7 Informational Texts Period Literature U.S.History mid 1800's MarkTwain TomSawyer
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Why we do what we do:
We continue to build on your elementary school skills and strategies, when we show you how these skills and strategies are the foundation for the more difficult high school skills and strategies you are learning. This is the year to practice, so you are prepared for any high school.
The Adventures of Tom Sawyer is period literature. The PBS documentary Mark Twain is an example of an informational film/text. You are not only expected to read the novel, but also to synthesize information from the PBS documentary - new Common Core Standards! You are expected to read each night, take notes on the reading and prepare questions for class. You will not understand everything! Develop questions for class discussion and ask those questions during class.
Oftentimes you will be allowed to use your notes during chapter quizzes. Take notes and bring your notes to class. You are practicing independent, self-directed skills and strategies as you continue to prepare for high school.
Third and fourth quarters are a time to use the skills and strategies you have practiced all year. Develop study groups, come in for extra help, and most importantly prepare for class by doing your homework!!!
Updated for the 2012-2013 academic year.
Scroll down and discover:
Student Guides
Reading Resources
Skills and Strategies
Writing Resources
"Research is formalized curiosity. It is poking and prying with a purpose." Zora Neale Hurston, Dust Tracks on a Road
Samuel Clemens: Pseudonym Mark Twain
Class Notes by Chapter
Student Guides
a1. Mark Twain the American Humorist URL Resources: Scroll down to Samuel Clemens: Pseudonym Mark Twain
You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter. This might be helpful knowing you will be reading one or two chapters each night.
or use Lit2Go online to read and listen to each chapter:
Chapter 3-- Tom as a General -- Triumph and Reward -- Dismal Felicity -- Commission and Omission
Chapter 4-- Mental Acrobatics -- Attending Sunday-School -- The Superintendent -- "Showing off" -- Tom Lionized
Chapter 5-- A Useful Minister -- In Church -- The Climax
Chapter 6-- Self-Examination -- Dentistry -- The Midnight Charm -- Witches and Devils -- Cautious Approaches -- Happy Hours
Chapter 7-- A Treaty Entered Into -- Early Lessons -- A Mistake Made
Chapter 8-- Tom Decides on his Course -- Old Scenes Re-enacted
Chapter 9-- A Solemn Situation -- Grave Subjects Introduced -- Injun Joe Explains
Chapter 10-- The Solemn Oath -- Terror Brings Repentance -- Mental Punishment
Chapter 11-- Muff Potter Comes Himself -- Tom's Conscience at Work
Chapter 12-- Tom Shows his Generosity -- Aunt Polly Weakens
Chapter 13-- The Young Pirates -- Going to the Rendezvous -- The Camp-Fire Talk
Chapter 14-- Camp-Life -- A Sensation -- Tom Steals Away from Camp
Chapter 15-- Tom Reconnoiters -- Learns the Situation -- Report at Camp
Chapter 16-- A Day's Amusements -- Tom Reveals a Secret -- The Pirates take a Lesson -- A Night Surprise -- An Indian War
Chapter 17-- Memories of the Lost Heroes -- The Point in Tom's Secret
Chapter 18-- Tom's Feelings Investigated -- Wonderful Dream -- Becky Thatcher Overshadowed -- Tom Becomes Jealous -- Black Revenge
Chapter 19-- Tom Tells the Truth
Chapter 20-- Becky in a Dilemma -- Tom's Nobility Asserts Itself
Chapter 21-- Youthful Eloquence -- Compositions by the Young Ladies -- A Lengthy Vision -- The Boy's Vengeance Satisfied
Chapter 22-- Tom's Confidence Betrayed -- Expects Signal Punishment
Chapter 23-- Old Muff's Friends -- Muff Potter in Court -- Muff Potter Saved
Chapter 24-- Tom as the Village Hero -- Days of Splendor and Nights of Horror -- Pursuit of Injun Joe
Chapter 25-- About Kings and Diamonds -- Search for the Treasure -- Dead People and Ghosts
Chapter 26-- The Haunted House -- Sleepy Ghosts -- A Box of Gold -- Bitter Luck
Chapter 27-- Doubts to be Settled -- The Young Detectives
Chapter 28-- An Attempt at No. Two -- Huck Mounts Guard
Chapter 29-- The Picnic -- Muck on Injun Joe's Track -- The "Revenge" Job -- Aid for the Widow
Chapter 30-- The Welchman Reports -- Huck Under Fire -- The Story Circulated -- A New Sensation -- Hope Giving Way to Despair
Chapter 31-- An Exploring Expedition -- Trouble Commences -- Lost in the Cave -- Total Darkness -- Found but not Saved
Chapter 32-- Tom tells the Story of their Escape -- Tom's Enemy in Safe Quarters
Chapter 33-- The Fate of Injun Joe -- Huck and Tom Compare Notes -- An Expedition to the Cave -- Protection Against Ghosts -- "An Awful Snug Place" -- A Reception at the Widow Douglas's
Chapter 34-- Springing a Secret -- Mr. Jones' Surprise a Failure
Chapter 35-- A New Order of Things -- Poor Huck -- New Adventures Planned
Chapter 36– Conclusion
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Informational Texts and Literature: The introduction to the Tom Sawyer unit addresses not only the historical period, but also the period vocabulary of the times. Samuel Langhorne Clemens and his “alter-ego,” Mark Twain, are part of the literary landscape in the United States. This man; this author wrote fearlessly about “space and race (PBS Mark Twain).
Explore the following definitions. These definitions were part of your summer reading pamphlet.
Author’s Style: It is the writer’s unique way of communicating ideas. Elements contributing to style include word choice, sentence length, tone, figurative language, and use of dialogue.
Tone: It is an expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, ...
Setting: It is the time and place of the action in a novel.
Mood: It is the feeling or atmosphere (setting) the writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help establish mood.
Imagery: Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may appeal to the senses of smell, hearing, taste, or touch.
