The Adventures of Huckleberry Finn



The Adventures of Huckleberry Finn Hannah DirksEDU 339 Differentiated Instruction Dr. ScheuerellMay 2018Unit Plan Cover PageCourse: Ninth Grade Honors Cluster (Language Arts & World History) Grade: Ninth Grade Unit Topic: Mark Twain’s The Adventures of Huckleberry FinnUnit Duration: 7 days/7 lesson plansIntroduction: The purpose of this unit is to acquaint the students with the following: the historical background of Mark Twain and the setting of The Adventures of Huckleberry Finn, while analyzing the text by using the correlating literary lenses: reader response, socio-economic, historical, gender, race, psychological, new criticism, and spiritual.Instructional Objectives: Remember who Mark Twain was and his historical & literary importance.Understand the time period in which The Adventures of Huckleberry Finn was written. Apply a variety of literary lenses to interrupt The Adventures of Huckleberry Finn.Analyze The Adventures of Huckleberry Finn through a variety of perspectives. Evaluate the conclusion of The Adventures of Huckleberry Finn through discussion forums. Create a product (either Prezi, PowerPoint, poster, traditional paper, wiki webpage, Weebly, podcast, or an approved alternative method) evaluating/interrupting the text based on one of our eight lenses. Presentations then reflection on the project & unit. Focus/Essential Questions:Focus: Analyzing Mark Twain and the time period in which The Adventures of Huckleberry Finn was written by evaluating this text through eight literary lenses. Essential Questions Who was Mark Twain and why is he historically and literary important?How does Twain’s The Adventures of Huckleberry Finn reflect the historical time period? What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us?Unit ContentIntroducing Mark Twain Introducing the time period in correlation to The Adventures of Huckleberry FinnChapters 1-15Chapters 16-31Chapters 32-43Work day/Workshop (applying eight lenses in form of project) Presentations & Reflection Procedures & activitiesLecture/discussions on many of the above topics Learning stations covering our eight literary lenses Creative journal prompts which challenge the students understanding of Mark Twain. Cooperative learning activities about Mark Twain, pre-Civil War history (1835-1845), and The Adventures of Huckleberry Finn.A unit project which focuses on the major themes (our eight literary lenses) from the unit which shows the students strengths. A unit reflection which challenges the students to reflect on their unit project. Unit Test Instructional Aids and Resources Smartboard/overhead projector, computers, materials for group activities.Evaluation/Assessment Participation in class discussion, unit test, group work, and final project. Lesson Plan I: Introducing Mark TwainClass: Ninth Grade Honors Cluster (Language Arts & World History) Grade Level: Ninth Grade Unit: Mark Twain’s The Adventures of Huckleberry Finn Teacher: Hannah DirksObjective: Remember who Mark Twain was and his historical & literary mon Core State Standards: Analyze a particular point of view or cultural experience reflected in a work of literature (38).Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence (50).Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation (66).Iowa Core Curriculum-Subject Area Standards: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise (48).Determine an author’s point of view or purpose in a text (52).Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account (52).Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts (53).21st Century Skills: Use Systems Thinking (4) Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems Make Judgments and Decisions (4) Effectively analyze and evaluate evidence, arguments, claims and beliefsAnalyze and evaluate major alternative points of viewSynthesize and make connections between information and argumentsInterpret information and draw conclusions based on the best analysisReflect critically on learning experiences and processesEssential Question: Who was Mark Twain and why is he historically and literary important?Anticipatory Set (10 minutes) As the students enter the classroom the below image of Mark Twain will be projected onto the Smartboard. They will be asked to reflect on who they think this is. Do they think he is a historical figure? An explorer? A journalist? A steamboat caption? Or perhaps a literary genius? The students will be asked to provide some reasoning behind why they selected the profession they did. As the students are writing I will be jotting these categories (historical figure, explorer, journalist, steamboat caption, and literary genius) onto the white board. After the students are done reflecting I will ask them to put an X into the category they place Twain along with one of their supporting pieces of evidence. They will be asked to initial these entries as they will launch our discussion. Teaching Activities (75 minutes) Discussion/lecture incorporated into this (35 minutes) After the students have complied their thoughts on the whiteboard we will discuss how the students define Twain. The goal of this discussion is for students to consider Mark Twain as more than just an author. As the students discuss I will gradually begin to introduce some of his background information. Rather than lecturing I will include this within our discussion. I will overview his role as a historical figure, explorer, journalist, steamboat caption, and literary genius. This will provide the students with critical background knowledge as they start to explore The Adventures of Huckleberry Finn. Some of the key points I want to cover during this discussion include the following; Born Samuel Clemens on November 30, 1835 in Florida, Missouri. He was sixth of seven children, when he was 4 his family moved to the town of Hannibal, Missouri (a small frontier town located along the banks of the Mississippi River) you can even visit this site today. During Twain’s childhood his father owned a slave and his uncle owned several. He even spent some of his childhood playing/listening to tales within the slave quarters. (This should be kept in mind especially when we read Jim’s POV) At the age of 11 he was forced to leave school due to his father’s sudden death. Shortly thereafter