Huck Finn Lesson.docx



Mark Twain Boyhood Home & MuseumLesson Plan for Huckleberry FinnCreated by: Alisa Casady, Lee’s Summit West, MO Angela Baldwin, Lincoln High School, Vincennes, INKim Mobley, Aurora High School, MOJuly 7-11 2014 – Summer Teachers WorkshopHannibal, Missouri The Influence of Place on Character LESSON PLAN for Huckleberry Finn Concept or Topic: Suggested Grade Level: Author’s Voice and Style 11-12Subject: Suggested Time Frame:Literature 5 days (depends on teacher preference)Objective(s): Day One- Students will identify at least 3 specific words or phrases that shows Twain enhances the reader’s understanding of the setting and characters through sensory description and use of dialect. They will use these words/phrases to make illustrations of the words by creating a word poster. Day Two- By the end of this lesson, students will share with a small group or a partner at least three annotations they made today that they felt captured Lyon’s voice as a writer. Day Three- Students will compose a “Where I’m From” poem from the point of view of a character from Adventures of Huckleberry Finn using Lyon’s poem as a model to get started.Day Four- Students will annotate and peer-review another group’s poem identifying specific examples of how voice is used to establish characterization.Day Five- Students will write a “Where I’m From” poem based on their experiences and personal narratives to develop a sense of place. Common Core State Standards:Reading Standards for Literature- Key Ideas 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama Craft and Structure: 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.Writing Standards: 3. Narratives- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences d.Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or charactersSpeaking and Listening: 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.Assessment Options:(Sample checklists/scoring guides and rubrics are posted on the portal for grades 8-12. The rubrics can be used for writing, oral showcase work and other forms of the writing/creating process.)Students will create a checklist of items needed for their objectives for this lesson in a project-based learning format. Students will create their own rubrics for the poems, with the following non-negotiable elements.-Non-negotiable elements must include --capturing the voice of the character assigned by using at least three specific word choice examples that captures the assigned character/yourself. --the length must model that of Lyons’s poem with at least four stanzas.A standard-based grading scale will be used for both of the created poems. Those teachers not using standard-based grading could multiply each category by their desired number in order to get a point value. (For instance, multiply by five for 20 points possible.)The standards-based grading scale will be as follows:4=Exceeding targets/objectives. Demonstrating exemplary understanding of all lesson objectives for true mastery of knowledge and application. Emphasis is placed on showcasing the final products while developing sense of place writing through personal narrative exploration.3.0 to 3.5=Meeting most targets/objectives for productivity and proficiency. Students can effectively demonstrate knowledge of concepts and objectives addressed.2.0 to 2.5=Nearing targets/objectives. Some understanding is demonstrated of process and expectations.1.0 to 1.5=Little to no attempt made of reading, writing or listening and speaking process.Pre-Assessment/Formative work could be a mini-conference with student.Mid-Stream Assessment/Learning Opportunity to check for understanding is a student-led conversation of the process, objectives and goals.Summative Assessment efforts will be based on the final cumulative showcase of student work.*Emphasis will be placed on multiple intelligence platforms, the new Bloom’s Taxonomy with creativity being the highest level and transdisciplinary concepts.Vocabulary:VoiceWord ChoiceStyleDialectAmericanismSubject Area Integration:English/Language artsHistory/social studiesTechnology:Example of “Where I’m From” poem for students: Twain resources: Twain Quotes/Passages:Suggested passage for Day One is from the beginning of Chapter 19 to the end of paragraph 7, “so we hunted a place to hide and tie up, right away.” Sequence: Each day is composed as a mini-lesson designed to give students time to work in class after teacher has given instruction.Day One: Discussion of Twain’s unique voiceIntroduction1.) Have students go to to take the Harvard American Dialect Quiz. (This will take about 10 minutes). Once students have completed the quiz, have them share their results. Discuss words or expressions they found intriguing or expressions from their own family that are unusual. Lesson- Close reading activity 1.) Distribute close reading packets from Ch. 19 of Adventures of Huckleberry Finn, as well as, a highlighter. (The excerpt is available at: I used paragraphs 1-7 ending with “tie up, right away..” 2.) Read together aloud, listen to an audio version, or read silently the passage. As students read, ask them to highlight three descriptions that stands out to them. 3.) When finished reading, ask students what they see happening in the passage. Then have students share their chosen descriptions with the class. 4.) Point out how the descriptions of the river are sensory and particular to Twain, who knew and loved the river. Tell them that this unique use of language and topic is the author’s style and voice.5.) Pass out style and voice handout to students. (See attached.) Go over definitions of voice, style, dialect, and Americanism.--For excellent examples of Americanisms use this link from the BBC: 6.) Have students read the passage again, collecting examples of unique word choice (diction) and nonstandard spelling they find in the text. (I would expect 5-10 words in each category.)