Huck Finn Lessons - English Unit...

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Huckleberry Finn

Lesson Plans

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HUCKLEBERRY FINN Lesson Plans

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Table of Contents Lesson #1 ........................................................................................................................................ 6

Agree/Disagree ........................................................................................................................... 6 Distribute Novels ........................................................................................................................ 6 Vocabulary 1-3............................................................................................................................ 6 Reading ....................................................................................................................................... 7

Lesson #2 ........................................................................................................................................ 7 Chapter Questions 1-3 ................................................................................................................. 7 Vocabulary 4-7............................................................................................................................ 7 Reading ....................................................................................................................................... 7

Lesson #3 ........................................................................................................................................ 8 Reading Check ............................................................................................................................ 8 History of Slavery Video Clip .................................................................................................... 8 Vocabulary 8-11.......................................................................................................................... 8 Reading ....................................................................................................................................... 8

Lesson #4 ........................................................................................................................................ 9 Chapter Questions 8-11 ............................................................................................................... 9 Superstition ................................................................................................................................. 9 Vocabulary 12-14........................................................................................................................ 9 Reading ....................................................................................................................................... 9

Lesson #5 ...................................................................................................................................... 10 Vocabulary Quiz #1 (Ch. 1-14) ................................................................................................ 10 Chapter Questions 12-14 ........................................................................................................... 10 Journal Entry #1 ........................................................................................................................ 10 Vocabulary 15-19...................................................................................................................... 10 Reading ..................................................................................................................................... 11

Lesson #6 ...................................................................................................................................... 11 Chapter Questions 15-19 ........................................................................................................... 11 Character Collage...................................................................................................................... 11

Lesson #7 ...................................................................................................................................... 11 Character Sketch Notes ............................................................................................................. 11 Character Sketch Assignment ................................................................................................... 12 Character Collage Work Time .................................................................................................. 12

Lesson #8 ...................................................................................................................................... 12



Character Collage Presentations ............................................................................................... 12 Vocabulary 20-25...................................................................................................................... 12 Reading ..................................................................................................................................... 12

Lesson #9 ...................................................................................................................................... 13 Character Sketches Due ............................................................................................................ 13 Chapter Questions 20-25 ........................................................................................................... 13 Vocabulary 26-31...................................................................................................................... 13 Vocabulary Review ................................................................................................................... 13 Reading ..................................................................................................................................... 13

Lesson #10 .................................................................................................................................... 14 Vocabulary Quiz #2 (15-31) ..................................................................................................... 14 Introduction to Theme............................................................................................................... 14 Journal Entry #2 ........................................................................................................................ 14

Lesson #11 .................................................................................................................................... 14 Collect Journal Entry #2 ........................................................................................................... 14 Chapter Questions 26-31 ........................................................................................................... 15 Vocabulary 32-33...................................................................................................................... 15 Theme Statements ..................................................................................................................... 15 Reading ..................................................................................................................................... 15

Lesson #12 .................................................................................................................................... 16 Vocabulary 34-39...................................................................................................................... 16 Theme Statements Continued ................................................................................................... 16 Paragraph Structure Notes ........................................................................................................ 16 Theme Paragraphs ..................................................................................................................... 16

Lesson #13 .................................................................................................................................... 17 Homework Check ..................................................................................................................... 17 Peer Editing ............................................................................................................................... 17 Chapter Questions 32-39 ........................................................................................................... 17 Vocabulary 40-43...................................................................................................................... 17 Reading ..................................................................................................................................... 17

Lesson #14 .................................................................................................................................... 18 Theme Paragraphs Due ............................................................................................................. 18 Vocabulary Review ................................................................................................................... 18 Journal Entry #3 ........................................................................................................................ 18



Reading ..................................................................................................................................... 18 Lesson #15 .................................................................................................................................... 18

Vocabulary Quiz #3 (32-43) ..................................................................................................... 18 Chapter Questions 40-43 ........................................................................................................... 19 Critical Discussion .................................................................................................................... 19 Opinion Paragraph .................................................................................................................... 19

Lesson #16 .................................................................................................................................... 20 Opinion Paragraphs Due ........................................................................................................... 20 Vocabulary Olympics ............................................................................................................... 20

Definathon............................................................................................................................. 20 Anagrams .............................................................................................................................. 20 Spelling Bee .......................................................................................................................... 20

Lesson #17 .................................................................................................................................... 21 Point of View ............................................................................................................................ 21 Huck Finn as Narrator ............................................................................................................... 21

Lesson #18 .................................................................................................................................... 22 The Lost Chapter Assignment .................................................................................................. 22 Lost Chapter Work Time .......................................................................................................... 22

Lesson #19 .................................................................................................................................... 22 Film ........................................................................................................................................... 22

Lesson #20 .................................................................................................................................... 22 Lost Chapter Assignment Due .................................................................................................. 22 Unit Test.................................................................................................................................... 22



Lesson #1 Tasks:

• Agree/Disagree Statements

• Discussion

• Distribute novels

• Vocabulary Chapters 1‐3

• Reading

Agree/Disagree 1. Write the following statements on the board. Students must agree or disagree with each and

explain why. This should be done in writing.

• It is always easy to determine right from wrong.

• It is never okay to lie.

• Adventure stories don’t teach us anything.

• Superstitions are silly.

2. Once students have finished writing their responses, tally the agree and disagrees for each

statement with a show of hands. This will show which two or three statements are the most contentious.

3. Beginning with the most divisive issue, ask students to share their thoughts and explain why they agree or disagree. Facilitate discussion by asking follow up questions. Once you have discussed each statement, explain that these issues are all present in the novel you will begin studying today: Huckleberry Finn.

Distribute Novels Handout copies of Huckleberry Finn to students.

Vocabulary 13 1. Write the list of vocabulary words on the board. 2. Call on students to guess at the definitions. 3. After giving students a chance to define the words orally, write the definitions on the board for

students to copy into their notes. Remind students that they will be tested on this material. 4. Students must now practice using the vocabulary by writing sentences using the words.