Character Development: The method a writer uses to develop characters. There are four basic methods:
• The writer may describe the character’s physical characteristics and appearance
• A character’s nature may be revealed through his/her own speech, thoughts, feelings, or actions
• The speech, thoughts, feelings or actions of other character’s can be used to develop a character
• The narrator can make direct comments about another character
Plot: The plot is the action or sequence of events in a story. Plot is usually a series of related incidents that build to develop the story. There are five basic elements in a plot line: conflict, rising action, climax, falling action, denouement.
Theme: The theme is a central idea, primary action, or abstract concept that is made concrete in person, action, and image. Sometimes the theme is directly stated in the work, and sometimes it is given indirectly. There may be more than one major theme in a given work, but there can be minor themes.
Symbol: A symbol is a person, place, or thing that represents something beyond itself. Symbols can succinctly communicate complicated, emotionally rich ideas.
Figurative Language: Figurative Language is language that communicates ideas beyond the ordinary or literal meaning of the words. For example: author’s use simile, metaphor, personification, and/or hyperbole, etc., to convey a deeper meaning to the audience.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
"Research is formalized curiosity. It is poking and prying with a purpose." Zora Neale Hurston, Dust Tracks on a Road
Informational Texts and Literature: The introduction to the Tom Sawyer unit addresses not only the historical period, but also the period vocabulary of the times. Samuel Langhorne Clemens and his “alter-ego,” Mark Twain, are part of the literary landscape in the United States. This man; this author wrote fearlessly about “space and race (PBS Mark Twain).
Overarching Essential Questions: a. How do we connect with the world around us? b. Do we inherit a self; do we create a self? Tom Sawyer Guiding Questions: a. How does learning/teaching history differ between literature and informational texts? b. How can reading about real people inform our understanding of literary characters? c. How can prior knowledge be useful in researching historical periods? d. How is literature a reflection of life?
Discussion Strategies
Pose and answer questions in order to show accurate literal understanding of ideas, characters, settings, events and organizational elements in literary works.
Identify significant literary devices, such as symbolism or irony, which define an author's, illustrator's or film director's style. Explain how the author's style affects the mood and tone of a work.
Analyze the beliefs and assumptions of the narrator/speaker in a literary work, or a central character in a film and provide details to support the analysis.
Provide relevant evidence and examples to support an interpretation of a text or film.
Research the historical period in which an author or illustrator lived in order to draw supported conclusions about his or her choice of topics, themes, and settings.
Explain explicit references to elements of social, cultural, and historical context in a literary work, a documentary, or a film.
Note: The Discussion Strategies are used throughout the novel to best address the Essential Questions and the Guiding Questions.
"The face of the water, in time,
became a wonderful book--a book that was a dead language to the uneducated
passenger, but which told its mind to me without reserve, delivering its most
cherished secrets as clearly as if it uttered them with a voice. And it was not
a book to be read once and thrown aside, for it had a new story to tell every
day. Throughout the long twelve hundred miles there was never a page that was
void of interest, never one that you could leave unread without loss, never one
that you would want to skip, thinking you could find higher enjoyment in some
other thing. There never was so wonderful a book written by man; never one
whose interest was so absorbing, so unflagging, so sparklingly renewed with
every reperusal. The passenger who could not read it was charmed with a
peculiar sort of faint dimple on its surface (on the rare occasions when he did
not overlook it altogether); but to the pilot that was an italicized passage;
indeed, it was more than that, it was a legend of the largest capitals, with a
string of shouting exclamation points at the end of it, for it meant that a
wreck or a rock was buried there that could tear the life out of the strongest vessel
that ever floated. It is the faintest and simplest expression the water ever
makes, and the most hideous to a pilot's eye. In truth, the passenger who could
not read this book saw nothing but all manner of pretty pictures in it, painted
by the sun and shaded by the clouds, whereas to the trained eye these were not
pictures at all, but the grimmest and most dread-earnest of reading matter." (Mark Twain: Two Views of the
Mississippi. Chapter 9: Continued Perplexities. 1883.)
Twain, Mark. Life on the Mississippi RIver. New York: Harper Brothers Publishing. 1906. Print.
Ch 1 - Y-o-u-u Tom - Aunt Polly Decides Upon her Duty - Tom Practices Music - The Challenge - A Private Entrance
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Preface
Chapter 1 Vocabulary:
spectacles--eyeglasses
conscience—the ability to recognize right
from wrong
vanity—extreme pride in one’s ability, possessions, or appearance
vexed—annoyed or bothered by something
sagacity—using wisdom or good judgment
lapels—the front part of a garment (usually a coat) which is a continuation
of the collar
diligence—constant effort used to accomplish
a task
roundabout—not going about something in a
direct manner; a coat/jacket/cloak used for general purposes
ambuscade—a trap; a surprise attack
guile—trickery; deceit; duplicity; lying
bona
fide—performed in good
faith; genuine; authentic
subtle—not blatant or obvious
deduce—to derive a conclusion by
reasoning
diffident—lacking confidence in oneself; unsure
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Online: The Adventures of Tom Sawyer, by Mark Twain -
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
"Ben's gait was the hop-skip-and-jump -- proof enough that his heart was light and his anticipations high. He was eating an apple, and giving a long, melodious whoop, at intervals, followed by a deep-toned ding-dong-dong, ding-dong-dong, for he was personating a steamboat. As he drew near, he slackened speed, took the middle of the street, leaned far over to star-board and rounded to ponderously and with laborious pomp and circumstance -- for he was personating the Big Missouri, and considered himself to be drawing nine feet of water. He was boat and captain and engine-bells combined, so he had to imagine himself standing on his own hurricane-deck giving the orders and executing them:..." (p. 30)
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapter 3
Chapter 3 -- Tom as a General -- Triumph and Reward -- Dismal Felicity -- Commission and Omission
Chapter 3 Vocabulary:
balmy—mild and pleasant
Intrepid—resolutely courageous, fearless,
bold
diluted—watered down, made weak
virtuous—possessing the qualities of moral
excellence
clods—lumps of clay or earth
eminence—a position of great distinction or
superiority
evanescence—vanishing or likely to vanish;
fleeting
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Massachusetts Frameworks:
8.N.2Identify
and describe the structure of a multifaceted argument with a main claim (thesis
statement), supporting premises, explicit words indicating connections (e.g.,
therefore, because), and a conclusion.
