Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Introduction
The teaching plans that follow for High School Thematic Unit 10.3—Contemporary Realistic
Fiction, Novel: The Adventures of Huckleberry Finn—Integrity—were designed and written by
Michigan educators to meet the English Language Arts High School Content Expectations. The
plan is meant as a model or example of how teachers might help students meet the Michigan
Merit Curriculum Course Credit Requirements for Grade 10. Coding in the left column of each
page of the plan refers to the English Language Arts High School Expectations (4/06).
The selections in this unit include:
• The Adventures of Huckleberry Finn by Mark Twain
• A Modest Proposal by Jonathan Swift
• The Tipping Point Malcolm Gladwell
Video:
The Incredible
The Emperor’s New Clothes www.unitedstreaming.com
Seinfeld’s “The Good Samaritan”
Additional Teacher Web Resources (not included in the unit):
http://www.simonsays.com/assets/series/860/CG2_860.pdf
(Study guide that includes vocabulary, character analysis, and study questions.)
http://www.randomhouse.com/highschool/catalog/display.pperl?isbn=9780553210798&view=tg
(Good site for comprehension and discussion questions that may be used as writing prompts.)
http://www.simonsays.com/assets/series/860/CG2_860.pdf
(Five plans that deal with irony, language use, theme, language and audience, and moral
conflict.)
http://help4teachers.com/LindaHuckfinn.htm
(A large variety of activities to support the novel.)
http://www.apstrategies.org/download/vocab/novels/Adventures%20of%20Huck%20Finn.pdf A
(7-page packet addresses 23 vocabulary words drawn from the novel.)
http://www.sdcoe.k12.ca.us/score/huckcen/huckcentg.html
(In this SCORE guide students explore the controversy related to this novel. )
http://myschoolonline.com/page/0,1871,10186-142069-11-5073,00.html (Includes an
introduction to the novel, a discussion of racism, and a series of discussion questions.)
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
T = One copy needed for teacher read aloud
S = Provide a copy for each student
A= In unit Appendix
A critical literacy skill developed through the lessons in each genre unit is fluent oral reading.
Many activities are included which help teachers and students become increasingly more
proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading,
and paired reading are intentional; it is expected that time will be spent practicing and perfecting
oral reading skills. Students need opportunities to read text as the author intended it to be read.
They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc., so
they can read with proper intonation, pace, and emphasis. Students should also hear oral reading
only when it has been practiced and reflects the author’s message. For all of these reasons,
teachers and students should practice reading any text before reading to an audience. Cold reads
for either students or teachers are not appropriate.
These plans were written by a group of grade level educators who all know that as teachers we
take lesson plans like these and add our own special touches to make them better and better
suited to our students. The reading selections and writing assignments were chosen by grade
level educators for their appeal to students’ interests. The times given are suggestions, as is
everything else in these lesson plans.
In accordance with the Michigan Merit Curric ulum, the educators who have contributed to these
units have as their goal engaging and effective units of instruction that include:
• appropriate content expectations
• student goal setting and monitoring of progress
• a focus on big ideas that have great transfer value
• focus and essential questions that stimulate inquiry and connections
• valid and relevant skills and processes
• purposeful real-world applications
• relevant learning experiences
• varied and flexible instruction for diverse learners
• research-based instructional strategies
• explicit and systematic instruction
• adequate teacher modeling and guided practice
• review and application of new knowledge
• opportunities for revision of work based on feedback
• student evaluation of units
• culminating celebrations
Instruction must be relevant to today’s rapidly changing world and must spark student interest
through engaging texts and activities, as well as, real- world learning experiences. The over-all
goal of the units is:
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Students will develop effective communication and literacy skills through rigorous
and relevant units of instruction and engaging learning experiences by focusing on
four key dispositions:
o Inter-Relationships and Self-Reliance
o Critical Response and Stance
o Transformational Thinking
o Leadership Qualities
The Michigan Merit Curriculum features essential questions to accompany each of these fo ur
key dispositions. Each unit features some or all of the essential questions for the featured
disposition, as each essential question relates to the unit selections. The plan was developed to
take advantage of what each unit text offers for meeting the Michigan English Language Arts
High School Content Expectations, including opportunities for direct instruction of text
characteristics and features, reading and writing strategies, and ongoing literacy development
including vocabulary and grammar.
Permission is granted only to teachers in the district purchasing these documents to reproduce
pages from this teaching plan and appendix for classroom use.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 1
Speaking/
Listening
(15 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.1, 1.3.2,
4.1.1, 4.1.4, 4.1.5,
2.2.2, 3.2.4
Note to Teachers: The disposition for 10th Grade from Michigan Merit
Curriculum is "Critical Response and Stance." As you teach this unit, please keep
this disposition in mind. We want students to take a critical (characterized by
careful analysis and judgment) stance (a selective attitude about what is to be
retained from reading, etc.). We want students to become critics "who form and
express judgments of people or things according to certain standards or values."
(Webster's New World Dictionary, Prentice Hall, 1991). In this unit we ask
students to think about this disposition using a number of lenses:
To introduce students to the unit, say something such as “We are going to be
talking, reading, and writing about the themes,
• At times, the strong bite of satire presents truth more effectively than
other forms of writing do.
• Every person deserves to be free.”
CE3.2.4, 2.1.11,
2.1.4, 2.1.2, 3.4.2,
2.1.5, 2.1.6
Ask students to think about the theme based on their own experiences. Share and
discuss responses. Before students share, remind them of the importance of being
attentive and civil, gaining the floor politely, posing appropriate questions, and
tolerating difference of opinion and lack of consensus and remind them how they
might enhance their own listening comprehension: (See Appendix #1.)
• monitor message for clarity and understanding,
• ask relevant questions,
• provide verbal and nonverbal feedback,
• notice cues such as change of pace and emphasis that indicate a new point
is about to be made, and
• take notes to organize essential information.
Listening/
Viewing
(25 minutes)
CE1.2.1, 1.2.2,
2.1.4, 2.1.2, 2.1.7,
2.1.8, 2.3.1
Before viewing the video clip from Seinfield, distribute, read, and discuss copies
of “The Good Samaritan Law.” (See Appendix #2.)