he became a printer’s apprentice.At the age of 18 he headed East where he continued to work on different newspapers.In 1857 he returned home where he became a riverboat pilot on the Mississippi River. (during this time he received his pen name as this was a saying that was used to mark the depth of the water) This was short lived as in 1861 when the Civil War broke out he was forced to give up this career as traffic along the river came to a standstill. He then headed West as he hoped to strike it rich in Nevada’s silver rush. After this didn’t work out he began to write under his pen name Mark Twain. Having found success as a writer in 1867 he moved to New York City. In 1870 he married Olivia (Livy) Langdon the couple had three daughters Susy, Clara, and Jean. The couple also had a son named Langdon Clemens who died at the age of 2 from diphtheria. The couple always mourned the child. (This is interesting to think about especially because Twain’s works mainly come from the POV of a young boy) In 1883 he published the book Life on the Mississippi in which he told his tales of life on the Mississippi River. Twain never found finical success (as he invested in bogus inventions) this caused him to go bankrupt. This is what many blame for his later darker and critical writing. In 1904 he lost his wife and in 1909 he lost his daughter Jean, shortly thereafter he passed at the age of 74. Small group activity (40 minutes) After we have successfully defined and explored who Mark Twain is I will divide the students up into groups of 3-4 (I will do this by having them line up alphabetically according to their favorite book then have them count off). After the students have settled in within their groups I will hand out their editions of The Adventures of Huckleberry Finn. At first I want them to explore the book, look at the cover, the pages, the jacket, and the description on the back. Within their small groups they will then discuss their initial response. After this step they will dig a little deeper on the web. They will be tasked with uncovering information about the book that would be interesting for their peers to know. As they research they will also write their ideas down on poster paper so they can then teach the class what they learned. During this time I will be walking around the room in order to answer any questions that the students have while ensuring that they are staying on topic. After they have complied their posters the whole group will then come to the front of the classroom in order to share what they learned about the text. At the conclusion of the day I will hang their posters around the classroom as a way in which to motivate them to keep reading. Closure (5 minutes) The students will participate in the high-five hustle. I will ask them to share one reason why they are looking forward to reading The Adventures of Huckleberry Finn. They will then stand up, raise their hands and high-five a peer (their hustle buddy) while explaining why they are excited to be reading the text. (If there is extra time the students will be encouraged to start reading The Adventures of Huckleberry Finn)Independent PracticeThe students will be strongly encouraged to begin reading or listening () and annotating The Adventures of Huckleberry Finn as their first reading checkpoint covers the first fifteen chapters of the book. Assessment Essential Question: Who was Mark Twain and why is he historically and literary important?At the end of the unit the students will select a lens and apply it to Mark Twain’s The Adventure of Huckleberry Finn they can choose the format they want to present their findings if they can create a Prezi, poster, traditional paper, wiki webpage, weebly, podcast, and if they have an alternative method they want to pursue they can do so as long as it’s approved by me. Materials Notebook, computer, and pencil. Duration 90 minute class period. ***Lecture notes modified from previous unit plan***Lesson Plan II: Introducing The Time Period & The Adventures of Huckleberry FinnClass: Ninth Grade Honors Cluster (Language Arts & World History) Grade Level: Ninth Grade Unit: Mark Twain’s The Adventures of Huckleberry Finn Teacher: Hannah DirksObjective: Understand the time period in which The Adventures of Huckleberry Finn was mon Core State Standards: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts (40). Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically (46).Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation (46).Iowa Core Curriculum-Subject Area Standards: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively (65).Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information (77).Draw evidence from informational texts to support analysis, reflection, and research (84). 21st Century Skills: Work Creatively with Others (3)Develop, implement and communicate new ideas to others effectivelyBe open and responsive to new and diverse perspectives; incorporate group input and feedback into the workDemonstrate originality and inventiveness in work and understand the real world limits to adopting new ideasView failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakesCollaborate with Others (4)Demonstrate ability to work effectively and respectfully with diverse teamsExercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goalAssume shared responsibility for collaborative work, and value the individual contributions made by each team memberBe Responsible to Others (7)Act responsibly with the interests of the larger community in mindEssential Question: How does Twain’s The Adventures of Huckleberry Finn reflect the historical time period?Anticaptory Set (25 mintues) Since this is the first time we will be talking about this work and the timeperiod in depth I want to discuss the role/importance of the N word. I will play the following tweleve mintue video clip from 60 Minutes () which discusses if we should censor this word or not. I think that this is an important place to start our conversation of this book and its historical importance, because I want the students to know the signifance and contervorsy behind this word. As the students are watching this clip I want them to take some notes on if they think we should say the N word within the classroom and why they feel this way. After the conclusion