8.N.3Identify and
analyze the use of overstatement, understatement, ambiguity, incongruity, and
irony in a persuasive text.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapter 3 - Play: Making Connections/Supplemental Writing
Play - Defined and Described Metaphorically Draft your play narrative.
1. The concept is simple: SWBAT go outside and play for two hours:)
2. Restrictions: a. No technology of any kind - examples: no cell phones, ipods, mp3 players, ipads, tablets, video games, etc b. No motorized toys and/or vehicles - dirt bikes, remote control cars and/or air planes, paintball guns c. Do not use this two-hour play time on October 31st - Halloween does not count:(
3. Have your parents/guardians sign your journal/planner to verify that you played for the full two hours.
a. Use this experience to draft your personal definition of "play."
b. Use this experience to describe how you spent your time, but your description is symbolic and written as an extended metaphor
c. Craft/draft descriptive writing that includes sensory information, adjectives, imagery, and literary terms, like metaphors and symbols.
Chapters 4 and 5
Chapter 4 -- Mental Acrobatics -- Attending Sunday-School -- The Superintendent -- "Showing off" -- Tom Lionize
Chapter 5 -- A Useful Minister -- In Church -- The Climax
Chapters 4, 5 and 6 Vocabulary:
tranquil - very calm, quiet; free from
disturbance
benediction—a blessing given at the end of a
religious service
prospective—looked forward to as likely or
promised; probable; expected
convulsion—a violent shaking
grandeur—the quality of being grand;
splendor; magnificent
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer
and listen to it while you read. The audio is divided chapter by chapter.
Chapter 6 Journal Entries
In Chapter Six, what character are we introduced to and what do we learn about the character? Why do all the boys envy him?
In Chapter Six, take notes on the superstitions that Tom and Huck talk about. Why do the children in St. Petersburg rely on superstitions? Do superstitions have a purpose in childhood?
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapter 7
Chapter 7 -- A Treaty Entered Into -- Early Lessons -- A
Mistake Made
Chapters 7 & 8 Vocabulary:
wane - lose size; gradually become
smaller
bliss—great happiness or delight; joy;
ecstasy
andiron—a pair of metal supports for wood
in a fireplace; firedog
upbraid—find fault with; blame; reprove
frivolity—silly behavior
ecstasy—condition of very great joy
cogitating—consider with care; pondering;
thinking about deeply
incantations—set of words spoken as a magic
charm or to cast a magic spell
accouterments—clothes, outfit; a soldier’s gear
Online: The Adventures of Tom Sawyer, by Mark Twain -
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Chapter 8
Chapter 8 -- Tom Decides on his Course -- Old Scenes
Re-enacted
Chapters 7 & 8 Vocabulary:
wane - lose size; gradually become smaller
bliss—great happiness or delight; joy; ecstasy
andiron—a pair of metal supports for wood in a fireplace; firedog
upbraid—find fault with; blame; reprove
frivolity—silly behavior
ecstasy—condition of very great joy
cogitating—consider with care; pondering; thinking about deeply
incantations—set of words spoken as a magic charm or to cast a magic spell
accouterments—clothes, outfit; a soldier’s gear
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Online: The Adventures of Tom Sawyer, by Mark Twain _
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Chapter 7 and 8 Journal Entries:
In Chapter Seven, identify three examples of imagery (this could be just a whole paragraph). Use supporting evidence from the passage to explain the sensory information identified in each passage.
In Chapter Seven, refer to the dialogue between Tom and Joe Thatcher. Refer to the dialogue between Tom and Becky Thatcher. Identify examples of dialect in each of these passages of dialogue.
In Chapter Seven, take notes on the short-lived relationship between Tom Sawyer and Becky Thatcher. What does their relationship reveal about the maturity and lack of maturity of Tom Sawyer? Use supporting evidence in your explanation.
In Chapter Eight, why is Tom so disappointed when he realizes the superstition fails? What superstition fails him?
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapters 9 and 10
Chapter 9 -- A Solemn Situation -- Grave Subjects Introduced
-- Injun Joe Explains
Chapter 10 -- The Solemn
Oath -- Terror Brings Repentance -- Mental Punishment
Chapters 9 & 10 Vocabulary:
perceptible—noticeable
ingenuity—cleverness
ghastly—horrible; terrifying
solemnity/solemn—very serious; sacred
ensconced—settled securely
oppressive—causing worry or creating a burden
innumerable—too many to be counted
monotonous—lacking variety
pallid—pale; lacking color
vagrant—roaming from one place to another
without a job
ruffian—a lawless, rowdy person
stolid—dull; slow-witted
dire—dreadful or terrible
sublimity—lofty excellence; grandeur;
majesty
fetters—chains or ropes used to prevent
escape
lugubrious—mournful; dejected
facility—ease in doing something
flogged—beaten, whipped
colossal—huge; great in scope
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Online: The Adventures of Tom Sawyer, by Mark Twain -
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
What are Implicit Reading Skills? - The following passage is from Chapter 10, page 58 in the novel we are using in class.
Why is the asterisk (*) included at the end of the following line in the middle of page 58?
"Oh, lordy, I'm thankful!" whispered Tom. "I know his voice. It's Bull Harbison." *
When an asterisk (*) is included in the text, why is it wise to take a minute and go to the bottom of the page to read the information: for example, the following note found at the bottom of page 58?
