Lesson Plan:  Huckleberry Finn – Day 1

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:

1.             Discussion of race relations in America

·        Students will be given notes on the history of race relations in America from the early 1800’s to the 1960’s (see attached).

·        In order to better understand the impact of the Civil Rights movement of the 1960’s, students will listen to Martin Luther King’s “I Have a Dream” speech.

·        Students will be asked to discuss the elements of King’s speech.

o       What is King saying in this speech?

o       How does he get his point across?

o       Describe the role this speech played in the Civil Rights movement.

o       How does this speech compare to your definition of racism?

·        Write 1-2 paragraphs that explain whether or not you think King’s dream has come true today.

·        Students will be given notes on the biography of Mark Twain parallel to the time period previously discussed (see attached) in order to understand the circumstances under which Twain was writing.                                                                 

 

SUMMARY:

 

HOMEWORK:

 

 

 

Lesson Plan:  Huckleberry Finn – Day 2

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:

1.             After reading the material in the “do now,” students will be asked to explain what they think the author’s purpose was in writing this as the opening to the novel.

 

2.             Defining dialect

·        “Motivation” exercise

·        Define: dialect – everyday language spoken by a people as distinguished from the literary language; vernacular.

 

3.             Looking at dialect in Huck Finn

·        Words of dialect taken from Huck Finn will be written on the board: dey’s, uv’em, gits, ef, en, warn’t, sk’yerd.  Student will be asked to pronounce each word and guess what these words might be in “the literary language.”

·        The passages that these words were taken from (see attached) will be read aloud in class and the students will be asked again what they think these words might be in “the literary language”

 

4.             Define: theme – an implicit or recurrent idea; motif

·        Students will choose from a list of twelve themes, one that they wish to track throughout their reading of Huck Finn (see attached).

 

SUMMARY:

 

HOMEWORK:

 

Lesson Plan:  Huckleberry Finn – Day 3

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:

1.             Analyzing the first paragraph of Huck Finn

·        Volunteers will be asked to read their summaries aloud.

·        As a class, we will construct a line-by-line breakdown of the first paragraph of Huck Finn.

·        Who is speaking?

·        What effect does the first line have on the reader?

·        What does Huck say about Mark Twain?

·        Why does he talk about the “stretchers?”  What effect does this have?

·        How does this paragraph affect the way we read what Huck is telling us?

 

2.             Homework Review

·        As a class, we will go over the homework questions to see how each of the aspects covered relate to our understanding of Huck as a character.

·        Motivational exercise

o       Students will be asked to relate their own experiences to Huck as a character, and to his relationships with Miss Watson and the Widow Douglas.

 

SUMMARY:

 

HOMEWORK:

 

 

 

Lesson Plan:  Huckleberry Finn – Day 4

 


AIM: 

 

DO NOW: 

1.      Define your theme.

2.      What does your theme mean to you?

 

MOTIVATION: 

 

PROCEDURE:

1.      Discussion of themes

·        Once students have defined their themes for themselves in the “do now” exercise, they will be asked to discuss the definitions that they have come up with.  The discussion will be based on the questions found in the “motivation.”

·        The qualities that the students use to define their themes will be recorded on the blackboard.

 

2.      Think about making connections

·        Can we find any similarities between these different themes?

·        How are these themes related?

·        Similarities will be visually connected on the blackboard.

 

SUMMARY:

 

HOMEWORK:

 

 

 

 

 

Lesson Plan:  Huckleberry Finn – Day 5

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:     

1.      Discussion of “do now.”

 

2.      Motivational Exercise

·        Students will be asked to discuss their reasoning behind their choice.  They will also be asked how the issues in their life might affect the way they track their theme.

 

3.      Theme Tracking Groups

·        Students will be asked to break up into groups based on the themes they are tracking.

·        In groups they will discuss the following questions regarding their themes:

·        How has this theme been represented in Huck Finn thus far?

·        What do these events show the audience in relation to theme?

·        What do you think the author is trying to say about this theme?

 

 

SUMMARY:

 

HOMEWORK:

 

 

 

Lesson Plan: Huckleberry Finn – Day 6 and 7

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:     

1.      Motivational Exercise

·        Once students have a written response to the question, they will be asked to share the story they have read and what they think the characters represent.