Have students work in pairs to develop a list of reasons why they think they
should OR should not be required to help someone else. You might also want to
discuss with them whether they think they should help someone, whether or not
the law requires it. The legal issue could then be an additional component of the
discussion. Then have them identify actions they think would be considered a
“reasonable” effort to assist a victim. (Think about things like transportation
accidents, natural disasters, or sudden attacks or illnesses [such as fainting,
seizures, or heart attacks]). Ask students to share their answers with the class and
discuss what penalties or punishments they think would be appropriate, if any, for
causing harm while trying to help another.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
View the portion of the final episode of Seinfeld in which Jerry, Elaine, Kramer,
and George stand by and watch a person be robbed, joking about it rather than
interfering . They are arrested and taken to court for their failure to assist.
Writing
(15 minutes)
CE1.1.4, 1.2.1,
1.2.2, 1.2.3, 3.2.1,
2.1.2, 2.1.9, 3.2.4,
1.3.7
View the beginning segment of The Incredibles (approximately the first ten
minutes) to show Mr. Incredible rescuing the man who is attempting to commit
suicide. Mr. Incredible saves the man’s life but injures him in the process. The
“victim” then sues Mr. Incredible, which leads to a flood of lawsuits that force
those with superpowers to go into hiding.
After viewing the video clip s, explain to the students that the main character in the
book, a boy named Huck Finn, is going to face a similar type of dilemma. In
order to do what he comes to believe is morally and ethically right, he must break
the law. Students should then write a letter of advice to Huck telling him what
they think he should do. Students must use information from the video clips as
well as the discussion to support their advice. The writing should be in standard
personal letter form and answer the following questions: (See Appendix #3 And
chart and comments below.) The Seinfeld episode seems to focus on deciding
whether to help someone, and the ethical question is whether or not helping
should be mandatory. Huck’s decision whether to help someone even though to do
so breaks the law comes because he believes it’s the right thing to do—the
principle of civil disobedience—Thoreau would be a good connection. People
ignoring the plight of another seem to be doing so out of self-preservation or
disinterest. Mr. Incredible acts to assist because he thinks it’s the right thing to do,
although apparently there are legal issues because of the lawsuits. I’m not sure
about the connections to Huck’s dilemma, so I tried to sort it out in a table. Am I
on track with what you intended?
Issue
Is the character
willing to help?
Does the
character break
the law?
Is breaking the
law a
consideration in
the decision?
What is the
character’s reason
behind the
decision?
Seinfeld
Mr. Incredible
Yes
Huck Finn
Yes
Apparently,
although
unknowingly.
Perhaps—at least
in a civil suit—
again,
unknowingly.
No
Yes—knowingly.
Good will toward
his fellow man.
Good will toward
his fellow man.
No
No
Self interest, selfpreservation, or
simple disinterest.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan
Yes
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
•
•
•
•
What concepts that you defined apply to this situation?
How did the characters react?
How would you have reacted?
What criteria did you use to make your decision?
Have students share and discuss their writing. Finish the letter for homework if
necessary.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 2
Speaking/
Listening/
Reading/
Writing
(55 minutes)
CE2.1.1, 2.1.2,
2.1.4, 1.2.1, 1.2.2,
Introduce the rest of the unit by saying something like, “We are going to reflect on
the themes of this unit and pose some essential questions such as (See Appendix
#4.)
Themes:
• At times, the strong bite of satire presents truth more effectively than other
forms of writing do.
• Every person deserves to be free.
Essential Questions :
• What criteria do I use to judge my values?
• What compromises of my integrity will I make in order to be accepted?
• How can I discover the truth about others?
• What sacrifices will I make for the truth?
• How do I communicate the truth? What voice do I use to be heard?
• What role does empathy play in how I treat others?
• What prejudices are we taught?
The premise of this unit is that Mark Twain wrote The Adventures of Huckleberry
Finn to point out, through satire, the inequities of slavery in a “democratic”
nation. In order for students to understand Twain’s reasoning in writing the book,
they will need to understand satire. Introduce students to satire using Appendix
#5a. Follow this up by introducing students to one of the most famous examples
of satire (and its power) in the English language, “A Modest Proposal” by
Jonathan Swift. (See Appendix #5b-f.)
CE3.1.8, 3.1.9
NOTE TO TEACHERS: You will now be sharing linking text(s) with students.
The linking text or texts reflect one or more of the characteristics below and lead
to the identified disposition of the unit—Relationships:
• discrepant text that results in seeing the big idea from a totally different
perspective,
• different genre or medium that mirrors the theme or big idea of the anchor
text in another form.
• supporting text that extends or embellishes the big ideas or themes in the
anchor text, and/or
• text connected to the anchor text at an abstract level.
After students have reflected on and written from their own perspective about the
theme, Every person deserves to be free, they will further explore the themes
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
and essential questions of the unit through reading, discussing, and reflecting on
“supporting text.” The goal of using “supporting text” is to help students see the
themes and essential questions of the unit through another text that extends or
embellishes the big ideas or themes in the anchor text. “A Modest Proposal” by
Jonathan Swift is an excellent example of the kind of satire Twain used in writing
The Adventures of Huckleberry Finn. Satire definitions: “Horatian satire is gentle,
urbane, and smiling, and it aims to correct apparent wrongs by gentle and broadly
sympathetic laughter; Juvenalian satire is biting, bitter, and angry, and it points
with contempt and moral indignation to the corruption and evil of human beings
and their institutions.” http://panther.bsc.edu/~jtatter/375terms.html
Read aloud “A Modest Proposal” by Jonathan Swift using the Focus for Reading
below. (See Appendix #5b-f.)
CE2.1.1
Focus for Listening: What is Jonathan Swift proposing? How does he make his
point? Does he persuade you of the worth of his proposal? How would you have
reacted to his proposal if you had lived in 1729?
Before discussing “A Modest Proposal” by Jonathan Swift, have students respond
in a Quick Write to the following prompt: (See Appendix #17.)