Note: * If Mr. Harbison had owned a slave named Bull, Tom would have spoken of him as "Harbison's Bull," but a son or a dog of that name was "BullHarbison."
Re-read the following line from page 58: "Oh, lordy, I'm thankful!" whispered Tom. "I know his voice. It's Bull Harbison." *
What are the words in: "Oh, lordy, I'm thankful!" whispered Tom. "I know his voice. It's Bull Harbison." * - that makes us stop and use our implicit reading skills? (thankful, whispered, his voice, Bull Harbison)
What do we learn about Mark Twain's story from these words: thankful, whispered, his voice, and Bull Harbison?
What do we learn about the protagonist, Tom Sawyer, from these words: thankful, whispered, his voice, and Bull Harbison?
What do we learn about the author, Samuel Langhorne Clemens, from these words: thankful, whispered, his voice, and Bull Harbison?
Now read the note at the bottom of page 58. I have included it for your convenience.
Note: * If Mr. Harbison had owned a slave named Bull, Tom would have spoken of him as "Harbison's Bull," but a son or a dog of that name was "Bull Harbison."
Notice the word slave.
What do we need to know to continue. Think like a detective trying to solve a mystery. (Can you use you prior knowledge to figure out when in the history of the United Sates the setting of this story took place? Once you figure out a general time period, can you use your prior knowledge to figure out what proclamation Abraham Lincoln signed that made a profound effect on the "Peculiar Institution" of slavery?
At this point can you make a connection between the fictional story and the non fictional history? Once you use your prior knowledge to complete your detective investigation, you can continue making connections - using your implicit reading skills - to figure out the following questions.
What do we learn about the social climate of the United States of America from the word slave?
What do we learn about Tom's attitude about the social climate at this time period in the United States of America from the word slave?
What do we learn about Tom's attitude about the social climate at this time period in the United States of America from the word whispered?
What do we learn about Tom's attitude about the social climate at this time period in the United States of America from the phrase his voice?
What do we learn about Tom's attitude about the social climate at this time period in the United States of America from the fact that he used the name Bull Harbinson and not Harbinson's Bull?
What do we learn about Samuel Langhorne Clemes' struggle with the "Peculiar Institution" at this time period in the United States of America from the word slave? (You will need your notes about Samuel Langhorne Clemens to answer this questions.)
Implicit Reading is a contact sport and if you do not "contact" your prior knowledge and apply everything you know to what you read and then verify some things you are not sure of, then you will read words and a story, but not the novel.
Chapter 10 Journal Entries: In Chapter 10, Tom and Huck decide not to tell the sheriff they witnessed Injun Joe murder Doc Robinson. Explain why. Identify the supporting evidence. Refer to Chapter 10. What does the dialogue between Tom and Huck reveal about the two characters and the differences in lifestyles they lead? In previous chapters, we learn that the boys in St. Petersburg idolize Huck Finn. Identify supporting evidence in Chapter 10 to prove Huck admires Tom.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapter 11 and 12
Chapter 11 -- Muff Potter Comes Himself -- Tom's Conscience at Work
Chapter 12 -- Tom Shows his Generosity -- Aunt Polly Weakens
Chapters 11 & 12 Vocabulary:
infernal—abominable
impudence—marked by rude boldness or
disrespect
haggard—worn out or exhausted as from
hunger or fatigue
serene—calm, peaceful
miscreant—having very bad morals; wicked
conscience—ability to recognize right from
wrong
blanched—turned pale as if by fear or
surprise
inquests—legal investigations into the
cause of death
vogue—leading style or fashion;
popularity
gory—covered by or stained with blood
grisly—ghastly or gruesome
phrenological—the study or theory that the
conformation of the human head indicates the degree of intelligence and
character
clandestinely—done in secret
gravity—seriousness
consternation—great dismay; paralyzing terror
avariciously—greedily; greatly desiring money
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Online: The Adventures of Tom Sawyer, by Mark Twain -
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Chapter 11 Journal Entry:
1. In your opinion, do you think Aunt Polly believes she has “spared the rod and spiled the child?”
2. In Chapter 11, what do we, as readers, and Huck and Tom learn about Injun Joe’s character? Identify the supporting evidence.
3. In Chapter 11, identify ways Tom is managing his guilt?
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapter 13
Chapter 13 -- The Young Pirates -- Going to the Rendezvous -- The Camp-Fire Talk
Chapter 13 & 14 Vocabulary:
forsaken—deserted; abandoned
succumb—give way, yield; die
countersign—a sign or signal used in reply; a password given in answer to the challenge of a sentinel
hilt—the handle of a sword, dagger or tool
bar (sand bar)—ridge of sand formed by the action of the tides or current
foliage—leaves of a plant
festooning—a string or chain of flowers, leaves or ribbons hanging in a curve between two points
peril—chance of harm or loss; exposure to danger
waif—person without a home or friends, especially a neglected child
purloined—stolen
pervading—spreading throughout
obtruded—put forward unwanted and unasked; forced upon
gaudy—to bright, cheap and showy to be considered in good taste
credulous—too ready to believe; easily deceived
conflagration—great and destructive fire
limpid—clear or transparent
ravenous—very hungry; greedy; rapacious
regalia—the emblems or decorations of any society; clothes, especially fine clothing
channel—the deeper part of a waterway
sumptuous—lavish and costly; magnificent; rich
quicksilver—mercury; a heavy silver, metallic element which is liquid at normal temperatures
frolic—a merry prank; play; have fun
derision—scornful laughter; ridicule
Chapter 13: Making Connections
DIrections Read the following quotes from Chapter 13 and respond by writing a journal entry. (open response format)
Commonwealth of Massachusetts Frameworks:
8.RL.2 Explain explicit references to elements of social, cultural, and historical context in a literary work, a documentary, or a film.
8.RL.7 Analyze the beliefs and assumptions of the narrator/speaker in a literary work, or a central character in a film and provide details to support the analysis.
