Monday - Review end of the book in small groups. Turn in end of book questions and annotations. Introduce Socratic Seminar questions and pass out assignment. Students will have the rest of class to prepare for the Seminar, which will be on Wednesday/Thursday.
Tuesday - Today the students will have the whole period to write their two page papers in the computer lab or in class. These papers will be due tomorrow at the Socratic Seminar. Please prepare for the seminar and have your paper ready for next class!
Wednesday/Thursday - SOCRATIC SEMINAR FOR HUCK FINN. This will count as the final grade for Huck Finn.
Friday - Pass back Socratic Seminar rubrics and go over what went well and what needs to be improved upon for the next seminar. Finish watching Huck Finn as a class.
Monday – SNOW DAY,
Tuesday/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 - 34-37 due next class.
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.
Friday - Read for the first 15 minutes of class. Partner analysis questions from today's PowerPoint. Jim's journal entry. Share out in small groups and then as a full class. Continue on with the film. Finish the book for tomorrow!
HW - Finish book for Monday.
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 Thursday.
Tuesday/Wednesday - 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.
HW - 26-29 due on Friday.
Thursday - 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.
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. Movie, if time.
HW - 30-33 for Monday.
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?