• How would you have reacted to his proposal if you had lived in 1729?
Have students share and discuss what they have written.
CE3.2.4, 2.1.11,
2.1.4, 2.1.2, 3.4.2,
2.1.5, 2.1.6, 2.2.1,
3.1.1, 2.1.3, 4.1.2,
2.3.4
Discuss “A Modest Proposal” by Jonathan Swift using the Focus for Listening:
(Before beginning the discussion, remind students of the importance of being
attentive and civil, gaining the floor politely, posing appropriate questions, and
tolerating difference of opinion and lack of consensus. See Appendix #1.)
• What is Jonathan Swift proposing? (He is proposing that the poor people
of Ireland in 1729 sell their young children to be slaughtered for food.)
• How does he make his point? (He sets out the problem—too many people
and not enough food—the Irish Potato Famine. He also gives statistics,
refers to prominent people who agree with him, and lays out his points
numerically – see Appendix #5e.
• Does he persuade you of the worth of his proposal? (Answers will vary.)
• How is this proposal a good example of satire? (Refer to Appendix #5a
for the definition of satire, Satire “….uses irony, wit and sometimes
sarcasm to expose humanities vices and foibles, giving impetus to change
or reform through ridicule.” [Murfin and Ray, The Bedford Glossary of
Critical and Literary Terms, Bedford, 2003]. Swift makes an outrageous
proposal [humorous] to get people to pay attention to the effects of the
Irish Potato Famine.)
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
You also might choose to have students reflect on and discuss the essential
questions as they relate to this proposal:
Essential Questions
• What criteria do I use to judge my values?
• What compromises of my integrity will I make in order to be accepted?
• How can I discover the truth about others?
• What sacrifices will I make for the truth?
• How do I communicate the truth? What voice do I use to be heard?
• What role does empathy play in how I treat others?
• What prejudices are we taught?
Ask students if any of these relate to Swift’s proposal.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Days 3 - 8
Speaking/
Listening/
Reading/
Writing/
Research
(55 minutes)
CE1.1.1-1.1.8,
1.2.1, 1.2.2, 1.4.11.4.7, 1.3.7, 3.2.4
Before we begin reading The Adventures of Huckleberry Finn, you will be
assigned to a group to research one of the following topics: controversy
surrounding the book/censorship, author, timeline, geography/life on the river,
slavery/abolitionists, slave laws, small pox.
In order to enhance student’s reading experience of Mark Twain’s novel The
Adventures of Huckleberry Finn, they first need to uncover pertinent background
information about the life and times on the Mississippi prior to the Civil War.
Therefore, students will work with group members to become “experts” about a
specific topic related to the novel and will share newfound knowledge with the
class.
They will spend one day in the media center, where they will complete research
on the assigned topic. Once they have their information, they will have one day in
class to plan how they will present this information to the class in an interesting,
engaging way.
STUDENT REQUIREMENTS FOR PRESENTATION:
1. Research information about your assigned topic and the starter questions.
2. Your presentation should include at least 10 interesting and relevant facts
about your topic! Turn in a typed sheet with the facts before your
presentation.
3. Keep track of your sources. Maintain a list of the sources you use to
gather your research. This list must be turned in when you present to the
class.
4. Plan how you are going to teach the class this information. (The class will
be taking notes on your presentation.) The presentation should be
approximately 10 minutes. Possible ideas: skit, puppet show, talk show,
TV show parody, video, rap, or any other creative way to present the
information to the class without just stating the facts.
5. Your presentation must include a visual aid. Choose one of the following:
detailed poster, PowerPoint presentation, or overhead. The visual aid
should highlight the most significant facts that you discover.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
6. Each group is responsible for creating three quiz questions for the class
about your topic along with a note-taking sheet for the class and turning
them in at the time of your presentation. The class will be taking notes on
each presentation and taking a quiz over all topics at the end of the
activity. Questions can be multiple choice or short answer and should
focus on significant facts or ideas.
7. Each group member is responsible for playing an active role in the entire
project. However, appointing group members to specific roles will aid this
group experience. The following four roles are for each group. Before
beginning this project, meet as a group to determine who will assume
which role.
A. Director (oversees entire project)
B. Lead Researcher
C. Lead Visual Aid Designer/Creator
D. Lead Presenter
The teacher will assign each member of the group a specific task. (See Appendix
#6a-d.)
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 4
Speaking/
Listening/
Reading/
Writing/
Research
(55 minutes)
CE1.1.1-1.1.8,
1.2.1, 1.2.2, 1.4.11.4.7, 1.3.7, 3.2.4,
2.3.8, 1.3.6
Students will research their assigned topic - rubric (See Appendix #7.)
Review with students the rubric which will be used for evaluation:
Contextualizing The Adventures of Huckleberry Finn
Presentation Rubric
Visual Aid and Presentation:
________/45pts.
_____The student speaks clearly and uses effective presentation techniques (eye
contact, appropriate volume, correct pronunciation, etc.)
_____Packet material has been covered thoroughly.
_____Visual Aid is detailed, creative, neat, and effective.
Quiz Questions and Note-Taking Worksheet
________/15
_____Students provide teacher with three multiple choice or short answer quiz
questions about their topic that have been discussed during their
presentation.
_____The student note-taking worksheet covers the material in the packet and is
easy to follow during the presentation.
_____The student note-taking worksheet is neat and leaves spaces for students to
fill in key information easily from the presentation.
Individual Total ________/60 pts.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Days 5 and 6
Speaking/
Listening/
Reading/
Writing/
Research
(55 minutes)
CE1.1.1-1.1.8,
1.2.1, 1.2.2, 1.4.11.4.7, 1.3.7, 3.2.4
Students will continue to work on research in groups. (See Appendix #6a-d.)
Group #1
Your topic is the following: Mark Twain
Choose what you think is the most important and interesting information about
your topic to present to the class. In addition, your presentation must include the
following:
1. Provide biographical information about the author.
2. How old was Mark Twain when he began writing professionally? What
kind of writing did he do over the course of his life?