Challenge students to use as many vocabulary words as possible in a single sentence – words must be used correctly and in a way that makes sense.

5. Invite students to share their sentences and check to proper use.



Reading Students are to use this time to read silently. If necessary, attach marks to silent reading time to keep students quiet and on task. Reading is the best way to improve vocabulary, spelling, comprehension, and general writing skills. It is a valuable use of class time.

Lesson #2 Tasks:

• Chapter Questions 1‐3


• Reading

Chapter Questions 13 1. Write questions on the board. Students are to answer in writing in full sentences. These are to

be handed in or checked for completion marks. 2. Discuss answers to chapter questions. Facilitate discussion by asking follow up questions.








Lesson #3 Tasks:

• Reading Check

• History of Slavery Video Clip


• Reading

Reading Check 1. Distribute M/C quizzes for 4‐7 2. Students complete quizzes. 3. Collect quizzes and redistribute for marking. 4. Go through the answers while students mark each other’s quizzes. 5. Collect. 6. Discuss answers.

History of Slavery Video Clip 1. Show the following three video clips (each are about 10min.):

• http://www.youtube.com/watch?v=Jc1RbUxQv4E

• http://www.youtube.com/watch?v=YPXHrMDvBm0&feature=related

• http://www.youtube.com/watch?v=MZkpU_ioRKw&feature=related 2. Discuss the history of slavery in America.








Lesson #4 Tasks:

• Ch. Questions 8‐11

• Superstition

• Vocab – Ch. 12‐14

• Reading



Superstition 1. Write the word ‘superstition’ on the board. 2. Ask your students what it means. 3. Ask students for examples and list on the board. 4. Ask students if they have any superstitions. 5. Why are superstitions found among all cultures in the world?






*Reminder for students: Vocabulary Quiz tomorrow*



Lesson #5 Tasks:

• Vocab Quiz Ch. 1‐14


• Journal Entry #1

• Vocab – Ch. 15‐17

• Reading

Vocabulary Quiz #1 (Ch. 114) 1. Distribute quiz (found in Vocabulary Package) face down. Students are not to turn papers over

until instructed. 2. Tell students to begin. 3. Collect papers when students are finished. 4. Redistribute papers for marking. 5. Read the answers aloud while students mark each other’s quizzes. 6. Collect.



Journal Entry #1 Students will write three Journal Entries while studying Huckleberry Finn. These journal entries should consist of their thoughts and questions regarding the novel. Students can talk about specific characters and events, and/or can talk about their own feelings in reaction to the text.

1. Ask your students to identify issues in the novel. 2. List these issues on the board (ex. slavery, superstition, loyalty, friendship, alcoholism, etc.) 3. Explain that one of the most important skills practiced in English class is that of stating an

opinion and then explaining and supporting it. The journal entries should show these skills. 4. Students are to write a journal entry responding to the novel so far. The entry should be

approximately one page.








Lesson #6 Tasks:

• Ch. Questions 15‐19 • Introduce and begin Character Collage



Character Collage 1. Distribute Character Collage handout. 2. Read through together. 3. Answer questions about assignment. 4. Students begin working on collage.

Lesson #7 Tasks:

• Character Sketch Notes and Sample

• Character Collage work time

Character Sketch Notes 1. Distribute the notes on writing a Character Sketch (found in the handouts package).

Alternatively, you can put the notes on an overhead projector and have your students copy them.

2. Read through the notes with your students and check for understanding. 3. Put the Character Sketch Sample on the overhead projector and/or distribute copies. 4. Read through the sample with your students and identify each element of the structure

described in the Character Sketch Notes.



Character Sketch Assignment Students are to write a character sketch for one of the prominent characters in Huckleberry Finn. The sketches should be approximately the same length as the sample given. They should follow the structure described in the notes. They will be due in two days.

Character Collage Work Time Character Collages are due next day. Students will quickly presenting their projects and will then hand them in, so it is imperative that they have them finished for the beginning of next class. Students are to use this time to work on their collages and sketches.

Lesson #8 Tasks:

• Character Collage Presentations

• Vocab – Ch. 20‐25

• Reading

Character Collage Presentations 1. Each student should briefly present their collage by standing at their desk, showing their collage

to the class, and explaining one of the images they selected. 2. When all students have presented, collect the collages.








Lesson #9 Tasks:

• Character Sketches Due


• Vocab – Ch. 26‐31

• Vocab Review Cross‐Word

• Reading

Character Sketches Due Collect Character Sketches from students.







Vocabulary Review 1. Distribute the Vocabulary Review Crossword for Chapters 1‐31 2. Students complete crosswords puzzles. 3. Give a reward to the first student to finish the puzzle correctly.




Lesson #10 Tasks:



• Intro to Theme

• Reading

Vocabulary Quiz #2 (1531) 1. Distribute quiz (found in Vocabulary Package) face down. Students are not to turn papers over

until instructed. 2. Tell students to begin. 3. Collect papers when students are finished. 4. Redistribute papers for marking. 5. Read the answers aloud while students mark each other’s quizzes. 6. Collect.

Introduction to Theme 1. Ask students to list topics from the novel. 2. Make a master list on the board with student input. 3. Go through each item on the list and ask students to explain what message the novel contains

regarding each topic. 4. Explain that these are themes – not just the topic, but what the story says about the topic. 5. Write the following formula on the board: Topic + Insight = Theme 6. Students should copy this formula into their notes. Stress that theme is more than just topic. 7. Leave the list on the board for next class.

Journal Entry #2 Students are to write their second journal entry. Journal entries are due next day.

Lesson #11 Tasks:

• Collect Journal Entries


• Vocab – Ch. 32‐33

• Theme Statements

• Reading

Collect Journal Entry #2 Journal Entry #2 is due at the beginning of class.