of the video they will have the chance to finish up their thoughts and then talk within their pods for a few mintues. We will then have a class discussion on if this is a word we should say openly within the classroom. By the end of this discussion we will come to a conclusion on if this is a word we will use within the classroom or not. (this activity has been previous viewed/approved by the school) Teaching Activity (45 minutes) While the novel was published in 1884, this is not the setting. Rather Twain stated that the novel takes place before the Civil War some forty-fifty years before, that means that Huck Finn’s adventures are set somewhere between 1835-1845. That being said the majority of this class period will be used to unpack these decades. The students will be paired (I will group them by twos based on if they are above, below, or on grade level). During this group activity the duo’s will be asked to complete a KWL chart, which can be found at the attached internet link (they can fill this out on their laptops or I will also have printed editions they can write on) The first thing I want them to do is come up with a list of things that they know about this time period. After the groups have answered this question they will then compile a list of things that they want to know. After the first two steps have been completed the students will explore the following website I will give each group a year ranging from 1835-1845. During this time I want the students to explore their assigned year and the historical happenings of that year. After they have explored the website they will be tasked with filling out the learned section of their graphic organizer. After the students have completed their KWL’s they will create a PowerPoint or Prezi detailing at least one thing they learned. They will then come to the front of the classroom and share these presentations with their classmates. There is no formal guidelines to go along with this presentation, as I am aiming to have my students learn by teaching their peers while working to encourage a learning community within my classroom. Closure (20 minutes) The students will participate in a paper slide. They will remain within their pairings, they will be tasked with sketching what they learned. Then team representatives can be one or both of the students line up and, one at a time, slide their sketch under a video camera while explaining what their group has drawn. The camera continues to record until each representative has completed their summary. At the end of the class period I will then upload this to google classroom as it will work as a study tool. (If there is extra time the students will be encouraged to continue reading The Adventures of Huckleberry Finn)Independent PracticeThe students will annotate while reading or listening () to chapters one thru fifteen. AssessmentEssential Question: How does Twain’s The Adventures of Huckleberry Finn reflect the historical time period? At the end of the unit the students will select a lens and apply it to Mark Twain’s The Adventure of Huckleberry Finn they can choose the format they want to present their findings if they can create a Prezi, poster, traditional paper, wiki webpage, weebly, podcast, and if they have an alternative method they want to pursue they can do so as long as it’s approved by me. MaterialsNotebook, pencil, and computer. Duration 90 minute class periodLesson Plan III: Analyzing The Adventures of Huckleberry FinnClass: Ninth Grade Honors Cluster (Language Arts & World History) Grade Level: Ninth Grade Unit: Mark Twain’s The Adventures of Huckleberry Finn Teacher: Hannah DirksObjective: Apply a variety of literary lenses to interrupt The Adventures of Huckleberry mon Core State Standards: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text (38).Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme (38).Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically (46).Iowa Core Curriculum-Subject Area Standards: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (48).Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension (48).Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively (65).21st Century Skills: Think Creatively (3)Use a wide range of idea creation techniques (such as brainstorming)Create new and worthwhile ideas (both incremental and radical concepts)Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative effortsBe Self-directed Learners (6) Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertiseDemonstrate initiative to advance skill levels towards a professional levelDemonstrate commitment to learning as a lifelong processReflect critically on past experiences in order to inform future progressEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us?Anticaptory Set (20 mintues) The students will make postcards in which they draw one scene from the book on the one side of their index cards and then on the other they will address what they drew/why they think this is a signifanct moment within the book. During this time I will allow the students access to index cards, colored pencils, crayons, markers, magazines, gluesticks, and scissors. After the students have finished their postcards I will then act as the mailman and collect and delivery their mail to a different student throughout the room. After the students have read their mail they will be asked to share the postcards that they espcially liked and or they thought overviewed the text well within a large group discussion. Teaching Activity (60 minutes/15 minutes for each lens)During this time the students will have the chance to participate in different learning stations which are focused on our lens which are; reader response, socio-economic, historical, gender, race, psychological, new criticism, and spiritual. Today we will be focusing on the first four lenses, which means that there will be four stations total. (I detail these lenses/stations below) These stations will be set up around the room but students will only have time to visit three out of the four stations. It is then their choice as to which three stations they want to visit. (If they finish all four stations I would be willing to give them five points of extra credit) At the beginning of this lesson they will be given the below tic-tac-toe chart (see page 14) which