3. What did his fans and his critics say about him and his books?
4. What were his political views?
Group #2
Your topic is the following: Controversy surrounding Huck Finn and censorship
Choose what you think is the most important and interesting information about
your topic to present to the class. In addition, your presentation must include the
following:
1. Why is Huck Finn a banned book in many schools?
2. What are arguments for and against the teaching of the novel?
3. How are students affected by the use of “the ‘N’ word”? Does the use of the
word in a classic piece of literature affect student usage of the word outside of the
classroom?
Group #3
Your topic is the following: Geography and Life on the River
Choose what you think is the most important and interesting information about
your topic to present to the class. In addition, your presentation must include the
following:
1. What is the geographical picture of the journey Huck and Jim take on the
Mississippi River from St. Petersburg (Hannibal, Missouri) to Northern
Alabama?
2. What was life like for people living on the river in the 1800s?
3. Provide a map of the region.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Group #4
Your topic is the following: Slavery and Abolitionists
Choose what you think is the most important and interesting information about
your topic to present to the class. In addition, your presentation must include the
following:
1. What was daily life like for a slave?
2. Who were slave holders? What was life like for them?
3. What is an abolitionist?
Group #5
Your topic is the following: Time Line
Choose what you think is the most important and interesting information about
your topic to present to the class. In addition, your presentation must include the
following:
1. Research the time period of the novel (approximately 1835-1850s). What was
happening in this region at this time?
2. What events were happening in the United States?
3. What events were happening globally?
Group #6
Your topic is the following: Slave Laws
Choose what you think is the most important and interesting information about
your topic to present to the class. In addition, your presentation must include the
following:
1. What were the specific laws regarding slavery from the 1600s to the end of
the Civil War?
2. What were the consequences for being a slave fugitive?
3. What were the consequences for aiding slave fugitives?
Group #7
Your topic is the following: Smallpox
Choose what you think is the most important and interesting information about
your topic to present to the class. In addition, your presentation must include the
following:
1. What is smallpox?
2. How did smallpox affect the lives of people in the 19th century?
3. What vaccinations were available? What is a “pest ho use”?
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Days 7 and 8
Speaking/
Listening/
Reading/
Writing/
Research
(55 minutes)
CE1.2.1, 1.2.2,
2.1.6, 2.1.7, 2.2.2,
2.3.1, 2.1.10,
2.1.11, 2.1.12,
1.3.7, 3.2.4, 2.3.8,
1.5.1-1.5.4
Groups will make presentations to the class. (10 minutes each)
Have students complete Audience Evaluation Sheet. (See Appendix #8.)
Writing
(10 minutes)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
On Day 8 after presentations are complete, have students respond in a Quick
Write (See Appendix #17.) to the following question:
• What were the three most important and interesting points I learned
from the research presentations ?
Audience Evaluation Sheet
Directions: Use the following scale to evaluate your classmates’ speeches.
1= poor
2= fair
3= good
4= excellent
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 9
Speaking/
Listening/
Reading
(45 minutes)
CE1.2.1, 1.2.2,
1.3.7, 3.2.4, 3.1.2,
2.1.3. 4.1.2
Reading/
Writing
(10 minutes)
CE1.2.1, 1.2.2,
3.1.2, 2.1.3. 4.1.2
Think-Pair-Share: (See Appendix #10.) Twain uses dialect to make his
characters appear more realistic. All of us use dialect at times depending on what
we want to say and to whom we are speaking. What are some examples of dialect
that you use in your daily life?
Listen to Chapters 1, 2, and 3 on audio.
Dialect translation (See Appendix #9a-b.)
Say to students:
“In class, we have been talking what dialect is, how it is used in context, and what
effect it has on the reader’s perception of the characters. The Adventures of
Huckleberry Finn contains a number of different dialects. Examine each of the
quotations from the novel. For each quote, complete the following:
1. Translate the words and rewrite each in standard English.
2. Explain how the dialect affects your perception of the character.
3. Answer the question “How could the quotes/dialects prove that we are
products of our society?”
Students could complete this for homework.
Assign: Chapters 4-5.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 10
Reading/
Writing/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2
So far in our reading we have met Tom, the Widow Douglas, Miss Watson, and
Pap. Each of these characters tries to mold Huck into his/her own view of what is
best for Huck. For example, the Widow wants Huck to become religious and to
get an education. To make sure this happens she forces him to go to school and
go to church. She also encourages him to pray for what he wants.
Writing/
Speaking/
Listening
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
See Appendix #12 for Focus Question guidelines for teachers. The teacher
models answering Focus Question #1 using the following: (See Appendix #13
and Appendix #14 for Think Aloud Procedure.) (If you wish to introduce
students to the scoring rubric for focus questions, see Appendix #15.)
In small groups, follow the example for Widow Douglas and fill in the rest of the
Character Influence Chart (See Appendix #11.) and cite an example from the text
to support your answers.
Focus Question #1
Several of the characters in The Adventures of Huckleberry Finn want to
force Huck to become their vision of what he should be. Choose one person
from your Character Influence Chart and, using examples from the text,
show how that person tried to control Huck’s view of the world. Then, again
using examples from the text to support your answer, tell how Huck responds
to the views of others.
Answer Plan
1. Restate the question to introduce the answer.
2. Identify the character you have chosen and give examples from the text to
show how that person tried to control Huck’s view of the world. Use
quotations, if possible.
3. Conclude by telling how Huck responded to the views of others; give
support from the text.
Begin Chapter 6-8 on tape
Focus for Listening: Attend to the following:
• Pap’s views on Blacks
• Huck’s feelings about the river
• Huck’s and Jim’s newfound freedom and what it means for each
17
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 11
Speaking/
Listening
(45 minutes)
CE2.1.10, 2.1.11,
2.1.12, 1.2.1,
1.2.2, 1.2.3, 2.1.2,
Writing
(10 minutes)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
Finish listening to Chapters 6-8 on tape.
In pairs, use the Venn Diagram to compare the freedom or lack of freedom that
Huck had while living with Pap, the Widow Douglas, and on the island. (See
Appendix #16.) Map will be provided by Group #3.
