Start out by having third-graders write biographies of people they have encountered in other lessons. Direct them in writing historical biographies of the presidents, American historical figures such as pioneers, inventors or war heroes and popular ancient figures, such as King Tut or Gilgamesh. Read examples of "living history" and explore the different styles presented in journalistic versus fictionalized biographies.
Oral history projects are enticing to young kids. Review how to write a good interview question and how to follow up during an interview. Review the four kinds of sentences: interrogative, exclamatory, declarative and imperative. Questions should contain a subject and verb and proper punctuation. Have kids conduct in-depth interviews with family members, using a recording device where needed, or set up a field trip to a senior center for an inter-generational experience. Introduce students to note-taking skills and instruct them on how to organize their notes into a story, then write it and edit it. Illustrating and binding the histories in book form can be added to the unit.
Have kids interview librarians, teachers, principals, business managers, pediatricians -- any adult they come into regular contact with who might have an interesting life story. Compile a newsletter with the stories and distribute it through the school or send it home. Add a dimension by publishing the newsletter online or create an interview blog for the class. Third-graders who are beginning to develop keyboarding skills will be frustrated by extensive typing, so keep the entries short.
Once kids have worked on projects where they have distinguished what information about other peoples' lives might be of interest, they will be in a better position to discern what events in their own lives make good stories. Help them brainstorm which events have happened during their lives and show them how to put these events into a family context. Discuss the concept of a memoir, in which events are reflected upon and opinions and feelings are expressed. Keep autobiographies private; students should share their stories only voluntarily.