Homework Packet Unit 6

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Willis Wilcox
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1 Homework Packet Unit 6

2 POINT RANGE HOMEWORK PACKET SCORING RUBRIC PERFORMANCE DECSCRIPTION SCORE Student s responses to questions are clear, effective, and demonstrate a thorough critical understanding of the text in developing insightful answers. Answers are coherently organized, with ideas supported by apt reasons and well-chosen examples. Student s work is original, thoughtful, and complete. The work is generally free from errors in grammar, usage, and mechanics; writing style is effective and fluent, marked by syntactic variety and a clear command of language. Student s responses to questions are clear and demonstrate a critical understanding of the text in developing insightful answers. Answers are well organized, with ideas supported by apt reasons and well-chosen examples. Student s work is thoughtful and complete. The work may have a few errors in grammar, usage, and mechanics; writing style is effective, marked by some variety and facility in the use of language. Student s responses generally address the topic, but may slight some aspects of the task; responses demonstrate a generally accurate understanding of the text in developing plausible answers. Answers are adequately organized, with ideas generally supported by reasons and examples. Student s work is thoughtful and complete. The work may have a few errors in grammar, usage, and mechanics; writing style is effective, marked by some variety and facility in the use of language. Responses are comprised largely of superficial analysis, tending to discuss the obvious, showing a lack of imagination or insight. Answers generally lack coherence and often fail to use sufficient or accurate evidence or reasoning to prove an argument. The work in general is lackluster, sloppy, carelessly composed, and obviously was denied the serious and scholarly attention it was expected to receive. **Any homework packet that is incomplete cannot receive a score higher than 15 points. *Handwriting that is illegible due to careless transcription will be regarded as incomplete. If your penmanship cannot be read, it cannot be graded.

3 1. Complete the following chart that juxtaposes the lifestyle Huck desires for himself with the lifestyles Widow Douglass and Pap provide. Please include at least ten comparisons. Huck s Desired Lifestyle Lifestyle Provided by Widow Lifestyle Provided by Pap

4 2. Draw a picture of Pap Finn. Around it write epithets or direct quotes (cited) to note his personal characteristics and attitudes as they relate to Huck and the townspeople. Make sure you include at least ten items.

5 3. In the course of the novel. Huck s attitude toward Jim changes. Explain how the following experiences reflect Huck s feelings about Jim at the time. Include direct quotes and rhetorical elements that confirm your statements. Make sure you explain these rhetorical elements (practice mean and matter). Huck places a dead snake next to Jim while he sleeps. Huck tells Jim that he was not lost in the fog. Huck tells the slave hunters that his pap is over on the raft and is sick with the smallpox.

6 Huck learns that the king (or dauphin) sold Jim to the Phelps. 4. In Chapter 14, Huck, Jim brings up the story of Sollermun from the Bible. Research this story (sometimes called The Judgment of King Solomon), find out what it is about, what it aims to teach, and discuss why Jim does not understand the parable. What does Mark Twain suggest here about religion and about Jim s perspective of children.

7 5. Locate and discuss three additional examples in the novel of Twain s criticism of religious hypocrisy. Make sure you provide cited evidence for each example. Explain each of your examples. 6. What does Huck learn about humanity from the following: The feud between the Grangerfords and the Shepardsons. Sherburn s murder of Boggs.

8 The king (dauphin) and duke s ability to portray themselves as the brothers of Peter Wilks. The realization that Tom Sawyer holds back information about Jim s real status. 7. Mark Twain uses this work to articulate his disgust toward the institution of slavery. Discuss three other examples from the novel where this criticism appears again. Make sure you provide cited evidence for each example. Explain each of your examples.

9 8. As Huck moves through his many experiences, he becomes a better human being. Discuss the relevance of the following quotes as turning points in Huck s development: Chapter 11 They re after us! Chapter 15 It was fifteen minutes before I could work myself up to go and humble myself to a nigger. Chapter 18 You feel mighty free and easy and comfortable on a raft.

10 Chapter 31 All right, then. I ll go to hell and tore it up. Chapter 43 But I reckon I got to light out for the territory ahead of the rest, because Aunt Sally she s going to adopt me and sivilize me, and I can t stand it. I been there before.

11 9. Mark Twain wrote The Adventures of Tom Sawyer for children. Consequently, many believe that he wrote The Adventures of Huckleberry Finn with the same purpose. Is this an erroneous assumption or an acceptable surmise? Defend your opinion with cited evidence. Please use the entire page.

Unit 2: Puritan, Native American and Colonial

Unit 2: Puritan, Native American and Colonial 1 HOMEWORK PACKET SCORING RUBRIC POINT RANGE 25-23 22-20 19-17 16-0 PERFORMANCE DECSCRIPTION Student s responses to questions are clear, effective, and demonstrate