Theme Statements 1. Ask students to define the word ‘theme.’ 2. Write the literary definition on the board: Theme is the main idea or message in a story. It says

something about life and/or people. 3. Explain that theme is different from a moral. It doesn’t state what people should or should not

do. Instead, it says something about what it means to be alive. A moral might be as follows: look before you leap. While the theme from the same story might be as follows: people are often impulsive and hedonistic.

4. Review the formula for theme: Topic + Insight = Theme 5. Present the structure for theme statements:

Mark Twain’s novel Huckleberry Finn shows...[insert theme].

6. Review the list of topics on the board from last day. 7. Students are to write three theme statements using proper structure. 8. Invite or call on students to share their theme statements with the class. Check for

understanding of theme.




Lesson #12 Tasks:

• Vocab – Ch. 34‐39

• Theme Statements Cont.

• Notes on Paragraph Structure

• Theme Paragraphs





Theme Statements Continued 1. Review theme definition and formula. 2. Review examples of theme statements. 3. Students must now add two reasons or examples to each of their three theme statements. This

can be done in point form. Ex. Mark Twain’s Huckleberry Finn shows that questions of morality are largely influenced by perspective.

• To many characters in the novel, Huck helping Jim escape is morally wrong.

• Huck often lies to protect himself and his companion.

4. Call on students to share their reasons.

Paragraph Structure Notes 1. Distribute notes on paragraph structure. Alternatively, you can put the notes on an overhead

and have students copy them. 2. Read through together. 3. Check for understanding.

Theme Paragraphs Students are to write a paragraph discussing a major theme from Huckleberry Finn. A completed rough draft is due next day.



Lesson #13 Tasks:

• Homework Check

• Peer Editing


• Vocab – Ch. 40‐43

• Reading

Homework Check Do a quick check to see who has their theme paragraph drafts done. Award completion marks for those who are ready to go.

Peer Editing Students who have not yet finished their drafts should use this time to do so.

1. Discus editing:

• Purpose

• Value

• Things to look for

• How to give and receive advice

• Etc. 2. Students are to exchange papers and edit each other’s drafts. 3. Good Copy due next day – typed or neatly handwritten.










Lesson #14 Tasks:

• Theme Paragraphs Due

• Vocab Review Crossword


• Reading

Theme Paragraphs Due Collect good copies of theme paragraphs.

Vocabulary Review 1. Distribute the Vocabulary Review Crossword for Chapters 1‐43 2. Students complete crosswords puzzles. 3. Give a reward to the first student to finish the puzzle correctly.

*Vocabulary Quiz Tomorrow – Chapters 32-43*

Journal Entry #3 Students complete and submit final Journal Entry.


Lesson #15 Tasks:



• Critical Discussion

• Opinion Paragraph

Vocabulary Quiz #3 (3243) 1. Distribute quiz (found in Vocabulary Package) face down. Students are not to turn papers over

until instructed. 2. Tell students to begin. 3. Collect papers when students are finished. 4. Redistribute papers for marking.



5. Read the answers aloud while students mark each other’s quizzes. 6. Collect.



Critical Discussion Now that students have finished reading the novel, it is time for a critical discussion. Explore what they liked and didn’t like about the novel. Encourage them to support their opinions with specific reasons and examples.

1. Ask the question, Did you like the novel? Get a show of hands. 2. Make a T‐Chart on the board (students are to copy it into their notes):

Strengths Weaknesses

3. Discuss the strengths and weaknesses of the novel and list them in the chart on the board.

Opinion Paragraph Students are now to write a paragraph explaining why they did or did not like the novel. They must support their statements with specific reasons, and must support these reasons with specific examples. Due Next Day.



Lesson #16 Tasks:

• Opinion Paragraphs Due

• Vocabulary Olympics

Opinion Paragraphs Due Collect opinion paragraphs.

Vocabulary Olympics Today’s lesson will consist of three vocabulary review games. Start by dividing the class into two teams – the easiest way is to simply split the room in half.

Definathon 1. Each round of competition involves one student from each team standing. Read a definition

from the vocabulary list. The student who says the correct word first wins 1 point for their team. If neither student gets the answer, no points are awarded. Move on to next pairing.

2. Reward the winning team.

Anagrams 1. Place one anagram at a time on the overhead. 2. Students can call out answers. 3. First team to identify correctly wins 1 point. 4. Reward the winning team.

Spelling Bee 1. One student from each team stands. 2. Read a word from the vocabulary list to Student A. 3. Student A spells word. 4. If they spell it correctly, they remain in the competition. 5. Read a word from the vocabulary list to Student B. 6. If they spell it correctly, they remain in the competition. 7. If a student misspells a word, they are out of the competition. 8. Go until one team is entirely eliminated, or all words have been exhausted.



Lesson #17 Tasks:

• Point of View (P.O.V.)

• Narrators

• Huck Finn Narrator Analysis

Point of View 1. Write the words “Point of View” on the board in large print, so the students notice it when they

enter the class (maybe ☺). 2. Ask what it means. 3. What shapes/influences out perspective or point of view? 4. Can perspective change? 5. Write the literary definition on the board:

Point of view is the perspective from which a story is told.

6. Write the literary definition for Narrator on the board: The narrator is the voice telling a story.

7. Point of View Notes (found in the handouts package) – on the overhead or board. Students copy into their notes.

Huck Finn as Narrator 1. Discuss the following:

• Is Huck a reliable narrator? Can we always believe and trust what he says?

• How does Huck’s life experience shape the way he perceives and reports things?

• How might this story be different if told from someone else’s perspective? What if Jim was the narrator?

2. Discuss Huck’s voice.

• What makes Huck’s voice unique?

• How does he speak?

• Give examples of his distinct vocabulary and/or phrasing.



Lesson #18 Tasks:

• Intro to The Lost Chapter Assignment

• Work time for Lost Chapter

The Lost Chapter Assignment 1. Distribute the Lost Chapter handout. 2. Read through with class. 3. Brainstorm ideas for the lost chapter. List these on the board. 4. Check for understanding of assignment and expectations.

