Intel® Teach Program
Essentials Course
The Adventures of Tom Sawyer Unit Plan
Unit Author
First and Last Name
Gavin Zastrow
School District
Stone Bank School District
School Name
Stone Bank School District
School City, State
Oconomowoc, WI 53066
Unit Overview
Unit Title
The Adventures of Tom Sawyer
Unit Summary
Students will create a project that highlights a direct comparison between their life and any of the main character’s
lives (Tom, Huck, Becky, Amy, Sid, Aunt Polly, Rev. Sprague, etc.). Students will learn how to create, edit and
publish a sample face book template. Through this process, students will connect the themes, characters, and other
literary elements highlighted in The Adventures of Tom Sawyer to their own life. While completing the face book
assignment, the student will learn about a character's point of view and how to display that point of view to their
audience. Students will have the opportunity to assess other student's work as well as self assess their own project
and compare those assessments with that of the teacher. This work will encompass a variety of learning styles and
materials (“new age” and “old school") to accomplish the goal of meeting the criteria for a sixth grade reading
student. Upon completion of this unit, students will take the lessons they learned and apply them to a video project
where they make a videotape comparing their life to that of the main character. Finally, the students will be
responsible for completing a pod cast that compares and contrasts a song from their favorites with the literary
elements of the book.
Subject Area
English Language Arts - Standard A - Performance Standards Grade 8
By the end of grade eight, students will:
A.8.1 Use effective reading strategies to achieve their purposes in reading.
Use knowledge of the visual features of texts, such as headings and bold face print, and structures of
texts, such as chronology and cause-and-effect, as aids to comprehension
Establish purposeful reading and writing habits by using texts to find information, gain understanding of
diverse viewpoints, make decisions, and enjoy the experience of reading
Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts chosen for
specific purposes
A.8.2 Read, interpret, and critically analyze literature.
Identify the defining features and structure of literary texts, such as voice, voice inflection, representation
of character, and point of view
Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the
overall impact of literature
Draw on a broad base of knowledge about the genres of literature, such as the structure and conventions
of essays, epics, fables, myths, plays, poems, short stories, and novels, when interpreting the meaning of
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a literary work
Develop criteria to evaluate literary merit and explain critical opinions about a text, either informally in
conversation or formally in a well-organized speech or essay
A.8.3 Read and discuss literary and nonliterary texts in order to understand human experience.
Provide interpretive responses, orally and in writing, to literary and nonliterary texts representing the
diversity of American cultural heritage and cultures of the world
Identify common historical, social, and cultural themes and issues in literary works and selected
passages
Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature
while reading, interpreting, and reflecting on contemporary texts
Evaluate the themes and main ideas of a work considering its audience and purpose
Grade Level
6th Grade Reading
Approximate Time Needed
8-10 weeks for unit (meeting 5 times a week in regular session and once a week in computer lab)
Unit Foundation
Targeted Content Standards and Benchmarks
1) Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others. Students:
d. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
4.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources. Students:
a. Plan and manage activities to develop a solution or complete a project.
5.
Digital Citizenship
Students understand human, cultural, and societal issues related technology and practice legal and ethical behavior.
Students:
a.
Advocate and practice safe, legal, and responsible use of information and technology.
b.
Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
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c.
Demonstrate personal responsibility for lifelong learning.
Student Objectives/Learning Outcomes
Students will be able to:

Identify school acceptable use policy and proper online practices

Create a pod cast analyzing and interpreting similarities between the life of the main character (Billy)
and the student’s own life.
Curriculum-Framing Questions
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Essential Question: How do people’s ideas evolve over time? Why is it important for
people to read and interact with specifics themes and beliefs represented in novels?
Unit questions: How does your life and experiences compare with those of one of
the main caharacters?
What are the specific themes of the book The Adventure of Tom Sawyer?
Who are the main Characters?
How is your life experience similar and different to his?
TOM SAWYER
Write the answers to the following questions. Be sure to use complete sentences.
Provide examples from the book to support your answers.
Chapter 1-5
1.
