Sample Unit Framework: Author Study

Unit Focus and Direction Author studies help to develop a community of readers and writers. Reading books by the same author provides students with common discussion topics, and encourages them to develop and give reasons for personal reading preferences. As well, students who explore an author in depth come to view the author as a person and recognize the possibility that they too can be writers. During an author study, students can examine the writer's craft in depth, and identify and categorize a variety of elements of style (e.g., imagery, metaphor, hyperbole, connotation, alliteration, understatement), providing that the study of elements does not detract from the enjoyment of the reading.
Learning Objectives The activities suggested in this framework are appropriate for students in grades 6-9; however, it is important to select learning objectives from the curriculum guide that address students' particular grade levels and needs. Be sure to select objectives for each of the language processes.
Some Activities for Enjoying and Learning Through Author Studies Literature Circles: Provide four or five copies of several different novels by the same author. Literature Circles are formed on the basis of students' selections. Give each group a list of fictional elements and writing techniques (e.g., characters, conflict, setting, point of view, conclusion, narrative hook, style, theme), and have groups centre their critical response on these topics. As well, encourage them to make personal responses and gather biographical information about the author. When groups have completed the reading and discussion of their novels, have them meet with other groups to compare the writer's craft of each novel. Students may wish to exchange novels, forming new Literature Circles and continuing the author study. Author Experts: Have students choose an author whose work they already know and that they like very much. Then encourage them to read as many of this author's books as possible in the time allotted for the unit. As they read they should write responses to the works in Reader Response Journals. Have each student prepare a presentation that includes oral, visual, and written information about the books he/she has read, and about the author of those books. As teachers assess students' responses and conference with them about their reading, they can encourage students to make some generalizations about the author's craft and works. Teachers can create forms the students can use to compare books according to various fictional elements. They can also share their findings with others. Letter to the Author/Illustrator: Students can be encouraged to correspond with a favourite author during or following an author study. Some points to consider when having students write to authors or illustrators include the following: Writers do not have time to reply to all letters, so if a personal reply is desired, it is best to have students collaborate to write one meaningful letter from the group. A new writer or illustrator is more likely to make a personal response. Do not use form letters; instead, encourage students to come up with their own ideas and questions. Be sure that students are knowledgeable about the author's work so that they can ask relevant questions and make appropriate comments (e.g., asking how much money the author makes is not polite). Contact the author's publisher to gather biographical information such as pamphlets and other promotional material before writing. Writer's Craft - Exploring Style: Explain various elements of writing style to students (e.g., narrative voice, character development, literary techniques). Have Literature Circle groups read several books by the same author, exploring, discussing, and jotting notes about the author's writing style as they read. Then have each group arrive at some conclusions about the author's style that crosses over from book to book. Design a checklist to have groups consider such elements as the types of characters and settings usually used, types of conflicts most often presented, commonalities of plot design, narrative voice usually used, literary techniques regularly used, and similarity of book titles. Have Literature Circles present their conclusions orally to other groups. Groups could also create a visual and written presentation for display or publication as a booklet. Dramatic Interpretation: After reading several books by the same author, have students use Readers Theatre, improvisation, character interviews, informal debate, or role play to present major events, issues, or characters from their novels. Or, have students develop audio or video recordings of major events, issues, or characters from their novels, including sound effects or musical accompaniment. Author Newspapers: After reading several novels by the same author, have each Literature Circle create a newspaper to inform others about the author, the books, the characters, and the events. Have students include items for each section of a traditional newspaper (e.g., interviews with the author or characters, letters to the editor from characters or about major issues, news articles about major events or issues, book reviews, advertisements for the movie version of the books, character horoscopes, letters to Ann Landers from or about characters and situations, sports reports, and classified advertisements based on characters' situations or needs). This activity provides opportunities for students to write in a variety of fiction and nonfiction formats and, through the exchange of newspapers, develop interests in other authors and books.
Some Authors to Consider for Study The following list offers suggestions only, and teachers may choose other authors for study. Some authors are listed for both grades 6-7 and 8-9 because they have written selections that address a range of reading and maturity levels. Teachers are cautioned to review resources prior to choosing an author for study. Refer to the Middle Level bibliography for annotations of some books written by the following authors.
Authors for Grades 6 and 7	Authors for Grades 8 and 9
Bailey, Linda Byars, Betsy Godfrey, Martin Korman, Gordon Little, Jean Mayer, Jeni O'Keefe, Frank Paulsen, Gary Pearson, Kit Smucker, Barbara Taylor, Cora Taylor, C. J. Taylor, Mildred Wilson, Eric	Avi Bell, William Bradford, Karleen Fox, Paula Halvorson, Marilyn Hesse, Karen Hobbs, Will Hughes, Monica Kropp, Paul Little, Jean Paterson, Katherine    Paulsen, Gary Pearson, Kit Taylor, Cora Taylor, C. J. Taylor, Mildred Temple, Frances Wilson, Budge Yep, Laurence
Teacher Resources Refer to the Middle Level bibliography for annotations of the following titles. The Author Studies Handbook: Helping Students Build Powerful Connections to Literature Books Alive: Using Literature in the Classroom Canadian Connections: Experiencing Literature With Children The Canscaip Companion: A Biographical Record of Canadian Children's Authors, Illustrators, and Performers Invitations, Celebrations: Ideas and Techniques for Promoting Reading in Junior and Senior High Schools Long Ago and Far Away ... An Encyclopedia for Successfully Using Literature with Intermediate Students Meet Canadian Authors and Illustrators: 50 Creators of Children's Books Meet the Authors: 25 Writers of Upper Elementary and Middle School Books Talk About Their Work Grand Conversations: Literature Groups in Action