·        Students will then be asked to think about the relating this exercise to Huck Finn. 

o       Look at the notes from yesterday and your theme tracking.  To which character in the novel does your theme most pertain?  Why?

 

2.      Fishbowl

·        Five or six students who claim that the same character best represents their theme will be put into a discussion group at the center of the class.  They can only hold a discussion amongst themselves, but the conversation must be loud enough for the entire class to hear what they are saying. The remaining students will sit on the perimeter.  Half of them will take notes on who is controlling the conversation, and how much is being contributed by each person in the center.  The other half will try to record what is being said.

·        Characters to discuss:

o       Miss Watson (Day 6)

o       The Widow  (Day 6)

o       Pap (Day 7)

o       Huck Finn  (Day 7)

o       Jim (Day 7)

SUMMARY:

 

HOMEWORK:

 

 

Lesson Plan: Huckleberry Finn – Day 8

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:     

1.      What do we know about Jim so far?

·        How is Jim portrayed?

·        List some of the Jim’s traits

·        Teacher will create a list of the traits discussed by the class.

2.      Summary of Chapter 14

·        Students will be asked to share their homework summaries of the argument between Huck and Jim.

o       What did they argue about?

o       Can anyone give a summary of the story of King Solomon that Huck and Jim are discussing?

o       What is Huck’s point of view?  What is Jim’s point of view?

o       What does Jim’s point of view tell us about him as a character?

§         Teacher will add these traits to the list on the board.

o       What do Huck and Jim say about the Frenchman?

o       What is Jim’s response and what does his commentary tell us about him as a character?

§         Teacher will add these traits to the list on the board.

·        Discussion of the motivational exercise.

o       Describe the historical situation in comparison with Jim’s attitude towards the human race.

 

SUMMARY:

 

HOMEWORK:

 

 

Lesson Plan: Huckleberry Finn – Day 9

 


AIM: 

 

DO NOW: 

“(Punk is) the constant struggle against the fear of social repercussions”                  

-Greg Graffin

MOTIVATION: 

 

PROCEDURE:     

1.      Review of yesterday’s class

·        Jim’s traits

 

2.      Motivational exercise

·        Students will discuss the questions in the motivational exercise.  Once individual stories have been shared, students will be asked to discuss what role societal pressure plays in their lives.

 

3.      What kind of social pressures existed in the time of Mark Twain?

·        Teacher will create a list on the board.

 

4.      Discussion of “do now” responses.

·        Students will be asked to share their responses, as well as decide on a common meaning that can be used as a lens for a fishbowl discussion.

·        Fishbowl

o       How might the characters in Huck Finn fit into this quote?  Huck?  Jim?

 

SUMMARY:

 

HOMEWORK:

 

 

Lesson Plan: Huckleberry Finn – Day 10

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:     

1.        Teacher will create a web on the blackboard around the word “grudge” using student responses to the “do now.”

 

2.        Motivational exercise

·        After watching the cartoon feud, students will be asked to evaluate the word web on the board.  How valid are our interpretations and definitions of a grudge?

·        How are the Shepherdsons and the Grangerfords similar to the cartoon?

 

3.        As a class, a summary of the characters involved in the feud as well as a plot summary will be created.

·        Romeo and Juliet

 

4.        Class discussion – Mockery of Society

·        How can we judge this feud?

·        What are some possible reasons that Mark Twain decided to include this scene in the book?

·        What is a feud?

o       Tradition

o       How could this be related to Twain’s treatment of slavery? Religion?

 

SUMMARY:

 

HOMEWORK:

 

 

 

 

Lesson Plan: Huckleberry Finn – Day 11

 


AIM: 

 

DO NOW:  Five minutes to prepare a quick discussion of essays

 

 

PROCEDURE:

1.        Students will discuss their essay assignments with the class.

 

2.        Students will break up into groups to complete the review sheet (see attached) for chapters 1-18.  (teacher will check theme tracking at this time)

·        For the character summary section, students will need to answer the following questions:

·        Who is this character?

·        Describe their traits (physical and personality).

