Mark Twain ResearchMrs. McShane

GT 6 English/Language Arts

OBJECTIVE

Students will compare a fictional text to an author’s life experiences in order to analyze how a text is influenced by these experiences.

1. QuestionThe Adventures of Tom Sawyer was written by Mark Twain and published in 1870.

The novel represents the first time Mark Twain incorporated childhood experiences into his writing.

We will explore Mark Twain’s early life in Hannibal, Missouri.

We will think about how Twain’s experiences helped shape the novel The Adventures of Tom Sawyer.

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In what ways are texts influenced by the life experiences of authors?

Mark Twain

Image Source: World Book Student

2. Information SourcesUse the resources on this slide to research Mark Twain’s life. Keep the essential question in mind as you research.

In what ways are texts influenced by the life experiences of authors? Take notes on a separate sheet of paper.

◦ Mark Twain Biography: Mark Twain House & Museum

◦ My Hero Project: Mark Twain biography◦ The City Mark Twain Made Famous: Hannibal, Mis

souri in the 1800s◦ A Look At Missouri: video showing Mark Twain’s h

ometown of Hannibal◦ Brain Pop biographical video about Mark Twain

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Mark Twain’s boyhood home in Hannibal, Missouri

3. Student Activity

After reviewing the resources, how do you think Mark Twain’s early life experiences in Hannibal, Missouri helped shape his setting of St. Petersburg and the characters he created in The Adventures of Tom Sawyer?

Use this graphic organizer (see handout from Mrs. McShane) to brainstorm a list of similarities and differences between Mark Twain and his character Tom Sawyer.

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Image Source: Mark Twain, Library of Congress , Tom Sawyer, PBS

4. Assessment ActivityYou are a biographical critic. A biographical critic studies diaries, journals, autobiographies, and letters that the author has written, as well as biographies.

This information helps in comprehending and analyzing the text. Remember to relate the biographical research directly with the text. You will compare the novel The Adventures of Tom Sawyer to Mark Twain’s own life experiences.

Use the resources on the previous slide and any additional resources your teacher has provided to answer the questions on the right. Can you add any questions of your own?

Questions the Biographical critic answers:

What aspects of the author’s personal life are relevant to this story?

Which of the author’s stated beliefs are reflected in the work?

Does the writer challenge or support the values of his/her contemporaries?

What seem to be the author’s major concerns? Do they reflect any of the writer’s personal experiences?

Do any of the events in the story correspond to events experienced by the author?

Do any of the characters in the story correspond to real people?

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Link to Biographical Critic work sheet

Mrs. McShane will provide handout

5. Enrichment Activities

Extension Activity:Mark Twain was a life-long scrap booker. He took one where ever he would go, and used his scrapbooks as resources for his writing. Create your own autobiographical multimedia poster scrap book like Prezi.

Additional digital resources: ◦ Ken Burns’ Mark Twain: Part I◦ Ken Burns’ Mark Twain: Part II◦ NBC Learn:

Writer’s Lives, Mark Twain◦ Mini Bio:

Mark Twain, Biography Channel

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Select the image above to browse the PBS Mark Twain interactive scrapbook.Image Source: PBS.com

6. Teacher Support Materials

Common Core State Standards RL1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Maryland Technology Literacy Standards for Students3.0: Use a variety of technologies for learning and collaboration.

Time Frame: 1-2 class periods

Differentiation: Direct students to use comprehension tools

included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.

Select/reduce questions for students as needed.

Learning Styles: Visual, Auditory, Tactile, Reflective

Notes to the teacher:Gold Stars: High LexileSilver Stars: Low Lexile. Prezi is free but does require a log-in. You may want to create an account for the class.

Last updated: July 2013Created by Anna Conner linked to email address,

BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.

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