8.RL.8 Provide relevant evidence and examples to support an interpretation of a text, performance, or film.
Chapter 13 Making Connections:
First Quote:
“TOM'S mind was made up now. He was gloomy and desperate. He was a for- saken, friendless boy, he said; nobody loved him; when they found out what they had driven him to, perhaps they would be sorry; he had tried to do right and get along, but they would not let him; since nothing would do them but to be rid of him, let it be so; and let them blame HIM for the consequences -- why shouldn't they? What right had the friendless to complain? Yes, they had forced him to it at last: he would lead a life of crime. There was no choice.”
Journal Response #1: Explain a time in your life, when you, like Tom, have felt defeated and felt as though you only had ONE option.
Second Quote:
“Just at this point he met his soul's sworn comrade, Joe Harper -- hard-eyed, and with evidently a great and dismal purpose in his heart. Plainly here were "two souls with but a single thought."
Journal Response #2: Identify a person (friend or family member) who really understands you, “two souls with but a single thought.” Explain.
Third Quote:
“Joe was for being a hermit, and living on crusts in a remote cave, and dying, some time, of cold and want and grief; but after listening to Tom, he conceded that there were some conspicuous advantages about a life of crime, and so he consented to be a pirate.”
Journal Response #3: If you were to run away to do whatever you wanted to do, what fun place or fun activity would you do?
Fourth Quote:
“Then at once they reached and hovered upon the imminent verge of sleep -- but an intruder came, now, that would not "down." It was conscience. They began to feel a vague fear that they had been doing wrong to run away; and next they thought of the stolen meat, and then the real torture came. They tried to argue it away by reminding conscience that they had purloined sweetmeats and apples scores of times; but conscience was not to be appeased by such thin plausibilities…”
Journal Response #4: Describe a time when your conscience and your guilt kept you up at night. How did you try to rationalize your guilt?
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapter 14
Chapter 14 -- Camp-Life -- A Sensation -- Tom Steals Away from Camp
Chapter 13 & 14 Vocabulary:
forsaken—deserted; abandoned
succumb—give way, yield; die
countersign—a sign or signal used in reply; a
password given in answer to the challenge of a sentinel
hilt—the handle of a sword, dagger or
tool
bar
(sand bar)—ridge of
sand formed by the action of the tides or current
foliage—leaves of a plant
festooning—a string or chain of flowers,
leaves or ribbons hanging in a curve between two points
peril—chance of harm or loss; exposure
to danger
waif—person without a home or friends,
especially a neglected child
purloined—stolen
pervading—spreading throughout
obtruded—put forward unwanted and unasked;
forced upon
gaudy—to bright, cheap and showy to be
considered in good taste
credulous—too ready to believe; easily
deceived
conflagration—great and destructive fire
limpid—clear or transparent
ravenous—very hungry; greedy; rapacious
regalia—the emblems or decorations of any
society; clothes, especially fine clothing
channel—the deeper part of a waterway
sumptuous—lavish and costly; magnificent;
rich
quicksilver—mercury; a heavy silver, metallic
element which is liquid at normal temperatures
frolic—a merry prank; play; have fun
derision—scornful laughter; ridicule
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Online: The Adventures of Tom Sawyer, by Mark Twain -
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Chapter 15
Chapter 15 -- Tom Reconnoiters -- Learns the Situation -- Report at Camp
Chapters 15 & 16 & 17 Vocabulary:
shoal—a sand bar which makes the water
shallow
skiff—a small, light rowboat
yaw—turn from a straight course; go
unsteadily
conjectured—guessed without sufficient
evidence
bereaved—left desolate and alone; deprived
of; robbed of
mutinous—rebellious; not controllable;
unruly
sullen—silent because of bad humor or
anger
plausible—appearing true, reasonable or fair
stupendous—amazing; marvelous; immense
retching—vomiting
peal—a loud, long sound
unflagging—not weakening or failing
eloquent—very expressive; speech that has
grace and force
Six
Nations—the federation
of Iroquois Indian tribes
loitered—lingered idly
vestibule—passage or hall between the outer
door and the inside of a building
anguished—suffering very great pain or
grief; great emotional distress
abashed—embarrassed and confused; uneasy
and somewhat ashamed
soliloquized—talked to oneself
Students took time to complete a written summary for chapter 15 in their journals. When the summaries were complete, students participated in a class discussion that not only reinforced the explicit information in chapter 15, but also reinforced the continued discussion about characterization. Students were challenged to use figurative language to deepen their understanding of chapter 15.
Homework: Read/listen to and take notes on chapters 16 and 17.
MA Frameworks: Figurative Language 6.F.3 Identify the imagery, symbolism, and figurative language in a story and explain how they contribute to its meaning. 7.F.4 Analyze how figurative language and imagery in a story create its mood. 8.F.4 Analyze how an author’s choice of words helps create tone and mood. MA Frameworks: Protagonists and Characters: 6.F.4 Identify and analyze characteristics of the following fiction genres: adventure stories, historical fiction, contemporary realistic fiction, folktales, legends, fables, tall tales, myths, fantasies, science fiction, and mysteries. 7.F.2 Analyze the ways in which main characters change or interact throughout a story or a novel. 8.F.1 Identify qualities, beliefs, and assumptions of central characters in a story or novel and analyze how these influence relationships among characters and the resolution of the conflict.
Chapter 16
Ch 16 - A Day's Amusements - Tom Reveals a Secret - The Pirates take a Lesson - A Night Surprise - An Indian War
Vocabulary: Chapters 15, 16, and 17:
shoal—a sand bar which makes the water
shallow
skiff—a small, light rowboat
yaw—turn from a straight course; go
unsteadily
conjectured—guessed without sufficient
evidence
bereaved—left desolate and alone; deprived
of; robbed of
mutinous—rebellious; not controllable;
unruly
sullen—silent because of bad humor or
anger
plausible—appearing true, reasonable or fair
stupendous—amazing; marvelous; immense
retching—vomiting
peal—a loud, long sound
unflagging—not weakening or failing
eloquent—very expressive; speech that has
grace and force
Six
Nations—the federation
of Iroquois Indian tribes
loitered—lingered idly
vestibule—passage or hall between the outer
door and the inside of a building
anguished—suffering very great pain or
grief; great emotional distress
abashed—embarrassed and confused; uneasy
and somewhat ashamed
soliloquized—talked to oneself
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Online: The Adventures of Tom Sawyer, by Mark Twain -
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer
and listen to it while you read. The audio is divided chapter by chapter.
