kcorcoran

Diverse Text Set for __Adventures of Huckleberry Finn__ Kristen Corcoran University of Rhode Island Abstract This diverse text set incorporates the different learning styles (visual, hands-on, etc) and different reading level abilities of the classroom to allow every student an equal and fair chance of understanding Mark Twain’s classic novel __Adventures of Huckleberry Finn__. The text set includes articles, audio tapes, illustrations, and background information on the author to create a whole picture for the students in understanding the text. Students would have been working throughout the semester on the overall theme of man vs. society and this unit would be introduced by connecting this theme to Huck vs. societal beliefs on racism. I would, of course, read both of the teacher guides before beginning the unit to understand and decide on lesson plan ideas. The first text I would like to use with the students is text # 9, the study guide. Giving this text to students first will allow them to have the help of chapter summaries and interactive quizzes to help them from the very start of their reading. Next, I would have students work in groups and allow some students to read text # 5, the Twain biography, and have other students read text # 4 to understand the novel in relation to race in America. The students in the group will swap the information they found in the texts with the accompaniment of text questions and charts. After this lesson, students would work in small groups at computers to view text #10, Mark Twain and His Times, and answer questions that would test both their comprehension skills of understanding the text that describes Twain’s biography and information on the text as well as test their internet search abilities. Each student would get a turn at using the computer in the group by switching off for each question. We would come back together as a class to discuss our answers and interesting information the students enjoyed reading. In the next lesson, students would read the articles debating the race issues in __Huck Finn__ in text # 2. The classroom would be split into two groups and each group would be given one of the articles. Each group would get a chance to read their article, discuss their article as a group, and then convey the important aspects of the article to the opposite half of the class. Students will be asked to describe the important aspects in their own words and with the use of quotes. Finally, students would be presented with the novel and within the first class of receiving text #1, I would present the students with the illustrated version to allow them time to compare and contrast the styles as well as use the illustrated version to help further their understanding. I would also present the audio reading of the text to the class and allow them to hear the first several pages read in class. After reading the first few chapters, students would be given a chance to view text #8, the character illustrations, to help them further paint a mental picture of the characters and also further their understanding of the racial stereotypes of the era. Once students read a part containing Jim’s spiritual songs, I would have the class listen to the text # 7 Armstrong recording. At the end of their reading, I would incorporate the teaching guide student activities by asking students to create a mock 19th century trial where the plaintiff group wants to ban the book and the defendant group wants to help others understand its importance. 1.  OC-10-2.3 Makes oral presentations by…including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusions (Examples of support and elaboration: using anecdotes, analogies, illustrations, visuals, detailed descriptions, restatements, paraphrases, examples, comparisons, and artifacts) (Local) 2.  W-10-3.2 Writing in response to literary or informational text-making analytical judgments about text by… Making inferences about the relationship(s) among content, events, characters, theme, or author’s craft (Examples: Making links to author’s choice of words, style, bias, literary techniques, or point of view; making links to characteristics of literary forms or genres) (State) 1.     R-10-5.2 Analyze and interpret elements of literary texts, citing evidence where appropriate by   ... __Examining__ characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (__including relationships__), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time (State) 2.   R-10-5.5 Analyze and interpret elements of literary texts, citing evidence where appropriate by…Explaining how the __author’s purpose (E.G. to entertain, inform or persuade)__, message or theme (which may include universal themes) is supported within the text (State) References Becker, T. //The Adventures of Huckleberry Finn [Sound Recording]/ Mark Twain//. Available from http://library.provlib.org/search~S8?/thuckleberry+finn/thuckleberry+finn/1%2C2%2C9%2CB/f ameset&FF=thuckleberry+finn&4%2C%2C8/indexsort=- Chadwick-Joshua, J. (1998). //The Jim Dilemma: Reading Race in Huckleberry Finn//. Mississippi: University Press of Mississippi. Contrabands. (2001). Go Down, Moses. [Louis Armstrong]. On //Louis Armstrong: Louis and the Good Book//. [CD]. USA: Verve. (1958). Jarnow, J. (2004). //Looking at Literature Through Primary Sources: The Adventures of Huckleberry Finn and Race in America//. New York: The Rosen Publishing Group, Inc. McCabe, S. (2002). //Treasury of Illustrated Classics: Adventures of Huckleberry Finn by Mark Twain//. New York: Modern Publishing. Middlemas, N. (1997). //Teacher Cyberguide: Censorship and The Adventures of Huckleberry Finn by Mark Twain//. Retrieved from http://www.sdcoe.k12.ca.us/score/huckcen/huckcentg.html PBS. (2008). //Huck Finn in Context: A Teaching Guide//. Retrieved from http://www.pbs.org/wgbh/cultureshock/teachers/huck/ Railton, S. (1996). //Mark Twain and His Times//. Retrieved October 5, 2008, from http://etext.lib.virginia.edu/railton/index2.html Smith, J. N. (1999). GradeSaver//: The Adventures of Huckleberry Finn - Study Guide//. Retrieved October 2, 2008, from . Twain, M. (1959). //Adventures of Huckleberry Finn//. New York: Signet Classic. University of Virginia. (2007). [Character illustrations for The Adventures of Huckleberry Finn]. //Adventures of Huckleberry Finn.// Retrieved from http://etext.lib.virginia.edu/railton/huckfinn/hucillhp.html Wiener, G. (2001). //Understanding the Adventures of Huckleberry Finn: Understanding Great Literature//. California: Lucent Books.
