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K–12 teaching and learning · from the UNC School of Education

The Life of Twain

This assignment allows students to explore the life of Mark Twain by using concept map graphic organizers to compile their research in an interesting and creative way. This is a great way to assess students' comprehension!

A lesson plan for grades 7–8 English Language Arts

By Pam Stonesifer

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Learning outcomes

Students will be able to research the life of this famous author on the Internet as well as using traditional means of research. By creating a concept map, students will be able to evaluate the significance of events as well as developing a well-structured display of Twain’s life.

Teacher planning

Time required for lesson

2.00 Days

Materials/resources

  • Large poster paper
  • markers
  • crayons
  • colored paper
  • rulers
  • copies of research material

Technology resources

Access to the Internet and encyclopedia software.

Pre-activities

None

Activities

Day 1

  1. Students will be instructed on the different forms that concept maps can take. For example, a concept map can take the form of a cartoon strip. Students would identify the main events of Twain’s life and illustrate them in cartoon strip form.
  2. Another form of the concept map is that of creating a central illustration from Twain’s life and having additional written information extending from the illustration.
  3. Finally, students can choose the form of creating a full-sized illustration that encompasses all of Twain’s life.

Day 2

  1. Once these forms of concept maps have been explained and examples provided, students will take a day to research information on Mark Twain whether on the Internet or using traditional means of research. Students had to find at least 10 facts about Mark Twain’s life to use for their graphic organizer.
  2. When I did this assignment, I allowed my students to choose whether or not they wanted to depict his whole life or focus in on one portion of it. Some students chose to create a map only dealing with his life on the river, while others created one dealing with his entire life.

Day 3

  1. Once the information has been collected, students may choose the type of concept map that they would like to create. I allowed my students to work in groups of two. It can also easily work for individual assignments.
  2. After students decided which type of map that they wanted to create, I gave them an entire 85-minute class period in which to complete the map. The students were to use lots of color in order to make their maps come alive.
  3. I told students that I would assess each concept map on three criteria:
    • Did it have at least 10 facts on Mark Twain included in it?
    • The relevance of the information found
    • The artistic/aesthetic value of the organizer, including use of color

Assessment

I assessed the concept maps three ways. To begin with, I checked to see how many facts had been included (10 were required). Next, I assessed the value of the information included on the maps. Finally, I graded the concept maps on their appearance. I took off points for maps not using color. While we were completing the research, I was able to observe and assess their research techniques, stepping in where I was needed.

Supplemental information

Concept maps are a great means of assessment for any reading assignment. Many times it can be used for a quick 20-minute quiz on a reading passage that may have been given as homework. Students LOVE to do this kind of work. Many students who are fearful of quizzes or tests perform well in this type of assessment. I have had great success in the past and will continue to use concept maps in the present.

Related websites

www.yahooligans.com
www.askjeeves.com

Comments

I learned how to use story maps at a C.R.I.S.S. workshop that I attended last fall. I found this to be incredibly useful and exciting for my students.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 7

  • Goal 2: The learner will synthesize and use information from a variety of sources.
    • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the characteristics of informational works.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences and/or conclusions.
      • generating questions.
    • Objective 2.02: Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters and informercials) through:
      • identifying and using appropriate primary and secondary sources.
      • comparing, contrasting, and evaluating information from different sources about the same topic.
      • evaluating information for extraneous details, inconsistencies, relevant facts, and organization.

Grade 8

  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.
    • Objective 2.02: Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
      • determining purpose, audience, and context.
      • understnaing the focus.
      • recognizing and/or choosing a relevant topic.
      • recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
      • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
      • researching and organizing information to achieve purpose.
      • using notes and/or memory aids to structure information.
      • supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
      • noting and/or citing sources used.
      • recognizing the use of and/or employing graphics such as charts, diagrams,and graphs to enhance the communication of information.