Mark Twain Boyhood Home & Museum

Lesson Plan for Huckleberry Finn

Created by: Alisa Casady, Lee’s Summit West, MO
Angela Baldwin, Lincoln High School, Vincennes, IN
Kim Mobley, Aurora High School, MO
July 7-11 2014 – Summer Teachers Workshop
Hannibal, Missouri

The Influence of Place on Character

LESSON PLAN for Huckleberry Finn

Concept or Topic: Suggested Grade Level:

Author’s Voice and Style 11-12

Subject: Suggested Time Frame:

Literature 5 days (depends on teacher preference)

Objective(s):

Day One- Students will identify at least 3 specific words or phrases that shows Twain Commented [1]: revised
enhances the reader’s understanding of the setting and characters through sensory
description and use of dialect. They will use these words/phrases to make illustrations of the
words by creating a word poster.
Day Two- By the end of this lesson, students will share with a small group or a partner at least
three annotations they made today that they felt captured Lyon’s voice as a writer. Commented [2]: revised
Day Three- Students will compose a “Where I’m From” poem from the point of view of a
character from Adventures of Huckleberry Finn using Lyon’s poem as a model to get started.
Day Four- Students will annotate and peer-review another group’s poem identifying specific
examples of how voice is used to establish characterization.
Day Five- Students will write a “Where I’m From” poem based on their experiences and
personal narratives to develop a sense of place.

Common Core State Standards:

Reading Standards for Literature-

Key Ideas 3. Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama
Craft and Structure: 4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that is

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particularly fresh, engaging, or beautiful.

Writing Standards: 3. Narratives- Write narratives to develop real or imagined experiences

or events using effective technique, well-chosen details, and well-structured event sequences
d.Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters
Speaking and Listening: 3. Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.

Assessment Options:

http://guest.portaportal.com/kmobley

(Sample checklists/scoring guides and rubrics are posted on the portal for grades 8-12.
The rubrics can be used for writing, oral showcase work and other forms of the
writing/creating process.)

Students will create a checklist of items needed for their objectives for this lesson in a project-
based learning format.
Students will create their own rubrics for the poems, with the following non-negotiable
elements.
-Non-negotiable elements must include
--capturing the voice of the character assigned by using at least three specific word choice
examples that captures the assigned character/yourself.
--the length must model that of Lyons’s poem with at least four stanzas.

A standard-based grading scale will be used for both of the created poems. Those teachers Commented [3]: revised
not using standard-based grading could multiply each category by their desired number in
order to get a point value. (For instance, multiply by five for 20 points possible.)

The standards-based grading scale will be as follows:

4=Exceeding targets/objectives. Demonstrating exemplary understanding of all lesson

objectives for true mastery of knowledge and application. Emphasis is placed on showcasing
the final products while developing sense of place writing through personal narrative
exploration.

3.0 to 3.5=Meeting most targets/objectives for productivity and proficiency. Students can
effectively demonstrate knowledge of concepts and objectives addressed.

2.0 to 2.5=Nearing targets/objectives. Some understanding is demonstrated of process and

expectations.

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1.0 to 1.5=Little to no attempt made of reading, writing or listening and speaking process.

Pre-Assessment/Formative work could be a mini-conference with student.

Mid-Stream Assessment/Learning Opportunity to check for understanding is a student-led

conversation of the process, objectives and goals.

Summative Assessment efforts will be based on the final cumulative showcase of student
work.

*Emphasis will be placed on multiple intelligence platforms, the new Bloom’s Taxonomy with
creativity being the highest level and transdisciplinary concepts.

