Monday - Chapter 7 due. Go reading questions and key themes thus far. Assigning "stereotypes" to each character we've met thus far. Pass out vocabulary words. Time to read.
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 10 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 11-14 due on Monday.
Monday - 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?
Wednesday - Review reading questions. Mark Twain biography. Censorship - YouTube video from 60 Minutes. Journal entry with corresponding questions. Whole class discussion.
Thursday - Re-read Jim's opening scene - is he stereotyped? Chapters 1-5 student led discussion in groups. Share out. Begin movie.
Friday - 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.
Monday/Tuesday - NO SCHOOL. ENJOY THE SHORT BREAK.
Wednesday - Review 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."
Thursday - Bret Harte/Mark Twain biography and notes. Partner questions from "The Outcasts of Poker Flat." Share out and discuss.
Friday - Anticipation guide questions. Move around the room and debate essential questions from the anticipation guide. Journal entry. Pass out books and begin reading.
Monday - Turn in papers, if any are outstanding. Circle back to our Transcendentalism unit. Many of the students were wary of how we could see Transcendentalism today. Before beginning our Frontier unit, we will watch the fantastic Netflix documentary, "Minimalism," and see how some in our country are choosing to live "deliberately." A one-page response will be due at the end of the documentary.
Wednesday - Finish watching "Minimalism." Students will have time to work on their one-page responses. After completing their responses, we will open the classroom up to a discussion. We will start in small groups and then bring all of the students together for a full class discussion. Turn in responses at the end of class.
Thursday - Look back at first day of school picture of the students' 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.