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Analyzing Awesome Authors

Grade 8, ELA & Reading

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Description of Unit

Students will conduct an in-depth investigation of a selected author to understand ways in which culture, history, and society influenced the author’s style and voice.

This guide links the Analyzing Awesome Authors unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Analyzing Awesome Authors is an English language arts unit that allows students to study an author, including his/her influences, motivations, and experiences. Though an English language arts unit, Analyzing Awesome Authors also teaches students skills in the other subject areas of mathematics, science, and social studies. For example, students use logic to form conclusions, which is covered in the Mathematics TEKS; use critical-thinking and problem-solving skills, which the Science TEKS address; and use writing and research skills, which the Social Studies TEKS include. Students who choose to study authors who write about mathematics, the sciences, or the social sciences will gain more in-depth knowledge across the disciplines. The following document includes the applicable TEKS and the details of the Analyzing Awesome Authors unit. The asterisks indicate that those TEKS are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

After having read a literature selection, pose questions that relate to the author’s motivation and influences on the author, such as:

  • Why do you think this author chose to write this book/story/poem/etc. at the particular time he/she wrote it?
  • Why did the author write in the style he/she did?
  • Why do you think the author chose the content he/she did?
  • Who do you think influenced the author?
  • What would the author’s writing have been like if the author had not been in contact with that person?

After the class brainstorms possible answers, provide the class with resources to explore these and other pertinent questions. You may wish to have the students present their findings in a paper or in another format.

Then explain that, in this project, students will have an opportunity to find the answers to their own questions about a published author of their own choice.

Phase II. Independent Research

A. Research process

  1. Selecting an author. Each student selects an author who interests him/her. The author could be from any area—literature, social science, politics, future studies, history, science, mathematics, or other areas.
  2. Asking guiding questions. Once the student has selected an author, pose the following question: When you think of your author and your previous experience with his/her works, what do you wonder about?

    Each student should think of three to five guiding questions to explore, such as:
    1. What political, economic, religious, environmental, or gender perspectives are reflected in the author’s work?
    2. What were the societal and historical influences that motivated or inspired the author?
    3. Why did the author choose to write from the point of view that he/she did?
    4. What if the author had lived 25 years in the future? Would his/her point of view have changed?
    5. What if the author had lived in another part of the country or the world? How might his/her writing have changed?
    6. How have the author’s works influenced other authors?
    7. How did the author develop his/her voice?
    8. Has the writing of the author gained more or less popularity over time? What societal changes might have caused this change in popularity?

      While these examples are general, the student’s questions should be specific to the chosen author. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
  3. Designing and submitting a research proposal. The student should include numerous components in the research proposal:
    1. The author he/she will research
    2. Five questions he/she will investigate about the author
    3. Resources he/she will need to find answers to questions, such as the author’s works, biographies about the author, literary criticisms, and/or correspondence with the author or experts on the author

      In the process of writing the research proposal, the student may refine the guiding questions.
  4. Conducting the research. After the teacher has approved the student’s proposal, he/she begins using the identified resources and others they may encounter. During this stage, the student will need to keep a log, note cards, or resource process sheets of all the sources they use and what they learn from each one.

B. The Product

The student shows what he/she has learned through one of the following written products:

  1. A formal research paper. The student should show what he/she learned about the motivations of and influences on the studied author. The paper should include quotations, examples, and details and should follow appropriate stylistic rules.
  2. A rewriting of a children’s story. The student should rewrite a story such as The Three Little Pigs or Cinderella, in the style and voice of the author, communicating the author’s message and reflecting the concerns of the time period in which the author lived. Students can read the story to an audience and let the audience guess who the author is. In an accompanying written explanation, students explain why they made the choices they did in retelling this story as the author they studied would have told it.
  3. A chapter of a biography of the author. The student should illustrate the motivations of and influences on the author. The chapter can be from a period in the life of the author that the student feels is particularly important.

    Whatever product is chosen, the student must complete a Reference List/Works Cited Page that includes at least ten references.

C. Communication

The student demonstrates what he/she has learned through one of the following types of presentations, to last no more than fifteen minutes:

  1. Book Talk. Each student should give a brief book talk, assuming the persona of the author studied. Book talks are usually informal and personal. In the book talk, students should:
    1. Refer to previously written books, if any;
    2. Include reasons why the book was written;
    3. Describe particular challenges the author faced in writing the book;
    4. Read a selection from the book and tell why it was important; and
    5. Answer questions from the audience.

      Following are some resources on book talks: 
      http://www.scholastic.com/librarians/ab/articles/rahrah.htm

      http://nancykeane.com/booktalks/faq.htm
  2. Interview. The student assumes the persona of the author on a radio or television interview. Another student plays the role of the interviewer (e.g., Oprah). The interviewer questions the author as though on a contemporary talk show. The student being interviewed provides the interviewer with questions he/she has developed about the author. Audiotape or videotape the interview. Following the “show,” or as a part of it, the audience should ask questions to which the author must respond.

    Whichever format is selected, the student should be guided to a presentation that is not too scripted or one that encourages reading from notes.

D. Submission

    1. The cover sheet
    2. A research proposal, including guiding questions
    3. A research log, notes, or resource process sheets
    4. The product, including a Works Cited Page with at least ten references
    5. Notes for the book talk/interview
    6. A videotape or audiotape of the book talk/interview, including the Q&A session

This unit may address the following TEKS.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(5)(G)
evaluate details read to determine key ideas;
110.24(b)(6)(A)
describe personal connections to a variety of sources, including self-selected texts;
110.24(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.24(b)(6)(I)
reflect on and adjust responses as new evidence is presented
110.24(b)(6)(J)
defend or challenge the authors' claims using relevant text evidence.
110.24(b)(8)(A)
demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, fantasy, science fiction, and short stories;
110.24(b)(8)(D)(iii)
multiple organizational patterns within a text to develop the thesis;
110.24(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.24(b)(8)(D)(ii)
features such as footnotes, endnotes, and citations
110.24(b)(8)(E)(iii)
identifying the intended audience or reader
110.24(b)(8)(E)(ii)
identifying and explaining the counter argument
110.24(b)(8)(F)
analyze characteristics of multimodal and digital texts.
110.24(b)(9)(F)
analyze how the author's use of language contributes to the mood, voice, and tone
110.24(b)(9)(B)
analyze how the use of text structure contributes to the author's purpose;
110.24(b)(11)(C)
compose multi-paragraph argumentative texts using genre characteristics and craft
110.24(b)(12)(F)
synthesize information from a variety of sources;
110.24(b)(12)(E)
differentiate between primary and secondary sources;
110.24(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.24(b)(7)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.24(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.24(b)(9)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.24(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.24(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.24(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.28, Mathematics, Grade 8

111.28(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

112.20, Science, Grade 8

112.20(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
112.20(b)(3)
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

113.20, Social Studies, Grade 8

113.20(b)(23)
Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.
113.20(b)(26)
Culture. The student understands the relationship between the arts and the times during which they were created.
113.20(b)(27)
Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States.
113.20(b)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.20(b)(30)
Social studies skills. The student communicates in written, oral, and visual forms.
113.20(b)(31)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.
S.V.E.1
Use models to make predictions.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4
 Evaluate the causes and effects of human migration patterns over time.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2
 Explain and evaluate the concept of gender.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.6
Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.C.2
Analyze the relationships between works of literature and the historical periods and cultural contexts in which they were written.
ELA.II.C.3
Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.C.1
Integrate and organize material effectively.

Mathematics:

M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.VII.A.1
Analyze given information.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.3
Determine a solution.
M.VII.A.4
Justify the solution.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.C
Logical reasoning
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