1
Rationale
According to Literary Journal, the ALAN Review, teaching the “classics is
similar to the reality of trying to teach a pig to sing: It doesn’t work and annoys
the pig” (Gibbons 53) While this may be true, this unit will attempt to bridge the
gap between students and the classics by using young adult (YA) literature as a
compliment, and introduce different mediums of writing and expression. In this
four-week study students will explore moral values of the past and present. In
class we will focus on topics such as prejudice, racism, conformity, authority,
slavery, and freedom. Using Mark Twain’s The Adventures of Huckleberry Finn,
as a guide, the class will sort through social stigmas both in the past and those
that lurk today. Students will be given the opportunity to explore their own beliefs
while engaging in one of histories earliest and most prized YA novels.
Students’ learning will be facilitated through projects, class activities,
discussion, and perhaps most importantly, student led small groups. According to
Miriam Alfassi in her article “Reading to Learn: Effects of Combined Strategy
Instruction on High School Students,” “…to achieve comprehension, individuals
invent a model or explanation that organizes the information selected from the
text in a way that makes sense to them and fits their world knowledge”(171). In
essence, small groups allow students to be contributing members toward the
overall understanding of a text by utilizing their own knowledge and experiences.
In small groups, students will be expected to be respectful and courteous in order
that each student may be granted the opportunity to express their individuality in
a secure and unthreatening environment. The goal of small groups is to use each
2
individual as a learning resource while producing mutual respect and a
community atmosphere. By utilizing small groups, students will be able to share,
strengthen, and develop their beliefs, thoughts, and ideas.
Our main text, The Adventures of Huckleberry Finn takes place before the
Civil War, roughly 40-50 years before the time of its publication (1884). In the
story, Huckleberry (Huck) runs away from his drunken and abusive father, taking
refuge on Jackson’s Island in the middle of the Mississippi River. There, Huck
encounters Jim, a runaway slave. After battling with the legality and morality of
hiding a runaway, Huck concludes to team up with Jim and the two escape on an
abandoned river raft. On their Journey to the free states Huck and Jim encounter
a bounty of adventure and peril.
Although The Adventures of Huckleberry Finn is one of the most read
books from high school to grad school, it does not come with out its share of
critics. In fact, Twain’s classic has been ranked 5th on the American Library
Association’s 100 most frequently challenged list from 1990-2000 (Proukou, 63).
Among the controversy this book has raised, some argue that Jim, the runaway
slave, is not portrayed in a positive light. However, readers need to remember
that this story is told from Huck’s point of view, as a boy who has been raised in a
society thick with racial prejudice. Late literary critic, Ralph Ellison, argues
against this, agreeing to the fact that those who take this stance are making the
age-old mistake of confusing the author with the narrator. Indeed, Twain’s
awareness was broader than that of his characters. With influences such as
Fredrick Douglas, Charles Chesnutt, and Paul Laurence Dunbar, Twain
3
understood the immorality of slavery. This is important to remember if one is to
draw from the subtleties in the book.
With the book’s use of the word “nigger,” some argue, that by teaching
about racism we are really introducing or even enforcing it. This, I would argue,
could not be any further from the truth. Issues such as slavery, and racism are a
part of our history. In order to learn from it, we must allow students to recognize
it’s historical roots along with modern-day manifestations so that they will
hopefully speak against it. According to an article by PBS, “We continue to live as
a nation, in the shadow of racism while being simultaneously committed on
paper, to principles of equality” (Huck). We must work to change this image.
Instead of sweeping issues under the table we should be learning from them.
These issues are what Twain forces us to confront.
The Adventures of Huckleberry Finn was and remains today, significant in
terms of plot and writing style as it introduced “a clean, crisp, no-nonsense,
earthy vernacular… that jumped off the printed page with unprecedented
immediacy and energy” (Huck). Through this book students will confront issues
that still plague society toady, while understanding Socratic irony. The books
effectiveness is fueled by the deliverer of the message, Huck, who is both
innocent and ignorant, yet can see the wrongs of society. This book promotes a
great learning aesthetic in the classroom and motivates students to think through
their own thoughts, beliefs and actions. After all, as the writers of PBS explain,
“As educators, it is incumbent upon us to teach our students to decode irony, to
4
understand history, and to be repulsed by racism and bigotry wherever they find
it” (Huck)
While we go through The Adventures of Huckleberry Finn we will also be
exploring other forms of writing, such as music and poetry. The poetry we will be
discussing in class includes: Langston Hughes’ The Weary Blues, I Too, and
The Negro Speaks of Rivers; Claude McKay’s If we Must Die; Margaret Walker’s
For My People and others. These poems share a common theme, which is to
highlight the African American legacy. As a compliment to the poetry we read in
class students will be responsible for bringing in one YA poem that coordinates
with one of three specified themes: problems facing teens, race, and moral
issues. Through responding to the poems read in class and those found
individually, students will be able to draw connections between themselves, and
featured authors.
As another compliment to the text and introduction to another great novel,
we will be reading chapter 5 in Maya Angelou’s I Know Why the Caged Bird
Sings Unlike The Adventures of Huckleberry Finn This book is an autobiography,
and written from the perspective of a young girl (Maya Angelou) surviving life as
an African American in the 1930’s and 40’s. Throughout this book, Maya
struggles to find her worth as an African American female. The book offers
relatable topics such as self-acceptance, overcoming adversity and is a general
coming-of-age story. Maya’s colorful language and mastered use of simile
creates an enjoyable and aseptically pleasing read.
5
This book, like The Adventures of Huckleberry Finn, has been a popular
subject for censorship cases. According to the NCAC (National Coalition Against
Censors), despite the books elegant prose, parents, schools and related
organizations have fought against the use of this book, stating: “the book
encourages deviant behavior because of its references to lesbianism, premarital
sex, cohabitation, pornography and violence”(Jones). While these issues are
presented within the book they are not the primary focus, nor does Maya ever
encourage these behaviors. Although the class will only be focusing on Chapter
5 of this book, which does not contain any of the listed issues, it will be
introduced to the class and offered as an option for students’ final reading
projects, and therefore find it necessary to include it as a studied text.
By the end of the four weeks, as a final project, students will have
independently completed one YA book of their choosing, created an annotation
to go along with their book and created a coordinating alternative book report.
Chosen books must focus on the studied topics of this unit, which include:
prejudice, racism, conformity, authority, and freedom. Books must also be current
YA novels with the exception of Maya Angelou’s I Know Why the Caged Bird
Sings. I will provide a list of personal recommendations for students to choose
from. Students may choose a book from this list or one of their own but the book
must be a YA novel, fall in line with the given topics, and must be approved by
me.
By using YA novels as a compliment to classics such as The Adventures
of Huckleberry Finn, I hope to see two things happen: 1. Students will be able to
6
find themselves in the text and therefore better understand their stance on the
issues the book(s) raises. 2. Spark interest and understanding within the
students in order to create long-time readers. The value of YA literature is in its
readability and relevance to teenagers today. According to The Allen Review,
“Good YAL deals with themes and issues that mirror the concerns of the society
out of which it is produced. It dose so in ways that help readers understand the
complexities and shades of gray involved in dealing with these issues” (Gibbons
55). Through this project, students are also given a chance to take charge of their
own learning. By allowing students to choose their own book and rout for their
alternative book report, students can cater to their own interests. As explained by
Herbert A. Clugston in his article “The Need for Recognition of Individual Values
in High Schools,” he states: “By allowing the pupil greater opportunity for freedom
of thought and self-expression a higher type of individual will be produced, one
more capable of satisfying his own desires and needs” (591). As students are
introduced to different forms of literature, aside from the classics, I believe that
their understanding for the classics will be broadened, literacy levels peaked, and
appreciation for reading developed.
By using The Adventures of Huckleberry Finn as our main text,
complimented by poetry, excerpts from Maya Angelou’s I Know Why the Caged
Bird Sings, and YA literature, Students will be given the opportunity to explore
issues such as prejudice, racism, conformity, authority, and freedom. Through
class activities, discussion, and small groups we develop a classroom community
focused on the development of thought.
7
I would like to remind parents and students, that as an advocate for
intellectual freedom, if either parent or student takes offense with any of the
works, we will work together to produce a solution which may include censoring
questionable scenes or preparing the student with an alternative assignment.
While I will work with any parent or student, I strongly believe in each student’s
emotional readiness and maturity. I encourage parents to read questioned
material in its entirety before finding fault with the work. Ultimately, I believe
these works are culturally significant and paramount in educating students on our
journey toward understanding each other and the world we live.
8
Works Cited
Alfassi, Miriam. “Reading to Learn: Effects of Combined StradegyInstructionon
High School Students.” The Journal of Educational Research. 97.4
(2004): 171-184. JSTOR. Web.26 Feb. 2010.
Clugston, Herbert A. “The Need for Recognition of individual Values in High
School.” Junior-Seior High School Clearing House. 5.10 (1931): 586-591.
JSTOR. Web. 01 March 2010.
Gibbons, Louel C., Jennifer S. Dail, and B. Joyce Stallworth. “Young Adult
Literature in the English Curriculum Today: Classroom Teachers Speak
Out.” The ALAN Review. Summer 2006: 53-61. Web. 15 April 2010.
“Huck Finn Teachers Guide.” PBS. Sections 1-6. Web 30 April 2010.
http://www.pbs.org/wgbh/cultureshock/teachers/huck/section1_1.html.
Jones, D. “Censorship, A World Encyclopedia.” National Coalition Against
Censors. Web. 01 March 2010.
http://thefileroom.org/document/dyn/DisplayCase.cfm/id/796.
Proukou, Katherine. “Young Adult Literature: Rite of Passage or Rite of Its Own.”
The ALAN Review. Summer 2005: 53-61. Web. 15 April 2010.
9
Goals & Rubrics
Goal 1:
Students will be able to evaluate and comment on unit themes: prejudice, racism,
conformity, authority, slavery, and freedom by connecting with the text and
answering discussion questions.
Reader Response- Journal Entries (15%)
After each assigned reading, students will log a student response into their
journals. Each student response must contain:

Summary

Personal connection (if any)/ Personal Response (feelings toward
presented issues, connection to identified quotes /excerpts from the text
etc.)

