Monday – After finishing Huckleberry Finn, how do you now feel about the explicit language used in the book? Read New York Times article and journal. Introduce Socratic Seminar assessment for Thursday’s class. Pass out assignment and answer any questions that the students may have. Finish movie.
Tuesday – Students will be able to use today’s class to prepare for the Socratic Seminar on Thursday. They will have an assignment sheet and rubric to follow.
Thursday – Socratic seminar!
Friday – Article of the week. End of quarter 3.
Monday – Read for the first 15 minutes of class. Students will compare the actions and attitudes of the duke and dauphin at the beginning of chapter 23 with the actions of Jim at the end of the chapter. Who is degraded and who climbs higher in our regard by their actions? Who has an ugly, corrupt, and cynical view of humanity? Who can feel remorse over bad actions and report them – the duke and dauphin, the townspeople, or Jim? Discuss as a class. Watch movie, if time.
Tuesday – Read to start the class. Review the three types of irony. Discuss Twain’s use of satire and irony within the book. Students will get into pairs and work on a class assignment that has them identify the type of irony used and analyze its effectiveness. Share out. Transition to two of the major symbols used in the book – the raft and the Mississippi River. Full class discussion. Watch movie, if time.
Thursday – Begin class by reading silently. Today we will look at the five major themes within the book: slavery and racism, society and hypocrisy, religion and superstition, growing up, and freedom. After briefly discussing each, the students will be given an in-class assignment that will ask them to identify quotation from the book and put them under the correct theme. The students will work in pairs and then we will put the quotes together and discuss as a whole class. Exit slip: which theme has had the biggest impact on you? Explain. Watch movie, if time.
Friday – Students will list Huck Finn’s attitudes and behaviors that change during the novel. In small groups, students list the three most important developments in Huck as he matures and learns to take responsibility for his choices. As a whole class, list Huck’s Ten Commandments—beliefs he has come to understand as rules to live by. Discuss: Do these represent a genuine moral code that we should all embrace? Continue with the end of our viewing of the movie.
Monday - Since we didn't have school on Friday, the students will read an article of the week on Norway's use of electric cars. Discussion. Watch movie, if time.
Tuesday - NO SCHOOL DUE TO SNOW.
Thursday - QUIZ! Quiz will include vocabulary, multiple choice, and an analysis question. Read and watch movie, if time.
Friday - 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? Movie, if time.
Monday - 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.
Tuesday - 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 - 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. 5 question reading quiz with vocabulary.
Friday - Close look at freedom and enslavement's close relationship. My freedom/my slavery activity. Can we ever totally free ourselves? Will Huck and Jim be able to? Movie.