sheet of
notebook paper.notebook paper.
2.2. Title it “Autobio vs BioTitle it “Autobio vs Bio
Summarizer” and head itSummarizer” and head it
properly.properly.
3.3. Then FLIP IT OVER TO THEThen FLIP IT OVER TO THE
BACK…BACK…
19. In-Class AssignmentsIn-Class Assignments
1.1. We will be reading “An UnforgettableWe will be reading “An Unforgettable
Journey” on page 402 and answering aJourney” on page 402 and answering a
few questions from the passage.few questions from the passage.
2.2. Remember, we are using the back ofRemember, we are using the back of
your paper…your paper…
3.3. Write “Unforgettable Journey” on theWrite “Unforgettable Journey” on the
first line and then follow along with thefirst line and then follow along with the
reading.reading.
20. ““Unforgettable Journey”Unforgettable Journey”
1.1. Which of the first three sentences in thisWhich of the first three sentences in this
reading is an opinion?reading is an opinion?
2.2. Is this a biography or an autobiography?Is this a biography or an autobiography?
Why?Why?
3.3. What point-of-view is this story written in?What point-of-view is this story written in?
Give examples to explain your answer.Give examples to explain your answer.
4.4. Describe the person who wrote this storyDescribe the person who wrote this story
(where she is from, what happened to her,(where she is from, what happened to her,
her character as a person).her character as a person).
Write your answers in COMPLETE sentences ON
THE BACK. SKIP lines.
21. ““Unforgettable Journey”- AnswersUnforgettable Journey”- Answers
1.1. Which of the first three sentences in this reading is an opinion?Which of the first three sentences in this reading is an opinion?
The third sentence– “…life seemed peaceful.” --The third sentence– “…life seemed peaceful.” --
Cannot be provenCannot be proven
2.2. Is this a biography or an autobiography? Why?Is this a biography or an autobiography? Why?
AutobiographyAutobiography
3.3. What point-of-view is this story written in? Give examples toWhat point-of-view is this story written in? Give examples to
explain your answer.explain your answer.
First-PersonFirst-Person
4.4. Describe the person who wrote this story (where she is from, whatDescribe the person who wrote this story (where she is from, what
happened to her, her character as a person).happened to her, her character as a person).
Immigrant from Laos– was a refugee fleeing toImmigrant from Laos– was a refugee fleeing to
ThailandThailand
22. In-Class AssignmentsIn-Class Assignments
NOW…NOW…
1.1. We are reading “Rosa Parks” on pageWe are reading “Rosa Parks” on page
853 and answering a few questions from853 and answering a few questions from
the passage.the passage.
1.1. We will be using the same instructionsWe will be using the same instructions
from the “Unforgettable Journey” readingfrom the “Unforgettable Journey” reading
and questionsand questions
2.2. Draw a line under your last question andDraw a line under your last question and
write “Rosa Parks” under the line.write “Rosa Parks” under the line.
3.3. Follow along with the reading.Follow along with the reading.
23. ““Rosa Parks”Rosa Parks”
1.1. Is this a biography or an autobiography?Is this a biography or an autobiography?
Why?Why?
2.2. What point-of-view is this story writtenWhat point-of-view is this story written
in? Give examples to explain yourin? Give examples to explain your
answer.answer.
3.3. What do the details tell you about RosaWhat do the details tell you about Rosa
Park’s character?Park’s character?
Write your answers in COMPLETE
sentences ON THE BACK. SKIP lines.
24. ““Rosa Parks”-Rosa Parks”-
AnswersAnswers
1.1. Is this a biography or an autobiography?Is this a biography or an autobiography?
Why?Why?
Biography- written by Rita DoveBiography- written by Rita Dove
2.2. What point-of-view is this story written in?What point-of-view is this story written in?
Give examples to explain your answer.Give examples to explain your answer.
33rdrd
Person (words like she, her, etc…)Person (words like she, her, etc…)
3.3. What do the details tell you about RosaWhat do the details tell you about Rosa
Park’s character?Park’s character?
Brave, courageous, strong-willedBrave, courageous, strong-willed
25. Summarizer
Turn your notebook paper back over
to the front.
We are doing a 3-2-1… using the
following slide, complete the
questions.
Turn it into the blue bin when you are
finished.
26. Summarizer
3. Write THREETHREE sentences that compare
and contrast biographies and
autobiographies.
2. Write the definitions for biography and
autobiography (you have TWOTWO
definitions).
1. What would you prefer to read?
Biography or Autobiography? Write ONEONE
reason in a complete sentence as to why
you prefer the one over the other.
27.
28. In-Class AssignmentsIn-Class Assignments
NOW…NOW…
1.1. We are reading “Elizabeth I” onWe are reading “Elizabeth I” on
page 416 and answering a fewpage 416 and answering a few
questions from the passage.questions from the passage.
1.1. We will be using the same instructionsWe will be using the same instructions
from the “Unforgettable Journey”from the “Unforgettable Journey”
reading and questionsreading and questions
2.2. Draw a line under your last questionDraw a line under your last question
and write “Elizabeth I”.and write “Elizabeth I”.
3.3. Follow along with the reading.Follow along with the reading.
29. ““Elizabeth I”- AnswersElizabeth I”- Answers
1.1. Is this a biography or anIs this a biography or an
autobiography?autobiography?
2.2. What point-of-view is this storyWhat point-of-view is this story
written in?written in?
3.3. What do the details tell you aboutWhat do the details tell you about
Elizabeth’s character (page 416)?Elizabeth’s character (page 416)?
4.4. Who did Elizabeth I marry?Who did Elizabeth I marry?
30. ““Elizabeth I”- AnswersElizabeth I”- Answers
1.1. Is this a biography or an autobiography?Is this a biography or an autobiography?
BiographyBiography
2.2. What point-of-view is this story written in?What point-of-view is this story written in?
Third-PersonThird-Person
3.3. What do the details tell you about Elizabeth’s characterWhat do the details tell you about Elizabeth’s character
(page 416)?(page 416)?
Smart (well educated), regal, active,Smart (well educated), regal, active,
eagereager
4.4. Who did Elizabeth I marry?Who did Elizabeth I marry?
She never married (said she was married toShe never married (said she was married to
England)England)