Lost Chapter Work Time Students are to work on their Lost Chapter assignments. These are due on the last day of the unit.

Lesson #19 Tasks:

• Film

Film Use this time to watch a film version of Huckleberry Finn. There are several, but the 1993 Disney version starring Elijah Wood will probably be the most entertaining for your students.

Lesson #20 Tasks:

• Unit Test

Lost Chapter Assignment Due Collect Lost Chapter Assignment.

Unit Test The unit test is the final assessment for this unit.

1. Distribute the tests. 2. Students complete tests. It is best to have them write their answers on separate paper so that

you can reuse the tests. 3. Collect Tests.

THE END ☺

HUCKLEBERRY FINN CHAPTER QUESTIONS

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Huckleberry Finn Chapter Questions

Students are to answer all questions with full sentences. Chapters 1-3

1. Provide a brief description of the following characters: Huck Finn, Tom Sawyer, Jim, Miss Watson, and Widow Douglas.

2. Why is Huck constantly at odds with Miss Watson and Widow Douglas?

3. Describe Huck’s attitude towards religion.

4. How does Jim become a local celebrity?

5. What is Tom’s plan for his gang to make money?

6. Using a Ven Diagram, compare Tom and Huck – what are their main similarities and differences?

Chapters 4-7

1. Why does Huck sell his “fortune” to Judge Thatcher?

2. Give a brief description of Pap Finn.

3. Why is Pap angry that Huck is attending school and learning to read and write?

4. How do we know Pap is a bigot?

5. How does Huck escape from Pap?

Chapters 8-11

1. Why is Jim on Jackson’s Island?

2. What grisly discovery do Jim and Huck make when they look in the floating house?

3. Give three examples of superstition found in this section.

4. Using a Ven Diagram, compare Jim and Huck – what are their main similarities and differences?

5. What important information does Huck learn from Mrs. Loftus while dressed as a girl?

6. What shows that Huck and Jim have become friends?



Chapters 12-14

1. How do Huck and Jim survive while travelling down the Mississippi?

2. Why does Huck board the steamboat wreck?

3. How does Huck send help to the Walter Scott?

4. Why is Jim reluctant to have “adventures”?

Chapters 15-19

1. What trick does Huck play on Jim? How does Huck feel afterwards?

2. What does Jim hope to do after reaching the Free states?

3. What moral dilemma (inner‐conflict) does Huck face concerning Jim?

4. How does Huck trick the slave hunters?

5. How are Huck and Jim separated?

6. What does Huck think of life at the Grangerfords?

7. Describe Colonel Grangerford.

8. What life lesson can be learned from observing the feud between the Grangerfords and the Shepherdsons?

Chapters 20-25

1. How do the Duke and Dauphin raise money when the rafters stop in a town?

2. What purpose does the shooting of Boggs serve in the story?

3. What does Jim’s story about Lizabeth show about his character?

4. What does Huck think of the so called Wilks brothers?

Chapters 26-31

1. Why does Huck steal the $6000 in gold from the mattress?

2. How are the Duke and Dauphin exposed?



3. What inner‐conflict does Huck struggle with regarding his role in Jim’s fate? On which side does

he finally settle?

Chapters 32-39

1. Why does Huck pretend to be Tom Sawyer?

2. What happens when Tom arrives?

3. What is ironic about Huck’s reaction to Tom’s willingness to help free Jim?

4. What happens to the Duke and Dauphin?

5. What is the difference between Huck’s and Tom’s plans for freeing Jim?

6. What do we learn about Tom’s character in these chapters?

Chapters 40-43 1. What do the farmers conclude about Jim’s escape?

2. What happens to Jim?

3. What happens to Tom?

4. What does Huck plan to do now?

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Huckleberry Finn

Vocabulary

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Huckleberry Finn Vocabulary

Chapters 1 – 3 1. Dismal – gloomy or hopeless 2. Commenced – began 3. Victuals – food 4. Ransom – free from captivity for a price 5. Enchantment – magic or sorcery

Chapters 4 – 7 1. Raspy – grating or harsh sound 2. Counterfeit – fake 3. Temperance – moderation 4. Stanchion – support post 5. Wadding – material used in the loading of old‐fashioned guns 6. Hail – call to

Chapters 8 – 11 1. Brash – uninhibited, tactless, etc. 2. Lolled – relaxed 3. Speculate – make a risky financial investment 4. Quicksilver – mercury 5. Abolitionist – person against slavery

Chapters 12 – 14 1. Solemn – respectful, calm and quiet 2. Mournful – sad 3. Rummaging – searching 4. Derrick – a crane 5. Berth – bunk, or place to sleep

Chapters 15 – 19 1. Staving – delaying 2. Petrified – turned to stone 3. Bygones – past happenings 4. Lamented – regretted or grieved 5. Pensive – thoughtful 6. Disposition – inclination or mood 7. Feud – ongoing fight 8. Ransacked – roughly searched through 9. Cavorting – extravagant behaviour 10. Mesmerism – hypnotism

Chapters 20 – 25 1. Encore – repeat performance 2. Soliloquy – dramatic speech made by a character alone on stage 3. Sublime – excellent, sense of grandeur 4. Yawl – small boat 5. Sanctified – holy 6. Pious – religious 7. Afflicted – infirmed or handicapped 8. Obsequies – funeral rites

Chapters 26 – 31 1. Frock – woman’s dress 2. Pallet – temporary bed 3. Shroud – cloth used to wrap body for burial 4. Stealthy – ability to move secretly and silently 5. Collar – hold onto 6. Warbling – singing 7. Prejudiced – having pre‐judged a person, group, or idea 8. Candid – straightforward and honest

Chapters 32 – 33 1. Impudent – rude 2. Mortification – death of part of body 3. Amputate – cut off 4. Waylay – ambush (lie in wait and attack)

Chapters 34 – 39 1. Addled – confused 2. Confound – confuse or perplex 3. Coax – persuade through persistence 4. Insurrection – open revolt (opposition to authority) 5. Tedious – tiresome by reason of length, dullness, and/or repetition 6. Evade – avoid

Chapters 40 – 43 1. Unfurled – spread out 2. Faculties – power or capacity of human mind 3. Huffy – anger or annoyance 4. Sultry – humid and hot

Name: Score: /12

Huckleberry Finn Vocabulary Quiz #1

Chapters 1-14

Complete the quiz by writing the letter that corresponds to the correct definition on the line beside each word.