Answer(s) to discussion question(s)
Reader Response Journals must consist of a table of contents, page numbers,
titles, and color incorporation into each page. While there are no specific length
requirements for journal entries, each must demonstrate that the student has
read and given sincere thought to both the reading and composition of their
journal entry. Journals will be collected at the end of the unit to check for
completion of the above criteria. Through Reader Response entries, students
will:

Process individual thoughts/ gain understanding for presented issues
10

Find personal connection to text

Discover a personal meaning in the unit’s theme

Practice critical thinking skills

Enforce organizational skills and pride in completed work
11
Reader Response/Journal Entry Rubric
GRADE
CRITERIA

A







B






C






D






Each Reader Response demonstrates that the assigned
reading has been completed
There is evidence of sincere thought toward presented
issues
Personal connections are present
Journal Entries are neat, organized, and thoughtfully
constructed
Page numbers are present on individual pages and table
of contents
Each journal entry has a title
Color is incorporated onto each page.
Reader Response demonstrates that the assigned
reading has been completed
There is evidence of sincere thought toward presented
issues
Personal connections are present
Journal entries are somewhat organized
Errors/missing information is present in several table of
contents entries, page numbers, and/or titles
Color has not been incorporated in two or more journal
entries
Reader Response demonstrates that the assigned
reading has been completed
Little thought has been given toward presented issues
Personal connections are lacking
Journal entries are somewhat organized
Errors/missing information is present in several table of
contents entries, page numbers, and/or titles
Color has not been incorporated into several
journal entries
Reader Response demonstrates some reading has been
attempted
Little/no thought has been given toward presented
issues
No personal connection
Journal entries are minimally organized
Errors/missing information is present in many table of
contents entries, page numbers, and/or titles
Color has not been incorporated into many journal
entries
12
Goal 2:
Students will gain important historical/social information from the chosen text,
and be able to connect that information to today.
Web Quest - Current Event Articles
Students will be responsible for finding two current events articles (No older than
5 years) that deal with race and censorship. Articles must span at least 5 pages
and be acquired through a credible source; scholarly journals or news articles
would be good options. Students must read articles in their entirety, marking
points that make a strong impact. Students must also create a reader response
in their journals for both articles. Entries must include a citation, summary,
feelings toward the text, and parts of the article that seemed particularity
important/ interesting. Students will discuss their articles in small groups,
connecting what they read to the primary text. Each group must come up with
three “ah ha” moments (points of discovery) to share with the class. This activity
will:

Allow students to connect the novel to current events, demonstrating it’s
continued relevance in today’s culture.

Give students practice/ experience searching for scholarly journals/
keeping informed on current events

Promote students to evaluate current issues and events using prior
knowledge/ experience
13

Allow students to gain perspective through their findings, personal
thoughts and experiences of group members

Encourage students to re-asses their personal views of societal issues
14
Web Quest- Current Event Articles Rubric
GRADE
CRITERA



A




B





C



D




Ten pages of Journal/News articles regarding race and censorship.
(obtained from a credible source)
Article(s) must be no older than five years
Marginal notes that identify particularly strong/ important points in
the article(s)
Presented Reader Response contains:
1. Summary of the article(s)
2. Personal reflection
3. Points in the article(s) that made an impact and why

Article is presented in small group
8-10 pages of Journal/News articles regarding race and censorship.
(obtained from a credible source)
Article(s) are slightly older than five years
Few Marginal notes that identify particularly strong/ important points
in the article(s)
Presented Reader Response contains:
1. Summary of the article(s)
2. Personal reflection
3. Points in the article(s) that made an impact and why
Article is presented in small group
7-10 pages of Journal/News articles regarding race and censorship.
(obtained from a credible source)
Article(s) are older than five years
Little to no Marginal notes that identify particularly strong/ important
points in the article(s)
Presented Reader Response contains average responses to the set
criteria:
1. Summary of the article(s)
2. Personal reflection
3. Points in the article(s) that made an impact and why
Article is presented in small group
6-10 pages of Journal/News articles regarding race and censorship.
(obtained from a credible source)
Article(s) are older than five years
Little to no Marginal notes that identify particularly strong/ important
points in the article(s)
Presented Reader Response contains minimal responses to the set
criteria:
4. Summary of the article(s)
5. Personal reflection
6. Points in the article(s) that made an impact and why
Article is presented in small group
15
Goal 3:
Students will gain familiarity with classic and YA poetry
Poetry Read
On “Poetry Friday” the class, which has already been assigned into small groups,
will alternate between which groups will bring in the YA poems for that week
(Some authors to consider include: Kathy Appelt, Mel Glenn, Marilyn Nelson, and
Sara Holbrook). Students who are in the assigned group(s) must each bring in a
YA poem that fits in with the theme for that week. Themes include: problems
facing young adults, race, and moral issues. Poems must include correct
citations and must also contain some form of visual interest that relates to the
poem. Copies must also be produced for every member of the class. Once the
class has received their poems, the students who have brought in poems for that
week will read their selected poem to the class. When all of the poems have
been read, students will choose their favorite and respond to it. Students will then
share their responses with their small groups. Through poetry reads students will:

Be exposed to young YA and their poetry

Be able to connect with YA poetry

Will gain practice reading in public
16
Poetry Read Rubric
GRADE
A
B
C
D
Re-Do
CRITERIA




















Poem is from a YA author
Poem reflects the assigned topic
Correct citation and ISBN
Contain visual interest
Copies have been made for classmates
Poem is from a YA author
Poem reflects the assigned topic
Missing or incorrect citation and/or ISBN
Copies have been made for classmates
Poem is from a YA author
Poem reflects the assigned topic
Missing or incorrect citation and/or lack of ISBN
Does not contain visual interest
Copies have made for class
Poem is from a YA author
Poem does not reflect topic
Missing or incorrect citation and/or lack of ISBN
Dose not contain visual interest
Copies have not been made for classmates
Poem is not by a YA author
17
Goal 4:
Students will learn about art as a form of expression and social criticism.
A. Art Project
Students will explore art as medium for social criticism. They will be exposed
to several pieces of famous art that highlight the same themes as those found
in The Adventures of Huckleberry Finn. Using the art as inspiration, students
will develop their own message of social criticism in a picture imitating the
technique of one the paintings. Students must come up with a name for their
work and an original poem. All must work together to displays a message
social criticism. When their project is finished students must present their art
to the class in an effective manner. This project will:

Allow students to use apply the text by recognizing societal flaws
today

Allow students a creative outlet

Allow students to express ideas that are important to them with
their classmates
*Projects will be completed in a tasteful manner. No violence, vulgarity, or
prejudice will be tolerated.
Art Project Rubric
GRADE
CRITERIA

Complete




Incomplete



Student has included all of the
above requirements.
The project is done thoughtfully
and artistically
A message is being portrayed
Student has introduced his/her
work to the class
Student is missing from the
above criteria
The project is done carelessly
There is no message being
portrayed
Student has not introduced
18
his/her work to the class
NOTE: Students will have until the end of the unit to earn a “complete”
Test
There will be an exam to mark the completion of this unit. The test format is as
follows:

ID Questions – 50 pts (10 pts each)
In 3-5 sentences, students will respond to 5 of the 7 given
character names, places and/or events. Full credit responses
must do three things:
1. Describe the character, place, or event
2. Explain the item’s significance to the story/ theme
3. Explain the item’s effect on the story’s protagonist.

Matching – 20pts
Students must match listed characters to coordinating textual
descriptions.

Essay Question – 30pts
Students will choose 1 of 3 essay topics to respond to in
essay format. Essays should:
1.
Contain a thesis statement
2.
Demonstrate understanding of the text
3.
Offer textual support
4.
Be well thought out and organized
19
Test Rubric
ID QUESTIONS
A
B
C
D
*5 of the 7 items have
been attempted
*Answers explain the
item, and the item’s
significance in the
context of the story.
*At least 4 of the 7
items have been
attempted
*Answers are missing
minor aspects of
explanation and/or
item’s context
*At least 4 of the 7
items have been
attempted
*Answers are missing
several aspects of
explanation and/or
item’s context
*At least 3 of the 7
items have been
attempted
*Answers are missing
major aspects of
explanation and/or
item’s content
MATCHING
*Characters have been
successfully matched to
corresponding
descriptions.
ESSAY
*Essay demonstrates
understanding of the
question and text
*Essay offers textual
support
*Essay offers original
ideas
*Essay is well thought
out and organized
*Characters have been
*Essay demonstrates
matched to corresponding understanding of the
descriptions with minimal question and text
errors.
*Essay offers textual
support
*Essay offers original
ideas
*Essay contains some
organization problems
*Characters have been
*Essay demonstrates
matched to corresponding trouble understanding
descriptions with several
the question or text
errors.
*Essay is missing or
contains little textual
support
*Essay contains some
organization problems
*Characters have been
*Essay demonstrates
matched to corresponding trouble understanding
Descriptions with multiple the question or text
errors.
*Essay is missing
textual support
*Essay contains several
organizational problems
20
Final Project
Goal 5

Students will be exposed to YA literature
A. Annotation
Students will create an annotation for their chosen YA books. Annotations
must contain:

Correct Citation and ISBN

Summary

Evaluation/ Recommendation

Related Website with correct citation

Related Article with correct citation

Related Song or Move with correct citation
Students must provide a copy of their annotations for their classmates. Including
these annotations in their final projects, students will:

Be exposed to YA literature

Think critically about the text

Find recourses to connect to the text

Give/gain recommendations for YA texts
21
Annotation Grades/ Rubrics
GRADE
A
B
CRITERIA








Annotation is based on approved YA novel
Correct Citation and ISBN
Accurate Summary
Thoughtful evaluation and recommendation
Related Website with correct citation and justification
Related Article with correct citation and justification
Related Song or Movie with correct citation and justification
Copies made for the class


Annotation is based on approved YA novel
Missing or inaccurate citations (book, article, website, and/or
movie/song)
Accurate Summary
Thoughtful evaluation and recommendation
Related Website with justification
Related Article with justification
Related Song or Movie with justification
Copies made for the class








C








D





Annotation is based on approved YA novel
Missing or inaccurate citations (book, article, website, and/or
movie/song)
Missing elements in Summary
Missing elements in evaluation and recommendation
Related Website with justification
Related Article with justification
Related Song or Movie with justification
Copies made for the class
Annotation is based on approved YA novel
Missing or inaccurate citations (book, article, website, and/or
movie/song)
Missing elements in Summary
Missing elements in evaluation and recommendation
Related Website without justification
Related Article without justification
Related Song or Movie without justification
22

No copies
B. Alternative Book Report
Students may choose from the unit’s three major works to compose one of the
four alternative book report options (listed below). Each project must be
presented to the class and be accompanied with a one-page summation of the
individual’s experience constructing his/her project. Through Alternative Book
Reports students will:

Review main themes of the book

Learn through creative means

Analyze themes, plot, setting, ideas, etc.

