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1. Question
The 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.
Image Source: World Book Student
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2. Information Sources
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You will use these resources to investigate Mark
Twain’s life and complete the Student Activity on
Slide 3. Keep the essential question in mind as
you conduct your research:
In what ways are texts influenced by the life
experiences of authors?
◦ Historic Hannibal, Missouri (YouTube video to be
screened by teacher or library media specialist)
◦ Brain Pop biographical video about Mark Twain*
◦ Mark Twain Biography: Mark Twain House &
Museum
◦ My Hero Project: Mark Twain biography
◦ The City Mark Twain Made Famous: Hannibal,
Missouri in the 1800s | PDF version
Mark Twain’s boyhood home in Hannibal, Missouri
*NOTE: Go to the BCPS Database page
and click on BrainPOP, then return to
this slide and click on the video link
above.
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3. Student Activity
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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 a Venn diagram to record a list of
similarities and differences between
Mark Twain and his character Tom
Sawyer.
 Interactive Venn Diagram
MS Word Venn Diagram template for
word-processing

-ORCreate your own Venn Diagram on
notebook paper.

Image Source: Mark Twain, Library of
Congress , Tom Sawyer, PBS
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4. Assessment Activity
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?
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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
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5. Enrichment Activities
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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.
Select the image above to browse the PBS Mark Twain interactive
scrapbook.
Image Source: PBS.com
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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6. Teacher Support Materials
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Time Frame: 1-2 class periods
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 Students
3.0: Use a variety of technologies for learning and collaboration.
Differentiation:
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Direct students to use comprehension tools
included in databases, such as: audio readaloud, labeled reading levels, and embedded
dictionaries.
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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 2015
Created by Anna Conner linked to email address,
BCPS Slam Dunk Research Model, Copyright 2015, 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.