Vocabulary:
● Voice
● Word Choice
● Style
● Dialect
Americanism

Subject Area Integration:

● English/Language arts
History/social studies

Technology:

Example of “Where I’m From” poem for students:

http://open.salon.com/blog/kim_mccully-
mobley/2013/01/23/where_im_from_chat_creek_wilson_avenue

Mark Twain resources: http://www.mtwain.com

http://www.loc.gov/teachers/tps

http://www.pbs.org/marktwain/learnmore/chronology.html
http://www.twainquotes.com/MemoryGame.html

Related Twain Quotes/Passages:

Suggested passage for Day One is from the beginning of Chapter 19 to the end of paragraph
7, “so we hunted a place to hide and tie up, right away.”
http://americanliterature.com/author/mark-twain/book/the-adventures-of-huckleberry-finn/chapter-19

Lesson Sequence:

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Each day is composed as a mini-lesson designed to give students time to work in class after
teacher has given instruction.

Day One: Discussion of Twain’s unique voice

Introduction
1.) Have students go to http://www.nytimes.com/interactive/2013/12/20/sunday-review/dialect-
quiz-map.html to take the Harvard American Dialect Quiz. (This will take about 10 minutes).
Once students have completed the quiz, have them share their results. Discuss words or
expressions they found intriguing or expressions from their own family that are unusual.

Lesson- Close reading activity

1.) Distribute close reading packets from Ch. 19 of Adventures of Huckleberry Finn, as well
as, a highlighter. (The excerpt is available at: http://americanliterature.com/author/mark-
twain/book/the-adventures-of-huckleberry-finn/chapter-19 I used paragraphs 1-7 ending with “tie
up, right away..”

2.) Read together aloud, listen to an audio version, or read silently the passage. As students
read, ask them to highlight three descriptions that stands out to them.

3.) When finished reading, ask students what they see happening in the passage. Then have
students share their chosen descriptions with the class.

4.) Point out how the descriptions of the river are sensory and particular to Twain, who knew
and loved the river. Tell them that this unique use of language and topic is the author’s style
and voice.

5.) Pass out style and voice handout to students. (See attached.) Go over definitions of voice,
style, dialect, and Americanism.

--For excellent examples of Americanisms use this link from the BBC:
http://www.bbc.co.uk/news/magazine-14201796

6.) Have students read the passage again, collecting examples of unique word choice
(diction) and nonstandard spelling they find in the text. (I would expect 5-10 words in each
category.)

--This could be done individually, in pairs, or in a group of three with each person taking one
of the columns. It also fits well with the Think Pair Share strategy.

7.) Have students share their finding with the class.

8.) Then in groups of three or pairs have students go through their list and find each student’s
three favorite words from their list. Discuss.

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9.) Have the pair/group choose their three favorite words from the ones collected. Have them
use a dictionary or the internet to find the meaning of their three words.

10.) Distribute drawing paper and markers and have students write down their three chosen
words, their definitions, and an illustration to that explains the word or helps them remember
its meaning. Explain their work will be checked for accuracy and correctness in their definition
and writing. --Using creativity and/or humor will earn them an extra point.

Closing- Share and display word posters. Use attached scoring checklist to evaluate student
work. The mastery goal is 4 out of 5 points (80%). --Students could also score each others
work. (See attached assessment checklist.)

Homework- (Optional) Ask students to interview family about words, expressions, or proverbs
used by family members in the past or present to share with the class. (This also works well
as homework before the unit starts.)

Day Two:
Introduction
Mini Lesson can focus on how George Ella Lyon made her own poem in 1993 with an old
notebook. See portal and/or George Ella Lyons for additional background info. There are lots
of links on the website, which opens up with a visual of a spider web that spells out HOME.

Explain the Mark Twain connection with how he used memories and stories from his
childhood to figure out who he had become as an adult. Discuss previously introduced
information from Twain’s childhood. For example, He grew up on the Mississippi River town of
Hannibal, MO; he was familiar with the river and large steamboats. Twain captures Hannibal’s
voice by using specific words of the people during that time period. It is unique to that place
and that time.

Lesson- Distribute a hard copy of the poem to each student.