Identify additional learning or connections made while creating
individual project.
Choices for alternative book reports include:
I.
Movie Trailer
Students will design a slideshow that depicts main themes/ events of the
book. Music will be pared with the slideshow to create mood. Slideshows
should captivate and intrigue the audience.
II.
Comic Strip
Students will choose a minimum of seven scenes to depict main
ideas/events in the book. These scenes must be drawn in comic book
fashion. In each box/scene, students must include captions that depict the
events in each scene.
23
III.
Children’s Book
Students must turn the book into a book appropriate for children. Each page
must contain illustration and clear writing that demonstrates main themes
within the book. Books should be nicely bound (however student chooses to
do so) and aesthetically pleasing.
IV.
Board Game
Students must construct a workable board game that captures events/main
ideas of the story. By playing the game, ideas should be learned or
reinforced.
Summations must include:

Initial response to chosen project

Discoveries (personal or otherwise) made while creating project

Response to final outcome as it applies to individual learning,
the project itself etc.

Final thoughts/ self evaluation
24
Alternative Book Report Rubric
GRADE
CRITERIA

A





B





C




D



Contains clear textual themes, ideas, scenes, characters,
etc.
Aesthetically pleasing/ neat and organized
Contains all of the above criteria for chosen alternative
book report options
Alternative book report is accompanied with one page
summation of learning-summations must contain all listed
criteria
Class presentation is clear and effective.
Contains clear textual themes, ideas, scenes, characters,
etc.
Aesthetically pleasing with few organization/ mechanical
errors
Contains most of the above criteria for chosen alternative
book report option
Alternative book report is accompanied with one page
summation of learning-summation contains all/most of the
listed criteria
Class presentation is clear and effective.
Contains some errors regarding textual themes, ideas,
scenes, characters, etc.
Has several organization/ mechanical errors
Alternative book report is accompanied with one page
summation of learning-summation is missing most parts of
the listed criteria
Class presentation is somewhat clear
Contains many errors regarding textual themes, ideas,
scenes, characters, etc.
Has several organization/ mechanical errors
Alternative book report is either missing summation or is
missing many parts of the listed criteria
Class presentation is somewhat clear
25
LESSON PLANS
Week1, Day 1
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 05, 2010
Time: 50 minutes
Sunshine State Standards:

LA.1112.1.7.2 – Students will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning.

LA. 1112.1.7.5 -The student will analyze a variety of text structures (e.g.,
comparison/contrast, cause/effect, chronological order, argument/support,
lists) and text features (main headings with subheadings) and explain their
impact on meaning in text;

LA.1112.2.1.2 - The student will analyze and compare a variety of
traditional, classical, and contemporary literary works, and identify the
literary elements of each (e.g., setting, plot, characterization, conflict);

LA.1112.2.1.5 - The student will analyze and discuss characteristics of
subgenres (e.g., satire, parody, allegory) that overlap or cut across the
lines of genre classifications such as poetry, novel, drama, short story,
essay or editorial;
Objectives:

Students will gain understanding for the life and time of Mark Twain

Students will learn about satire.

Students will identify satire in pop culture
Materials:

Pen/ pencil
26

Paper

Survey

The Adventures of Huckleberry Finn
Anticipatory Set- Bell Work
Students will be given a survey to answer when they come into the class. They
will only have a few minutes to finish. When the surveys have been completed
they will be collected and not returned until the completion of the novel. The
survey is as follows:
Directions: Answer True or False to the following questions:
__________1. A good education makes a good person.
__________2. It is better to follow laws, even if we don’t agree with all of them.
__________3. Children should obey and respect adults.
__________4. The ability to read and write is the most important skill a person
can learn in life.
__________5. An adolescent’s behavior is influenced by friends more than
anything else.
__________6. An adolescent’s attitudes are influenced by parents more than
anything else.
__________7. A person must “play the game” to survive. 8. “Game playing” is
dishonest.
__________9. Cruelty begets cruelty and kindness begets kindness.
__________10. When bad things happen to a person, he/ she has done
something to cause them.
Procedures:
5 min
Fill out and collect survey
27
10 min.
Students will listen to several slave songs (some they may recognize). While they
listen, students will jot down what they think the songs are about, and how the
songs make them feel. We will then have a brief class discussion about the
songs including students’ responses. Examples of songs include:
“Follow the Drinking Gourd”
“Deep River”
“Michael Row the Boat Ashore”
“Wade in the Water” (contains river imagery)
“Many Thousand Gone” (or “No More Auction Block for Me”) “Run Mourner Run”
“Nobody Knows the Trouble I’ve seen”
15 min.
The students will be introduced to the star text of the unit- The Adventures of
Huckleberry Finn. First students will look at the major themes in the text. These
themes include:

Coming of age

Social responsibility

Conformity

Freedom/Slavery

Friendship/ Betrayal
The students will also be introduced to the book’s author, Mark Twain. This
introduction will include an overview of his accomplishment, writing and the
obstacles they have faced (censorship), style and his stance on slavery.
Stylistically, we will discuss the following:
 Picaresque fiction, using Bugs Bunny as an example
 Dialect
 Irony
 Satire
28
15 min.
Satire is used abundantly in The Adventures of Huckleberry Finn. Students will
be introduced to this technique by listing areas of pop culture that use satire to
get their message across (examples below). Students will discuss this technique
and decide whether they feel satire is/is not effective.
Satire in Pop Culture
Subject of
Satire
Comment Being Made
Saturday Night
Live’s The Daily
Show
Scary Movie
News
Identifies human flaws and vises related
to politics and current events.
Horror Movies
Austin Powers
1960’s Spy Movie
Political Cartoons
Politicians and
Politics
The nuclear family
Exaggerates techniques used in horror
films.
Sexism toward women. Ridicules escape
by the spy, and stupidity of the evil villain.
Flaws in political officials and or political
decisions
Flawed aspects of society
The Simpsons
Songs by Weird Al
Yankovich
Musicians, Music,
and Music Videos
The excess of modern musicians.
Simplicity and immaturity of modern
musicians
http://cochranlit.wikispaces.com/file/view/contemporary-examples+satire.pdf
5 min.
Wrap up. Two small groups will be chosen to bring in YA poems (one per
person) for Friday (criteria for poems is listen in “Grades and Rubrics”). All
students will be given homework assignments (below) and offered an extra credit
opportunity. Topic: Problems Facing Young Adults
Homework/ Independent Practice:
1. Read chapters 1-3 in The Adventures of Huckleberry Finn
2. Complete journal entry and answer discussion questions
Discussion Questions:
29
1. From what you’ve read in these chapters how would you describe
Huck? Tom? What is similar about the boys? Dissimilar?
2. In class we discussed satire. What message do you think Twain is
trying to get across through this technique? HINT: Think about what
Tom and Huck represent. How do their actions mold to or stray away
from this representation?
Extra Credit Option:
For 5 pts. extra credit, students may look up and learn a slave song to perform
for the class. This option for extra credit will be open until the end of the unit.
30
Week 1, Day 2
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 06, 2010
Time: 50 minutes
Sunshine State Standards:
 LA.1112.1.7.1- Student will use background knowledge of subject and
related content areas, pre-reading strategies (e.g. previewing, discussing,
generating questions), text features, and text structure to make and
confirm complex predictions of content, purpose, and organization of a
reading selection.

LA.1112.1.7.2 – Students will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning.

LA.1112.1.7.3 - The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts;

LA.1112.2.1.4 - The student will analyze the way in which the theme or
meaning of a selection represents a view or comment on life, providing
textual evidence for the identified theme;

LA.1112.2.2.5- Students will select a variety of age and ability appropriate
nonfiction materials (e.g., biographies and topical areas, such as science,
music, art, history, sports, current events) to expand the core knowledge
necessary to connect topics and function as a fully literate member of a
shared culture.
31
Objectives:

Students will define and make personal connections to terms associated
with prejudice and oppression, and discuss how prejudice and oppression
are still present today.

Students will discuss the effect of prejudice and oppression on an
individual

Students will note different tones used to make a statement.
Materials:

Scrap Paper

Journal

Pen/Pencil

List of prejudice/oppressive terms

“When Will I Get to Be Called a Man” (1957) by Big Bill Broonzy, Lyrics

The Adventures of Huckleberry Finn
Anticipatory Set:
Students will get into small groups. On the board there will be 8 words relating to
prejudice, and oppression. Groups must assign definitions for each. The list of
words is as follows:
1. discrimination
2. prejudice
3. sexism
4. homophobia
5. heterosexism
6. racism
7. oppression
8. reverse discrimination
32
Procedures:
15 min.
After students complete the above task, students will then discuss their own
connection/experience with any/all of the listed terms. After all of the groups are
finished we will reconvene to go over the terms and actual definitions as a class.
15 min.
Small groups will discuss discussion questions from last night’s homework. The
class will then reconvene to discuss the questions as a whole
 Points to address- Question 2
 Tom and Huck are foils
 Tom is a representation of civilized society, while Huck embodies
uncivilized society.
 Tom’s actions are greatly motivated by romantic literature, even
referring to Cervantes’s Don Quixote, a satire on romantic novels.
While Tom is connected with romantic literature throughout the
novel, Huck’s way of thinking is much more grounded. Twain uses
this contrast between Tom and Huck to satirize “civilized society.”
15 min.
Students will be given the lyrics to “When Will I Get to Be Called a Man” (1957)
by Big Bill Broonzy (below). The class will discuss what qualifies someone as
man/woman. Further, the class will discuss the tone of the lyrics, and identify
how Big Bill Broonzy must have felt about being an African American in 1950’s.
After discussing the lyrics, the class will then listen to the song and note the tone
of the music itself. The class will note the surprisingly upbeat quality of the music.
33
When Will I Get to Be Called a Man
When I was born into this world, this is what happened to me
I was never called a man, and now I'm fifty-three
I wonder when
I wonder when
I wonder when will I get to be called a man
Do I have to wait till I get ninety-three?
When Uncle Sam called me, I knowed I'd be called a real McCoy
But I got none of this, they just called me soldier boy
I wonder when
I wonder when
I wonder when will I get to be called a man
Do I have to wait till I get ninety-three?
When I got back from overseas, that night we had a ball
Next day I met the old boss, he said "Boy get you some overalls"
I wonder when
I wonder when
I wonder when will I get to be called a man
Do I have to wait till I get ninety-three?
I've worked on the levee camps, and axer gangs too
Black man's a boy, don't care what he can do
I wonder when
I wonder when
I wonder when will I get to be called a man
Do I have to wait till I get ninety-three?
They aid I was uneducated, my clothes were dirty and torn
Now I've got a little education, but I'm still a boy right on
I wonder when
I wonder when
I wonder when will I get to be called a man
Do I have to wait till I get ninety-three?
34
5 min.
Wrap up. Students will be given homework assignments.
Homework/Independent practice:
1. Read Chapters 4-10 in The Adventures of Huckleberry Finn
2. Complete journal entry and answer discussion questions
Discussion Questions:
1. Think about the mixed-race man who visits the town. Write a brief
summary that contrasts this man to Pap. What do you think the point is
that Mark Twain is trying to make? Is this effective?
2. Briefly describe the relationship of Huck and Jim on the island. What is the
island like? Can you think of any symbols/omens that remind us that their
happiness is only temporary?
35
Week 1 Day 3
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 07, 2010
Time: 50 minutes
Sunshine State Standards:

