Monday - 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.
HW - 34-37 due on Wednesday.
Wednesday – 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.
HW - 38-40 due on Thursday.
Thursday – 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.
HW - Finish book over the long weekend.
Friday - NO SCHOOL DUE TO GOOD FRIDAY.
Monday - DO NOW: “Well then, says I, what’s the use you learning to do right when it’s troublesome to do right and ain’t no trouble to do wrong, and the wages is just the same?” (94). Huck exhibits symptoms of what is now called PTSD, or post traumatic stress disorder. Have students argue for or against this diagnosis, considering how many deaths Huck has encountered by Chapter 18. Discuss. Chapter 11-18 review in groups. Share out. Time to study vocab. Movie.
HW - Read chapters 22-25 for Wednesday.
Wednesday - SAT TESTING DAY. NO CLASS.
HW - 26-29 due on Friday.
Thursday - Quiz on chapters 12-22. Chapter 23 analysis of the Duke and Dauphin. Review quiz and field any questions. Quote analysis: “It didn’t take me long to make up my mind that these liars warn’t no kings nor dukes at all, but just low-down humbugs and frauds. But I never said nothing, never let on.…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" (125). Though both men are criminal in their behavior, each is different in his understanding of and abuse of people. Make two columns and list the differences in the King and the Duke. How is one morally superior to the other? Which do you like least and why? Since Huck quickly understands the King and Duke are con men, why doesn’t he confront them or tell Jim? Movie, if time.
Friday - Irony and symbolism work with partners. Students will follow along with the questions on the SmartBoard, and then answer questions on their worksheets. Share out as a class. Review 26-29 as a class. Movie, if time.
HW - 30-33 for Monday.
Monday - Group questions on chapters 6-11 of the book. Share out as a class. Review vocabulary for a quiz on Wednesday.
HW - Chapters 12-14 due on Wednesday
Wednesday - Day is shortened due to the delayed opening. Quiz on chapters 1-11 of the book. Movie after the quiz is completed.
HW - Chapters 15-18 due on Friday.
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.
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 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.
Monday - Final picks for essay topics. Creating thesis statements that will build strong persuasive essays. Students will write down the top pros and cons for their topic and then create a rough outline of their body paragraphs. The students will have the rest of the period to research and continue working on their outlines.
Wednesday - First work day in the computer lab.
Thursday - Last day to work on essay in the computer lab.
Friday - Turn in essays. Present speeches and debates, if necessary. NO RED INK, if time.
Monday - Read "Ten Timeless Persuasive Writing Techniques" article. Which do you think would be most effective? Transition to Patrick Henry's "Speech in the Virginia Convention." Questions in groups. Share out.
HW - Create short rebuttal speech.
Wednesday - NO RED INK work. Looking at persuasive speeches. Revisit Jonathan Edwards's speech from earlier in the year. Analysis of Dr. King's "I Have a Dream" speech. Group breakdown. Share out.
Thursday - Brain dump of debate topics. Hand out on persuasive essay outline. Look at model essay. Assign essay topics. Students will also be given the opportunity of extra credit if they wish to debate their essay topics. Review debate format. Begin outlining.
Friday - Counterargument exercise to start the class. This exercise will allow each student to give arguments against the person's thesis for their persuasive essay. After hearing from five students, the students will then have the remainder of the period to research rebuttals to each argument presented.
Monday through Wednesday will be midterms - GOOD LUCK!
Thursday - Begin persuasive writing unit. Journal responses: What is persuasion? Where do you see it? What is your experience with persuasion? Review ethos, pathos, logos. Go through vocabulary words for this unit. Look at persuasive speech from textbook, if time.
Friday - Current events article rhetorical analysis. Is this a strong piece of persuasion? Why or why not? Come up with reasons why or why not. Students will cite instances of ethos, pathos, logos within the article.