·        Describe their relationship to other characters in the book.

·        Are they a major or minor character?  Why?

 

3.        As a class we will review each character and their role in the novel.  An outline of characters, a well as plot, will be recorded on the blackboard.

 

SUMMARY:

 

HOMEWORK:

 

 

 

Lesson Plan: Huckleberry Finn – Day 12

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:     

1.        The Garden of Eden

·        Students will individually read a copy of the story of Adam and Eve in the Garden of Eden.

o       Students will be asked to describe what the Garden of Eden is in the story.

o       Is it paradise?

o       Why is it considered to be paradise?

 

2.         Students will watch a video clip of the movie Cast Away

·        Is this paradise?

·        What are the concerns of the main character?

·        How do these concerns differ from his previous life in civilization?

 

3.        As a class we will create a comparison chart between life in nature and life in civilization.

 

4.        How does this relate to Huck and Jim?

·        Begin to fill out river chart (see attached)

o       Describe life on the raft

o       Describe life on land

 

 

SUMMARY:

 

HOMEWORK:

 

 

 

Lesson Plan: Huckleberry Finn – Day 13

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:     

1.        Defining satire

·        A literary work in which human vice or folly is attacked through irony, derision, or wit

·        Irony, sarcasm, or caustic wit used to attack or expose folly or vice.

 

2.        Relating satire to mockery of religion

·        How have we seen mockery of religion in other parts of the novel?

·        A chart of events will be recorded on the blackboard.

·        How do these events relate to satire?

 

3.        What do we know about the King and the Duke at this point in the novel?

·        In what trades do they claim to have worked?

·        How do they end up on the raft?

·        What do they both claim about their heritage?

·        What can we say about the honesty of the King and the Duke?

 

SUMMARY:

 

HOMEWORK:

 

 

 

Lesson Plan: Huckleberry Finn – Day 14 and 15

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

 

PROCEDURE:     

1.        Students will watch a clip from the movie Leap of Faith.

·        Describe what is happening in this scene.

o       What do the workers do as the audience comes into the camp?

o       How do they communicate with each other?

o       How does the leader know what personal problems the audience is having?

o       How are they using the audience’s faith against them?

o       How does this clip end and what does it tell us about the show?

2.        As a class, we will create a summary of the camp revival.

·        Summary will be recorded on the blackboard.

o       To which themes is this event related?

o       What do you think Twain is trying to say with this event?

o       How does this relate to satire?

3.        As a class, we will summarize the Shakespearian Revival and the events leading up to the Royal Nonesuch (Day 15).

·        Summary will be recorded on the blackboard.

o       How do the King and the Duke get people to come to the Royal Nonesuch?

o       What kind of a show is the audience expecting?

o       What do we know about the show from its name?

o       How does this relate to satire?

 

SUMMARY:

 

HOMEWORK:

 

 

Lesson Plan: Huckleberry Finn – Day 16

 


AIM: 

 

DO NOW: 

 

MOTIVATION: 

1.             There once was a man who had a wife that was very sick.  She had a rare form of cancer and was about to die.  A pharmacist in their town had discovered a cure for the disease.  It only cost the pharmacist $100 to make the medicine, but he was charging $20,000 for it.  The man went to the pharmacist to try and work out a deal with him.  The man did not have $20,000 to pay the pharmacist.  He offered to make payments on the medicine so that his wife could live, but the pharmacist refused.  That night the man broke into the pharmacist’s shop and stole the medicine to give to his wife.  His wife lived, but the man went to jail.

·        How do you feel about what the man did?

·        How do you feel about the pharmacist?

·        Should the man have gone to jail?

 

PROCEDURE:     

4.        Motivational exercise.

·        After hearing the story and answering the questions, students will be asked to try and answer the same questions from the point of view of several characters in the book (Huck, Jim, the King and the Duke), and from the point of view of Mark Twain.

5.        Review of action.

·        What happened at the funeral?

o       An outline of events will be recorded on the board.

·        What affect does this sequence have on the way we look at Huck?  The King and the Duke?

·        How does this relate to the story about the man and his wife?