Words Definitions

1. Dismal _____

2. Victuals _____

3. Temperance _____

4. Lolled _____

5. Brash _____

6. Rummage _____

7. Derrick _____

8. Mournful _____

9. Solemn _____

10. Stanchion _____

11. Abolitionist _____

12. Raspy _____

A. relaxed

B. a crane

C. grating or harsh sound

D. food

E. support post

F. tactless

G. person against slavery

H. moderation

I. respectful and quiet

J. gloomy or hopeless

K. sad

L. search

ANSWER KEY

Huckleberry Finn Vocabulary Quiz #1 Chapters 1-14


Words Definitions

1. Dismal __J___

2. Victuals __D___

3. Temperance __H___

4. Lolled __A___

5. Brash __F___

6. Rummage __L___

7. Derrick __B___

8. Mournful __K___

9. Solemn __I___

10. Stanchion __E___

11. Abolitionist __G___

12. Raspy __C___

A. relaxed

B. a crane

C. grating or harsh sound

D. food

E. support post

F. tactless

G. person against slavery

H. moderation

I. respectful and quiet

J. gloomy, depressing and hopeless

K. sad

L. search

Name: Score: /12


Chapters 15-31


Words Definitions

1. Stave _____

2. Lament _____

3. Feud _____

4. Pious _____

5. Sublime _____

6. Frock _____

7. Warble _____

8. Candid _____

9. Ransack _____

10. Pensive _____

11. Yawl _____

12. Encore _____

A. woman’s dress

B. ongoing fight

C. small boat

D. delay

E. roughly search through

F. sing

G. religious

H. honest and straightforward

I. repeat performance

J. regret

K. excellent

L. thoughtful

ANSWER KEY



Words Definitions

1. Stave __D___

2. Lament __J___

3. Feud __B___

4. Pious __G___

5. Sublime __K___

6. Frock __A___

7. Warble __F___

8. Candid __H___

9. Ransack __E___

10. Pensive __L___

11. Yawl __C___

12. Encore __I___

A. woman’s dress

B. ongoing fight

C. small boat

D. delay

E. roughly search through

F. sing

G. religious

H. honest and straightforward

I. repeat performance

J. regret

K. excellent

L. thoughtful

Name: Score: /10


Chapters 32-43


Words Definitions

1. Unfurled _____

2. Tedious _____

3. Coax _____

4. Waylay _____

5. Evade _____

6. Confound _____

7. Addled _____

8. Insurrection _____

9. Impudent _____

10. Sultry _____

A. open revolt

B. cut off

C. rude

D. honest

E. ambush

F. tiresome and repetitious or dull

G. confused

H. to confuse or perplex

I. sad

J. humid and hot

K. transform

L. persuade

M. avoid

N. spread out

ANSWER KEY



Words Definitions

1. Unfurled __N___

2. Tedious __F___

3. Coax __L___

4. Waylay __E___

5. Evade __M___

6. Confound __H___

7. Addled __G___

8. Insurrection __A___

9. Impudent __C___

10. Sultry __J___

A. open revolt

B. cut off

C. rude

D. honest

E. ambush

F. tiresome and repetitious or dull

G. confused

H. to confuse or perplex

I. sad

J. humid and hot

K. transform

L. persuade

M. avoid

N. spread out

Huck Finn Vocabulary 1‐14

Across 2. fake 4. call to 7. free from captivity for a price 9. uninhibited, tactless, etc. 10. mercury 12. respectful, calm and quiet 13. support post 14. make a risky financial investment 16. grating or harsh sound 19. person against slavery 20. sad 21. a crane

Down 1. food 3. moderation 5. searching 6. magic or sorcery 8. material used in the loading of old-fashioned guns 11. gloomy or hopeless 15. relaxed 17. began 18. bunk, or place to sleep


Across 3. delaying 6. extravagant behavior 8. funeral rites 9. dramatic speech made by a character alone on stage 12. infirmed or handicapped 13. ongoing fight 15. singing 16. inclination or mood 19. roughly searched through 21. having pre-judged a person, group, or idea 22. repeat performance 24. thoughtful

Down1. ability to move secretly and silently 2. past happenings 4. cloth used to wrap body for burial 5. religious 7. hypnotism 10. regretted or grieved 11. small boat 13. woman’s dress 14. straightforward and honest 17. temporary bed 18. excellent, sense of grandeur 20. turned to stone 23. hold onto


Across 3. ambush (lie in wait and attack) 4. rude 7. open revolt (opposition to authority) 9. anger or annoyance 10. humid and hot 12. cut off 14. avoid

Down1. power or capacity of human mind 2. death of part of body 5. tiresome by reason of length, dullness, and/or repetition 6. spread out 8. confuse or perplex 11. persuade through persistence 13. confused

Huckleberry Finn Unit Calendar

Monday Tuesday Wednesday Thursday Friday

Wee

k 1

• Introduce novel

• Distribute books

• Vocab – Ch.1‐3

• Reading


• Vocab – Ch. 4‐7

• Reading

• Reading Check

• History of Slavery Video Clip

Vocab – Ch• . 8‐11

• Reading


• Superstition

• Vocab – Ch. 12‐14

• Reading




• Vocab – Ch. 15‐17

• Reading

Wee

k 2


• Introduce and begin Character Collage

• Character Sketch Notes and Sample

• Character Collage work time

• Character Collage Presentations

• Vocab – Ch. 20‐25

Reading •

• Character Sketches Due


Voca• b – Ch. 26‐31

• Vocab Review Cross‐Word

• Reading

• Vocab Qu

• iz Ch. 15‐31

Journal Entry #2

• Intro to Theme

• Reading

Wee

k 3

• Collect Journal Entries


• Vocab – Ch. 32‐33

• Vocab – Ch. 34‐39

• Theme Statements Cont.