Have students respond in a Quick Write (See Appendix #17.) to the following
question:
• Which of these three living situations would Huck say gave him the
most personal freedom? Use examples from the text to support your
answer.
Read chapters 9-11 for homework.
18
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 12
Reading/
Writing/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2, 3.2.1,
3.2.2
Dressed as a girl, Huck visits Mrs. Judith Loftus in St. Petersberg to “find out
what was going on”. Mrs. Loftus tells Huck there is a reward of $300 for the
capture of Jim. Not only is he wanted for being a runaway slave, but the
townspeople suspect he may have murdered Huck. Her husband and others are
headed to Jackson Island that night to look for Jim. Huck realizes that he and Jim
are truly on the run.
Give students a copy of a map of the route Huck and Jim take on their journey
throughout the book and identify Hannibal, the island, St. Petersberg, and Cairo,
Illinois (the place they planned to catch the Ohio River on their journey
northward), and the direction they began their travels on the Mississippi.
Read “The Hunters of Men” by Whittier (See Appendix #18a-b.). Whittier was
an abolitionist. How does the poem confirm his position on slavery?
Introduce wanted poster for runaway slaves. (See Appendix #19a-c.) Discuss
the ways slaves are dehumanized and described as property.
Activity: Divide the class into groups. Have each group make a poster for a
person from history that was a persecuted for being a freedom fighter following
the model described in the directions (See Appendix #19d.). See Appendix#20
for a rubric. Examples might be:
Rosa Parks
Martin Luther King, Jr.
Colonel Robert Gould Shaw
Malcolm X
Caesar Chavez
Nelson Mandella
Susan B. Anthony
Assign: Chapters 12-14 for homework.
19
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 13
Speaking/
Listening
(20 minutes)
CE1.2.1, 1.2.2,
1.3.7, 3.2.4,
2.1.10, 2.1.11,
2.1.12
Reading/
Writing/
Listening
(25 minutes)
CE1.2.1, 1.2.2,
1.3.7, 3.2.4, 2.1.4,
3.1.1, 3.1.2, 3.3.2,
3.3.3, 3.3.5
Have each group prepare and share a 2 minute presentation of their wanted posters
with the class.
Writing
(10 minutes)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
Have students respond in a Quick Write (See Appendix #17.) to the following
question:
• What is Solomon’s wisdom according to Jim? What is Solomon’s
wisdom according to Huck?
On the raft, Huck reads to Jim from the books stolen from the wreck of the ferryboat. Huck amazes Jim with stories of kings, dukes and earls. Prior to this the
only book Jim has ever heard from was the Bible. His idea of a king is King
Solomon from the Bible. In Chapter 14, Huck and Jim discuss the wisdom of
Soloman. Jim understands this passage from a very practical point-of-view,
whereas Huck has a larger world view because he has been somewhat educated.
Read Kings 3: verses 16-28, “Solomon Judges Wisely”. (See Appendix #21.)
Assign chapters 15-16 for homework or begin to read in class.
20
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 14
Reading/
Writing/
Speaking/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2
Instruct the students to get out their map of Huck’s journey and follow the path
they actually took on the Mississippi River when they missed Cairo and the Ohio
River in the fog.
Introduce The Fugitive Slave Act (See Appendix #22.)
Read together Section 5 about the responsibilities of agents of the government and
private citizens to report any information they may have about runaway slaves and
the penalties for helping them.
Huck faces a moral, financial, and legal dilemma due to his travels with Jim. In
small groups, use the graphic organizer (See Appendix #23.) to list examples of
each of these types of dilemmas that he faces by helping Jim. Discuss the results
from each group’s chart.
Writing/
Speaking/
Listening
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Teacher models answering Focus Question #2 using the following: (See
Appendix #24 and Appendix #14 for Think Aloud Procedure.) (See Appendix
#15 for Focus Question Rubric.)
Focus Question #2
Using Chapter 16 from the book, the excerpt from the Fugitive Slave Law,
and your charts to guide your thinking, describe a situation from your own
life or one that you have read or heard about when a decision made had
moral, financial, and/or legal consequences.
Use the graphic organizer to answer the above focus question. (See Appendix
#23.)
Assign Chapter 17 for homework.
21
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 15
Speaking/
Listening
(30 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2, 2.2.3
Using the Think-Pair-Share (See Appendix #10.) procedure have students
respond to the following:
• In Chapter 17, Huck is taken in by the Grangerford family and spends
quite a bit of time describing in detail the gaudy eccentricities of the house
and its furnishings. To Huck, this symbolizes status and what it means to
be successful.
Discussion Questions:
• Do you agree with Huck’s view of success?
• What is considered status in today’s society?
• How is status related to personal happiness?
Visually
Representing
(25 minutes)
CE1.2.1, 1.2.2,
1.2.3
Assignment: Using magazines, internet, and other resources, create a collage
using pictures of items that you feel you need in your life to be happy. For each
of the items pictured, write a brief statement as to how each of your items pertains
to status.
Assign Chapter 18 for homework.
22
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 16
Reading/
Speaking/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2
In this chapter Huck is thrown into the long-running feud between the
Grangerfords and the Shepardsons. Read the following quote from the chapter
when Buck tries to explain the feud to Huck: p. 120.
Use the Cause and Effect graphic organizer to outline the reasons for the feud as
well as outcomes of the feud. (See Appendix #25.)
Read the following linking texts:
The Hatfields and the McCoys (See Appendix #26a-b.)
West Coast Rappers vs. East Coast Rappers (See Appendix #27a-e.)
Writing/
Speaking/
Listening
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Finish the graphic organizer with information on the causes and effects of these
feuds.
Have students work with partners using the Answer Plan to answer Focus
Question #3. (See Appendix #28.) (See Appendix #15 for a Focus Question
Scoring Rubric.)
Focus Question #3
In a conflict between individuals, groups of people or countries are the costs
of winning the battle ever too high to justify continuing the fight? Use
examples from the “Hatfields and the McCoys,” West Coast vs. East Coast
Rappers , and the battle between in Grangerfords and the Shepardsons in
Chapter 18 of The Adventures of Huckleberry Finn as evidence to support
your opinion.