LA.1112.1.6.6- The student will distinguish denotative and connotative
meanings of words;

LA.1112.1.7.3 -The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts;

LA.1112.2.1.4 - The student will analyze the way in which the theme or
meaning of a selection represents a view or comment on life, providing
textual evidence for the identified theme;

LA.1112.2.1.7- The student will analyze, interpret, and evaluate an
author's use of descriptive language (e.g., tone, irony, mood, imagery,
pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and
mythological and literary allusions, and explain how they impact meaning
in a variety of texts with an emphasis on how they evoke reader's
emotions;
Objectives:

Students will be introduced to the final project
36

Students will discuss the portrayal of black and white in The Adventures of
Huckleberry Finn.

Students will identify and analyze symbols within the text

Students will gain understanding for the impact of words
Required Materials:

Pen/Pencil

Journal

The Adventures of Huckleberry Finn
Anticipatory Set/ Bell Work:
Students will be introduced to the final project that will be due on Friday April 30.
Each student will be shown examples of projects and be given a book list that
they may/ or may not choose from for their final project. Students must choose a
book and have it approved by Monday April 12.
Procedures:
15 min.
Final project introduction
15 min:
Students will get into their small groups to discuss last night’s discussion
questions. The class will then reconvene to discuss the questions as a group.
 Points to address –Question 1

The mixed-race man is clean-cut and knowledgeable, while
Pap, who is despicable in every way. This image contradicts
traditional symbolism by suggesting white as a representation of
evil instead of black.
 Points to address –Question 2

There are two incidences that take place while Huck and Jim
are on the island that bear reality for the both of them and also
37
establish Jim as caring and knowledgeable, and Huck as a
child. The first is when the rattlesnake bites Jim, and the second
is when the house floats down the river.
15 min.
Students will get into their small groups to complete the below in-class activity:
In Chapter 6 Pap uses the “n-word” multiple times. Rewrite Pap’s speech to
exclude or change this word, and change “slave” to “African American” How dose
changing this word effect the impact of Pap’s speech? Based on what you found,
why do you think Twain uses this word so frequently? How does this support or
refute the claim that this book is racist?
5 min.
Wrap up. Students will be given homework assignments.
Homework/Independent Practice
1. Read Chapters 11-16 in The Adventures of Huckleberry Finn
2. Complete journal entry and answer discussion questions.
Discussion Questions:
1. In the story, Jim is constantly face with the fear of being turned in. Point
out some instances from these chapters where you can identify this fear.
2. When Huck relays the story of Solomon to Jim, Jim responds a certain,
perhaps unexpected way. He also responds in an interesting way when
Huck tries to tell him that people in France do not speak English. Explain
Jim’s responses. What does this tell us about the differences between Jim
and Huck?
38
Week 1 Day 4
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 08, 2010
Time: 50 minutes
Sunshine State Standards:
 LA.1112.1.6.2 -The student will listen to, read, and discuss familiar and
conceptually challenging text;
 LA.1112.1.7.3- The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts;
 LA.1112.1.7.6- The student will analyze and evaluate similar themes or
topics by different authors across a variety of fiction and nonfiction
selections;
 LA.1112.2.1.1 -The student will analyze and compare historically and
culturally significant works of literature, identifying the relationships among
the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic
literature, essay) and the literary devices unique to each, and analyze how
they support and enhance the theme and main ideas of the text;
Objectives:

Students will analyze Langston Hughes’ poem “I, Too.”

Students will discuss the views of many toward African American during
the 19th century
39

Students will examine the strength of African American legacy
Materials:

Pen/pencil

Journal

Copy of excerpt from Maya Angelou’s I Know Why the Caged Bird Sings

The Adventures of Huckleberry Finn
Anticipatory set/ Bell Work:
Read “I, Too” by Langston Hughes:
I, Too
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I am
40
And be ashamed--
I, too, am America.
-Langston Hughes
Procedures:
10 min.
After listening to the poem students will jot down their thoughts and feelings
regarding the poem. The class will then have a brief discussion regarding the
poem and Langston Hughes.
15 min.
Students will get into small groups and go over discussion questions from last
night’s homework. The class will then reconvene to discuss the questions as a
group.
 Points to address:

Huck struggles with the “rightness” of protecting Jim and not
turning him in. His dilemma stems from believing that he is
hiding “stolen” property. Ultimately, however, Huck concludes
that being “wrong” feels more “right,” and continues to hide Jim.

Jims responses to Huck’s stories is interesting because it
identifies him as less knowledgeable from a worldly standpoint
but wise from a moral stand point
20 min
Students will be given copies of an excerpt from Maya Angelou’s I Know Why the
Caged Bird Sings, chapter 5. In this chapter the “poor white trash children” begin
harassing Momma. While Maya cries in response to the scene, Momma simply
stands there humming gospel tunes. The class will discuss the strength and
moral supremacy held by Momma in I Know Why the Caged Bird Sings, the
narrator in the poem “I, Too,” and by The Adventure of Huckleberry Finn’s, Jim.
5 min.
41
Wrap up. Students will be given homework assignments.
Homework/ Independent Practice:
1. Read chapters 17-22 in The Adventures of Huckleberry Finn
2. Complete journal entry and answer discussion questions.
Discussion Questions
1. What do you think of the Grangerford’s house? Do you agree or disagree
with Huck’s admiration for it. What do you think Twain is trying to say
here?
2. Explain how Sherbum’s profound speech on human nature is
contradictory to his actions. What dose this enforce about many of Twain’s
characters?
42
Week 1 Day 5
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 09, 2010
Time: 50 minutes
Sunshine State Standards:
 LA.1112.1.7.3- The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts;
 LA.1112.2.1.1 -The student will analyze and compare historically and
culturally significant works of literature, identifying the relationships among
the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic
literature, essay) and the literary devices unique to each, and analyze how
they support and enhance the theme and main ideas of the text;
 LA.1112.2.1.3 -The student will analyze, compare, evaluate, and interpret
poetry for the effects of various literary devices, graphics, structure, and
theme to convey mood, meaning, and aesthetic qualities;
Objectives:

Students will reflect on Margaret Walker’s poem, “For My People”

Students will be exposed to many YA poems and authors

Students will discuss aspects of Victorian literature
Materials:

Y/A Poem
43

Pen/ Pencil

Journal

The Adventures of Huckleberry Finn
Anticipatory Set/ Bell Work
Read For My People by Margaret Walker:
For My People
For my people everywhere singing their slave songs
repeatedly: their dirges and their ditties and their blues
and jubilees, praying their prayers nightly to an
unknown god, bending their knees humbly to an
unseen power;
For my people lending their strength to the years, to the
gone years and the now years and the maybe years,
washing ironing cooking scrubbing sewing mending
hoeing plowing digging planting pruning patching
dragging along never gaining never reaping never
knowing and never understanding;
For my playmates in the clay and dust and sand of Alabama
backyards playing baptizing and preaching and doctor
and jail and soldier and school and mama and cooking
and playhouse and concert and store and hair and
Miss Choomby and company;
For the cramped bewildered years we went to school to learn
to know the reasons why and the answers to and the
people who and the places where and the days when, in
memory of the bitter hours when we discovered we
were black and poor and small and different and nobody
cared and nobody wondered and nobody understood;
For the boys and girls who grew in spite of these things to
be man and woman, to laugh and dance and sing and
play and drink their wine and religion and success, to
marry their playmates and bear children and then die
44
of consumption and anemia and lynching;
For my people thronging 47th Street in Chicago and Lenox
Avenue in New York and Rampart Street in New
Orleans, lost disinherited dispossessed and happy
people filling the cabarets and taverns and other
people’s pockets and needing bread and shoes and milk and
land and money and something—something all our own;
For my people walking blindly spreading joy, losing time
being lazy, sleeping when hungry, shouting when
burdened, drinking when hopeless, tied, and shackled
and tangled among ourselves by the unseen creatures
who tower over us omnisciently and laugh;
For my people blundering and groping and floundering in
the dark of churches and schools and clubs
and societies, associations and councils and committees and
conventions, distressed and disturbed and deceived and
devoured by money-hungry glory-craving leeches,
preyed on by facile force of state and fad and novelty, by
false prophet and holy believer;
For my people standing staring trying to fashion a better way
from confusion, from hypocrisy and misunderstanding,
trying to fashion a world that will hold all the people,
all the faces, all the adams and eves and their countless generations;
Let a new earth rise. Let another world be born. Let a
bloody peace be written in the sky. Let a second
generation full of courage issue forth; let a people
loving freedom come to growth. Let a beauty full of
healing and a strength of final clenching be the pulsing
in our spirits and our blood. Let the martial songs
be written, let the dirges disappear. Let a race of men now
rise and take control.
45
Procedures:
10 min.
While listening to “For My People” by Margret Walker, students will jot down their
thoughts. The class will discuss the poem as a group.
15 min.
Groups that were assigned to bring in YA poetry (Topic: Troubles facing teens)
will distribute poems. Once poems have been distributed the person who brought
in the poem will read it to the class. When the poems have all been read,
students may choose one to respond to. After several minutes the class will regroup and allow those who are interested to share their thoughts.
20 min.
Students will get into their small groups to discuss last night’s reading and
discussion questions. After sharing their thoughts with each other the class will
reconvene to discuss the homework as a whole.
 Points to address:

The Grangerford house is yet another stab at “civilized society”
particularly Victorian literature.