Check

• eer Editing


iz Ch. 32‐43

Questions 40‐43

• Critical Discussion

• Theme Statements

• Reading

• Notes on ParagraphStructure

• Theme Paragraphs

• Homework

P

• Vocab – Ch. 40‐43

• Reading

• Theme Paragraphs Due

• Vocab Review Crossword

• Journal E

ntry #3

• Reading

• Vocab Qu

• Ch.

• Opinion Paragraph

Wee

k 4 s

• Opinion Paragraphs Due

• Vocabulary Olympic

• Point of View (P.O.V.)

• Narrators

Huck • Finn Narrator Analysis

• Intro to The Chapter Assig

Lost nment

• Work time for Lost Chapter

• Film • Unit Test

Character Collage

Task You must create a character collage that depicts and explains important personality traits about a character in the novel. Your collage should consist of carefully selected images, which represent specific character traits. Show that you understand the character in question. It should also be somewhat attractive – it isn’t an art project, but presentation always counts.

Steps 1. Choose a prominent character from the novel. 2. Create a collage of images that represent your character’s personality. These images can be cut

out of magazines, drawn, or otherwise created. 3. On the back of the collage, provide explanations for at least five of your images. These

explanations should identify what the image represents, and explain why it is an important trait within your character.

Front:

Images

Back:

Explanations

Assessment You will be marked on the overall quality of writing and presentation, and depth of insight.

Character Sketch Notes

Definition A character sketch is a piece of writing that describes and analyzes a character’s appearance, history, and personality.

Structure While there are many ways to write a character sketch, we will use a specific structure to keep the information organized and focused. a) Begin by sharing an important/interesting fact about your character. This will grab your reader’s attention and will immediately identify an important element. b) Next, provide biographical details about your character: age, occupation, relationship to main character, family, place of birth, etc. c) Then, provide a brief physical description of your character. What do they look like? d) Now, give an insightful analysis of your character’s personality. Identify specific traits and explain how they fit into the character’s overall personality. Make sure you support your statements with evidence. If you say a character is especially generous, give an example of his/her generosity. *THIS IS THE MOST IMPORTANT PART OF THE CHARACTER SKETCH e) Finally, conclude by summarizing your analysis and showing what makes your character important or interesting.

Dos and Don’ts Do:

• Focus on personality – it is the most important and interesting aspect of character.

• Support your statements – you need to back up your observations with evidence.

• Be specific – identify specific character traits.

• Show how your character is important/interesting – give your reader a reason to care.

Don’t: • Spend too much time and space on biography and appearance.

• Make statements without providing explanations and examples.

• Use vague terms such as good, nice, mean, or bad. Be more specific.

Character Sketch Sample Harry Potter has the potential to be the most powerful wizard to ever live.

He is already the most famous.

Potter is a young boy with two entirely separate lives. In one life he is an

orphan, forced to live with his wretched aunt and uncle and their mean-spirited

son. But this is only his summer life. During the school year, Potter is a student at

Hogwarts School of Magic. He also happens to be the only wizard ever to survive

an attack by the Dark Lord Voldemort, which makes him something of a celebrity,

and a target. Potter is supported by his two best friends, Ron and Hermione, also

wizards at Hogwarts.

Harry is in his early teens. He has dark hair and round-rimmed glasses. His

most distinguishing characteristic is a jagged scar across his forehead, which he

received when Lord Voldemort unsuccessfully tried to kill him.

Unlike Hermione, an A+ student, Harry sometimes struggles with his

studies. But this does not mean he lacks intelligence or wit. Harry proves very

clever when faced with challenges in his daily life, which just happens to often

involve battling Lord Voldemort. Harry routinely uses his intelligence to solve

problems and puzzles put in his path while he searches for answers about his

adversary.

Harry is also exceedingly brave. Lord Voldemort is so powerful and

frightening, that most wizards won’t even mention his name. In fact, they call him

“the one who must not be named.” Voldemort is responsible for killing hundreds

of wizards and witches. He even killed Harry’s parents. But this doesn’t stop

Harry from standing toe-to-toe with the Dark Lord. Where others would certainly

run and hide, Harry routinely stands and fights.

Another admirable trait of Harry Potter’s is his loyalty. He never turns his

back on his friends, not even when it would obviously serve him to do so. When

Serious Black, a former friend of Harry’s parents, is falsely branded a murderous

lunatic, Harry remains steadfast in his support and affection for Serious. Harry

shows similar loyalty to Hagrid, a clumsy wizard who often gets himself in trouble.

Harry never hesitates to come to Hagrid’s aid, even at his own peril. Finally,

Harry is fiercely loyal to his friends Ron and Hermione. He would never do

anything to hurt or betray a friend.

Harry Potter is a loyal, brave, and clever character. He is the only wizard

ever to survive an attack by Lord Voldemort. But despite this distinction, and the

fame that comes with it, Harry is remarkably humble and unassuming. He remains

a kid like any other (only he’s magic).

Point of View Notes Definitions Point of View = perspective from which the narrator tells the story. Narrator = the voice telling the story.

Different Points of View There are three main types of narration:

First Person Third Person Limited Third Person Omniscient The story is told using the first person point of view when a character within the story is the narrator.

• Story told by character.

• Uses “I”

and engaging.

• Narrator can only report

h understanding

nderstanding of

ngs.

• Narrator can report on

acters.

gets to story

esn’t get as

of any

Advantages: • Direct

• Learn a lot about one character.