overviews what is expected of them. For my ELL student I will ensure that this chart and the lenses will be translated into their native language, as it is essential that they understand the lenses as this is the foundation for our study on Twain. (During the learning stations I will also check in with this student to ensure that he/she understands the lenses) I will also be observing and checking in with my other students in order to ensure that they are not only successfully understanding the content but that they are mastering it. Reader Response Lens (Reading a text for personal meaning) Students will create a poplet in which they chose three out of five questions below. As they create their poplet they should also be providing evidence from the book. How is the text similar to your life? You should think about the events, characters, and setting of the story. In what ways did the text affect you? It what ways do you relate to the text on a personal level? In what ways has the book increased your interest in the subject matter? Has the work shifted the way you view the world? Socio-Economic Lens (Reading a text for its socio-economic issues)Students will create a cartoon (they can do this by hand or digitally) which answers two of the following examples below. As they create their cartoon I want them to reference specific examples from the book noting the page number. I also want them to include a two sentence summary of what they’ve depicted. In what ways are different demographics presented within the text? What is the world view of the work? What does the text say about class structure? What are the social effects of the text? Historical Lens (Reading a text for its contextual significance)Students will create a weebly (they can do some external research if need be) answering one of the below inquires while providing evidence from the text. Examine the author. Why did he write the story? How did his worldview influence the text? Does he cover a debatable issue? If so does he consider all sides or does he have bias? Research the author’s time (intellectual, political, economic, etc.) and then examine how this relates back to the text. Did the work change your perspective of the time period? Why?/Why not? Gender Lens (Reading a text for its gender related issues or attitudes toward gender)The students will create a wiki answering two of the below questions, as they produce their wiki they will cite specific examples from the text. Does gender play a part in the work? Does the work present gender stereotypes? If so are they reinforced or undermined? If you were reading the work from the view of someone from the opposing gender, do you think this would change your perspective? Tic-Tac-Toe: Mark Twain’s The Adventure of Huckleberry FinnDirections: For the majority of class today you will be participating in learning stations. Each of these stations feature a lens in which we can examine the text. The four lenses include reader response, socio-economic, historical, and gender. You will be required to visit three of these stations, but if you do get to all four you will receive five points of extra credit. At these stations you will answer a set of questions while creating some type of product. Reader Response Lens (Reading a text for personal meaning) Drawing upon evidence from the book create a poplet in which you answer three out of the questions found at this station. Socio-Economic Lens (Reading a text for its socio-economic issues)Drawing upon evidence from the book create a cartoon (by hand or digitally) which answers two of the questions found at this station. After you have completed this step include a two sentence summary of what you’ve depicted. Historical Lens (Reading a text for its contextual significance)Drawing upon evidence from the text create a weebly answering one of the questions found at this station. If you need to you can do some external research as well. Gender Lens (Reading a text for its gender related issues or attitudes toward gender)Drawing upon evidence from the text create a wiki answering two of the questions found at this station.Closure (10 minutes) For the last ten minutes of the class the students will participate in a check in exit ticket. On a piece of scratch paper they will be instructed to write their name, what they learned, and any questions they still have. Before they leave the class, they will deposit their tickets in a folder labeled either; got it, more practice please, or I need some help based on their understanding of what they learned today. (If there is extra time the students will be encouraged to continue reading The Adventures of Huckleberry Finn)Independent PracticeThe students will annotate while reading or listening () to chapters sixteen thru thirty-one. AssessmentEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us?At the end of the unit the students will select a lens and apply it to Mark Twain’s The Adventure of Huckleberry Finn they can choose the format they want to present their findings if they can create a Prezi, poster, traditional paper, wiki webpage, weebly, podcast, and if they have an alternative method they want to pursue they can do so as long as it’s approved by me. MaterialsNotebook, pencil, and computer.Duration 90 minute class period***Lenses modified from Melissa Kenkel East Dubuque High School******Tic-Tac-Toe Chart modified from Dr. Scheuerell******Closure Activity adapted from Erika Savage on behalf of ***Lesson Plan IV: Analyzing The Adventures of Huckleberry FinnClass: Ninth Grade Honors Cluster (Language Arts & World History) Grade Level: Ninth Grade Unit: Mark Twain’s The Adventures of Huckleberry Finn Teacher: Hannah DirksObjective: Analyze The Adventures of Huckleberry Finn through a variety of mon Core State Standards: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest (50).Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information (61).Draw evidence from informational texts to support analysis, reflection, and research (66).Iowa Core Curriculum-Subject Area Standards: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text (48).Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them (52).Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose (52).21st Century Skills: Apply Technology Effectively (5-6)Use technology as a tool to research, organize, evaluate and communicate informationUse digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economyApply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologiesManage Goals and Time (6)Set goals with tangible and intangible success criteriaBalance tactical (short-term) and strategic (long-term) goalsUtilize time and manage workload efficientlyEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us? Anticaptory Set (20 mintues)I will split my students into groups which consist of below target, on target, and then above target. Within these groups they will be tasked with discusing the assigned chapters. They can do this the form of roundtable discussion (when they openly talk about the book) through silent roundtable (when they pass around a piece of paper in which they write their comments) or through today’s meet (a website which I can access which would allow them the chance to have a conversation on their smartphones/laptops). During this time I will be walking around the classroom posing questions while also ensuring that they are staying on topic. Teaching Activity (60 minutes/15 minutes for each lens)During this time the students will have the chance to participate in different learning stations which are focused on our lens which are; reader response, socio-economic, historical, gender, race, psychological, new criticism, and spiritual. Today we will be focusing on the last four lenses, which means that there will be four stations total. (I detail these lenses/stations below) These stations will be set up around the room but students will only have time to visit three out of the four stations. It is then their choice as to which three stations they want to visit. (If they finish all four stations I would be willing to give them five points of extra credit) At the beginning of this lesson they will be given the below tic-tac-toe chart (see page 19) which overviews what is expected of them. For my ELL student I will ensure that this chart and the lenses will be translated into their native language, as it is essential that they understand the lenses as this is the foundation for our study on Twain. During this time my co-teacher and I will be station teaching. I will be at the spiritual station in which the students are creating a song/poem (I think this is one of the harder stations so that is why I want to focus on this station) while my coworker who is a psychology teacher will be helping at the psychological lens station as the students add to the graphic organizer projected unto the smartboard (I want them to help the students connect the novel with the field of psychology). Race Lens (Reading a text for its issues of race, heritage, and ethnicity) The students will create a poster answering one of the below questions while drawing direct evidence from the text. How does the work discuss race, ethnicity, and heritage? How are “others” presented in the text? Are there any unfair stereotypes or generalities within the text? How does the work analyze cultural conflicts especially between majority and minority groups? Psychological Lens (Reading a text for patterns in human behavior)The students will add to the graphic organizer projected onto the smartboard while citing evidence directly from the text, they should strive to answer two of the below questions.Are the characters actions believable? Why do some characters act the way they do?Think of point of view (especially that of children/youth) do the characters fit the norm associated with this age group?How does the range of human emotions influence the text? What are the moral/ethical choices of the characters? What did you think about these actions? What are the broader social issues that the text addresses? New Criticism Lens (Reading a text for the unity/complexity of its form)The students will create a PowerPoint or Prezi Presentation (their choice) which answers three of the below questions while citing directly from the text. What is an example of symbolism within the work? What is a recurring theme from the text? Did you find the plot/subplot believable? Make a prediction, where do you think the story will go from here? What is the strengths/weaknesses of the text? Spiritual Lens (Reading a text for its spiritual and faith related issues)The students will produce a song or poem their choice which answers two of the below questions. At the bottom of their poem I want them to include the page numbers which sparked their creativity. How is the text related to faith or the belief in a higher being? How does the text compare to religious writings/scriptures. Does the text say anything about the world’s religions? What does the text say about faith? Love? Forgiveness? Grace? Hope? Tic-Tac-Toe: Mark Twain’s The Adventure of Huckleberry FinnDirections: For the majority of class today you will be participating in learning stations. Each of these stations feature a len in which we can examine the text. The four lenses include race, psychological, new criticism, and spiritual. You will be required to visit three of these stations, but if you do get to all four you will receive five points of extra credit. At these stations you will answer a set of questions while creating some type of product. Race Lens (Reading a text for its issues of race, heritage, and ethnicity) Drawing evidence from the text create a poster which answers one of the questions found at this station. Psychological Lens (Reading a text for patterns in human behavior)Drawing evidence from the text add to the graphic organizer projected onto the smartboard while answering two of the questions found at this station.New Criticism Lens (Reading a text for the unity/complexity of its form)Drawing evidence from the book create a PowerPoint or Prezi Presentation which answers three of the questions found at this station. Spiritual Lens (Reading a text for its spiritual and faith related issues)Drawing evidence from the novel create a song or poem which answers two of the questions found at this station. Closure (10 minutes)The students will participate in a DJ summary. They will write down what they learned from today’s lesson in the form of their favorite song. They will then share these within their small groups. If anyone thinks they have a song which is especially good I will