 * Context for using the text set: ** This text set is meant for a 10th or 11th grade language arts class with varying levels of ability. The students have been working on units throughout the semester that deal with the theme of “man versus society” and are now being presented with these diverse texts that discuss the character Huckleberry Finn versus society in a moral battle over the beliefs of slavery and racism. These texts will work together to create a biographical background of Mark Twain and his social-commentary writing style, an understanding of the context of the novel during the time of the antebellum south, and the ability to perceive both sides of the argument for and against the use of the text in classrooms.
 * A.Print Resources **
 * Text #1 **
 * Citation: ** Twain, M. (1959). //Adventures of Huckleberry Finn//. New York: Signet Classic.
 * Summary: ** With the Mississippi River as the backdrop to this novel, Huckleberry Finn and run-away-slave Jim travel the river to find their freedom from society through a series of mishaps and adventure. By allowing Finn to tell the story, Twain is able to comment on the contradicting post civil-war south which continues to create segregation of races in what is supposed to be a free and equal society.
 * Rationale: ** This text will be the main focus of all of the other texts used in the classroom. Students will use this text in discussion with other texts to understand Twain’s commentary on racial issues first hand. Other texts will add to and connect student understanding of Twain’s novel in relation to the larger reality of racial segregation.
 * Use of Text: ** The students will use this text as the focal point of the unit by connecting other texts describing Twain’s writing style, his opinions of slavery, and the era in which it was written to the character Finn. Students will be able to locate and understand Finn’s changing view of Jim in comparison to the larger picture of anti-slavery as an issue for the post civil war, antebellum south.
 * Attachment: ** Novel not attached (229 pages).
 * Text #2 **
 * Citation: ** Chadwick-Joshua, J. (1998). //The Jim Dilemma: Reading Race in Huckleberry Finn//. Mississippi: University Press of Mississippi.
 * Summary: ** In this book, two articles have been chosen to discuss the racial dilemma in Twain’s novel by debating its importance to the list of great American novels. The articles help readers understand that Twain was not discussing an uncomfortable issue for no reason, but rather to help bring racism to the forefront of American issues that must be addressed rather than disregarded.
 * Rationale: ** Students must learn to see past the obvious racial slurs and disregard for slaves within the novel and learn to question //why// the author chose to write it in that style. They must also be able to witness the changes that Finn endures about his beliefs in relation to societal beliefs about slavery. The articles help the reader understand that Twain is using his protagonist to comment on the real issues in the south
 * Use of Text: ** Students will be able to use these articles to understand that not all societal norms, such as the majority of the antebellum southern support of racism and slavery, are necessarily “right”. Students will be able to use these texts to relate to the societal norms of today to their own beliefs and begin to question new issues that attack groups based on their choices, religion, or appearance. These articles will be used before students are given the novel so they will have a chance to prepare themselves for and understand the charged words within the text.
 * Attachment: ** Book not attached (159pages)
 * Text #3 **
 * Citation: ** McCabe, S. (2002). //Treasury of Illustrated Classics: Adventures of Huckleberry Finn by Mark Twain//. New York: Modern Publishing.