Disadvantages: • Only get one

perspective.

Third person limited point of view occurs when the story is told using the pronoun “he,” or “she,” but is still limited to one character’s perspective.

• Story told in third person: “he,” or “she.”

the thoughts and feelings of one character.

Advantages: • In dept

of one character and their experience.

Disadvantages: • Limited u

other characters’ thoughts and feeli

Third person omniscient point of view occurs when the story is told using the pronoun “he,” or “she,” and the narrator can see inside the heads of all characters.

• Story told in third person: “he,” or “she.”

the thoughts and feelings of all char

Advantages: • Reader

experience the from several perspectives.

Disadvantages: • Reader do

developed an understandingone character.

Literary Paragraph

A literary paragraph tries to persuade its reader to agree with a specific interpretation of events in a story. Structure A literary paragraph should follow a fairly rigid structure. Make sure your paragraphs include the elements below: 1. Topic sentence (or thesis statement) – always start with this. 2. Opinions – explain why you make the conclusion expressed in your topic sentence. 3. Evidence – give examples from the story to support your opinions. 4. Conclusion – restate the main point of your argument.

In the novel Finnie Walsh, by Steven Galloway, hockey legend Wayne Gretzky plays a symbolic role. This is shown when the narrator mentions Gretzky on the second page of the novel. He says, “My favourite player was Wayne Gretzky…Finnie’s favourite player was Stastny…” (2). Paul tells us that Finnie did not like players like Gretzky that were too “flashy.” As the book progresses, we see that this is a key trait of Finnie’s personality. Throughout the story, Finnie stubbornly refuses to acknowledge what an amazing hockey player Gretzky is. For instance, Paul says, “Despite Gretzky’s point totals, broken records and exciting play, Finnie remained unimpressed” (29). Wayne Gretzky is an important symbol in the novel Finnie Walsh because he represents the flashy style and easy reward that Finnie is opposed to in life.

Topic Sentence: includes author, title and addresses the question or topic

Evidence from the text

Opinion

Opinion


Concluding sentence

Topic Sentence: includes author, title and addresses the question or topic


Opinion

Opinion


Concluding sentence

Huck Finn Reading Quiz (Ch. 4‐7) Please circle the best answer for each question: 1. Why did Huck give his money to Judge Thatcher? a. Judge Thatcher needed a loan. b. Huck didn't want to have to give it to Pap, who would drink it away. c. Judge Thatcher was also the town's banker. d. He was afraid Tom would take it. 2. Describe Pap Finn. What kind of a person is he? a. Unshaven drunkard b. Pale complexion c. Greasy, long black hair d. All of the above 3. What is Huck's relationship with his father? a. They got along well; Pap was just too poor to keep Huck b. Huck loved and respected his father. c. Huck disliked and feared his father. d. Huck's father threw him out of the house because Huck was too hard to handle. 4. Why does Pap yell at Huck for becoming civilized? a. Pap feels inferior to his own son so he yells at him. b. Huck is "putting on airs" and flaunting his knowledge just to embarrass Pap. c. Pap doesn't really yell at Huck; it's just his way of complimenting Huck. d. Pap is just trying to teach Huck a valuable lesson. 5. What was Huck's plan of escape from his father? a. He waited for Pap to come home drunk so he could take advantage of him and escape. b. He waited for Pap to leave so he could cut a hole in the wall. c. He planned to kill Pap, but after practicing on a pig, he lost his nerve. d. He staged his own murder so no one would look for him. 6. How do you know that material things don't matter to Huck? a. He is always leaving material things behind. b. He travels light and uses whatever he can find to suit his needs. c. He gave his money to Judge Thatcher. d. All of the above

Huck Finn Reading Quiz (Ch. 4‐7) ANSWER KEY 1. Why did Huck give his money to Judge Thatcher? a. Judge Thatcher needed a loan. b. Huck didn't want to have to give it to Pap, who would drink it away. c. Judge Thatcher was also the town's banker. d. He was afraid Tom would take it. 2. Describe Pap Finn. What kind of a person is he? a. Unshaven drunkard b. Pale complexion c. Greasy, long black hair d. All of the above 3. What is Huck's relationship with his father? a. They got along well; Pap was just too poor to keep Huck b. Huck loved and respected his father. c. Huck disliked and feared his father. d. Huck's father threw him out of the house because Huck was too hard to handle. 4. Why does Pap yell at Huck for becoming civilized? a. Pap feels inferior to his own son so he yells at him. b. Huck is "putting on airs" and flaunting his knowledge just to embarrass Pap. c. Pap doesn't really yell at Huck; it's just his way of complimenting Huck. d. Pap is just trying to teach Huck a valuable lesson. 5. What was Huck's plan of escape from his father? a. He waited for Pap to come home drunk so he could take advantage of him and escape. b. He waited for Pap to leave so he could cut a hole in the wall. c. He planned to kill Pap, but after practicing on a pig, he lost his nerve. d. He staged his own murder so no one would look for him. 6. How do you know that material things don't matter to Huck? a. He is always leaving material things behind. b. He travels light and uses whatever he can find to suit his needs. c. He gave his money to Judge Thatcher. d. All of the above

Huckleberry Finn Unit Test

SECTION A – MATCHING

1. COUNTERFEIT _____

2. ADMIRABLE _____

3. SULTRY _____

4. BYGONES _____

5. MESMERISM _____

6. HUFFY _____

7. VICTUALS _____

8. BERTH _____

9. SANCTIFIED _____

10. RASPY _____

11. ABREAST _____

12. AMPUTATE _____

13. TEDIOUS _____

14. FROCK _____

15. PREJUDICE _____

16. FEUD _____

17. SPECULATE _____

18. DISMAL _____

19. LAMENTED _____

20. COAXING _____

A. persistently persuading

B. a woman's dress

C. hypnotism

D. tiresome by reason of length; boring

E. to cut off

F. very humid and hot

G. a preconceived preference

H. a hereditary fight

I. gloomy; depressing

J. a place to sleep

K. make a risky financial transaction

L. holy; inviolable

M. food

N. a fit of anger or annoyance

O. past happenings

P. side by side

Q. grieving

R. deserving admiration

S. fake; not real

T. grating, harsh

SECTION B – MULTIPLECHOICE 1. Why doesn't Huck get along with Miss Watson and Widow Douglas?

a. Huck doesn't get along with anyone. b. They want to civilize him and he wants to remain free. c. Huck's friends tell him to give the widow a hard time. d. Huck would rather live with Pap.