Answer Plan
1. Give your opinion on the issue.
2. Use examples from the “Hatfields and the McCoys,” West Coast vs. East
Coast Rappers, and the battle between in Grangerfords and the
Shepardsons in Chapter 18 of The Adventures of Huckleberry Finn as
evidence to support your opinion.
3. Conclude by identifying what you have learned about feuds from these
texts.
CE3.2.4, 1.3.7,
3.1.2, 3.1.9, 3.3.3
As time permits, have students share their answers with the whole group.
23
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 17
Reading/
Speaking/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2, 3.2.3
Read the quote below and discuss the irony (See Appendix #5a.) about taking
guns to church. (See Appendix #29 for “Isn’t It Ironic”.)
“Next Sunday we all went to church, about three mile, everybody a-horseback.
The men took their guns along, so did Buck, and kept them between their knees or
stood them handy against the wall. The Shepherdsons done the same. It was pretty
ornery preaching – all about brotherly love, and such- like tiresomeness; but
everybody said it was a good sermon, and they all talked it over going home, and
had such a powerful lot to say about faith and good works and free grace and
preforeordestination, and I don't know what all, that it did seem to me to be one of
the roughest Sundays I had run across yet.”
1. Write the word "irony" on the blackboard. Ask the class for definitions and
examples from any source, including books, TV shows, movies, and their own
lives. Ask how you can tell when someone is being ironic. Someone may bring up
Alanis Morrissette's hit song, "Ironic." Cite—or ask someone to recite—the
chorus: "It's like rain on your wedding day/It's a free ride when you've already
paid/It's the good advice that you just didn't take/Who would've thought... it
figures." Ask if these are example of irony.
2. Point out that we have many colloquial definitions of irony—sarcasm, tragedy,
unexpected events—but that these are different from dramatic irony, which is a
literary device. Pass out the activity handout, which provides definitions of irony
and a statement by critic Shelly Fisher Fishkin on the importance of irony in Huck
Finn.
3. Break the students into groups of three to five. Remind them of one or two
examples of Twain's use of irony; for example, the steamboat explosion scene in
chapter 32 or Huck's decision in chapter 31 to "go to hell" for not turning in Jim.
Allow them 15 minutes to find as many examples of irony in the book as possible.
During this time, circulate from group to group to discuss their examples. You
may find that students are more adept at finding examples than articulating
reasons why or are "unsure" of the examples they have found. This is fine—the
point at this stage is to help them become more sensitized to Twain's use of
language.
4. Ask the groups to present their examples to the class and provide explanations
for why they find them ironic. Are any particularly insightful? Are any off track?
You may assign extra credit points to the group that comes up with the most
examples or examples that no other group found.
24
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Speaking/
Listening
(20 minutes)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
5. Ask the class how Twain's use of irony affects them as readers. Does it change
their opinion of Twain and/or Huck? Confirm it? Make the book funnier? Kill the
fun?
Ask students to respond (in class or in writing) to Shelly Fisher Fishkin's
statement in (See Appendix #29.) “Isn’t It Ironic?”
Why does Twain make Huck Finn "innocent and ignorant"?
If Twain is against slavery, why does he use irony instead of just coming out and
saying what he means? Do you agree with Fishkin that Twain's use of irony is
effective, or is it just confusing? And is Fishkin correct when she says that Twain
really "knows the score"?
25
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 18
Reading/
Speaking/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2, 3.1.3
Listen to Chapters 19 and 20 on tape.
In Chapter 19 Huck and Jim meet up with the duke and the dauphin. Up to this
point life on the raft had been peaceful and calm, a refuge from all the dangers
found on the shore. With the addition of these two characters, that is about to
change.
Think/Pair/Share:
Have each pair make a prediction about how life on the raft is about to change and
share their results with the group. They should support their predictions with
references to the text, their understanding of story, and their awareness of human
nature. Record the predictions to revisit later for the purposes of checking for
accuracy.
Reading/
Writing/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2
Reread the last paragraph in Chapter 19 and respond to the following question.
Have students work with partners using the Answer Plan to answer Focus
Question #4. (See Appendix #30.) (See Appendix #15 for a Focus Question
Scoring Rubric.)
Focus Question #4
Several times in The Adventures of Huckleberry Finn, Huck stands by
passively and allows other characters to act in ways that he knows are wrong
or foolish. At the end of Chapter 19, Huck says, “If I never learnt nothing
else out of pap, I learnt that the best way to get along with his kind of people
is to let them have their own way.” Tell about a time in the book that Huck
did this and describe the consequences of Huck’s passivity.
Read aloud Chapters 21-23, as time allows. Assign the rest as homework.
26
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 19
Reading/
Speaking/
Listening/
Viewing/
Writing
(20 minutes)
CE1.2.1, 1.2.2,
1.2.3, 2.2.1,2.1.8,
2.1.9, 2.1.10,
3.2.1, 3.4.1, 3.4.2,
3.4.3, 1.3.7, 3.2.4
In Chapters 21-23, Twain uses the duke and the king to talk about the concept of
mob mentality. Ask the students to define mob mentality and to cite examples of
it from literature or their personal knowledge.
Read aloud the introduction to the book The Tipping Point. (See The Tipping
Point Malcolm Gladwell.) View the animated version of The Emperor’s New
Clothes on United Video Streaming www.unitedstreaming.com
showing how the people in the kingdom come to believe the Emperor has new
clothes even when their eyes tell them that he does not.
Focus for Viewing :
Pay attention to the concept of a tipping point and the events in the Emperor’s
New Clothes.
Discuss the relationship between the Hush Puppies story in the Tipping Point
introduction and “The Emperor’s New Clothes.” Using the example of Hush
Puppies, fill in the Tipping Point Graphic Organizer for “The Emperor’s New
Clothes.” (See Appendix #31.)
Next, have the students work in partners or small groups to complete the “Tipping
Point” graphic organizer (See Appendix #31.) as they relate the concept to the
mob mentality scenario orchestrated by the duke and the king for their
performances of the Royal Nonesuch in Chapter 23.
