1. In what ways are texts influenced by the life experiences of authors?
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Mark Twain 1 2 3 4 5 6
1. Question
The Adventures of Tom Sawyer was written by Mark Twain and published in
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 shaped the novel The Adventures of Tom Sawyer.
Image Source: World Book Student
In what ways are texts influenced by the life experiences of authors?

2. 2. Information Sources Next 1 2 3 4 5 6
Use 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?
Mark Twain Biography: Mark Twain House & Museum
My Hero Project: Mark Twain biography
The City Mark Twain Made Famous: Hannibal, Missouri in the 1800s
A Look At Missouri: video showing Mark Twain’s hometown of Hannibal
Brain Pop biographical video about Mark Twain
Mark Twain’s boyhood home in Hannibal, Missouri

3. Next
3. Student Activity 1 2 3 4 5 6
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 to brainstorm a list of similarities and differences between Mark Twain and his character Tom Sawyer.
Image Source: Mark Twain, Library of Congress , Tom Sawyer, PBS

4. Link to Biographical Critic work sheet
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4. Assessment Activity 1 2 3 4 5 6
You 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?
Link to Biographical Critic work sheet

5. 5. Enrichment Activities
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5. Enrichment Activities 1 2 3 4 5 6
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
Select the image above to browse the PBS Mark Twain interactive scrapbook.
Image Source: PBS.com

6. 6. Teacher Support Materials1 2 3 4 5 6
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 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0: 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 Lexile
Silver 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 2013 Created by Anna Conner linked to 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.