2. What does Huck think about religion--specifically the good place, the bad place and prayer?

a. He wants to go to the "good place" and stay away from the "bad place" but he doesn't believe in prayer.

b. He wants to go to the "bad place" and stay away from the "good place" and he prays often.

c. He wants to go to the "bad place" because the "good place" would be boring but he prays often.

d. He wants to go to the "bad place" because the "good place" would be boring. He doesn't believe in prayer.

3. What are the main differences between Huck and Tom?

a. Huck is practical; Tom is a dreamer. b. Tom is superstitious; Huck is religious. c. Huck is smart; Tom is not very bright. d. Tom is dependable; Huck is not.

4. Why does Pap yell at Huck for becoming civilized?

a. Pap feels inferior to his own son, so he yells at him. b. Huck is "putting on airs" and flaunting his knowledge just to embarrass Pap. c. Pap doesn't really yell at Huck; it's just his way of complimenting Huck. d. Pap is just trying to teach Huck a valuable lesson.

5. How do you know that material things don't matter to Huck?

a. He is always leaving material things behind. b. He travels light and uses whatever he can find to suit his needs. c. He gave his money to Judge Thatcher. d. All of the above

6. What purpose(s) does Huck's death serve?

a. Huck "gets even" with Widow Douglas because she was so mean to him. b. It throws Jim and Pap together so they must depend on each other. c. It gives him total freedom. d. It shows Huck how totally dependent on civilization he has become.

7. Why do Huck and Jim begin their journey down the Mississippi?

a. They've both always wanted to travel on the Mississippi. b. People began looking for them on Jackson's Island. c. A storm forces them off of the island. d. They just get tired of living on the island and decide to move on.

8. Why does Huck want to save Jim Turner?

a. Huck began to think how dreadful it was, even for murderers to be in such a fix.

b. Jim is his friend. c. Jim has information Huck needs. d. b & c

9. Why don't the slave hunters get Jim?

a. Huck and Jim out-ran them. b. Jim was too ill to go with them. c. The hunters get tired of waiting and left. d. The hunters were afraid they would catch the disease Huck's father had.

10. Explain the differences between Huck and the hunters.

a. The hunters wanted money; Huck wanted to do the right thing. b. The hunters considered Jim as property; Huck considered Jim a friend. c. The hunter's had Jim's best interest in mind; Huck didn't want to lose his travelling

companion. d. a & b

11. Why did Twain include this adventure with the Grangerfords?

a. Twain shows the foolish side of human nature. b. Twain shows Huck's determination to set Jim free. c. Twain shows the Grangerfords as a model family. d. Twain shows the Shepherdsons as a model family.

12. What's the point of the incident of the shooting of Boggs?

a. It shows that there are heroes in everyday life. b. It shows the best of human nature. c. It points out many weaknesses in human character. d. It furthers the subplot of Jim's quest for freedom.

13. Why doesn't Huck's conscience bother him when he lies so much?

a. His conscience never bothers him. b. He is lying for a good cause. c. He just doesn't think about it. d. a & c

14. Why it is important that Huck says, "All right, then, I'll go to hell."?

a. He has turned his back on the religion which has so often helped him. b. He has chosen what is right according to his conscience rather than

according to social or religious rules. c. He has become such good friends with Jim that he would risk the eternal

happiness of his soul to do what he thinks is right for his friend. d. b & c

15. Why does Huck assume Tom Sawyer's identity?

a. He admires Tom and since he can't be himself, he chooses to be Tom. b. Mrs. Phelps mistakes him for Tom, so he plays along. c. He wants to be able to "think like Tom" so he will know what to do in every

situation. d. He just decides to do it as he is walking down the road. He'd been thinking

about Tom and it seemed like a good idea.

SECTION C – MATCHING

1. Huck Finn _____

2. Tom Sawyer _____

3. Widow Douglas _____

4. Miss Watson _____

5. Jim _____

6. Pap _____

7. Judge Thatcher _____

8. Jim Turner _____

9. The Grangerfords _____

10. Duke and King _____

11. Boggs _____

12. Col. Sherburn _____

13. Peter Wilks _____

14. Silas Phelps _____

15. Aunt Sally _____

A. Man who invests Huck's money

B. Miss Watson's slave

C. Huck's guardian

D. Narrator

E. Feud with Shepherdsons

F. Huck's friend who dreams

G. Huck's father

H. Frauds; cheaters

I. Man who shoots Boggs

J. Wealthy Englishman who died

K. Murderer on a sinking ship

L. Widow's sister

M. Buys Jim for ransom

N. Drunkard who is shot

O. Tom's aunt

THE END ☺

Huck Finn Unit Test Answer Key

SECTION A SECTION B SECTION1. S 2. R 3. F 4. O 5. C 6. N 7. M 8. J 9. L 10. T 11. P 12. E 13. D 14. B 15. G 16. H 17. K 18. I 19. Q 20. A

1. B 2. D 3. A 4. A 5. D 6. C 7. B 8. A 9. D 10. C 11. A 12. C 13. B 14. D 15. B

C 1. D 2. F 3. C 4. L 5. B 6. G 7. A 8. K 9. E 10. H 11. N 12. I 13. J 14. M 15. O

Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8

Reading: Literature and Informational Text

Key Ideas and Details

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Speaking and Listening

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Huck Finn Lessons - English Unit...

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