Wednesday - Article of the week for C period. E period will meet and catch up tomorrow.
Thursday - DO NOW: Huck and Jim consider what makes people behave as they do: nature (genetic or inborn traits) or nurture (environment or upbringing). Which do you think has shaped you? How do you think Jim and Huck have been affected by both nature and nurture? Discuss. Close look at Twain's use of irony with Jim and Jim and Huck's relationship - are they equals? Starting Huck's 10 Commandments. Movie, if time.
HW - Chapters 15-18 due on Friday.
Friday - DO NOW: Explain how this quote illustrates the war going on within Huck: “Pap always said it warn’t no harm to borrow things, if you was meaning to pay them back, sometime; but the widow said it warn’t anything but a soft name for stealing, and no decent body would do it” (70). Review questions and go over 15-18 questions from homework. Pass out vocabulary for the next quiz. Introduce sticky notes. Movie.
HW - 19-22 due on Monday.
Monday - Chapter 8-10 due. Go through reading questions and key themes thus far. Assigning "stereotypes" to each character we've met thus far. Pass out vocabulary words. Time to read.
Tuesday/Wednesday - DO NOW after looking at "One Hundred Years Hence." Analysis of major 19th century reforms. Jigsaw activity. Read Sojourner Truth speech: how does it relate to how the female characters are depicted in Huckleberry Finn? Share out.
Thursday - Chapter 12 due. DO NOW on selected passage. Identifying and analyzing how Huck views himself and his actions. Is he a blockhead or is there more to him? Citing Huck's ingenuity. Reading quiz with vocabulary for chapters 1-10.
Friday - Creating context through music activity. The students will look at spirituals and slave songs, minstrel songs, abolition songs, and modern music connections. Begin watching movie. Chapters 13-14 due on Monday.
Monday - New York Times article, "Light Out, Huck, They Still Want to Sivilize You." Students will respond to a corresponding worksheet and then write a one-page personal reflection. This will be an ongoing topic for the rest of our unit. If there is time remaining, the students can read on their own. Chapters 1-5 due next class.
Tuesday/Wednesday - Review reading questions. Mark Twain biography. Censorship - YouTube video from 60 Minutes. Journal entry with corresponding questions. Whole class discussion.
HW - Chapter 7 due on Friday.
Thursday - Historical context of Huck Finn. Close look at slave narratives, maps, and historical timelines. Mississippi River background information and research. Group questions. Share out. Journal: First impression of Huck? Re-read Jim's opening scene - is he stereotyped? Chapters 1-5 student led discussion in groups. Share out. Begin movie.
Friday - Chapter 7 due. Understanding Twain's use of dialect. Analysis of Huck's initial speech patterns. "Do You Speak American" segment from PBS. Essential question: Does speech matter? Further questions and discussion.
HW - Chapters 8-10 due on Monday.
Monday - Twain's piece from "Life on the Mississippi" from over the long weekend that the students read, annotated, and answered questions on. Read "The Celebrated Jumping Frog." Looking at humor and dialect within the short story. Group work.
HW - Read the Bret Harte short story, "The Outcasts of Poker Flat."
Tuesday/Wednesday - Bret Harte/Mark Twain biography and notes. Partner questions from "The Outcasts of Poker Flat." Share out and discuss.
Thursday - Anticipation guide questions. Move around the room and debate essential questions from the anticipation guide. Journal entry. Pass out books and begin reading.
Friday - Article of the week on Twain and the novel. Chapters 1-5 due next Thursday.
Thursday - Look back at first day of school wants and needs for the year. How are we doing? What do we still need to work at? Begin "Realism and the Frontier" unit. Review objectives for the unit. Read introduction to unit and fill out worksheet. Review as a class and discuss. Exit slip.
Friday - DO NOW: Why are cartoons so popular? Why are they still included in magazines and newspapers? Read and analyze Mark Twain's "Tom Quartz." Answer questions in small groups and then discuss as a class. This short story will be a perfect model for the upcoming works of the unit.
Monday - Go over entire midterm and what the structure will be. Pass out vocabulary for midterm. The students will be given time to review the words and make note cards or Quizlets.
Tuesday - Pass out the essay prompt that will be on the midterm. The students will have the opportunity to create an outline and plan out their essay. Continue looking over vocabulary words.
Wednesday - Entire class will be devoted to answering questions and preparing for the midterm.
GOOD LUCK ON MIDTERMS!
Monday - Pick up with yesterday's exit slip. Discuss student answers. Read aloud "Annabel Lee." Think-pair-share on poem. Stanza by stanza questions. Looking at Poe's "Poetic Principle" and "The Philosophy or Composition." Exit ticket based on what we've learned so far on Poe's life.
Tuesday/Wednesday - Comparing "The Haunted Palace" to Roderick Usher - could the story be classified as an allegory? Group question work for the poem. "Philosophy of Composition" discussion. Read "The Oval Portrait" and answer the corresponding questions for Thursday.
Thursday - Review our last work for the Poe unit, "The Oval Portrait." Go over questions in small groups and then discuss as a full class. How does this story connect to Poe's life? Looking at the connections and motifs that appear in all of Poe's works. Pass out vocabulary for midterm.
Friday - "The Masque of the Red Death." Read together as a class. Group questions after reading. Does it pass Poe's standards and principles?
Wednesday - Return essays from before break. Go over common areas of improvement for the essays. Review how to incorporate quotations into writing. Look at exemplary student essay. Pre-reading questionnaire for Poe mini unit. Discuss. Exit ticket. Read "The Fall of the House of Usher" and complete the questions.
Thursday - DO NOW: What were your impressions of Poe after reading his short story? Review reading questions in small groups from "The Fall of the House of Usher" and then come back together as a whole group. Gallery walk on SmartBoard. Close look at a "gothic" movie trailer.
Friday - DO NOW: How do experiences in an author's life affect his or her writing? Note taking on Poe's life. Assign out different parts of Poe's life and have groups pick out the key information. Begin reading Poe's poem, "Annabel Lee."
ESSAY OUTLINE IS ATTACHED
Monday - Quiz on the end of the book. Once the quiz is completed, the students will be given the last journal entry, which will be due on Wednesday.
HW - Journal entry due on Wednesday. Essay due on Friday.
Tuesday/Wednesday - Outline due. Work day in the computer lab.
Thursday - Last day to work on essay. Peer review, if completed.
Friday - Essays due. Wrap up and holiday show.
Monday - Return journal entry #1. Review chapters 11-12 before the students begin the next journal entry. Journal entry #2. Pass in journal entry at the end of class. If students complete the journal early, they may continue reading.
HW - Chapters 12-17 with questions due on Wednesday.
Tuesday/Wednesday - Go through chapter questions and clarify any confusion. "One Day in the Life of a Solider" group activity. Post activity questions. Time to read to end class.
HW - End of book due on Monday with questions. There will be a quiz on the end of the book on Monday.
Thursday - Journal entry review activity. How authentic is this book anyway? Analysis and review of the authenticity of The Red Badge of Courage. Exit slip. Read, if time.
Friday - The students will be given the essay assignment for The Red Badge of Courage. An outline will also be passed out to the students. Students will begin outlining and preparing for the essay. Time to read and prepare for Monday's quiz on the end of the book.