--This could be done individually, in pairs, or in a group of three with each person taking one of the columns. It also fits well with the Think Pair Share strategy. 7.) Have students share their finding with the class. 8.) Then in groups of three or pairs have students go through their list and find each student’s three favorite words from their list. Discuss.9.) Have the pair/group choose their three favorite words from the ones collected. Have them use a dictionary or the internet to find the meaning of their three words. 10.) Distribute drawing paper and markers and have students write down their three chosen words, their definitions, and an illustration to that explains the word or helps them remember its meaning. Explain their work will be checked for accuracy and correctness in their definition and writing. --Using creativity and/or humor will earn them an extra point. Closing- Share and display word posters. Use attached scoring checklist to evaluate student work. The mastery goal is 4 out of 5 points (80%). --Students could also score each others work. (See attached assessment checklist.) Homework- (Optional) Ask students to interview family about words, expressions, or proverbs used by family members in the past or present to share with the class. (This also works well as homework before the unit starts.) Day Two:Introduction Mini Lesson can focus on how George Ella Lyon made her own poem in 1993 with an old notebook. See portal and/or George Ella Lyons for additional background info. There are lots of links on the website, which opens up with a visual of a spider web that spells out HOME.Explain the Mark Twain connection with how he used memories and stories from his childhood to figure out who he had become as an adult. Discuss previously introduced information from Twain’s childhood. For example, He grew up on the Mississippi River town of Hannibal, MO; he was familiar with the river and large steamboats. Twain captures Hannibal’s voice by using specific words of the people during that time period. It is unique to that place and that time. Lesson- Distribute a hard copy of the poem to each student.Introduce sensory writing with examples from her poem. (Clorox/beets)Free Write--demonstrated by her varying line lengthsImagery--(spilling old pictures)Character Development--(eye my father shut)Triggers--(fried corn and strong coffee)Possible Extension activity: Add other literary devices and vocabulary as needed, depending on grade level and expertise. You could talk about metaphor, figurative language, visualization, etc.Lyon urged writers/teachers/educators to use the poem as a doorway for other writing. Her mantra is to “let the writing lead you.”Closing- Students will share with a small group or a partner at least three annotations they made today that they felt captured Lyons’s voice as a writer.Homework- Any student not finished with annotations may complete as hw.Exceptional Students- Can take this further with a series of enrichment/writing opportunities listed as examples in the Lyon website about poem extensions.Day ThreeIntroductionWe have discussed dialect as a way Mark Twain establishes characters. As an informal assessment, have students turn to a shoulder partner and name the five methods of characterization according to the STEAL acronym. After students have finished, review the STEAL acronym with as a class. (Speech, Thoughts, Effects on Others, Actions, Looks) (We are assuming that methods of characterization have previously been taught. Here is a link that gives more information to STEAL: Lesson- Assign students to groups and assign a character to them from the novel. Teachers may decide how many characters they want to assign. Some may want to focus on Huck Finn and Jim only.Use the attached chart and direct students to find methods of characterization for their assigned character. Students may pull examples from the entire novel. Start an example with the class to ensure understanding. After finishing the chart, students will see a fill-in-the-blank poem to use for their character. Students will need to use their knowledge of the time period to answer some questions. Emphasize the need for them to be creative. Give students work time. Walk around the class to check in with students and check understanding.Closing/Reflection- Students will be asked to share one of their acronyms with the class before pleted chart should be an exit pass.Homework- Students will need to compose a “Where I’m From” poem for their characters they chose. A completed copy is due next class period.Accommodations- Teachers may choose to let students use their additional knowledge of the time period to help with characterization traits. Some may also be text-specific with citations.Exceptional Students- -Teachers may want to group students in groups that will be most conducive to the most productivity.-Extended time may be given for groups or individuals needing it. -Teacher may decide to divide this lesson into two separate days in order to give students more time to complete the chart, template, and poem.Day Four- IntroductionThere are lots of ways to peer review. The concept is not a new one. Mention fields that require professionals to have their work peer reviewed: medicine, science, law, academia, etc.Have students discuss with a partner of a time where you or someone they know has had to get feedback on a problem or idea. For example, your baseball coach looks at your swing and offers advice of what you could do differently. Recently I had a friend apply for a new job within the fire department. I read the essays he had written before he applied for the promotion. Share time.Lesson- Students will trade “Where I’m From Poems” for their character and do a peer evaluation on another group’s poem. Students will find two specific strengths, two personal connections or hooks and two specific suggestions/targets for improvement.Students will also be given a rubric and will need to evaluate the poem based off the 4-point scale.Optional Extension activity- Give