Chapter 16 notes:
Mood or imagery??? Symbols and metaphors??? According to the Commonwealth of Massachusetts students will be able to “identify significant literary elements that Identify author’s style and then explain how that author’s style affects the mood and tone of the work.” Our students first learn how to break down this Common Core skill into manageable parts by “identifying significant literary elements” like imagery or symbolism. Then students use the imagery or symbolism excerpts to discuss Twain’s use of mood and tone. Can you “figure out” how to manage this Common Core Standard?
This excerpt is from chapter 16. Tom, Huck and Joe Harper have run away to Jackson’s Island and on this particular night their new life away from civilization is being interrupted by a storm.
“About midnight Joe awoke, and called the boys. There was a brooding oppressiveness in the air that seemed to bode something. The boys huddled themselves together and sought the friendly companionship of the fire, though the dull dead heat of the breathless atmosphere was stifling. They sat still, intent and waiting. The solemn hush continued. Beyond the light of the fire everything was swallowed up in the blackness of darkness. Presently there came a quivering glow that vaguely revealed the foliage for a moment and then vanished. By and by another came, a little stronger. Then another. Then a faint moan came sighing through the branches of the forest and the boys felt a fleeting breath upon their cheeks, and shuddered with the fancy that the Spirit of the Night had gone by. There was a pause. Now a weird flash turned night into day and showed every little grass-blade, separate and distinct, that grew about their feet. And it showed three white, startled faces, too. A deep peal of thunder went rolling and tumbling down the heavens and lost itself in sullen rumblings in the distance. A sweep of chilly air passed by, rustling all the leaves and snowing the flaky ashes broadcast about the fire. Another fierce glare lit up the forest and an instant crash followed that seemed to rend the tree-tops right over the boys' heads. They clung together in terror, in the thick gloom that followed. A few big rain-drops fell pattering upon the leaves.” (Twain 169)
Is this excerpt an example of imagery? If so, how does this example of imagery “affect the mood” of chapter 16? However, could this passage be an example of symbolism? If so, what does it symbolize and how does this example of symbolism “affect the mood and tone” of chapter 16? Interestingly enough, students argued that this passage was both imagery and symbolism.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapter 9: Making Connections/Supplemental Writing:
1. "Tell your story." Think about a time when weather had an effect on your life. It might be a profoundly frightening effect like a hurricane or a flood. It might be a profoundly joyful effect like a camping trip or a day at the shore/beach. It might be profoundly ordinary like coming home after school. 2. Write a description of this memory. Descriptive writing includes sensory information, adjectives, imagery, and literary terms, like metaphors and symbols. 3. Interview someone and compare your memory to the memory of another person who shared the same experience. 4. Remember to find at least three images you can insert into the text of this document. This is part of the technology/media frameworks.
Weather-related Memory Resources:
Resources: Know that sometime in April we will look at the ways in which weather appears in everything we will read this year.
“And welcome to the American Experience. I’m David McCullough. We are a nation of experts on the weather. No people on earth spend anything like the time we do talking about the weather, reading about it, tuning in for the latest forecast. And the phenomenon is old. The Founding Fathers had an inordinate fascination in the weather. From the very day of the signing of the Declaration of Independence, to record the heat in Philadelphia, Thomas Jefferson took time out from the debate to buy a thermometer. Until his dying hourly nearly, George Washington studiously maintained a weather diary. Some of the most vivid passages of all our literature are of storms at sea, mountain mists, Chinooks, twisters, blizzards, baking summer afternoons on the high plains. Mark Twain once made a whole speech on New England weather alone. ‘The weather is always doing something there,’ he said. ‘In spring I’ve counted 126 different kinds of weather in twenty-four hours.’ Our film tonight is about a savage hurricane that slammed into New England and the coast of Long Island almost without warning. For despite all the talk and interest in the weather, real storm forecasts were late in coming. It was not until 1871 that even a rudimentary weather service was established and even as late as the 1930’s, the time of our story, forecasts provided by the weather bureau were hardly adequate. Most importantly, there was still no radar. Also, once phone lines were down American communities, even large communities, were cut off from outside information to a degree hard for us to imagine. The Hurricane of ’38.“ (Narrated by David McCullough)
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapters 21 - 23
Chapter 21 -- Youthful Eloquence -- Compositions by the Young Ladies -- A Lengthy Vision -- The Boy's Vengeance Satisfied
Chapter 22 -- Tom's Confidence Betrayed -- Expects Signal Punishment
Chapter 23 -- Old Muff's Friends -- Muff Potter in Court -- Muff Potter Saved
Chapter 23:
Chapter 23 is the trial of Muff Potter, but we cannot understand this chapter in full if we do not go back and remember Chapter 9. Tom sneaks out after hearing Huck's signal (meow) and the boys go to the graveyard looking for ghost and planning to bury a dead cat. While at the graveyard three intruders disrupt their adventure. One man is killed, one man is knocked out and blamed for the murder, and one man - the real murderer - runs away. In Chapter 10, Tom and Huck promise never to tell what they saw. These chapters are pivotal to the understanding of Chapter 23 and to the understanding of the development of Tom as the protagonist in this novel and Huck as one of the main characters in this novel.