The Grangerford-Shepherdson feud is a connection with the
Civil War. It also serves to reinforce the hectic world Twain
creates.
5 min.
Wrap up. Students will be given Homework Assignments
Homework/ Independent Practice:
1. Read chapters 23-25
46
2. Complete journal entry and answer discussion questions
3. Bring in either a current event (5 years old or less) news article or an
article by a scholarly journal that focuses on race.
Discussion Questions:
1. The Duke and the Dauphin are both despicable and humorous. As con
men they obviously represent malice behavior, but what is important to
recognize, is the success of their cons. What make their cons so
successful? What do you think Twain is trying to show?
2. Explain your feelings toward Jim at this point in the novel. What
characteristics does he display?
3. What do you think Huck means when he says that it doesn’t seem
“natural” for Jim to be so attached to his family? What does this say about
the society in which Huck has been raised?
47
Week 2 Day 1
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 12, 2010
Time: 50 minutes
Sunshine State Standards:
 LA.1112.1.7.3- The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts;
 LA.1112.2.1.3 -The student will analyze, compare, evaluate, and interpret
poetry for the effects of various literary devices, graphics, structure, and
theme to convey mood, meaning, and aesthetic qualities;
 LA.1112.2.1.4- The student will analyze the way in which the theme or
meaning of a selection represents a view or comment on life, providing
textual evidence for the identified theme;
 LA.1112.2.1.8- The student will explain how ideas, values, and themes of
a literary work often reflect the historical period in which it was written;
 LA.1112.6.4.2- The student will routinely use digital tools for publication,
communication and productivity.
Objectives:

Students will discuss “The Weary Blues” by Langston Hughes
48

Students will draw connections to current events, themselves, and the text

Students will learn from one another’s articles and personal feelings

Students will better understand Jim as a character

Students will continue to identify social criticisms within the book
Materials:

Pen/ Pencil

Article

Journal

The Adventures of Huckleberry Finn
Reminder: Book choices for final project are due today!
Anticipatory Set:
Read “The Weary Blues” by Langston Hughes:
The Weary Blues
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway ....
He did a lazy sway ....
To the tune o' those Weary Blues.
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
49
Coming from a black man's soul.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan-"Ain't got nobody in all this world,
Ain't got nobody but ma self.
I's gwine to quit ma frownin'
And put ma troubles on the shelf."
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more-"I got the Weary Blues
And I can't be satisfied.
Got the Weary Blues
And can't be satisfied-I ain't happy no mo'
And I wish that I had died."
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer
stopped playing and went to bed
While the Weary Blues echoed through his head.
He slept like a rock or a man that's dead.
Procedures:
10 min.
Students will listen and respond to “The Weary Blues,” by Langston Hughes. The
class will discuss the poem as a group.
15 min.
50
Students will get into their small groups to share their chosen articles. After each
member of the group has discussed their article, the group must come up with
three “ah-ha” moments to share with the class as a whole. Ah-ha moments can
be based on personal revelations, connections to the book, etc.
20 min.
After discussing articles the groups will then discuss Friday’s assigned reading.
The class will then re-group and discuss the reading and discussion questions a
whole
 Points to address:

The Duke and Dauphin’s success comes from the
maliciousness and/or ignorance of the common people

As the story progresses the audience is introduced to Jim’s
noble character. A stark contrast between the white characters
portrayed in the story.

Huck finding Jim’s connection with his family un-natural shows
how people in 19th century felt about African Americans. People
in that society had been indoctrinated into believing that African
American’s were less than human, and therefore did not share
the same feelings and emotions.
5 min.
Wrap up. Students will be given homework assignments. Two small groups will
be chosen to bring in YA poems (one per person) for Friday (criteria for poems is
listen in “Grades and Rubrics”). Topic: Race
Homework/Independent Practice:
1. Read chapters 26-31
2. Complete journal entry, and answer discussion questions
Discussion Questions:
51
1. Describe Huck’s successes and failures toward his development as a
morally good character.
2. What happens to Huck developmentally after the Duke and the Dauphin
sell Jim? What does Huck decide?
Week 2 Day 2
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 13, 2010
Time: 50 minutes
Sunshine State Standards:
 LA.1112.1.7.3- The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts;
 LA.1112.1.7.6- The student will analyze and evaluate similar themes or
topics by different authors across a variety of fiction and nonfiction
selections;
 LA.1112.2.1.2- The student will analyze and compare a variety of
traditional, classical, and contemporary literary works, and identify the
literary elements of each (e.g., setting, plot, characterization, conflict);
 LA.1112.2.1.4- The student will analyze the way in which the theme or
meaning of a selection represents a view or comment on life, providing
textual evidence for the identified theme;
 LA.1112.4.1.1- The student will write in a variety of expressive and
reflective forms that uses a range of appropriate strategies and specific
narrative techniques, employs literary devices, and sensory description;
52
 LA.1112.5.1.1- The student will use fluent and legible handwriting skills.
Objectives:

Students will apply “Untitled” by Tupac Shakur to themselves and to Jim.

Text

Students will learn about Slave Narrative

Students will write a brief slave narrative from the perspective of Jim

Students will apply dialect in their own writing

Students will practice public reading
Materials:

Pen/Pencil

Journal

Slave Narrative article

The Adventures of Huckleberry Finn
Anticipatory Set:
Read “Untitled” by Tupac Shakur:
Untitled:
Please wake me when I’m free
I cannot bear captivity
where my culture I’m told holds no significance
I’ll wither and die in ignorance
But my inner eye can c a race
who reigned as kings in another place
the green of trees were rich and full
53
and every man spoke of beautiful
men and women together as equals
War was gone because all was peaceful
But now like a nightmare I wake 2 c
That I live like a prisoner of poverty
Please wake me when I’m free
I cannot bear captivity
4 I would rather be stricken blind
than 2 live without expression of mind
Procedures:
10 min.
Students will first write a response to this poem through their own eyes. Then
they will consider Jim while they respond. The class will have several minutes to
do this and then we will discuss as a group how this poem is relevant today as
well as in the 19th century.
15 min.
Students will get into small groups to discuss last night’s reading and discussion
questions. After a few minutes the class will reconvene to discuss the reading
and discussion questions as a group.
 Points to address:

While Huck has matured greatly his treatment in the Wilkses
dilemma proves that he is still caught in the societal flaws he
was raised in

20 min.
Each small group will receive an article on the Slave Narrative. Students may
choose one reader or split the job between their group members. After the
groups has finished reading the article they must imagine what Jim’s Slave
54
Narrative would sound like, if he had written one. After groups finish this task,
they may choose a group speaker to share their narrative.
*HINT: In the beginning of this unit we discussed dialect as a technique of Mark
Twain’s writing. As a way to get creative students can use dialect in a respectful
way to really capture Jim’s voice.
5 min.
Wrap up. Students will receive homework assignments.
Homework/ Independent Practice:
1. Read chapter 32-35 in The Adventures of Huckleberry Finn
2. Complete journal entry and answer discussion questions
Discussion Questions
1. Why do you think Tom is willing to help free Jim?
2. After the steamboat explosion, in reply to if anyone is hurt, Huck replies:
“No’m. Killed a nigger.” Why do you think Huck says this?
55
Week 2 Day 3
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 14, 2010
Time: 50 minutes
Sunshine State Standards:
 LA.1112.1.7.3- The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts;
 LA.1112.1.7.6- The student will analyze and evaluate similar themes or
topics by different authors across a variety of fiction and nonfiction
selections;
 LA.1112.2.1.4- The student will analyze the way in which the theme or
meaning of a selection represents a view or comment on life, providing
textual evidence for the identified theme;
Objectives:

Students will compare Langston Hughes’ The Negro Speaks of
Rivers to the text

Students will organize their learning
Materials:
56

Pen/pencil

Journal

Markers

Construction paper

The Adventures of Huckleberry Finn
Anticipatory Set:
Read “The Negro Speaks of Rivers” by Langston Hughes:
The Negro Speaks of Rivers
I've known rivers:
I've known rivers ancient as the world and older than the flow of human blood in
human veins.
My soul has grown deep like the rivers.
I bathe in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln went down to New
Orleans,* and I've seen its muddy bosom turn all golden in the sunset.
I've known rivers:
Ancient, dusky rivers.
My soul has grown deep like the rivers.
--Langston Hughes
Procedures:
57
10 min.
Students will listen to “The Negro Speaks of Rivers” by Langston Hughes. They
will then draw a connection between the poem and The Adventures of
Huckleberry Finn
*HINT-The use of rivers
We will then discuss the poem and its connection with the story as a class.
15 min.
Students will get into their small groups to discuss last night’s reading and
discussion questions. Once groups share amongst themselves the class will regroup to discuss the reading and discussion questions as a whole.
 Points to address:

Tom willingness to help Jim does not stem from any sort of
genuine compassion. Instead, Tom is merely looking for an
adventure, and is willing to put the lives of Jim, Huck, and
himself at risk.

