The Adventures of Huckleberry Finn by Mark Twain 2 nd Quarter Novel Unit AP English Language & Composition

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1 The Adventures of Huckleberry Finn by Mark Twain 2 nd Quarter Novel Unit AP English Language & Composition The Adventures of Huckleberry Finn is considered one of the first significant and truly American novels. Twain s book is brilliant, funny, engaging and entertaining; but it is also a great work of literary art. It is a troubling work that has been regarded as dangerous by many communities in the United States, dangerous enough to have been placed numerous times on banned or censored book lists. It is perhaps one of the strongest anti-slavery texts to come out of the post-civil War era, and yet is has been banned by some well-meaning African American groups because of its use of the n-word. Paradoxically, it has also been banned by white racists because of its critique of slavery and its portrayal of a strong friendship between white and black characters, as well as its portrayal of racism itself. Its themes and life lessons have always been and continue to be valuable tools in assisting the reader in gaining a deeper understanding of the hypocrisies all too often inherent in society and its institutions, and, perhaps most importantly, of the especially unique role humor plays when used by an author to instruct and inform the reader in an effective and memorable manner. You will read this novel independently over second quarter, paying careful attention to the author s style, organization, diction, details and figures of speech. You are responsible for identifying and understanding the following elements: characterization, setting, conflicts, climaxes, resolutions and conclusions, as well as identifying and commenting on the stylistic and rhetorical choices made by the author throughout the book. Reading Schedule It is expected that students will have read the assigned section of the book before the day that it is due and will be active and willing participants in discussion on those days. This unit will be treated like a college seminar and students are expected to take part in discussion, just as they would in a college course. Due 11/17 - Chapters 1-13 (to page 75) and America s Original Superstar (Time) Due 12/1 - Chapters (to page 150) Due 12/15 - Chapters (to page 224) Due 1/5 - Chapters 33 End, including the Afterward (to page 305) Whole Class Paideia Discussion Purpose: To read and note Twain s use of specific literary elements to develop theme(s): characterization, conflict, symbol, tone, and diction. Essential Understanding: Literature both reflects and influences the culture during which it was written and also the time in which it is set. Bring both the paedeia discussion sheet and novel with you to class on each day of the reading schedule. The paideia sheet will count as fifty percent of your grade; your oral participation during the discussion will count as the second fifty percent. Complete the paedeia discussion sheet thoughtfully and thoroughly explain your responses. 1

2 Annotation of Episodes The Adventures of Huckleberry Finn is told in a series of episodes. The first episode is Huck s escape from Pap and the final episode is his adventure at the Phelps s farm. It is important that you annotate the following: 1. Mark with a sticky note the beginning of each episode and label it. 2. Identify the key characters in each episode (besides Huck and Jim) and take note of phrases that describe them. Write CD (character description) of (character s name) on the sticky note. 3. Notice Twain s satire throughout each episode (he is the narrator behind Huck). In particular note how Twain satirizes Southern romantic traditions, which were patterned after medieval romantic/courtly traditions; i.e. the damsel in distress, the duel, the courtly gentleman, etc 4. Note all passages that deal with religion. 5. Note all passages dealing with death. Keep track of the body count. Reflect and briefly comment on the violence and death in each episode. 6. Keep track of the evolving relationship between Huck and Jim. Note all passages when Huck makes an important decision concerning his relationship with Jim. There are at least four key moments and these need to be highlighted with a sticky note. 7. If you have a question about something in the book, write it on a sticky note on the page when it first occurs to you. Google it on the Internet to see if you can find an answer. When you get an idea while reading the text, note it in brief form in the margin. You may never think of this idea again unless you write it down. 8. Use brackets, checks, stars, or asterisks to mark important items or detail you want to return to later. Then, in the front of the book, record the symbol you used and write the page numbers that have that symbol. Some points and questions to consider as you read and respond: The Mississippi River itself and the environment around the river its natural places as well as its towns and settlements all play a major role in Twain s novel. Is the river a place of peace and refuge or a place of danger and uncertainty, or both? Where do the river s dangers arise? What is life on the raft like, and how is it different from life in the places along its banks? What can we say about the towns and places along the riverbanks? Are the river s settlements all alike or do they differ? How does the river change as the novel progresses? How does the direction in which Huck and Jim are forced to travel affect the meaning of the river? Throughout the novel, we encounter many different and conflicting ideas about moral issues among its characters. What is the role of morality in the novel? What seems to be the author s stance behind all of the book s moral points of view and how and where does it come out? Pay particular attention to points of view on slavery, justice, religion and murder to name a few; how do these issues arise, and who holds the various opinions? Are moral viewpoints always treated ironically in this novel, or are some taken more seriously than others? 2