Reading/
Writing
(35 minutes)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
Read article about Weapons of Mass Destruction and the Iraq War. (See
Appendix #32a-c.)
Have students respond in a Quick Write (See Appendix #17.) to the following
question:
• Identify the “Tipping Point” that lead up to the United States
Congress’ vote to go to war with Iraq and explain, using the three
characteristics of a “tipping point.
27
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 20
Writing/
Speaking/
Listening
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Much of what we know about Huck’s feelings comes from the use of a technique
author Barry Lane refers to as ‘thoughtshots’. Thoughtshots can be just a
sentence or two in length or much longer, but they reveal much about what a
character is thinking and feeling.
Read about and discuss the concept of a thoughtshot with the students. (See
Appendix 34.) Have them practice writing a thoughtshot of their own.
Have students work with partners using the Answer Plan to answer Focus
Question #5. (See Appendix #33.) (See Appendix #15 for a Focus Question
Scoring Rubric.)
Focus Question #5
Chapter 23 is a turning point in the book. In this chapter Huck finds Jim
lamenting that he may never get to see his family again. Huck has the
following thought: “…I do believe he cared just as much for his people as
white folks does for their’n. It don’t seem natural, but I reckon it’s so.”
In this thoughtshot, what does Huck reveal about his perception of people of
color in the past and how that perception has been changed by his
relationship with Jim?
28
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 21
Reading/
Speaking/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2
Read Chapter 24- 25 aloud.
At the end of Chapter 24, Twain uses a thoughtshot (See Appendix #34.) as Huck
shows his disdain for some characteristics of the human race. In response to the
duke and dauphin’s plot to steal the Wilkes’ inheritance, Huck thinks the
following to himself. “It was enough to make a body ashamed of the human
race.”
After reading the chapters, students should read an excerpt from Twain’s book
Letters From the Earth, specifically an excerpt from “The Damned Human Race.”
(See Appendix #35a-d.)
Discuss the behaviors that Twain writes about, are they valid?
Read Chapters 26-28 for homework
Writing
(20 minutes)
CE1.2.1, 1.2.2,
1.2.3, 2.1.5
At the end of Chapter 24, Huck shows his disdain for some characteristics of the
human race. In response to the duke and dauphin’s plot to steal the Wilkes’
inheritance, Huck thinks the following to himself. “It was enough to make a body
ashamed of the human race.”
Directions: After reading Mark Twains “The Lowest Animal,” complete the
graphic organizer. (See Appendix #36.)
29
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 22
Reading/
Writing/
Listening/
Speaking
(55 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.11, 3.2.5
Listen to Chapters 26-28 on tape.
Discuss the con that the duke and king have planned to swindle the Wilks out of
their inheritance. As a class, fill in the Modern Day Con Artist chart (See
Appendix #38.) using one of the cons used by the duke and king in earlier
chapters of the book. (Pirate scam, The Royal Nonesuch, etc.)
Ask students “Who are some modern-day con artists?” Read the short article on
modern day scams of senior citizens and discuss. (See Appendix #37.)
Divide students into small groups and have each group research an example of
modern day frauds and/or con artists. Some examples might be:
Enron
Tyco
Insider trading
Senior citizen scams
Internet fraud Pyramid Schemes Merchandise fraud Chain letters
Fill out the Modern Day Con Artist chart and share results with class. (See
Appendix #38.)
Assign parts for Reader’s Theater in Chapter 29 (See Appe ndix #39a-e.)
30
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 23
Reading/
Speaking/
Listening
(40 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.7, 3.2.4,
2.1.4, 3.1.2,
2.1.10, 2.1.11,
2.1.12, 3.2.5,
2.2.1, 3.1.1
Perform Reader’s Theater for Chapter 29 (See Appendix #39a-e.)
Finish reading the Chapter 29.
Discuss the final paragraphs in which Huck goes from joy at being back to the raft
and free of the duke and dauphin to despair when they see him again.
Read the following quotes aloud to students:
Chapter 18 – “We said there warn’t no home like a raft, afterall. Other
places do seem to cramped up and smothery, but a raft don’t. You feel
mighty free and easy and comfortable on a raft.”
Chapter 29 p. 218 last two paragraphs
Make sure that students know what a symbol is (something that stands not only
for itself but also fo r something larger than itself).Tell students to think about a
symbol that figures in the novel dramatically—an item that the novel couldn’t
exist without. Think about the raft and, then, the relationship between Huck and
Jim.
Writing
(15 minutes)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
Have students respond in a Quick Write (See Appendix #17.) to the following
question:
Where is your raft? Use the following questions to guide your writing.
Ø Where is your place?
Ø Why this place?
Ø How do you feel when you are there?
Ø How does it make you feel when someone or something intrudes on
your time on your raft?
31
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 24
Writing/
Speaking/
Listening
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Have students read or listen to Chapter 30.
Have students Think-Pair-Share the following prompt:
• Think about a time when you told a lie, big or small, and the reasons for
telling that lie.
In the novel The Adventures of Huckleberry Finn, many of the characters tell lies.
The characters tell lies for many reasons: to promote themselves, to gain
personally or financially, to protect themselves, and sometimes just to avoid
conflict with others. Thinking back through the text we have read so far, work
with a partner to find examples of lies told by Tom, Huck, Jim, the duke, and the
king. Fill in the Lie Chart with examples of lies told by each of these characters
and the reasons for it. (See Appendix #40.)
Share results with the class.
Have students work with partners using the Answer Plan to answer Focus
Question #6. (See Appendix #41.) (See Appendix #15 for a Focus Question
Scoring Rubric.)
Focus Question #6
Many of the characters in The Adventures of Huckleberry Finn tell lies to get
themselves out of trouble or to avoid conflicts. Some people would say that
Mark Twain is sharing his views about lying with the readers through the
actions of Huck, the duke, and the king. Is it ever all right to tell lies in order
to avoid conflict? What would Mark Twain say? What would you say? Use
specific examples from the text to support your answers.
CE3.2.4, 1.3.7,
3.1.2, 3.1.9, 3.3.3
As time permits, have students share their answers with the whole group.
