- Use the NC Literary Map website to gather biographical and interesting facts about NC authors
- Record data on Author Planning Sheet, using Microsoft Word
- Conduct a Google image search to find a picture of selected author
- Use the Big Huge Labs website to create trading cards showing facts learned about authors
- Share cards with other students, comparing interesting facts about authors and analyzing how authors’ lives/settings may impact their writing
This lesson would complement a study on biographies.
Time required for lesson: 2-3 lession periods
- Access to the websites:
- Author Trading Card planning sheet
Teachers will lead discussion on how authors’ lives shape their writing. Teachers will lead students in thinking about which author they wish to learn about. Guiding questions examples: Is this author interesting to you? Why? How can you find biographical information about the author? What types of hobbies/interests do you think the author has? How do the authors’ interests, area where he/she resides, background… affect the author’s writing?
Teachers will preview the NC Literary Map with students to model how to locate authors’ information. (Search by author, region, genre…)
- Preselect authors for students to research or assist students select an author based on home town/region, books the student has read by the author, etc.
- Allow several students to research the same author and then compare trading cards
Teachers will preview Google and model how to search for an image of the selected author.
- show students Author Trading Card Planning Sheet
- share a sample trading card
- preview the Big Huge Lab website
- guide students in transferring information from planning sheet to trading card.
Select an author from NC using http://library.uncg.edu/dp/nclitmap/ based upon discussions of how author’s lives shape their writing and how biographical information helps us learn about authors.
Search the literary map resources to gather information for the Author Trading Card Planning Sheet. (Students should first explore the cultural resources websites within the literary map, but may need to conduct a Google image search to find a picture of the author.)
Use the Author Trading Card Planning Sheet to organize your information. (Teachers may give students print copy or have students save information directly to Word document.) Information to be considered:
- Place of birth, birth date, current residence
- Publications (at least 1)
- Any awards, achievements author has received
- One personal piece of information (plays the banjo, enjoys white water rafting, likes to sing...)
Save author picture in a separate file as a jpeg image. (This will be uploaded to the trading card.)
Create a trading card for this author using http://bighugelabs.com/. Teachers will want to review the assessment rubric to ensure students are aware of required elements on the card.
- Include picture of author (students may need to conduct a Google image search to find picture)
- Include required information compiled on planning sheet and
Share trading card with other students, discussing how the author’s life may have influenced his/her writing.
As an extension, students may want to create their own biographical trading cards, showing how their own writing may be affected by where they live, what they study and/or their personal interests.
Teachers may decide which elements should be required on finished product.
||All information is related to the author and makes it easier to understand. All borrowed graphics have a source citation.
||All information is related to the author and most information makes it easier to understand. All borrowed graphics have a source citation.
||All information relates to the author. Most borrowed graphics have a source citation.
||Information does not relate to the topic OR borrowed graphics do not have a source citation.
||The trading card includes all required elements from the planning sheet as well as additional information.
||All required elements from the planning sheet are included on the trading card.
||All but 1 of the required elements from the planning sheet are included on the trading card.
||Several required elements were missing.
|Use of Class Time
||Used time well during each class period. Focused on getting the project done. Never distracted others.
||Used time well during each class period. Usually focused on getting the project done and never distracted others.
||Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.
||Did not use class time to focus on the project OR often distracted others.
||The trading card is exceptionally attractive in terms of design, layout, and neatness.
||The trading card is attractive in terms of design, layout and neatness.
||The trading card is acceptably attractive though it may be a bit messy.
||The trading card is distractingly messy or very poorly designed. It is not attractive.
|Presentation/Sharing Trading Card
||The presenter spoke loud and clear and used good eye contact with the audience throughout the entire presentation. The presenter was well organized and gave clear well developed explanations for the audience.
||The presenter spoke loud and clear and used good eye contact with the audience through most of the presentation. The presenter seemed to be well organized and gave explanations to the audience.
||The presenter spoke loud and clear and used good eye contact with the audience inconsistently though out the presentation. The presenter used minimal organization to prepare for the presentation and gave minimal explanations about the topic of the presentation.
||The presenter did not speak clearly and did not make eye contact with the audience. The presentation was not well organized.
Students will need some skill using the internet and using Microsoft Word.
North Carolina Common Core/Essential Standards
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes.
TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities.
SE.1.2 Understand ethical behavior (e.g., copyright, not plagiarizing, netiquette) when using resources.