 * Summary: ** McCabe recreates Twain’s classic novel with the use of illustrations and visuals paired with easier reading to help lower level readers understand the actual text. McCabe keeps the important aspects of the text, such as the use of superstitious beliefs and slavery issues, while also making it more readable and easy to follow.
 * Rationale: ** Twain’s novel may be more challenging for some students to understand because of its complex structure, underlying social commentary, and satire. This text will allow students with lower reading ability to be able to grasp the main ideas the text needs to address while also making the reading more enjoyable and exciting by focusing on the adventure aspect of the story with the accompaniment of visuals for further understanding.
 * Use of Text: ** Students would be asked to look at the McCabe version of the classic tale by reading a few chapters for each class and then reading those same chapters in the actual novel to compare and contrast the main ideas. Students would be able to discuss their findings of the similarities and differences in groups. Students could first learn the basic meaning in each chapter by reading McCabe’s version previously to the more difficult, classic novel so that they are better able to focus on details rather than understanding of plot and characters. This will allow students to understand the larger, more important issues Twain touches upon that may be omitted or misconstrued in McCabe’s text.
 * Attachment: ** Book not attached (189 pages)
 * Text #4 **
 * Citation: ** Jarnow, J. (2004). //Looking at Literature Through Primary Sources: The Adventures of Huckleberry Finn and Race in America//. New York: The Rosen Publishing Group, Inc.
 * Summary: ** Jarnow’s text helps create a background to Twain’s novel by giving a brief, but important amount of information on Twain’s biography, his social standing on racial issues, slavery, abolition and reconstruction, and Twain’s use of these ideas in his text.
 * Rationale: ** Each student in the class may have very different amounts of background knowledge about the antebellum south and the post-Reconstruction era. This text will allow me to give each student either a brief summary of the period or a refresher in their memory of the period so that every individual will have at least the same base information with which they can find meaning and understanding in Twain’s novel.
 * Use of Text: ** Before reading __Huck__ Finn, students will have the chance to choral read this text in groups, stopping to answer questions about important information developed in each short chapter with the use of charts and questions. The text is very easy reading and makes large issues, such as the antebellum south, become a straightforward concept for all reading abilities in the classroom.
 * Attachment: ** Book not attached (64 pages)
 * Text #5 **
 * Citation: ** Wiener, G. (2001). //Understanding the Adventures of Huckleberry Finn: Understanding Great Literature//. California: Lucent Books.
 * Summary: ** One of the chapters of this book, “Biography of Samuel Langhorne Clemens,” describes the author from a personal and a professional standpoint. Bringing these two elements of his character together creates a well-rounded background of the author which helps the reader understand his perspective on the issues he addresses in the novel.
 * Rationale: ** This chapter biography is more in depth than other descriptions of his personal life from the text set and would be of use to group work in which high level reading ability students could read this biography in place of a less descriptive one.
 * Use of Text: ** Students would be able to bring different facts about Twain’s life to the table from different reading materials and then work as a group to understand the novel in relation to his personal and professional life.
 * Attachment: ** Book not attached (128 pages)
 * B. Media Resources **
 * Text #6 **
 * Citation: ** Becker, T. //The Adventures of Huckleberry Finn [Sound Recording]/ Mark Twain//. Available from http://library.provlib.org/search~S8?/thuckleberry+finn/thuckleberry+finn/1%2C2%2C9%2CB/frameset&FF=thuckleberry+finn&4%2C%2C8/indexsort=-
 * Summary: ** This is an online audio reading of __Huck Finn__ by Thomas Becker which follows the book text exactly as it is written through each of the chapters. Devine reads as the narrator as well as the characters and keeps the reader on track by announcing the chapter and separating each chapter by the CD tracks so that the student must select the next track to move forward.
 * Rationale: ** Students can find it difficult to connect to the text and hear it “in their head” as they are reading. Using an audio recording of the text that emphasizes character voice as well as tone of the situation will allow students to become more engaged. Their understanding of the writing style will be enhanced and the example of the reading will allow them to become more familiar with creating a personal, internal reading style.
 * Use of Text: ** Within the same class that the students are given __Huck Finn__ by Mark Twain, I will allow them to hear the audio recording of the first several pages being read. Pairing the audio with their first interaction of the text will help them create their internal reading dialogue from the very beginning. Students will also be able to re-read the first several pages on their own to become familiar with their internal dialogue and then set forth to read the rest of the assigned reading. Throughout the reading of the text, I will continually return to the audio recording to present the students with the beginning of a chapter to consistently remind them how to separate characters by voice and how to hear the tone Twain intended in the writing so that they can practice on their own.