encourage them to share it with the whole class. (While the students don’t have to sing I will give them extra praise if they do so) If there is extra time the students will be encouraged to continue reading. Independent PracticeThe students will annotate while reading or listening () to chapters thirty-two thru forty-three. AssessmentEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us?At the end of the unit the students will select a len and apply it to Mark Twain’s The Adventure of Huckleberry Finn they can choose the format they want to present their findings if they can create a Prezi, poster, traditional paper, wiki webpage, weebly, podcast, and if they have an alternative method they want to pursue they can do so as long as it’s approved by me. MaterialsNotebook, pencil, and computer. Duration 90 minute class period***Lenses modified from Melissa Kenkel East Dubuque High School******Tic-Tac-Toe Chart modified from Dr. Scheuerell***Lesson Plan V: Analyzing The Conclusion of The Adventures of Huckleberry FinnClass: Ninth Grade Honors Cluster (Language Arts & World History) Grade Level: Ninth Grade Unit: Mark Twain’s The Adventures of Huckleberry Finn Teacher: Hannah DirksObjective: Evaluate the conclusion of The Adventures of Huckleberry Finn through discussion forums. Common Core State Standards: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (38).Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme (38).Draw evidence from informational texts to support analysis, reflection, and research (66).Iowa Core Curriculum-Subject Area Standards: Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension (48).Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) (52).Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively (65).21st Century Skills: Work Creatively with Others (3)Develop, implement and communicate new ideas to others effectivelyBe open and responsive to new and diverse perspectives; incorporate group input and feedback into the work Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideasView failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakesCollaborate with Others (4)Demonstrate ability to work effectively and respectfully with diverse teamsExercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goalAssume shared responsibility for collaborative work, and value the individual contributions made by each team memberEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us? Anticaptory Set (20 mintues) I will group the students based on if they are below, on, or above grade level. They will then be asked to look through their annotations to pick out some quotes/examples. They will be asked to come up with atleast one example for each of our lenses. By the time they are done they should have altleast eight quotes which correlate to our eight lenses. Once the students have complied their quotes/examples they will be asked to add these to the eight posters (one for each of our eight lenses) that I have situated around the classroom. Teaching Activity (65 minutes) The students will then participate in a graffiti carousel (50 minutes), as they will be asked to leave comments on these posters. After everyone has written their quotes on the board, the students will go around and respond to something from each lens. AKA they should respond at least eight times. They can do this in the form of a question they still have, their response to the quote, or a hashtag that appropriately ties in with what was written. After each student has jotted their comment they will be asked to initial their response, so I can ensure that everyone is participating. After the students have left a comment on each of the eight posters I will allow them a few minutes to walk around the room and see the comments their peers have left. After everyone has written their quotes on the board and had the chance to see what their peers have added we will use this to launch our discussion on the conclusion of the novel. After we have completed our graffiti carousel & discussion I will then introduce their assignment (15 minutes). This introduction to our project will focus on the students selecting one of the eight lenses we have been utilizing to evaluate Mark Twain’s The Adventure of Huckleberry Finn. For this project they can choose one of these eight lenses and select the format they want to present their findings if they can create a Prezi, poster, traditional paper, wiki webpage, weebly, podcast, or if they have an alternative method they want to pursue they can do so as long as it’s approved by me. (Please see page 23 for a copy of this rubric) Mark Twain’s The Adventures of Huckleberry Finn Assignment RubricYou will be asked to select one of the eight lenses we have been utilizing to evaluate Mark Twain’s The Adventure of Huckleberry Finn. For this project you will choose one of these eight lenses and select the format you want to present your findings if you can create a podcast, Weebly, wiki webpage, Prezi, poster, traditional paper, or if you have an alternative method you want to pursue you can do so as long as it’s approved by me.You will be given the below choices on how you want to share your work. The choices include the following tools which can be found on Microsoft office or online. You can use Audacity to record a podcast and post it as an internet podcast. You can create a Prezi presentation where you share your argument. You can produce a Weebly internet webpage where you share your findings. You can create a poster in which you overview your lens. You can produce a wiki web page with your lens. You can write a traditional paper in which you explore you lens.Your paper should include the following (50 points)An in-depth analysis of one of the eight lenses we studied in class: reader response, socio-economic, historical, gender, race, psychological, new criticism, and spiritual Score: /15Teacher’s Comments:Analysis from The Adventures of Huckleberry Finn which you use in order to structure your argument. Score: /15Teacher Comments:The product uses one of the above formats and there is no spelling or grammar errors. Score: /10Teacher Comments: The project is creative and I can tell you put in a lot of thought and hard work into its creation. Score: /10Teacher Comments: Closure (5 minutes) The students will participate