Introduce sensory writing with examples from her poem. (Clorox/beets)

Free Write--demonstrated by her varying line lengths

Imagery--(spilling old pictures)

Character Development--(eye my father shut)

Triggers--(fried corn and strong coffee)

Possible Extension activity: Add other literary devices and vocabulary as needed, depending
on grade level and expertise. You could talk about metaphor, figurative language,

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visualization, etc.

Lyon urged writers/teachers/educators to use the poem as a doorway for other writing. Her
mantra is to “let the writing lead you.”

Closing- Students will share with a small group or a partner at least three annotations they
made today that they felt captured Lyons’s voice as a writer.

Homework- Any student not finished with annotations may complete as hw.

Exceptional Students- Can take this further with a series of enrichment/writing opportunities
listed as examples in the Lyon website about poem extensions.

Day Three
Introduction
We have discussed dialect as a way Mark Twain establishes characters. As an informal
assessment, have students turn to a shoulder partner and name the five methods of
characterization according to the STEAL acronym. After students have finished, review the
STEAL acronym with as a class. (Speech, Thoughts, Effects on Others, Actions, Looks) (We
are assuming that methods of characterization have previously been taught. Here is a link that
gives more information to STEAL:
http://changingminds.org/disciplines/storytelling/characters/steal_characterization.htm

The Lesson- Assign students to groups and assign a character to them from the novel.
Teachers may decide how many characters they want to assign. Some may want to focus on
Huck Finn and Jim only.
Use the attached chart and direct students to find methods of characterization for their
assigned character. Students may pull examples from the entire novel. Start an example with
the class to ensure understanding. After finishing the chart, students will see a fill-in-the-blank
poem to use for their character. Students will need to use their knowledge of the time period
to answer some questions. Emphasize the need for them to be creative. Give students work
time. Walk around the class to check in with students and check understanding.

Closing/Reflection- Students will be asked to share one of their acronyms with the class
before leaving.Completed chart should be an exit pass.

Homework- Students will need to compose a “Where I’m From” poem for their characters
they chose. A completed copy is due next class period.

Accommodations- Teachers may choose to let students use their additional knowledge of
the time period to help with characterization traits. Some may also be text-specific with
citations.

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Exceptional Students-
-Teachers may want to group students in groups that will be most conducive to the most
productivity.
-Extended time may be given for groups or individuals needing it.
-Teacher may decide to divide this lesson into two separate days in order to give students
more time to complete the chart, template, and poem.

Day Four-
Introduction
There are lots of ways to peer review. The concept is not a new one. Mention fields that
require professionals to have their work peer reviewed: medicine, science, law, academia, etc.
Have students discuss with a partner of a time where you or someone they know has had to
get feedback on a problem or idea. For example, your baseball coach looks at your swing and
offers advice of what you could do differently. Recently I had a friend apply for a new job
within the fire department. I read the essays he had written before he applied for the
promotion. Share time.

Lesson- Students will trade “Where I’m From Poems” for their character and do a peer
evaluation on another group’s poem.

Students will find two specific strengths, two personal connections or hooks and two specific
suggestions/targets for improvement.
Students will also be given a rubric and will need to evaluate the poem based off the 4-point
scale.

Optional Extension activity- Give students highlighters and have them highlight other
groups’ examples of dialect, word choice, style, etc. Each component could be a different
color.

Closing- Students should share examples with the class or with the teacher before leaving for
the day.

Homework- Students will work on any corrections and revisions for homework.

Exceptional Students-
Additional time may be given to the groups as a whole or for individual students needing it.

Day Five--Creating their own “Where I’m From” Poems:

Introduction
Have students draw six squares on a sheet of paper.
They will need to leave room for at least 10 items per category.

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Do a series of one-minute stopwatch writes while they list the items for each category as
follows:

1. List your favorite things from childhood.

2. List your favorite smells from childhood.
3. List your favorite places and hideouts that were either magical or safe.
4. List your people who have bossed you or given you advice.
5. List their sayings and words of wisdom.
6. List your favorite tastes from childhood.