Describe the relationship between Tom and Sid and between the boys and
Aunt Polly.
2.
How does Tom behave after he is punished for breaking the sugar bowl? What
do you learn about Sid’s personality?
3.
Why doesn’t Aunt Polly apologize for hitting Tom?
4.
How does Tom “beat the system” again? (Sunday School)
5.
Why do you learn about Tom’s church?
Chapters 6 and 7
1.
Compare and contrast Tom’s life with Huck’s.
2.
Describe “schooling” during Tom’s era.
3.
Discuss the relationship between Tom and Becky.
Chapter 8:
1.
Describe Tom’s way of handling his depressed mood.
2.
How is superstition used in this chapter?
Chapter 9:
1.
This chapter marks a new beginning in the book. Give a complete summary
describing what happened.
Chapter 10:
1.
What do the boys do about the incident they viewed?
2.
How do you know they are “in a daze” over this? Be specific.
Chapter 11:
1.
How does Muff Potter act and how does the town treat him?
2.
What does Sid do which fits his personality?
Chapter 12:
1.
Discuss medicine during Tom’s day. How does Twain satirize this?
Chapter 13:
1.
On Jackson’s Island, how do you know that Tom reads a lot?
2.
How are Joe’s and Tom’s feelings different from Huck’s when they’re
on the island?
3.
Why have Tom and Joe run away to the island?
Chapter 14:
1.
Give a 6-9 sentence summary of Chapter 14.
Chapter 15:
1.
Tom returns home. What does he find happening? What is his reaction
to it?
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How is Tom a hypocrite? Look up for the definition for the word
“hypocrite”
if
you are unsure of its meaning.
Chapter 16:
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Content
Questions
Chapter 16:
1.
How do the boys’ feelings change during this chapter?
2.
Whose personality is stronger, Joe’s or Tom’s? Defend your answer.
Chapter 17:
1.
How is the theme, “we remember the good. . .” displayed in this chapter?
Be specific.
2.
The boys are loved. How is this shown? Be specific.
Chapter 18:
1.
Aunt Polly is very gullible in this chapter. What does Tom do?
Chapter 19:
2. How is Becky’s character developed in this chapter?
2. Discuss the pathos in Chapter 19.
Chapter 20
1.
In Chapter 20 all is well in Tom’s world; explain in what ways this is true.
3.
What is your opinion of Tom so far? Support your answer with details.
Chapter 21
1.
School is discussed in detail in Chapter 21. How does Twain satirize
education again. (There is some “comic relief” in this chapter which
we will discuss in class.)
Chapter 22:
1.
Chapter 22 is not eventful but realistic. What happens and why does Mark
Twain write such a chapter?
Chapter 23:
1.
In Chapter 23, we read the climax in the Tom & Muff Potter story. Discuss
it and explain why it’s the turning point.
Chapter 24:
1.
How is the town shown as being fickle?
2.
Huck matures in this chapter. How does that happen?
Chapter 25:
1.
How does superstition enter into this chapter? (This is the start of a new
adventure involving Injun Joe.)
Chapter 26
1. Why is Tom extremely upset in this chapter?
Chapter 27
1.
What is Tom’s top priority? What does this tell you about his personality?
How is he contrasted to Huck in this chapter?
Chapter 28
1.
What does the thunderstorm do to the situation in this chapter?
Chapter 29
1.
What happens in the first part of this chapter? In the second section Huck is
without Tom. What personality traits are shown?
Chapter 30
1.
Show in two situations how the townspeople really care for children.
Chapter 31
2.
How does Tom show maturity?
Chapter 32
2.
How is pathos shown in this chapter?
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Chapter 33
1.
Give a chapter summary. How are Tom’s and Huck’s bravery shown?
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Chapter 33
1.
Give a chapter summary. How are Tom’s and Huck’s bravery shown?
Chapter 34
1.
How does Huck become a part of respectable society? How are Tom and
Huck contrasted?
Content
Questions
Chapter 35
1.
How does the novel end? What does Huck think of rich people? Why do you
think it was ended in this way?