in a parent hotline. At the end of the class I will inform the students that I have emailed home making their parents aware of the upcoming project. I will also let them know that I have given their parents a question in which I expect the students to answer once they get home. I will give them the hint that they should start thinking about their project especially what lens they are going to pursue and how they want to present their findings. NOT TO BE READ TO STUDENTS, the parent question is what lens are you going to adapt for your project and how are you planning on presenting your findings to your peers? (If there is any extra time the students will be encouraged to start thinking about how they want to present their project)Independent PracticeThe students will be encouraged to start thinking about their project and what lens they want their work to focus on. AssessmentEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us?At the end of the unit the students will select a lens and apply it to Mark Twain’s The Adventure of Huckleberry Finn they can choose the format they want to present their findings if they can create a Prezi, poster, traditional paper, wiki webpage, weebly, podcast, and if they have an alternative method they want to pursue they can do so as long as it’s approved by me. MaterialsNotebook, pencil, computer, open mind, positive attitude Duration 90 minute class periodLesson Plan VI: Work Day Class: Ninth Grade Honors Cluster (Language Arts & World History) Grade Level: Ninth Grade Unit: Mark Twain’s The Adventures of Huckleberry Finn Teacher: Hannah DirksObjective: Create a product (either Prezi, PowerPoint, poster, traditional paper, wiki webpage, Weebly, podcast, or an approved alternative method) evaluating/interrupting the text based on one of our eight mon Core State Standards: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence (45).Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content (45).Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (46).Iowa Core Curriculum-Subject Area Standards: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (60).Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically (61).Draw evidence from literary or informational texts to support analysis, reflection, and research (61).21st Century Skills: Create Media Products (5) Understand and utilize the most appropriate media creation tools, characteristics and conventionsUnderstand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environmentsBe Flexible (6)Incorporate feedback effectivelyDeal positively with praise, setbacks and criticismUnderstand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environmentsWork Independently (6) Monitor, define, prioritize and complete tasks without direct oversightEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us?Anticaptory Set (10 minutes)I will begin the class by handing out the below learning contract and independent investigation contract. These documents will work to spark their projects and how they want to present their findings. I will allow the students the first fifteen mintues of class in which to complete these documents. It is important that they comeplete these contracts as I will coming around and holding individual confrences with them in which I look at these docments. Teaching Activity (65 minutes)Today will largely be used as a work day. They will have already been introduced to the assignment details the day before. To give you an overview they’ll select one of the eight lenses and then present their findings through their choice of a Prezi, PowerPoint, poster, traditional paper, wiki webpage, Weebly, or podcast. As the students are working I will be holding individual conferences with them in order to ensure that their projects are on track. I’ll also be checking their learning contract and independent investigation contract. Please see below for a copy of these documents. During this time I will also check in with my ELL student in order to ensure that their project is on track. While I am holding these individual conferences a coworker (a composition teacher) and I will engage in alternative teaching. This is the case, because while I am working one on one my fellow teacher will work to ensure that the rest of the class stays on topic while answering any and all questions they may have. If the students finish their products before the end of this time I will then pair them together in order for them to get feedback from one of their peers. 36290266835140HD0HD3162300498729005/19/2018005/19/20183905252767965Apply one of the eight lenses by producing a podcast00Apply one of the eight lenses by producing a podcast3905252329815Apply one of the eight lenses by creating a wiki webpage/weeblyApply one of the eight lenses by creating a wiki webpage/weebly3905251815465Apply one of the eight lenses through a traditional paper00Apply one of the eight lenses through a traditional paper3905241291590Apply one of the eight lenses by creating a Prezi, PowerPoint, or poster00Apply one of the eight lenses by creating a Prezi, PowerPoint, or posterClosure (15 minutes)Students will give an elevator pitch of their projects (a summary in under 60 seconds) to their pod mates. After each elevator speech the students will discuss two things they found interesting and then one thing they found confusing or one thing they think the student can improve upon. Independent PracticeThe students will be encouraged to put the finishing touches on their projects. AssessmentEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us? At the end of the unit the students will select a lens and apply it to Mark Twain’s The Adventure of Huckleberry Finn they can choose the format they want to present their findings if they can create a Prezi, PowerPoint, poster, traditional paper, wiki webpage, weebly, podcast, and if they have an alternative method they want to pursue they can do so as long as it’s approved by me. MaterialsNotebook, pencil, computer, open mind, positive attitude Duration 90 minute class period***Lenses modified from Melissa Kenkel (East Dubuque High School)*** ***Learning contract and independent investigation contract from Dr. Scott Scheuerell***Lesson Plan VII: Unit Test & Presentations Class: Ninth Grade Honors Cluster (Language Arts & World History) Grade Level: Ninth Grade Unit: Mark Twain’s The Adventures of Huckleberry Finn Teacher: Hannah DirksObjective: Students will be able to analyze Mark Twain’s The Adventure of Huckleberry Finn. (Through a unit test, presentation, and then reflection)Common Core State Standards: 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 (47).Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task (50).Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest (50).Iowa Core Curriculum-Subject Area Standards: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively (65).Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (70).Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (71).21st Century Skills: Communicate Clearly (4)Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contextsListen effectively to decipher meaning, including knowledge, values, attitudes and intentionsUse communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impactCommunicate effectively in diverse environments (including multi-lingual) Be Responsible to Others (7) Act responsibly with the interests of the larger community in mindEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us?Anticaptory Set (5 mintues)I will give the students the first five mintues to look over their notes before we take the unit test. Teaching Activity (80 minutes)The students will be given the majority of the class period to take the unit test. This can be found on pages 32-34. For my ELL student I will have the test in their native language. After the students finish they can read a book from my self or work on other homework until their peers have completed. After everyone is done we’ll then move on to presentations of their literary lens analysis paper. I expect that we should be able to get through about 1/3 or 1/2 of these presentations depending on how long it takes the students to complete their tests. As their peers present the students will write down three things that they liked about their peers presentation, two questions they still have, and one connection to their own research. Closure (5 minutes) The students will participate in an activity entitled students I learned the most from. Within this activity the students will write notes to their peers describing one thing that they learned from them during their presentation. Independent Practice The students who have completed their presentations will be asked to reflect on their work. They will answer the following questions; what did I learn from this project? What challenges did I face? What grade would I give myself? Why do you think you deserve this grade? AssessmentEssential Question: What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us?At the end of the unit the students will select a lens and apply it to Mark Twain’s The Adventure of Huckleberry Finn they can choose the format they want to present their findings if they can create a Prezi, poster, traditional paper, wiki webpage, Weebly, podcast, and if they have an alternative method they want to pursue they can do so as long as it’s approved by me. Materials (Notebook, pencil) Duration (90 minute class period)Name: ________________________________________________ Date: ____________Mark Twain’s The Adventures of Huckleberry Finn Unit Test (65 points)True-False (2 points each) True or False, Samuel Clemens is the author of this work. ______True or False, The setting of the work is set after the Civil War. ______ True or False, Huck Finn is the narrator. _______True or False, Tom Sawyer is Huck’s friend. ______True or False, Widow Douglas is Huck’s guardian. ______True or False, Miss Watson is the widow’s sister. ______True or False, Jim is the Widow Douglas’s slave. ______True or False, Huck calls his father dad. ______True or False, Aunt Polly is Huck’s aunt. ______True or False, Judge Turner invests Huck’s money. ______True or False, Jim Tuner helps people escape from the sinking boat. ______True or False, The Grangerfords and the Sheperdsons are in a feud. ______True or False, The Duke and King are honest/hardworking men. ______True or False, Col. Sherburn kills a drunkard named Boggs. ______True or False, Peter Wilks is a wealthy Englishman who dies. _____Multiple Choice (2 points each)How come the Widow Douglas and Huck don’t get along? Huck hates everyone She tries to force him to work She want to civilize him and he wants to remain freeNone of the above What does Huck think about spirituality?He doesn’t believe in GodHe thinks that heaven will be to boring so he’d rather go to hellHe doesn’t believe in prayerB and C How are Huck and Jim different?Huck is white; Jim is African American Huck is young: Jim is middle aged Huck is practical; Jim is a dreamer All of the above How come Huck and Pap don’t get along?Pap thinks he is inferior to his son, so he yells at him Huck is an embarrassment to his father A and BNone of the above What purpose does Huck’s mock death serve? He is able to stick it to Pap and the Widow DouglasHe is able to free JimHe gains his freedom He does it for funWhy do Huck and Jim travel down the Mississippi River? Jim is in search of his family Huck is looking for an adventure Huck was forced out of the house A and B Why does Twain include the feud between the Grangerfords and the Sheperdsons?Humor To show the irony of the situation A and B He depicts them as model families None of the above Why does Huck conscience bug him when he lies?He is a moral character He doesn’t like to lie He is only forced to lie on behalf of a good cause All of the above Whose identity does Huck assume? Judge Thatcher Tom Sawyer Boggs None of the above Why aren’t the slave hunters successful in capturing Jim?He outran themHe hides in a cave He kills them None of the above Essay Questions (5 points each) Who was Mark Twain and why is he historically and literary important?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How does Twain’s The Adventures of Huckleberry Finn reflect the historical time period? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What different literary lenses can be used in order to examine Mark Twain’s The Adventures of Huckleberry Finn? What insights do these lenses provide us? (Focus on two-three lenses) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ................
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