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ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 25
Reading/
Listening/
Speaking
(35 minutes)
CE1.2.1, 1.2.2,
3.2.5, 2.1.1, 2.1.3,
4.1.2
Teacher reads Chapter 31 aloud.
In Chapter 31 Jim has been sold back into slavery by the duke and the king. Huck
decides to write a letter to Miss Watson telling her where Jim is and what she
could do to get him back. The act of writing this letter gives him a moment of
peace because he feels he is finally getting right with God and society. However,
as he reflects on his time with Jim, he changes his mind and tears up the letter.
Reread aloud the section from “So I was full of trouble….” to “…I might as well
go the whole hog.” This could be done chorally.
List on the board the reasons that Huck changes his mind.
Define the term epiphany: “A moment of sudden revelation or insight.”
Have students read 32-33 for homework.
Writing
(20 minutes)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
Have students respond in a Quick Write (See Appendix #17.) to the following
question:
Answer one of the two following questions:
Ø Have you ever had an epiphany? If so, describe the situation and the new
knowledge gained from the epiphany.
Ø Describe a time when you have had to make an important choice.
Describe the situation and tell the factors that lead to your decision.
33
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 26
Reading/
Listening
(40 minutes)
CE1.2.1, 1.2.2,
2.1.12, 1.3.7,
3.2.4
Students listen to Chapters 32-33.
Discuss with students the quote “Human beings can be awful cruel to one
another.”
Ask students to think about Huck’s humanity towards the duke and king after they
were tarred and feathered and being carried out on a rail.
Discuss what this says about Huck (his empathy)
Writing
(15 minutes)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
Have students respond in a Quick Write (See Appendix #17.) to the following
question:
• What role does empathy play in how I treat others?
34
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 27
Speaking/
Listening/
Reading
(55 minutes)
CE1.2.1, 1.2.2,
2.1.3, 4.1.2, 3.3.1,
3.3.2
Have students read Chapters 34-35, consider the following focus for reading:
Focus for Reading: How is Twain satirizing Romanticism?
Review satire using Appendix #5a. Then talk to students about Romanticism
using the following:
Romantics…
• believed in the power of the imagination over realism,
• believed that humans were essentially good—that people were good by
nature,
• regarded emotion as more reliable than reason,
• valued nature and gave it a prominent place in their writing, and
• prized individualism.
In terms of the above definitions, talk with students about how Twain was
satirizing Romanticism.
Assign: Chapters 36 -38
Listen to Chapter 39-42 and for homework and assign Chapter 43.
35
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Days 28 and 29
Writing/
Speaking/
Listening
(110 minutes)
CE1.2.1, 1.2.2,
2.1.11, 2.1.12,
2.3.7
This was put in to wrap up the final chapters which basically deal with Twain
satirizing Romanticism via Tom Sawyer escape plan.
Have students break into Literature Circles. Teachers can go to the website below
and select a few pieces to support this activity. Also, we haven’t done anything
like this.
“Literature Circles are small, peer- led discussion groups whose members have
chosen to read the same poem, essay, short story, article, or book” (Daniels,
2002). Literature circles promote dialogic interaction among students and
empower to take an active and self-directed role in their reading.
(See Appendix – Huck Finn Literature Circles).
Before students begin working together, remind students of the importance of
being attentive and civil, gaining the floor politely, posing appropriate questions,
and tolerating difference of opinion and lack of consensus and remind them ho w
they might enhance their own listening comprehension: (See Appendix #1.)
• monitor message for clarity and understanding,
• ask relevant questions,
• provide verbal and nonverbal feedback,
• notice cues such as change of pace and emphasis that indicate a new point
is about to be made, and
• take notes to organize essential information.
Literature Circle Assignment Source:
http://www.glencoe.com/sec/literature/litlibrary/pdf/huckleberry_finn.pdf
36
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Days 30-31
Writing/
Speaking/
Listening
(80 minutes)
CE1.3.1-1.3.9,
1.5.1-1.5.5, 2.1.8,
2.1.12, 3.2.43.2.5, 4.1.1, 4.1.3,
4.1.4, 4.2.2, 4.2.4
Research
Activities
CE1.4.1-1.4.7,
2.3.1, C4.1.1
As a culminating activity tell students that they will be using their experiences
throughout this unit to write a satire of their own. Since, there is times when satire
is the only way to bring truth to the people.
Have students do the following (See Appendix #42.):
• Create criteria for satire.
• Describe what situations today need a satire to bring the needed attention to
the problem.
• List situations in your school, church, community, state, country or world that
needs a good piece from Swift or Twain.
• Select a situation and describe how either Swift or Twain would satirize it?
What scenario would they select? For example, global warming, product
outsourcing, clashing civilizations, obesity
• Students will write their own satire of the scenario that they have selected.
37
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 10.2 – Integrity – The Adventures of Huckleberry Finn - Teaching Plan
Day 32-33
Writing/
Speaking/
Listening
(80 minutes)
CE1.3.1-1.3.9,
1.5.1-1.5.5, 2.1.8,
2.1.12, 3.2.43.2.5, 4.1.1, 4.1.3,
4.1.4, 4.2.2, 4.2.4
Research
Activities
CE1.4.1-1.4.7,
2.3.1, C4.1.1
As a final project, students will be putting the book on trial. (See Appendix #43ag.)
Tell students they will be part of a legal team for Banning The Adventures of
Huckleberry Finn.
Read the following scenario:
Members of the community have approached the school board, and they are
asking that this novel be removed from the curriculum as well as the media center
of this school. They feel that the controversial issues that surround the book make
it inappropriate for students to study. You are the legal dream team for getting the
book banned throughout this district. You need to prove to the jury that this
book’s controversial nature far outweighs its literary value. Decide who will be
the lead speakers/lawyers for your group and who will be researcher as the team
prepares their arguments. The lawyers will be questioning the witnesses on the
stand.
See the appendix for the various assignments for students. Students will present
their court case to the class.
38
ELA HS Unit 10.2 – Huck Finn - Teaching Plan ©Macomb Intermediate School District 2007