(Question 2) It is unclear if Huck says this to blend in or is said
to show that he is still a product of the environment he was
raised. Either way, the insensitivity of the comment goes to
show, yet again, the way in which Whites viewed Blacks.
20 min.
After discussing chapter reading and the discussion questions, students will form
back into groups to make a map of Jim and Huck’s journey. Students’ maps
should include important landmarks including prominent scenes. Students will be
provided with construction paper and markers to complete their map. Once
finished students will present their map to the class.
5 min.
Wrap up. Students receive homework assignments.
Homework/ Independent Practice:
1. Read final chapters in The Adventures of Huckleberry Finn (36-43)
58
2. Complete journal entry 8 and Answer Discussion questions.
Discussion Questions:
1. What is Tom’s confession? How do you feel after this is revealed? Based
on Jim’s treatment toward Tom after he finds out, what can you conclude
about him?
2. How do you feel about the end of the novel? What point do you think
Twain is trying to make by ending his novel this way?
Week 2 Day 4
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 15, 2010
Time: 50 minutes
Sunshine State Standards:

LA.1112.2.1.5 - The student will analyze and discuss characteristics of
subgenres (e.g., satire, parody, allegory) that overlap or cut across the
lines of genre classifications such as poetry, novel, drama, short story,
essay or editorial;

LA.1112.1.7.3- The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts;

LA.1112.2.1.4- The student will analyze the way in which the theme or
meaning of a selection represents a view or comment on life, providing
textual evidence for the identified theme
Objectives:
 Students will gain practice recognizing satire and irony in a text
 Students will theorize the overall meaning of the ending to The Adventures
of Huckleberry Finn.
59
 Students will analyze their own feelings toward the book and its
characters.
Materials:
 Pen/Pencil
 Journal
 The Adventures of Huckleberry Finn
Anticipatory Set:
Students will get into small groups and fined as many examples of irony and
satire in the book as they can.
Procedures:
20 min.
Students will immediately get into their small groups, where they will go through
the novel, marking all the places that use either irony or satire. Groups will have
until the sound of the buzzer to compile as many examples as they can. The
group who can come up with the most examples will earn 2 extra points on the
test.
NOTE- Satire examples must come complete with explanation on what Twain
was satirizing.
15 min
Students will join their small groups to go over the final chapters of The
Adventures of Huckleberry Finn, and go over discussion questions. After a few
minutes the class will re-group and go over the reading and discussion questions
as a class.
 Points to address

After Tom reveals that he’s known about Jim’s freedom, instant
disappointment can be felt. Still, Jim makes sure Tom’s wound
is taken care of. This reveals Jim as a noble man.
60

Some believe that Twain ends his novel this way in order to
prove that life can act as series of misinformation. The reader
cannot help but feel bad for Jim, but throughout the novel he
acts in accordance with what he feels is right. This, Twain may
argue, is the best any of us can do.
10 min.
The class will receive back their completed surveys from the first day of the unit.
Students will look these over, and think about whether or not their answers have
changed.
5 min.
Wrap up. Students will receive homework assignments.
Homework/Independent Practice:
1. Journal entry and Discussion Question
Discussion Question:
1. Take a moment and think if Jim were the main character instead of Huck.
How dose this change the book?
HINT: Look at his characteristics/ his qualities.
2. Why does Twain choose Huck to be the teller of the story? Do you think
this is effective? Why or Why not.
3. Has your mind changed about any of the questions on the survey? What
are your thoughts?
61
Week 2 Day 5
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 16, 2010
Time: 50 minutes
Sunshine State Standards:
 LA.1112.2.1.1 -The student will analyze and compare historically and
culturally significant works of literature, identifying the relationships among
the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic
literature, essay) and the literary devices unique to each, and analyze how
they support and enhance the theme and main ideas of the text;
 LA.1112.2.1.3 -The student will analyze, compare, evaluate, and interpret
poetry for the effects of various literary devices, graphics, structure, and
theme to convey mood, meaning, and aesthetic qualities;
Objectives

Students will become familiarized with YA poetry

Students will compare two different messages for the same cause, using
different means of expression
Materials:
62

Pen/Pencil

Journal

Video of Dr. Martin Luther King’s “I Have a Dream” speech
Anticipatory Set:
Read “If We Must Die,” by Claude Mckay:
If We Must Die
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen we must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one deathblow!
What though before us lies the open grave?
Like men we'll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!
- Claude McKay
Procedures:
15 min
Once students have heard the poem they will watch a video of Dr. Martin Luther
King’s “I Have a Dream” speech (1963). Students will discuss Claude McKay’s
63
poem “If We Must Die” (1919) and Dr. King’s speech in terms of the time they
were penned and their similar yet contrasting messages.

Explain what the poem is about

Discus what McKay is saying

Compare and contrast this message to the message of Dr.
Luther King Jr.
15 min.
Groups that were assigned to bring in YA poetry (Topic: Race) will distribute
poems. Once poems have been distributed the person who brought in the poem
will read it to the class. When the poems have all been read, students may
choose one to respond to. After several minutes the class will re-group and allow
those who are interested to share their thoughts.
10min.
After poetry reads, students will be introduced to next week’s art project that will
take place on Wednesday and Thursday. They will be introduced to procedures
and goals. Students should take the next few days to think about what they may
want to do/ what message they want to convey.
10min.
Wrap up. Students will receive homework assignments
Homework/Independent Practice
1. No Discussion Questions
2. Bring in either a current event (5 years old or less) news article or an
article by a scholarly journal that focuses on censorship.
64
Week 3 Day 1
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 19, 2010
Time: 50 minutes
Sunshine State Standards:

LA.1112.2.2.4- The student will identify and analyze the characteristics of
a variety of types of text (e.g., references, reports, technical manuals,
articles, editorials, primary source historical documents, periodicals, jobrelated materials, practical/functional text)

LA.1112.4.3.2- The student will include persuasive techniques (e.g., word
choice, repetition, emotional appeal, hyperbole, appeal to authority,
celebrity endorsement, rhetorical question, irony, symbols, glittering
generalities, card stacking, testimonials, bandwagon, image association,
transfer).

LA.1112.5.2.4-The student will use appropriate eye contact, body
movements, and voice register for audience engagement in formal and
informal speaking situations;
65
 LA.1112.6.4.2- The student will routinely use digital tools for publication,
communication and productivity.
Objectives:

Students will form personal views on censorship and the First Amendment

Students will use textual recourses to make a point

Students will gain practice in a public speaking forum
Materials

Pen/Pencil

Journal

Article

Copies of the First Amendment
Anticipatory Set:
10 min.
Students will each receive a copy of the first Amendment to the Constitution.
Students must decide the true meaning of the freedom of speech and jot down
what they think. Students are encouraged to use their articles to support their
answer.
Procedures:
15 min.
After a brief discussion on what students came up with, the class will be
reminded of the censorship challenges facing The Adventures of Huckleberry
Finn. The class will be split up into two groups. One group will be for censorship
of The Adventures of Huckleberry Finn and other will be against it. Once in
groups students will have 15 minutes to create their case. The text and student
articles will be used to support their stance.
15 min.
66
Students will debate their censorship case on The Adventures of Huckleberry
Finn.
10 min.
Closing, wrap up, and homework. Final two small groups will be chosen to bring
in YA poems (one per person) for Friday (criteria for poems is listen in “Grades
and Rubrics”). Topic: Morality
Homework/Independent Practice
Discussion Questions:
1. In your journals describe today’s activity. What did you learn? Were you
surprised to find either side convincing?
2. What are your personal thoughts about censorship, either in the case of
The Adventures of Huckleberry Finn, or in general? Think of several topics
you would find inappropriate to discuss in class and give your reasons
why.
67
Week 3 Day 2
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 20, 2010
Time: 50 minutes
Sunshine State Standards:

LA.1112.1.7.7- The student will compare and contrast elements in multiple
texts; and
Objectives

Students will identify intriguing qualities about a text

Students will apply these qualities to their own writing

Students will review and create a picaro.
Materials:

Pen/Pencil

Journal

List of introductory YA passages
Anticipatory Set:
10 min
Students will be given a list of introductions to popular YA novels (the name of
the novels will not be provided). Each student must choose his or her favorite
and jot down why.
68
5 min
After the class has chosen which is their favorite they will pear with whoever else
chose the same passage and discuss together why that passage was so
effective.
15 min.
Each group will then tell the class why they felt the passage they chose was
effective. By doing this, the class will create a working list of what makes an
introductory paragraph intriguing.
15 min.
After the list has been completed students will then be responsible for creating a
picaro (recall that Huck is a picaro character). Once students have created their
characters they can begin their opening paragraph for their debut novel. Students
will use the list they have created to create their own intriguing opening
paragraph. Once students are finished they may share what they came up with to
the class.
5 min.
Wrap up. Students will receive assigned homework
Homework/ Independent Practice:
1. Journal free-write- Students may use this journal entry to respond to
whatever is on his or her mind
2. Optional: Bring in supplies for art project on Wednesday and Thursday
69
Week 3 Day 3-4
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 21, 2010
Time: 50 minutes
Sunshine State Standards:

LA.1112.3.2.3- The student will draft writing by analyzing language
techniques of professional authors (e.g., figurative language, denotation,
connotation) to establish a personal style, demonstrating a command of
language with conviction of expression.

LA.1112.4.1.1- The student will write in a variety of expressive and
reflective forms that uses a range of appropriate strategies and specific
narrative techniques, employs literary devices, and sensory description;
and
Objectives

Students will be exposed to different pieces of art

Students will identify with a piece of art

Students will create their own art and poem to convey a meaning
Materials:

Assorted Art supplies

Photos of Art
70
Anticipatory Set:
Students will be shown each piece of artwork from the art listed below. As the
class views each piece they will be prompted by questions that make them think
about the work. Art and discussion questions are as follows:
Artist
Art
Year
Discussion
Question
Thomas Hart
Benton
“A Social History
of the State of
Missouri”
1936
Given a brief description
of Missouri’s state history,
which theme(s) is most
broadly depicted in this
work?
George Caleb
Bingham’s
“Fur Traders
Descending the
Missouri”
1845
Norman
Rockwell’s
E.W. Kemble
“Jim and the
Hairball”
“Huckleberry Finn”
1940
Consider occupations
that are part of river life,
in 1845 and now.
Compare the economic
reward to the danger of
the job
What do you think about
this piece?
What dose this illustration
say about Jim and Huck?
How is art used in these
illustrations to inform
readers beyond the
written word?
John Gast
American
Progress or
Manifest Destiny”
1872
?
In this painting, what or
who represents
progress? Who is not
progressing in the work?
What is the plight of those
71
who are deemed
uncivilized?
Procedures:
20 min
Discuss chosen pieces of art
25 min.
After discussing the art, students will choose one as their inspiration. Then, using
the art supplies provided, or any that students brought on their own, students will
create their own work of art that works to tell a message. The final art project
should include:

A message

A title

A coordinating poem
5 min.
Wrap up. Students will receive homework assignments.
Homework/ Independent Practice:
1. For tomorrow’s class students may bring in supplies for their image.
Day 4
Continue to work on art project.
72
Week 3 Day 5
Topic: Social Criticism and The Adventures of Huckleberry Finn
Class: 11th Grade English
Date: April 23, 2010
Time: 50 minutes
Sunshine State Standards:
 LA.1112.2.1.3 -The student will analyze, compare, evaluate, and interpret
poetry for the effects of various literary devices, graphics, structure, and
theme to convey mood, meaning, and aesthetic qualities;
 LA.1112.4.1.1- The student will write in a variety of expressive and
reflective forms that uses a range of appropriate strategies and specific
narrative techniques, employs literary devices, and sensory description; and
 LA.1112.5.2.2- The student will apply oral communication skills in
interviews, formal presentations, and impromptu situations according to
designed rubric criteria;
 LA.1112.5.2.4- The student will use appropriate eye contact, body
movements, and voice register for audience engagement in formal and
informal speaking situations;
Objectives
73

Students will portray a social message through art and poetry

Students will gain practice in public speaking

Students will analyze and connect with YA poetry
Materials:

Pen/Pencil

Journal

Art Project

YA Poems
Anticipatory Set:
5 min.
Allow students to gather their projects and coordinating poems to share for the
class
Procedures:
20 min.
Each student will present his or her art project for the class. Presentations must
include which art piece the student chose as inspiration and why. Students must
explain their artwork, and explain the message it is portraying. Students must
also read their coordinating poems.
10 min
Once the art presentations are finished, the class will move on to poetry. The
final group to bring in YA poems will distribute them to their classmate. The finder
of the poem will read it for the class.
10 min.
The class will choose the poem they feel they most closely identify with and
respond. Those who would like to, may share their responses with the class
74
Homework/ Independent Practice:

Work on/finish final projects
Week 4
Test Review
Test
LA.1112.2.2.2
The student will use information from the text to answer questions or to state the
main idea or provide relevant details;
Final Project
LA.1112.1.7.3
LA.1112.1.7.4
LA.1112.2.1.4
LA.1112.2.1.7
LA.1112.3.5.1
LA.1112.3.5.3
LA.1112.4.2.2
LA.1112.5.2.1
The student will determine the main idea or essential message in grade-level or
higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details and facts;
The student will identify cause-and-effect relationships in text;
The student will analyze the way in which the theme or meaning of a selection
represents a view or comment on life, providing textual evidence for the identified
theme;
The student will analyze, interpret, and evaluate an author's use of descriptive
language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia,
allusion), figurative language (e.g., symbolism, metaphor, personification,
hyperbole), common idioms, and mythological and literary allusions, and explain
how they impact meaning in a variety of texts with an emphasis on how they
evoke reader's emotions;
The student will prepare writing using technology in a format appropriate to the
purpose (e.g., for display, multimedia);
The student will sharing with others, or submitting for publication.
The student will record information and ideas from primary and/or secondary
sources accurately and coherently, noting the validity and reliability of these
sources and attributing sources of information;
The student will demonstrate effective listening skills and behaviors for a variety
75
LA.1112.5.2.2
LA.1112.5.2.3
LA.1112.5.2.4
LA.1112.5.2.5
LA.1112.6.2.3
LA.1112.6.4.1
LA.1112.6.4.2
of purposes, and demonstrate understanding by critically evaluating and
analyzing oral presentations;
The student will apply oral communication skills in interviews, formal
presentations, and impromptu situations according to designed rubric criteria;
The student will use research and visual aids to deliver oral presentations that
inform, persuade, or entertain, and evaluates ones own and others oral
presentations according to designed rubric criteria;
The student will use appropriate eye contact, body movements, and voice
register for audience engagement in formal and informal speaking situations; and
The student will research and organize information and demonstrate effective
speaking skills and behaviors for a variety of formal and informal purposes.
The student will write an informational report that integrates information and
makes distinctions between the relative value and significance of specific data,
facts, and ideas; and
The student will select and use appropriate available technologies (e.g.,
computer, digital camera) to enhance communication and achieve a purpose
(e.g., video, presentations); and
The student will routinely use digital tools for publication, communication and
productivity.
Resources
“Huck Finn Teachers Guide.” PBS. Sections 1-6. Web 30 April 2010.
http://www.pbs.org/wgbh/cultureshock/teachers/huck/section1_1.html.
Shlensky, Jane. “A Teacher’s guide to the Signet Classics of Mark Twain’s
Adventures of Huckleberry Finn.” Penguin Group. 2008. Web. 30 April 2010.
SparkNotes Editors. “SparkNote on The Adventures of Huckleberry Finn.”
SparkNotes.com. SparkNotes LLC. 2002. Web. 30 April 2010.
76
GRADE: 1112
Strand: READING PROCESS
Standard 5: Fluency
The student demonstrates the ability to read grade level text orally with accuracy,
appropriate rate, and expression.
BENCHMARK CODE
LA.1112.1.5.1
BENCHMARK
The student will adjust reading rate based on purpose, text difficulty, form, and
style.
Standard 6: Vocabulary Development
The student uses multiple strategies to develop grade appropriate vocabulary.
BENCHMARK CODE
LA.1112.1.6.1
LA.1112.1.6.2
LA.1112.1.6.3
LA.1112.1.6.4
LA.1112.1.6.5
LA.1112.1.6.6
LA.1112.1.6.7
LA.1112.1.6.8
LA.1112.1.6.9
LA.1112.1.6.10
LA.1112.1.6.11
BENCHMARK
The student will use new vocabulary that is introduced and taught directly;
The student will listen to, read, and discuss familiar and conceptually challenging
text;
The student will use context clues to determine meanings of unfamiliar words;
The student will categorize key vocabulary and identify salient features;
The student will relate new vocabulary to familiar words;
The student will distinguish denotative and connotative meanings of words;
The student will identify and understand the meaning of conceptually advanced
prefixes, suffixes, and root words;
The student will identify advanced word/phrase relationships and their meanings;
The student will determine the correct meaning of words with multiple meanings
in context;
The student will determine meanings of words, pronunciation, parts of speech,
etymologies, and alternate word choices by using a dictionary, thesaurus, and
digital tools: and
The student will identify the meaning of unfamiliar terms in political science and
medicine derived from Greek and Latin words (e.g., oligarchy, homeopathic).
77
Standard 7: Reading Comprehension
The student uses a variety of strategies to comprehend grade level text.
BENCHMARK CODE
LA.1112.1.7.1
LA.1112.1.7.2
LA.1112.1.7.3
LA.1112.1.7.4
LA.1112.1.7.5
LA.1112.1.7.6
LA.1112.1.7.7
LA.1112.1.7.8
BENCHMARK
The student will use background knowledge of subject and related content areas,
prereading strategies (e.g., previewing, discussing, generating questions), text
features, and text structure to make and confirm complex predictions of content,
purpose, and organization of a reading selection;
The student will analyze the authors purpose and/or perspective in a variety of
text and understand how they affect meaning;
The student will determine the main idea or essential message in grade-level or
higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details and facts;
The student will identify cause-and-effect relationships in text;
The student will analyze a variety of text structures (e.g., comparison/contrast,
cause/effect, chronological order, argument/support, lists) and text features (main
headings with subheadings) and explain their impact on meaning in text;
The student will analyze and evaluate similar themes or topics by different
authors across a variety of fiction and nonfiction selections;
The student will compare and contrast elements in multiple texts; and
The student will use strategies to repair comprehension of grade-appropriate text
when self-monitoring indicates confusion, including but not limited to rereading,
checking context clues, predicting, note-making, summarizing, using graphic and
semantic organizers, questioning, and clarifying by checking other sources.
Strand: LITERARY ANALYSIS
Standard 1: Fiction
The student identifies, analyzes, and applies knowledge of the elements of a variety of
fiction and literary texts to develop a thoughtful response to a literary selection.
BENCHMARK CODE
LA.1112.2.1.1
LA.1112.2.1.2
LA.1112.2.1.3
LA.1112.2.1.4
LA.1112.2.1.5
LA.1112.2.1.6
BENCHMARK
The student will analyze and compare historically and culturally significant works
of literature, identifying the relationships among the major genres (e.g., poetry,
fiction, nonfiction, short story, dramatic literature, essay) and the literary devices
unique to each, and analyze how they support and enhance the theme and main
ideas of the text;
The student will analyze and compare a variety of traditional, classical, and
contemporary literary works, and identify the literary elements of each (e.g.,
setting, plot, characterization, conflict);
The student will analyze, compare, evaluate, and interpret poetry for the effects
of various literary devices, graphics, structure, and theme to convey mood,
meaning, and aesthetic qualities;
The student will analyze the way in which the theme or meaning of a selection
represents a view or comment on life, providing textual evidence for the identified
theme;
The student will analyze and discuss characteristics of subgenres (e.g., satire,
parody, allegory) that overlap or cut across the lines of genre classifications such
as poetry, novel, drama, short story, essay or editorial;
The student will create a complex, multi-genre response to the reading of two or
more literary works using multiple critical perspectives (e.g., historical,
archetypal, social), describing and analyzing an authors use of literary elements
(e.g., theme, point of view, characterization, setting, plot), figurative language
(e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, and
imagery), and analyzing an authors development of time and sequence (e.g,
through the use of complex literary devices such as foreshadowing and
flashback);
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LA.1112.2.1.7
LA.1112.2.1.8
LA.1112.2.1.9
LA.1112.2.1.10
The student will analyze, interpret, and evaluate an author's use of descriptive
language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia,
allusion), figurative language (e.g., symbolism, metaphor, personification,
hyperbole), common idioms, and mythological and literary allusions, and explain
how they impact meaning in a variety of texts with an emphasis on how they
evoke reader's emotions;
The student will explain how ideas, values, and themes of a literary work often
reflect the historical period in which it was written;
The student will describe changes in the English language over time, and support
these descriptions with examples from literary texts; and
The student will select a variety of age and ability appropriate fiction materials to
read based on knowledge of authors styles, themes, and genres to expand the
core foundation of knowledge necessary to connect topics and function as a fully
literate member of a shared culture.
Standard 2: Nonfiction
The student identifies, analyzes, and applies knowledge of the elements of a variety of
nonfiction, informational, and expository texts to demonstrate an understanding of the
information presented.
BENCHMARK CODE
LA.1112.2.2.1
LA.1112.2.2.2
LA.1112.2.2.3
LA.1112.2.2.4
LA.1112.2.2.5
BENCHMARK
The student will analyze and evaluate information from text features (e.g.,
transitional devices, table of contents, glossary, index, bold or italicized text,
headings, charts and graphs, illustrations, subheadings);
The student will use information from the text to answer questions or to state the
main idea or provide relevant details;
The student will organize information to show understanding or relationships
among facts, ideas, and events (e.g., representing key points within text through
charting, mapping, paraphrasing, summarizing, comparing, contrasting,
outlining);
The student will identify and analyze the characteristics of a variety of types of
text (e.g., references, reports, technical manuals, articles, editorials, primary
source historical documents, periodicals, job-related materials,
practical/functional text); and
The student will select a variety of age and ability appropriate nonfiction materials
(e.g., biographies and topical areas, such as science, music, art, history, sports,
current events) to expand the core knowledge necessary to connect topics and
function as a fully literate member of a shared culture.
Strand: WRITING PROCESS
Standard 1: Prewriting
The student will use prewriting strategies to generate ideas and formulate a plan.
BENCHMARK CODE
LA.1112.3.1.1
LA.1112.3.1.2
LA.1112.3.1.3
BENCHMARK
The student will prewrite by generating ideas from multiple sources (e.g.,
brainstorming, notes, journals, discussion, research materials or other reliable
sources) based upon teacher-directed topics and personal interests;
The student will prewrite by making a plan for writing that addresses purpose,
audience, a controlling idea, logical sequence, and time frame for completion;
and
The student will prewrite by using organizational strategies and tools (e.g.,
technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story
map, plot pyramid) to develop a personal organizational style.
79
Standard 2: Drafting
The student will write a draft appropriate to the topic, audience, and purpose.
BENCHMARK CODE
LA.1112.3.2.1
LA.1112.3.2.2
LA.1112.3.2.3
BENCHMARK
The student will draft writing by developing ideas from the prewriting plan using
primary and secondary sources appropriate to the purpose and audience;
The student will draft writing by establishing a logical organizational pattern with
supporting details that are substantial, specific, and relevant; and
The student will draft writing by analyzing language techniques of professional
authors (e.g., figurative language, denotation, connotation) to establish a
personal style, demonstrating a command of language with conviction of
expression.
Standard 3: Revising
The student will revise and refine the draft for clarity and effectiveness.
BENCHMARK CODE
LA.1112.3.3.1
LA.1112.3.3.2
LA.1112.3.3.3
LA.1112.3.3.4
BENCHMARK
The student will revise by evaluating the draft for development of ideas and
content, logical organization, voice, point of view, word choice, and sentence
variation;
The student will revise by creating clarity and logic by maintaining central theme,
idea, or unifying point and developing meaningful relationships among ideas;
The student will revise by creating precision and interest by elaborating ideas
through supporting details (e.g., facts, statistics, expert opinions, anecdotes), a
variety of sentence structures, creative language devices, and modifying word
choices using resources and reference materials (e.g., dictionary, thesaurus) to
select more effective and precise language; and
The student will revise by applying appropriate tools or strategies to evaluate and
refine the draft (e.g., peer review, checklists, rubrics).
Standard 4: Editing for Language Conventions
The student will edit and correct the draft for standard language conventions.
BENCHMARK CODE
LA.1112.3.4.1
LA.1112.3.4.2
LA.1112.3.4.3
LA.1112.3.4.4
LA.1112.3.4.5
BENCHMARK
The student will edit for correct use of spelling, using spelling rules, orthographic
patterns, generalizations, knowledge of root words, prefixes, suffixes, knowledge
of Greek, Latin, and Anglo-Saxon root words, and knowledge of foreign words
commonly used in English (laissez faire, croissant);
The student will edit for correct use of capitalization, including names of
academic courses and proper adjectives;
The student will edit for correct use of punctuation, including commas, colons,
semicolons, apostrophes, dashes, quotation marks, parentheses, ellipses,
brackets, and underlining or italics;
The student will edit for correct use of grammar and usage, including but not
limited to parts of speech, verb tense, noun/pronoun agreement, subject/verb
agreement, pronoun/antecedent agreement, parallel structure, modifier
placement, comparative and superlative adjectives and adverbs, and unintended
shift in person or tense; and
The student will edit for correct use of varied sentence structure, including the
elimination of dangling or misplaced modifiers, run-on or fused sentences, and
unintended sentence fragments.
Standard 5: Publishing
The student will write a final product for the intended audience.
BENCHMARK CODE
BENCHMARK
80
LA.1112.3.5.1
LA.1112.3.5.2
LA.1112.3.5.3
The student will prepare writing using technology in a format appropriate to the
purpose (e.g., for display, multimedia);
The student will include such techniques as principle of design (e.g., margins,
tabs, spacing, and columns) and graphics (e.g., drawings, charts, graphs); and
The student will sharing with others, or submitting for publication.
Strand: WRITING APPLICATIONS
Standard 1: Creative
The student develops and demonstrates creative writing.
BENCHMARK CODE
LA.1112.4.1.1
LA.1112.4.1.2
BENCHMARK
The student will write in a variety of expressive and reflective forms that uses a
range of appropriate strategies and specific narrative techniques, employs
literary devices, and sensory description; and
The student will incorporate figurative language, emotions, gestures, rhythm,
dialogue, characterization, plot, and appropriate format.
Standard 2: Informative
The student develops and demonstrates technical writing that provides information
related to real-world tasks.
BENCHMARK CODE
LA.1112.4.2.1
LA.1112.4.2.2
LA.1112.4.2.3
LA.1112.4.2.4
LA.1112.4.2.5
LA.1112.4.2.6
BENCHMARK
The student will write in a variety of informational/expository forms, including
documents using precise technical and scientific vocabulary (e.g., manuals,
procedures, directions);
The student will record information and ideas from primary and/or secondary
sources accurately and coherently, noting the validity and reliability of these
sources and attributing sources of information;
The student will write informational/expository essays that speculate on the
causes and effects of a situation, establish the connection between the
postulated causes or effects, offer evidence supporting the validity of the
proposed causes or effects, and include introductory, body, and concluding
paragraphs;
The student will write a business letter and/or memo that presents information
purposefully and succinctly to meet the needs of the intended audience following
a conventional format (e.g., block, modified block, memo, email);
The student will write detailed travel directions and design an accompanying
graphic using the cardinal and ordinal directions, landmarks, streets and
highways, and distances; and
The student will write a work-related document (e.g., application, resume,
meeting minutes, memo, cover letter, letter of application, speaker introduction,
letter of recommendation).
Standard 3: Persuasive
The student develops and demonstrates persuasive writing that is used for the purpose
of influencing the reader.
BENCHMARK CODE
LA.1112.4.3.1
LA.1112.4.3.2
BENCHMARK
The student will write essays that state a position or claim, present detailed
evidence, examples, and reasoning to support effective arguments and
emotional appeals, and acknowledge and refute opposing arguments; and
The student will include persuasive techniques (e.g., word choice, repetition,
emotional appeal, hyperbole, appeal to authority, celebrity endorsement,
rhetorical question, irony, symbols, glittering generalities, card stacking,
testimonials, bandwagon, image association, transfer).
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Strand: COMMUNICATION
Standard 1: Penmanship
The student engages in the writing process and writes to communicate ideas and
experiences.
BENCHMARK CODE
LA.1112.5.1.1
BENCHMARK
The student will use fluent and legible handwriting skills.
Standard 2: Listening and Speaking
The student effectively applies listening and speaking strategies.
BENCHMARK CODE
LA.1112.5.2.1
LA.1112.5.2.2
LA.1112.5.2.3
LA.1112.5.2.4
LA.1112.5.2.5
BENCHMARK
The student will demonstrate effective listening skills and behaviors for a variety
of purposes, and demonstrate understanding by critically evaluating and
analyzing oral presentations;
The student will apply oral communication skills in interviews, formal
presentations, and impromptu situations according to designed rubric criteria;
The student will use research and visual aids to deliver oral presentations that
inform, persuade, or entertain, and evaluates ones own and others oral
presentations according to designed rubric criteria;
The student will use appropriate eye contact, body movements, and voice
register for audience engagement in formal and informal speaking situations; and
The student will research and organize information and demonstrate effective
speaking skills and behaviors for a variety of formal and informal purposes.
Strand: INFORMATION AND MEDIA LITERACY
Standard 1: Informational Text
The student comprehends the wide array of informational text that is part of our day to
day experiences.
BENCHMARK CODE
LA.1112.6.1.1
LA.1112.6.1.2
LA.1112.6.1.3
BENCHMARK
The student will explain how text features (e.g., charts, maps, diagrams, subheadings, captions, illustrations, graphs) aid the reader's understanding;
The student will analyze the structure and format (e.g., diagrams, graphics, fonts)
of functional workplace consumer, or technical documents; and
The student will use the knowledge to create workplace, consumer, or technical
documents.
Standard 2: Research Process
The student uses a systematic process for the collection, processing, and presentation
of information.
BENCHMARK CODE
LA.1112.6.2.1
LA.1112.6.2.2
LA.1112.6.2.3
BENCHMARK
The student will select a topic and develop a comprehensive flexible search plan,
and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias,
topic format) to assess appropriateness of resources;
The student will organize, synthesize, analyze, and evaluate the validity and
reliability of information from multiple sources (including primary and secondary
sources) to draw conclusions using a variety of techniques, and correctly use
standardized citations;
The student will write an informational report that integrates information and
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LA.1112.6.2.4
makes distinctions between the relative value and significance of specific data,
facts, and ideas; and
The student will understand the importance of legal and ethical practices,
including laws regarding libel, slander, copyright, and plagiarism in the use of
mass media and digital sources, know the associated consequences, and
comply with the law.
Standard 3: Media Literacy
The student develops and demonstrates an understanding of media literacy as a life skill
that is integral to informed decision making.
BENCHMARK CODE
LA.1112.6.3.1
LA.1112.6.3.2
LA.1112.6.3.3
BENCHMARK
The student will distinguish between propaganda and ethical reasoning
strategies in print and nonprint media;
The student will ethically use mass media and digital technology in assignments
and presentations, citing sources according to standardized citation styles; and
The student will demonstrate the ability to select print and nonprint media
appropriate for the purpose, occasion, and audience to develop into a formal
presentation.
Standard 4: Technology
The student develops the essential technology skills for using and understanding
conventional and current tools, materials and processes.
BENCHMARK CODE
LA.1112.6.4.1
LA.1112.6.4.2
BENCHMARK
The student will select and use appropriate available technologies (e.g.,
computer, digital camera) to enhance communication and achieve a purpose
(e.g., video, presentations); and
The student will routinely use digital tools for publication, communication and
productivity.
83