Lesson- After each student has a list of items from each category, lead them through the
poem, line by line, telling them to
select items from the corresponding numbers.
*They can be creative, mix and match or repeat items for line length or certain effects.

Closing- Have an exit pass that asks students how did creating your own poem make you
feel? Did you notice any “Americanisms” you use?

Homework- Students may need additional time completing their poem. You may have them
type them in a different format.

Exceptional Students-
This list could also be used for the character poems as well.
Advanced students may not need such close directions. You may want to give them more
freedom.
Extended time could be used for those needing it.

Extension activity- Students could share their dialogue regarding their activity. See Edutopia.

Suggested Follow-Up Activities:

http://www.slantmagazine.com/film/review/mud

Students could view the new movie “Mud” and make comparisons in the parallelisms,
contrasts, setting, tone and dialect. (Have them journal, wiki or blog about their personal
connections.)

Students could create a play creating fictional characters from their own lives.

Students can write informal letters to Mark Twain asking him essential/guiding questions from
the text. The teacher could take on the role of Twain and answer them in the hope that
students will chime in with corrections and additions.

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 Style and Voice in Mark Twain

Mark Twain is admired for the unique voice and style of his writing. Many writers have been
inspired by Twain and even imitated him.
Voice is the author’s personality in their writing. The characters, setting, themes, and topics that
typically appear in the writer’s work.
Style is expressed in the words and figurative language a writer uses in their work that helps give
them a distinctive voice.

Twain’s style revolutionized the use of dialect in serious works of literature. According to the
Merriam- Webster’s Dictionary, dialect is a form of a language spoken in a particular area and that
uses some of its own words, grammar, and pronunciations. Twain reflects this in his use of
nonstandard word choice (“yonder” for over there) and nonstandard spelling (“nohow” for know-
how).

Reread the passage from chapter 19 and collect examples of nonstandard words and spelling
in the chart below.

Nonstandard Words Nonstandard Spelling

Dialect Poster Assessment Checklist

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Objective Point Value

Word chosen reflects the dialect found in

Twain (nonstandard spelling, nonstandard
word choice). ________/1

Definition is correct and clear. ________/1

Accompanying illustration aids in

understanding or remembering the words
meaning. ________/1

Accompanying illustration shows humor or

creativity. ________/1

Vocabulary poster is free of spelling and

grammar errors. ________/1

TOTAL POINTS ________/5

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STEAL Chart
Group Members
Names__________________________________Hour____Date______________

Character assigned:_________________________________

Example One (write passage or Example Two (write passage or specific

specific words from the text) Include words from the text) Include page.
page.

First Stanza:
I am from (specific ordinary
item)_________________________________________________________
from (product name)____________________and (another product name)__________
I am from the (home description)________________________(Adjective that describes the
above home description________________, __________________
It (tasted, sounded, looked , felt –choose one)________________________________
I am from the (plant, flower, or natural item)______________________________,
the (plant, flower, or natural item)__________________________________________
(Description of natural item)_______________________________________________
I’m from the (family tradition)________________________and (family
trait)________________from (name of family member)_____________and (name of family
member)________________ and (another name)_________________________
I’m from the (description of family tendency)_______________________________and
(Another family tendency)__________________________

Second Stanza:
From (something you were told as a
child)______________________________________________ and
(another thing you were told as a child)____________________________________
I’m from (representation of religious or spiritual beliefs or lack of it)_________________,
(further description of spiritual beliefs)______________________________________
I’m from (place of birth and family ancestry)__________________________________,
(Two food items that represent your ancestry)________________and ___________.

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From the (specific family story with a detail about a specific
person)______________________________the (another detail of another family
member)___________________. (Location of family pictures…You pick the preposition)
___________.
I am from (general statement with DETAILS about who you are or where you are
from)______________.

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