students highlighters and have them highlight other groups’ examples of dialect, word choice, style, etc. Each component could be a different color.Closing- Students should share examples with the class or with the teacher before leaving for the day.Homework- Students will work on any corrections and revisions for homework.Exceptional Students-Additional time may be given to the groups as a whole or for individual students needing it.Day Five--Creating their own “Where I’m From” Poems:IntroductionHave students draw six squares on a sheet of paper.They will need to leave room for at least 10 items per category.Do a series of one-minute stopwatch writes while they list the items for each category as follows:1. List your favorite things from childhood.2. List your favorite smells from childhood.3. List your favorite places and hideouts that were either magical or safe.4. List your people who have bossed you or given you advice.5. List their sayings and words of wisdom.6. List your favorite tastes from childhood.Lesson- After each student has a list of items from each category, lead them through the poem, line by line, telling them toselect items from the corresponding numbers.*They can be creative, mix and match or repeat items for line length or certain effects.Closing- Have an exit pass that asks students how did creating your own poem make you feel? Did you notice any “Americanisms” you use?Homework- Students may need additional time completing their poem. You may have them type them in a different format. Exceptional Students-This list could also be used for the character poems as well. Advanced students may not need such close directions. You may want to give them more freedom.Extended time could be used for those needing it. Extension activity- Students could share their dialogue regarding their activity. See Edutopia. Suggested Follow-Up Activities: could view the new movie “Mud” and make comparisons in the parallelisms, contrasts, setting, tone and dialect. (Have them journal, wiki or blog about their personal connections.)Students could create a play creating fictional characters from their own lives.Students can write informal letters to Mark Twain asking him essential/guiding questions from the text. The teacher could take on the role of Twain and answer them in the hope that students will chime in with corrections and additions.Style and Voice in Mark TwainMark Twain is admired for the unique voice and style of his writing. Many writers have been inspired by Twain and even imitated him.Voice is the author’s personality in their writing. The characters, setting, themes, and topics that typically appear in the writer’s work.Style is expressed in the words and figurative language a writer uses in their work that helps give them a distinctive voice.Twain’s style revolutionized the use of dialect in serious works of literature. According to the Merriam- Webster’s Dictionary, dialect is a form of a language spoken in a particular area and that uses some of its own words, grammar, and pronunciations. Twain reflects this in his use of nonstandard word choice (“yonder” for over there) and nonstandard spelling (“nohow” for know-how). Reread the passage from chapter 19 and collect examples of nonstandard words and spelling in the chart below. Nonstandard Words Nonstandard Spelling Dialect Poster Assessment ChecklistObjectivePoint Value Word chosen reflects the dialect found in Twain (nonstandard spelling, nonstandard word choice). ________/1 Definition is correct and clear. ________/1 Accompanying illustration aids in understanding or remembering the words meaning. ________/1 Accompanying illustration shows humor or creativity. ________/1 Vocabulary poster is free of spelling and grammar errors. ________/1 TOTAL POINTS ________/5 STEAL Chart Group Members Names__________________________________Hour____Date______________Character assigned:_________________________________Example One (write passage or specific words from the text) Include page.Example Two (write passage or specific words from the text) Include page.STEALFirst Stanza: I am from (specific ordinary item)_________________________________________________________ from (product name)____________________and (another product name)__________I am from the (home description)________________________(Adjective that describes the above home description________________, __________________ It (tasted, sounded, looked , felt –choose one)________________________________I am from the (plant, flower, or natural item)______________________________, the (plant, flower, or natural item)__________________________________________ (Description of natural item)_______________________________________________I’m from the (family tradition)________________________and (family trait)________________from (name of family member)_____________and (name of family member)________________ and (another name)_________________________ I’m from the (description of family tendency)_______________________________and (Another family tendency)__________________________Second Stanza:From (something you were told as a child)______________________________________________ and (another thing you were told as a child)____________________________________I’m from (representation of religious or spiritual beliefs or lack of it)_________________, (further description of spiritual beliefs)______________________________________ I’m from (place of birth and family ancestry)__________________________________, (Two food items that represent your ancestry)________________and ___________. From the (specific family story with a detail about a specific person)______________________________the (another detail of another family member)___________________. (Location of family pictures…You pick the preposition) ___________. I am from (general statement with DETAILS about who you are or where you are from)______________. ................
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