 

 

SUMMARY:

 

HOMEWORK:

 

Lesson Plan: Huckleberry Finn – Day 17

 


AIM: 

 

DO NOW:

 

MOTIVATION:

·          Students will be asked to create a list of the major themes that they believe are best represented by the King and the Duke.  For each theme they must list one example from the book and a brief explanation of how it relates to the theme. 

 

PROCEDURE:     

1.      Character summary sheets (see attached).           

·        As a class, we will create a summary of each character listed on the review sheet.

o        Describe the character physically.

o        Describe the character’s personality traits.

o        How is the character related to Huck and Jim?  To other characters in the novel?

o        Why is this character important?

2.      Summary of events (see attached)

·        For each event listed on the review sheet, students will be selected to discuss the importance of the event in terms of theme with respect to the King and the Duke in a fishbowl.

·        Students in the fishbowl will rotate for each event.

·        Students will be able to look at their notes from the “do now.”

 

 

SUMMARY:

 

HOMEWORK:

 

 

 

Lesson Plan: Huckleberry Finn – Day 18

 


AIM: 

 

DO NOW:

 

MOTIVATION:

·          See “do now.”

 

PROCEDURE:     

1.      Students will break into groups based on their theme to discuss, edit, and brainstorm thesis ideas.

·        Students must give written feedback to their peers based on the following questions:

o        What does the thesis mean?

o        What is the person trying to prove?

o        Is the thesis clear?

 

2.      While the students are working in groups, the teacher will have individual conferences with each student to discuss their theses and their choice of sources.

 

SUMMARY:

 

HOMEWORK:

 

 

Lesson Plan: Huckleberry Finn – Day 19

 


AIM: 

 

DO NOW:

        Reality

 

MOTIVATION:

·          Students will be asked to come up with words that they feel are related to the words fantasy and reality in order to understand the characteristics of Tom Sawyer, Huck, and Jim.

 

PROCEDURE:     

3.      After they have completed the “do now” individually, students will be asked to share their word associations. Teacher will record the results on the board in the form of a word web for both fantasy and reality.

 

 

 

 

 

 

 

 

 

 


4.      Students will be asked questions like:

·        How are these qualities different?

·        How are they the same?

·        Which characters portray these qualities?

·        How do these qualities affect the actions of the characters?

 

 

SUMMARY:

 

HOMEWORK:

 

 

Lesson Plan: Huckleberry Finn – Day 20

 


AIM: 

 

DO NOW:

·        Quiz: How do you feel about Tom Sawyer in this section of the book?  Why? 

 

MOTIVATION:

·          Students will be shown a clip from the television show The Muppet Babies.

 

PROCEDURE:     

1.      Video Clip:  The Muppet Babies.

·        What happens in the clip?

·        Why does everything change in the show?

·        What role does imagination play in the show?

 

2.      Summary of Huck Finn.

·        Using the quiz as a basis for discussion, a summary of events from the preceding chapters concerning Tom will be created as a class.

o        Why does Tom do the things the way that he does them?

o        How does Huck react?

o        How does Jim react?

o        How are Tom, Huck and Jim different? (see attached worksheet)

 

SUMMARY:

 

HOMEWORK:

 

 

 

Lesson Plan: Huckleberry Finn – Day 21

 


AIM: 

 

DO NOW:

·        Read p.18 of Huck Finn and interpret the fortune that Jim gives to Huck.

 

MOTIVATION:

·    See “do now”

 

PROCEDURE:   

1.        Page 18 of Huck Finn, will be read aloud by a volunteer student.

 

2.        Students will be asked to analyze the fortune through discussion.

·             Interpretations will be recorded on the board.

·             Students will be asked to determine the significance of the “two gals” that are flying around Huck.

o       Chart of the possibilities for symbolism will be made on the blackboard.

·             How can we look at the entire novel through this fortune?

·             How do these symbols reappear throughout the novel?

 

3.        Students will be given time to fill out summary sheets in pairs.  Students will make two circles, one inside the other.  After about three minutes of filling in blanks on the summary sheets, the inner circles will rotate to give the students a new partner.  Repeat as time allows.

 

 

SUMMARY:

 

HOMEWORK:

 

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