 * Attachment: ** CD not attached (9 discs)
 * Text #7 **
 * Citation: ** Contrabands. (2001). Go Down, Moses. [Louis Armstrong]. On //Louis Armstrong: Louis and the Good Book//. [CD]. USA: Verve. (1958).
 * Summary: ** This is one of several recorded versions of the original American Negro spiritual which was not copyrighted. Twain uses this song as one of several songs that the character Jim sings as he travels down the river.
 * Rationale: ** This audio recording will help further students understanding of the real life connection that __Huck Finn__ had to its proximal date of creation and publication by presenting a spiritual song used by slaves that Twain incorporated into his novel through the character Jim.
 * Use of Text: ** Students will listen to the recording of the song to help them understand Twain’s connection of __Huck Finn__ to the real lives of African Americans in slavery. This was, as said previously, an original spiritual song sung by slaves in America and Twain uses this to bring the social commentary of slavery issues to the real world. Students will be able to hear the song and find deeper meaning in its vocals when they understand that Twain did not create the song himself for the purpose of the book, but he rather connected it to the real world and its issues with oppression.
 * Attachment: ** http://www.youtube.com/watch?v=BbiImYrdbb8
 * C. Online Interactive Resources **
 * Text #8 **
 * Citation: ** University of Virginia . (2007). [Character illustrations for The Adventures of Huckleberry Finn]. //Adventures of Huckleberry Finn.// Retrieved from http://etext.lib.virginia.edu/railton/huckfinn/hucillhp.html
 * Summary: ** This site of illustrations allows users to choose from several different web pages which all connect to the development of understanding the text. In particular, there is one link which allows the user to view two different characters at once, side by side, by allowing the user to click on character names to view illustrations.
 * Rationale: ** Having visual aids for characters while reading will help students differentiate between them while also helping them create their own mental pictures of the characters as they take action in the text. Giving students a place to start in their own visual interpretations of the characters will help them separate character qualities through illustrated pictures.
 * Use of Text: ** I will give students time to work in groups to review this webpage’s original illustrations of the characters and, using a chart, write down some key physical attributes of the characters that the original illustrator, Kemble, saw in the late 1800s. One of the web pages shows the original illustration of Jim, a slave, and compares it to illustrations created of him throughout the years. Students will be able to discuss how the depiction of African Americans has changed and how this shows in the illustrations of Jim.
 * Attachment: ** http://etext.virginia.edu/railton/huckfinn/hucillhp.html
 * Text #9 **
 * Citation: **  Smith, J. N. (1999). GradeSaver//: The Adventures of Huckleberry Finn - Study Guide//. Retrieved October 2, 2008, from .
 * Summary: ** This website is an interactive page that allows students to quiz themselves on their reading of the text, read chapter summaries, find a character list, follow a map of their journey, and understand themes.
 * Rationale: ** Some students find it is easier to understand their reading if they are first presented with an easy-to-read summary of each chapter previous to reading the text. Students will find themselves less confused by the plot and be able to concentrate further on their understanding of finding examples of themes and bigger ideas.
 * Use of Text: ** I will allow students to use this website freely for their own use in helping them read. Students who feel they have a better understanding of the text will not be required to use the website for reading chapter summaries. All students will be asked to review their focus on reading by taking the quizzes associated with the text and the answers to those questions can be discussed in class for clarification and understanding.
 * Attachment: ** http://www.gradesaver.com/classicnotes/titles/huckfinn/
 * Text #10 **
 * Citation ** : Railton, S. (1996). //Mark Twain and His Times//. Retrieved October 5, 2008, from http://etext.lib.virginia.edu/railton/index2.html
 * Summary: ** This site gives an interesting biographical sketch of Mark Twain, such as the origin of his pen name and impersonators of his voice from the many speeches he gave on tour, as well as attachments to websites for several of his writings including __Huck Finn__. This website helps the reader understand how Twain was defined in the public, marketed for profit, and reviewed by the public and organizations for his tour readings and writing. There is also a memory builder game to quiz readers on their knowledge gained from the website.