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Assessment Plan
Assessment Timeline
Before project work begins
 K-W-L about
hunting and
the Ozark
mountain
range
 About the
author
conversation

 Questioning
Students work on projects
and complete tasks
 Questioning
 Proofreading
(teacher)
 Peer
Proofreading

After project work is
completed
 Classroom
notes
 Rubrics
 Classroom
Discussion
 Tests
 Web Based
discussion
 Quizzes
 Group
Assessment of
projects
 Student
Generated
Projects
 Pod cast
 Edmodo used
to collect and
store student
projects.
Assessment Summary
Computer Based
 Web Based discussion (brainstorm and reaction to guided questions using todaysmeeting.com
 Student Generated Projects
 Proofreading (teacher)
 Peer Proofreading
 Pod cast
 Group Assessment of projects
 Edmodo used to collect and store student pod casts.
Classroom Based
 Classroom notes
 Classroom Discussion
 Questioning
 Proofreading (teacher)
 Peer Proofreading
 Rubrics
 Quizzes
 Tests
Unit Details
Prerequisite Skills
Pod cast Experience
Microsoft Word Experience
Instructional Procedures
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Intel® Teach Program
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In The Adventures of Tom Sawyer, students will construct a face book template page, a video, and a pod
cast presentation exploring the themes, ideas, and main concepts of the book while learning to interpret,
analyze, and reflect on written material by comparing that information to their own life. Students will
demonstrate creative thinking by arranging and creating their own face book pages, videos, and pod casts.
The projects will be used to communicate their projects with their classmates. This unit / project will also
force them to use research skills as they analyze the text for information. As they analyze the text and
create their projects, the students will be forced to critically think and make decisions. Finally, the projects
will allow them to see that they have responsibilities as digital citizens when creating their projects.
Accommodations for Differentiated Instruction
Special Needs
Students
Nonnative
Speakers
Fortunately, I have access to a teacher’s aide in our building whenever I need
some assistance. He has a superior knowledge of technology and can help pull
kids to complete assignments. He is also available in a ninth hour set up after
school for students willing to stay. Finally, we co - teach a reading technology
class once a week that allows us time to introduce, complete, and clean up
assignments as needed. We collaborate on various adjustments and
accommodations for the students with extra needs on a regular basis.
I also have access to a community volunteer four days a week. This was set up
through our special education department and it allows some of my needier
students to get one on one or small group instruction. We collaborate on
various adjustments and accommodations for the students with extra needs.
Assignments have rubrics that are specific to the needs detailed in each of the
student’s IEP’s (individual Education Plans). Individual instruction is often
supplied to the needier special education students.
I am also strong at providing my students with a variety of learning
opportunities while working independently at least once a week. Finally, I
allow my students extra time which sometimes can be essential for their
success.
As in my previous experience with this course / grant, I learned I need to do a
better job of providing explicit instruction in skills, such as goal setting, project
planning, and self direction so that students feel more apt to achieving goals
and projects on their own (self-direction and independence). While I have
improved, I still can make strides as a teacher in that area. This unit and this
course helped me to continue to analyze some of these inadequacies and
address them for future classes.
Print instructions or outline of the unit
Additional time to complete assignments and tasks
Option to search additional resources that correlate with unit of study
Gifted/Talented
Students
The ability and freedom to make the project their own and thus explore higher level
thinking.
A variety of computer based tasks in case they finish before other students that will
challenge them across the curriculum.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
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Camera
Laser Disk
X Computer(s)
X Printer
X Digital Camera
X Projection System
X DVD Player
Scanner
X Internet Connection
Television
VCR
X Video Camera
Video Conferencing Equip.
X Garage Band
Power Point
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
Image Processing
X Internet Web Browser
E-mail Software
Web Page Development
X Word Processing
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Where The Red Fern Grows
Supplies
Computers: Garage band (Pod cast), Edmodo, Microsoft word, and internet
access.
Book: The Adventures of Tom Sawyer
http://sbread6.wikispaces.
Internet Resources
www.todaysmeet.com
www.edmodo.com
Other Resources
TBD
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
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