3 Like many literary texts, The Adventures of Huckleberry Finn is full of lies. What is the role of lying in this novel, and how does the frequent lying among the book s characters affect the issue of truth and truth-telling in the book? By the way, don t fall into the trap of discounting a character s words just because you happen to know they are untrue! How do the lies in Huckleberry Finn stand in relation to the truth? Are the book s lies always bad, or are some of its characters lies good? How can we distinguish between the book s good lies and its bad lies? The Adventures of Huckleberry Finn is often described as a powerful indictment of the combined issues of racism and slavery. How do these issues come out in the book s plot? How do they affect the friendship of Huck and Jim? As the novel develops, how does the impact of slavery and racism on the lives of these two friends evolve and develop? How do Huck and Jim s characters evolve; that is, how are the two characters different at the end of the novel from what they were at the beginning? Quick 8 Topics (40 points: 8x5 points each) You ll work on a Quick 8 during eight different class periods as we study the novel. You ll write for eight minutes at the start of each class. The topics are attached that you will write on. While all of these are due when we complete the novel study, you may choose the order in which you complete them. Be sure that the Quick 8 number, topic and date are on each entry. Please use a clean side for each journal. All work must be in your binder for this class. What if I do the assignments wrong? The only way you can be really wrong is to a) not do the work at all or b) write something that is not supported with textual references. There are, however, some things you definitely should not do: 1. Fall behind on the reading. Make up a reading schedule for the book and stick to it. Write your paedeia responses a little at a time as you read. 2. Remain mute during paedeia discussion days. We will have whole group discussions on the days that the reading is due, like a college seminar. Your participation in these discussions is critical. If you choose not to speak at all, your grade will suffer. 3. Decide not to do the work at all because you don t like the book. 4. Write plot summary. Your teacher has read the book and pretty much knows it backwards and forwards. Your job is to analyze the book, not regurgitate the events. 5. Use Spark notes or other sources for short cuts or rent a film adaptation. 6. Copy, plagiarize, or borrow in any way from anyone or anything for any reason in your reading reactions (or anywhere else in the class for that matter.) If you choose to do so, we will then have a meeting in which we discuss what is called a career ending decision on your part. Do your own work or see me for help before you lose your mind. What if I still really don t like the book? Then you must still really read it and justify why you don t think it is so great. It is your job as a reader to find interest in a text; it is not the book s job to interest you. 3

4 AP English Language & Composition The Adventures of Huckleberry Finn Novel Study Quick 8 Topics You ll work on a quick 8 during different class periods as we study the novel. You ll write for eight minutes at the start of each class. Below are topics that you will write on. While all of these are due on 1/5, you may choose the order in which you complete them. Be sure that the Quick 8 number, topic and date are on each entry. Please use a clean side for each journal. All work must be in your binder for this class. 1. Define your understanding of race issues in America. 2. How is race portrayed on television, movies, and music today? 3. In your opinion, what types of books should be banned in schools? Have you read a book that you thought wasn t appropriate for school reading? (Please focus on offensive/disturbing, rather than boring ) 4. How is Jim stereotyped in the novel? Topics 5-8 are quotations from Mark Twain. Write about the meaning of them and the connections you see to our world. 5. Always do right. This will gratify some people, and astonish the rest. 6. A classic is something that everybody wants to have read and nobody wants to read. 7. It s impossible to maintain one s innocence in a corrupt world. 8. Man is the only animal that blushes. Or needs to. 4

5 Student Paideia Discussion Sheet (Do not write on this sheet; it is only for instructional purposes.) Date: Before the Discussion Title: Author: 1) Record a passage (beginning and ending phrases) and the page # from the work The passage you choose should be one that you consider illustrative of one of the novel s themes. Then, offer your critical commentary on the passage: Beginning and ending phrases (and page numbers): (DO NOT WRITE IN THIS SPACE FOR INSTRUCTION ONLY) Critical Commentary: (DO NOT WRITE IN THIS SPACE FOR INSTRUCTION ONLY) Write down four ideas that you would like to share. Be critical, explicit, and thoughtful in your responses. Formulate your ideas according to the following categories: A) A literary connection (at least one required) 1) relate an event/situation in the work to a similar event/situation in another work of literature 2) relate a character in the work to a similar character in another work of literature, noting similarities and differences between the two. B) A historical/contemporary connection (something that you know from history or current events). 1) relate an event/situation/issue in the work to a similar event/situation/issue in history or contemporary times, noting significant similarities and differences 2) relate a character in the work to a similar figure in history or contemporary society, noting significant similarities and differences C) A challenge to one s beliefs (your own or someone else s). D) A passage, event, situation which you find disturbing, confusing, enlightening, bizarre, etc. and your critical observations on why you find it so and what it might mean (include page numbers) 5

6 E) A significant/critical personal connection (Do not just tell an anecdote that illustrates a loose connection and shows little thought relate an important discovery you have made about our culture, something that has changed your view of the world, etc.) NOTE: These ideas (A-E) do not have to do anything with the first passage you jotted down. While your responses do not need to be super-elaborate, your written responses will be evaluated as half your discussion grade. Feel free to draw from any journal responses you may have already written about the piece. This is designed to allow you to do some critical thinking about what you have just read. Caution: If you do not think about what you have read, you will have trouble participating in the discussion. Also, you keep track of how many times you participate in the discussion and record the number at the end of the Discussion Sheet. (Adapted from a lesson by Mr. M. Cox of Orange High School, Hillsborough NC) Paideia Discussion Sheet (Bring this with you to class.) Student: Period: Date: Title: Beginning and ending phrase (and page numbers) Before the Discussion: Author: Critical Commentary: Four Ideas Idea #1: 6

7 Idea #2: Idea #3: Idea #4: 7

8 1. What I Learned Today: After the discussion: 2. Questions Remaining/ Unexplored/Inadequately Explored Topics: Number of comments in class 8