 * Rationale: ** This site will give students a chance to interact with the web while also learning background information about Twain and about the novel. Students will be able to peruse the different site attachments through the interface and practice their web-searching skills as well as connect to the novel.
 * Use of Text: ** Students will be placed into groups at computer stations and given instructions on how to enter the site. Each group will be given a handout asking questions that can be answered by searching through the site’s different attachments. Students will be asked to write how they found the information and their answers to the questions by visiting several of the attached web pages. Some questions will be about Twain, such as the origin of his pen name and a famous quote, and other questions will deal directly with the novel.
 * Attachment: ** http://etext.lib.virginia.edu/railton/index2.html
 * D. Instructional Resources **
 * Text #11 **
 * Citation: ** PBS. (2008). //Huck Finn in Context: A Teaching Guide//. Retrieved from http://www.pbs.org/wgbh/cultureshock/teachers/huck/
 * Summary: ** This teaching guide webpage allows the reader to view responses to film adaptations and the book, including its controversy and banishment from schools. The novel is divided into six teaching strategies: exploring the controversy, exploring stereotypes, character development, satire, reclaiming the self-the legacy of slavery, and final project ideas. Each of the teaching strategies has links to specific step-by-step procedures and curriculum coverage ideas that are used with classroom discussion questions and activities.
 * Rationale: ** Confronting such touchy subjects as slavery and racial slurs can be intimidating and can ruin the true themes and lessons of the novel if students do not understand why it is important and how to approach the subject. Teachers, too, have to be careful how the subject is confronted previous to and during reading. This teaching guide gives specific ideas and examples of how to approach the subject and to help students understand the reason Twain was adamant about using racial slurs. Teachers can also help this become part of the lesson by giving students copies of actual banishments and rulings against the novel and allowing students to take a stance on the subject in class debates and discussion.
 * Use of Text: ** I would use this guide to help further my own background knowledge of the issues that the novel has presented to schools and its interpretation by some readers. Increasing my own background knowledge will help me further explain the importance of the novel not only as a fictional story, but as a commentary on real racial issues that still exist today in different forms. The discussion questions and activities will help further students understanding of the different aspects of the text and will also help me expand upon the ideas to create my own activities and discussions for my particular classes.
 * Attachment: ** http://www.pbs.org/wgbh/cultureshock/teachers/huck/
 * Text #12 **
 * Citation: ** Middlemas, N. (1997). //Teacher Cyberguide: Censorship and The Adventures of Huckleberry Finn by Mark Twain//. Retrieved from http://www.sdcoe.k12.ca.us/score/huckcen/huckcentg.html
 * Summary: ** This teacher guide includes several excellent ideas for student activities that will enhance learning and create excitement about the text. One idea presented is to allow students to write a letter of protest about the novel as if they were a 19th century citizen wishing the novel were banned. Each idea for student activities is connected to a URL, given a degree of difficulty for its grade level readability, and commented on with a summary.
 * Rationale: ** Students need to be actively engaged in texts to truly create meaning of the text to their lives. Letting students read the text without hands on activities and discussions will diminish their understanding of the writing and its importance as well as its connection to modern society. Hands-on activities will foster student learning through group work and personal expression by giving students incentive to truly understand the novel.
 * Use of Text: ** I will choose some of the activity ideas offered, depending on the length of the lesson, to allow students to see new, interpretive ways of connecting a text to fun learning. The “Evidence for Debate or Trial” activity could easily be paired with previously mentioned articles that debate the race issues of the text as important social commentary versus plain racism.
 * Attachment: ** http://www.sdcoe.k12.ca.us/score/huckcen/huckcentg.html
 * Using these texts together in the classroom: **
 * Objectives: **
 * Content Area Objectives: **
 * Reading Strategy Objectives: **

Kristen- I like how you addressed in detail how you would use certain texts to address the different skill levels and needs of your students. You provide many opportunities for diverse learners through the picture book adaptation of //The Adventures of Huckleberry Finn//, the recording of the Negro spiritual, and the recording of the book. I also appreciate how you included a text that discusses the language in the book specifically since this has been controversial in the past (especially in the classroom) and because I think it is extremely important for students to not misunderstand Twain’s purpose for using that language. Through the texts you selected I am sure all your students will be able to see “the big picture” and historical significance of the novel no matter what their literacy level is. -Sophie