Now think like an educator: What questions might I ask related to Chapters 23, 9, and 10? What questions might I ask about the methods Mark Twain uses to develop his characters? What questions might I ask about the plot being moved forward by Chapter 23 but only because, we, the audience, have a clear understanding of Chapters 9 and 10.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapter 24
Chapter 24 -- Tom as the Village Hero -- Days of Splendor and Nights of Horror -- Pursuit of Injun Joe
Vocabulary: Chapters 21 - 24
gilded—covered with a thin layer of gold;
made to be bright and shiny
dome—a rounded top of something; like a
rounded roof
ferule—stick or ruler for punishing
children by striking them on the hand
dominie—schoolmaster; clergyman
spasmodic—occurring very irregularly
gesticulation—lively or excited gestures; wild
waving of the hands
edification—moral improvement or benefit
frivolous—silly; lacking seriousness;
senseless
geniality—the quality of being friendly and
cheerful
garret—space in a house just below a
sloping roof
temperance—exhibiting self-control; being
moderate in habits; speech; actions, etc.
abstain—do without something; refrain
convalescent—recovering health and strength
after an illness
minstrel—singer or musician; a white man in
make-up appearing as a black man who entertains by song and dance
mesmerizer—hypnotist
measles—an infectious disease
characterized by a bad cold, fever, and a breaking out of red spots on the skin
tract—book or pamphlet on a religious
topic
forbearance—patience; control; not acting out
against someone when you have the right to
incongruous—not appropriate; out of
place
verdict—the result of a trial—guilty or
innocent
haggard—having a wild or wasted look as if
from lack of sleep
stolid—having or showing little or no
emotion or sympathy
perplexity—being confused, not understanding
delirium—a temporary state of mental
excitement, confusion, or insanity
corpse—a dead body
Chapter 24:
Do not be deceived by the length of Chapter 24. While it is very short, it is filled with very powerful information. We learn why Tom was out so late in Chapter 23 that he had to sneak in. We know that he went to see Muff Potter's lawyer. Tom has been struggling with his conscience for a long time. To understand Chapter 24, you have to go back to Chapter 16 and re-visit Jackson's Island, "the brooding oppressiveness," and Tom's childlike need to runaway literally to Jackson's Island, but also to runaway metaphorically speaking from facing the truth that he must divulge (tell).
Think like an educator: What lines might I use from Chapters 24, 23, and 16 to make connections with Tom's decision-making, especially his decision to talk to Muff Potter's lawyer? What have you learned about Tom from Chapter 1 through Chapter 24? How has Tom changed? Remember we are reading now knowing full well that the chapters we read move the plot forward to the denouement, but only because we can look back. In Chapters 24, 23, and 16 we are dealing with the original conflict, which might be wanting to grow up, but not wanting the responsibilities that come with growing up. Might this also be a theme?
Know something about the conflict of any story, the climax of that story, and the denouement of that story. The conflict is related to the climax and both must align with the denouement: for example, we see a conflict in Chapter 10. Tom and Huck act like small children when they decide not to tell what they saw. The conflict becomes climactic when Tom takes the responsibility to tell the lawyer (Chapter 23) what he saw in Chapter 9. Chapter 10 (a conflict) moves the plot along to Chapter 23 (a climax), but it is not until Chapter 24. It is in Chapter 24 that we understand the outcome (denouement) which is Muff Potter's release from jail and his gratitude towards Tom.
Novels often have more than one conflict-climax-denouement connection. Just a hint for the future - write down these minor conflict-climax-denouement connections while you are reading. When you finish the novel go back over your list, and then decide which conflict-climax-denouement connection is the major connection for that particular novel.
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Online: The Adventures of Tom Sawyer, by Mark Twain -
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Chapters 25 - 36
Chapter 25 -- About Kings and Diamonds -- Search for the Treasure -- Dead People and Ghosts
Chapter 25:
Do Tom and Huck go back to what they know - being kids and playing pirates? Is this a connection to Chapter 13?
Chapter 26 -- The Haunted House -- Sleepy Ghosts -- A Box of Gold -- Bitter Luck
Chapter 27 -- Doubts to be Settled -- The Young Detectives
Chapter 28 -- An Attempt at No. Two -- Huck Mounts Guard
Chapter 29 -- The Picnic -- Muck on Injun Joe's Track -- The "Revenge" Job -- Aid for the Widow
Chapter 30 -- The Welchman Reports -- Huck Under Fire -- The Story Circulated -- A New Sensation -- Hope Giving Way to Despair
Chapter 31 -- An Exploring Expedition -- Trouble Commences -- Lost in the Cave -- Total Darkness -- Found but not Saved
Chapter 32 -- Tom tells the Story of their Escape -- Tom's Enemy in Safe Quarters
Chapter 33 -- The Fate of Injun Joe -- Huck and Tom Compare Notes -- An Expedition to the Cave -- Protection Against Ghosts -- "An Awful Snug Place" -- A Reception at the Widow Douglas's
Chapter 34 -- Springing a Secret -- Mr. Jones' Surprise a Failure
Chapter 35 -- A New Order of Things -- Poor Huck -- New Adventures Planned
Chapter 36 – Conclusion
Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Online: The Adventures of Tom Sawyer, by Mark Twain -
iTunes Free download: Lit2Go series: You can download the audio-novel The Adventures of Tom Sawyer and listen to it while you read. The audio is divided chapter by chapter.
Online Unabridged etext: University of Virginia unabridged etext, The Adventures of Tom Sawyer: http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html Note: The University of VIrginia unabridged etext, The Adventures of Tom Sawyer, includes page numbers.
MLA CItation University of VIrginia unabridged etext: Twain, Mark. The Adventures of Tom Sawyer. New York and London: Harper Brothers, 1903. University of Virginia Library etext. Web. 1 March 2012. >http://etext.lib.virginia.edu/toc/modeng/public/Twa2Tom.html<
Hardcopy Novel:
MLA Citation Hardcopy Novel: Twain, Mark. The Adventures of Tom Sawyer. Hartford, Connecticut: American Publishing Company. 1879. Print.
Education Is a Choice and The Choice Is Ours
Ms. Laster's "Tom Sawyer Final Project":
The project is grade out of 100 points. Now look at your notes, if you forgot what the total project is worth, for example: 100 x 3 or 100 x 4?
The Adventures of Tom Sawyer
..............................................................................................................................................
Your Grade
........................
Teacher's Grade
................................
The outside presentation of the paper bag/box/container needs to include the following:
the title
author
a quote that represents Tom Sawyer
Be creative when you design the exterior of the paper bag/box/container and when you present your project.
Total Possible Points: 15 (5/title, 5/author, 5/quote)
The following are included in the"inside of the paper bag/box/container:
Total Possible Points: 15
3 major symbols: Identify 3 major symbols from the text. You might use a three dimensional symbol or draw the symbols on cards. Remember to explain the importance of the symbol and what it represents. (Include page numbers.) Be creative in presenting your 3 major themes and the supporting evidence for these themes.
Total Possible Points: 15
Theme and 3 examples of supporting evidence:
Choose 3 examples from the text that support the theme you chose as the overall theme of this novel. You might identify the theme on one side of a card and include the supporting evidence on the other side. (Include page numbers.) Be creative in presenting your theme and the 3 supporting evidence.
Total Possible Points: 15
5 examples of dialect and the image that best identifies the dialect:
Choose 5 examples of dialect from the text and include the image that relates to the dialect you chose. (Include page numbers.) Be creative in presenting your 5 examples of dialect.
Total Possible Points: 15
5 examples of imagery and the image: Choose 5 examples of imagery from the text and an image relating the written description of the that image. (Include the page number.) Be creative in presenting your 5 examples of imagery.
Total Possible Points: 15
1 universal human truth: Identify one human truth from the text that Mark Twain has identified in this novel. Use a direct quote and include the page number. Be creative in presenting this human truth.
Total Possible Points: 20
Overall Quality of the Presentation: You are almost done. Ask yourself: 1. Do my designs relate to The Adventures of Tom Sawyer? 2. Have I used this rubric as a checklist and completed every part of the project?
3. Have I included my name on my project?
Total Possible Points: 20
Projects due: Tuesday, April 24th The original directions were given Thursday, April 12th and Friday, April13th before the April break. If you were not in school on the 12th or the 13th and you have not spoken to Ms. Laster, then with respect to our class room policies, you were expected to stay after school Monday, April 23rd. If you have not spoken to Ms. Laster about the project then you must see Ms. Laster between April 24th and April 27th to learn about the project.
Projects presented: Monday, April 30th
Cautionary Tale
1. Know that we have studied the following information since September. The study of The Adventures of Tom Sawyer was an opportunity to ask questions, study and be proficient in your knowledge of each term, definitions, and genre listed below.
2. You must be able to proficiently discuss all of the following:
FIve Parts of a Plot
Definition of a Plot
Definition of Genre and the Four Major Categories of Genre
Definitions of the Five Elements of a Folk Tale and Knowledge that Folk Tales are subcategories of FIction
Definition of Theme
Definitions of Protagonist, Character, and the Four Methods an Author Uses to Develop a Character
Definitions of Setting, Imagery, and Mood of a Story
Definitions of Metaphor, Simile and Personification
Definitions of Hyperbole, Hyperbolic, and Understatement
Definitions of Symbol, Symbolism, and Symbolic
Definitions of Irony and Ironic
Definitions of Author's Style and Tone of a Story
Definitions of the Five Elements of a Myth and Knowledge that Myths are subcategories of FIction (Lion King)
Definitions of the Five Elements of a Fairy Tale and Knowledge that Fairy Tales are subcategories of FIction (Wonderful Wizard of Oz)
Definitions of the Five Elements of a Legend and Knowledge that Legends are subcategories of FIction (Legend of Sleepy Hollow)
Definitions of the Five Elements of a Documentary and Knowledge that Documentaries are subcategories of NON FIction
As a reminder: the following are examples of documentaries that we have studied this year
PBS Hurricane of '38 is a documentary.
PBS Mark Twain directed by Ken Burns is a documentary.
Jacques D'Ambrois - Who's Dancin' Now is a documentary.
3. You must be able to recognize examples of literary terms in the novel.
FIve Parts of a Plot
Definition of a Plot
Definition of Genre and the Four Major Categories of Genre
Definitions of the Five Elements of a Folk Tale and Knowledge that Folk Tales are subcategories of FIction
Definition of Theme
Definitions of Protagonist, Character, and the Four Methods an Author Uses to Develop a Character
Definitions of Setting, Imagery, and Mood of a Story
Definitions of Metaphor, Simile and Personification
Definitions of Hyperbole, Hyperbolic, and Understatement
Definitions of Symbol, Symbolism, and Symbolic
Definitions of Irony and Ironic
Definitions of Author's Style and Tone of a Story
4. You must be able to use the literary terms as tools to enhance your writing.
FIve Parts of a Plot
Definition of a Plot
Definition of Genre and the Four Major Categories of Genre
Definitions of the Five Elements of a Folk Tale and Knowledge that Folk Tales are subcategories of FIction
Definition of Theme
Definitions of Protagonist, Character, and the Four Methods an Author Uses to Develop a Character
Definitions of Setting, Imagery, and Mood of a Story
Definitions of Metaphor, Simile and Personification
Definitions of Hyperbole, Hyperbolic, and Understatement
Definitions of Symbol, Symbolism, and Symbolic
Definitions of Irony and Ironic
Definitions of Author's Style and Tone of a Story
Moving on
...I never saw another butterfly... Children's Drawings and Poems from Terezin Concentration Camp, 1942-1944
Volavkova, Hana, eds. ...I never saw another butterfly... Children's Drawings and Poems from Terezin Concentration Camp, 1942-1944.
Chapter 9: Making Connections/Supplemental Writing:
