1. English III / AP Language and Composition Review Questions are from Teacher’s Pet Publications

2.  Born as Samuel Langhorne Clemens, November 30, 1835 in Florida, Missouri.  At the age of four, Samuel and his family moved to Hannibal, Missouri. This was his first experience with living along the Mississippi River. Hannibal’s port served boats daily from St. Louis and New Orleans.  At age 12, Samuel lost his father to pneumonia. This caused the family to call for drastic measures.  At the age of 13, Samuel took his first job as a printer’s apprentice, and by age 15 he was a printer and an editorial assistant.

3.  At the age of 17, Samuel left Hannibal for an editor position in St. Louis.  Upon his St. Louis arrival, Samuel made a career move when deciding to become a river boat pilot.

4.  What are some common stereotypes that older generations of people have about your generation? List 5.  Are the stereotypes true?  Explain.

5.  Narratives of slavery recounted the personal experiences of African Americans who had escaped from slavery and found their way to safety in the North.  An essential part of the anti-slavery movement, these narratives drew on Biblical allusion and imagery, the rhetoric of abolitionism, the traditions of the captivity narrative, and the spiritual autobiography in appealing to their (often white) audiences.  Some of these narratives bore a "frame" or preface attesting to their authenticity and to the sufferings described within.

6.  Attempted to arouse the sympathy of readers in order to promote humanitarianism.  Emphasized traditional Christian religious ideas.  Showed acceptance of the ideals of the dominant white society.  Emphasized the cruelty of individual slave owners.

7.  King James Bible  New England sermonizing traditions. Slave narratives often attempted to show slave owners that their treatment of slaves went against biblical law; essentially showing that they were hypocrites (in the most positive way possible).  Rhetoric and aims of abolitionist orators.  Devotional books like Pilgrim's Progress.

8.  Lurid scenes of horror and violence that served as an acceptable gratification of the popular appetite for sensationalism.  Religious influence: didactic content. (A deeper, philosophical meaning)  Interesting descriptions of life in the South.  Propaganda weapons during abolition and Civil War.  http://public.wsu.edu/~campbelld/amlit/slave.htm http://public.wsu.edu/~campbelld/amlit/slave.htm

9.  Some people consider music to be a form of poetry, and other’s believe that music is therapeutic.  What song/s do you listen to when you are sad/frustrated?  What is it about the song/songs that provide needed comfort?

10.  It’s Free Write Friday.  Write 5 sentences for full credit.

11.  Spirituals and Slave Songs – Songs that provide insight into the lives, treatment, and hopes of slaves.  Minstrel Songs – Songs that were performed by servants with the purpose of entertainment.  Abolition Songs – Songs in which the lyric message was one of the abolition of slavery.

12.  Songs from this genre had a central focus on achieving freedom.  Although spiritual in context, slaves included death as an escape from daily oppression.  Most songs from the genre focus on a spiritual guide to provide a means to an end; mostly in regards to a well-lit path for running away.  Examples:  “Follow the Drinking Gourd” https://www.youtube.com/watch?v=kjBZEMkmwYA https://www.youtube.com/watch?v=kjBZEMkmwYA  “Deep River” https://www.youtube.com/watch?v=kJB2ZpvZQRQhttps://www.youtube.com/watch?v=kJB2ZpvZQRQ  “Michael Row the Boat Ashore”  “Go Down Moses”

13.  “ Massa’s In De Cold Ground” – Stephen Collins Foster  “ Dixieland” – Dan Emmet  Full audio versions available online.

14.  “The Grave of the Slave”  “The Fugitive’s Song”  “Get off the Track!”  “Lincoln & Liberty”

15.  Tell me about your best friend from grade school.  What different types of shenanigans would the two of you do when you were together?  Was your bark worse than your bite? – (Did you talk about things/possibilities, or would you take action?)

16.  Journal Entry / Discussion  Read Chapters 1-3 of The Adventures of Huckleberry Finn.  Respond to questions from Chapters 1-3. (PPT)  Objectives :  Compare / Contrast Characters (Character Foils)  Experience/Understand Regional Dialect  Experience / Understand Superstition

17.  1. Identify: Huck Finn, Tom Sawyer, Jim, Miss Watson and Widow Douglas.  2. Why doesn't Huck get along with Miss Watson and Widow Douglas?  3. What does Huck think about religion -- specifically the good place, the bad place and prayer?  4. Give at least two examples of superstition in this section of the novel.  5. Contrast Huck and Tom. What are their main differences?

18.  Describe an example of realism from Chapters 1-3.  Based on this situation, what do you expect the rest of the novel to include in regards to realism?  Explain Twain’ s writing style.  Why is his lack of formality key to the novel?

19.  Journal Entry / Discussion  Discuss Chapters 1-3  Read Chapters 4-7 in The Adventures of Huckleberry Finn.  Respond to questions from Chapters 4-7. (PPT)  Objectives:  Review / discuss characterization  Compare / contrast the idea of being civilized

20.  1. Why did Huck give his money to Judge Thatcher?  2. Describe Pap Finn. What kind of a person is he?  3. What is Huck's attitude towards his father?  4. Why does Pap yell at Huck for becoming civilized? Is he right?  5. What was Huck's plan of escape from his father?  6. How do you know that material things don't matter to Huck?

21.  It’s April Fools Day!!  The novel The Adventures of Huckleberry Finn is known as a coming of age tell, or a “bildungsroman.”  Based on what we have read thus far, how has Huckleberry’s past influenced his personality?  4-6 Sentence Response

22.  Journal Entry / Discussion  Discuss / Review Chapters 4-7  Read Chapters 8-11 of The Adventures of Huckleberry Finn.  Respond to questions over Chapters 8-11. (PPT)  Objectives:  Review/ discuss the coming of age tell  Review needed vocabulary for the novel

23.  1. What purpose(s) does Huck's death serve?  2. How does Huck meet Jim on Jackson's Island? Why is Jim there?  3. What is in the two story house that floats by?  4. Give three examples of Man vs. Society in this section.  5. How are the townspeople superstitious? Jim? Huck? Give examples.  6. Compare/contrast Huck & Jim.  7. Why does Huck dress as a girl to go ashore? Why does he go? What does he find out?  8. How do you know Huck and Jim are friends by the end of Chapter XI?

24.  It’s Free Write Friday!  You know what to do…  Write five sentences for full credit.

25.  Journal Entry / Free Write Friday  Review Chapters 8-11  EOI Review Packet : Answer the multiple choice questions provided, and review the responses together.

26.  In relation to Academic Vocabulary Words, provide an example of each of the following from Huck Finn:  1- Foreshadowing  2- Plot  3- Conflict (Internal/External)  4- Autobiography

27.  Journal Entry / Discussion  Read Chapters 12-14 of The Adventures of Huckleberry Finn.  Respond to questions for chapters 12-14. (PPT)

28.  1. Why do Huck and Jim begin their journey down the Mississippi?  2. Why do Huck and Jim board the Walter Scott?  3. Why does Huck want to save Jim Turner?  4. How does Huck send help to the Walter Scott?  5. What do we learn about Jim from his talking about "King Sollermun"?

29.  Discuss the use of the river as a symbol in The Adventures of Huckleberry Finn.  What techniques does Twain use to create sympathy for his characters, in particular, Jim? Are these techniques effective?

30.  Journal Entry / Discussion  Read chapters 15-18 from The Adventures of Huckleberry Finn.  Respond to questions from chapters 15-18. (PPT)

31.  1. What trick does Huck play on Jim?  2. Why doesn't Huck turn in Jim?  3. Why don't the slave hunters get Jim?  4. Explain the differences between Huck and the hunters.  5. What is the bad luck in Chapter 16?  6. How does Huck get to the Grangerfords?  7. Why did Twain include this adventure with the Grangerfords?

32.  What effect is created when Twain uses frame stories?  How do the frame stories impact the plot?

33.  1. How did Jim and Huck meet the king and duke?  2. Does Huck believe their story?  3. Give two examples of the "cleverness" of the king and duke.  4. Why did the people return to the show?  5. What's the point of the incident of the shooting of Boggs?  6. Why do we hear about Jim's daughter "'Lizabeth"?  7. Where did the king and duke get their plan about being the Wilks brothers?

34.  It is Free Write Friday.  Be sure to write five sentences for full credit.  Once you have finished, please hand in your bell work for the nine weeks.

35.  1-How do the king and duke get the money?  2- Why does Huck steal the money from the mattress?  3. Why doesn't Huck's conscience bother him when he lies so much?  4. What things give away the king and duke?  5. Why it is important that Huck says, "All right, then, I'll go to hell."?

36.  This is just for communication.  EOI testing schedules and testing locations are posted in the commons. If you have English III from 1 st -3 rd hour, you are likely to test in the morning, while 4 th -6 th hour classes will likely test in the afternoon.  If you are exempt from the English III EOI, you will report to Ms. Roach’s classroom, room 742, for study hall.  Be sure to take materials to work on during study hall. You will be required to actually “do work.”

37.  Many critics of Huckleberry Finn have pointed out that the Phelps’ farm episode differs in tone and seriousness from the first two-thirds of the novel. Do you agree? Explain your answer, supporting it with evidence from the text.  Mark Twain called Huckleberry Finn “a book of mine where a sound heart and a deformed conscience come into collision and conscience suffers defeat.” What influences have “deformed” Huck’s conscience? Are such influences still at work in the world today? What forces are available to try to change “deformed consciences”?  How does Huck expect Tom to react when he explains the plan to free Jim? Why does Tom’s response surprise Huck?  What does Tom’s elaborate plan to free Jim tell you about Tom? What does it tell you about his attitude toward Jim?

38.  Huckleberry Finn deals with some serious themes: murder, revenge, slavery, betrayal, conscience, abuse, and alcoholism. Is this really a book for high school students?  Would a contemporary novel dealing with the same issues be assigned reading?  Write 5 sentences.

39.  Discuss the place of morality in Huckleberry Finn. In the world of the novel, where do moral values come from? The community? The family? The church? One’s experiences?  Which of these potential sources does Twain privilege over the others?  Which does he mock, or describe disapprovingly?

40.  1. How does Huck appear to be superior to Tom?  2. What do we learn about Pap?  3. What do we learn about Aunt Polly?  4. What happens to Jim?  5. What happens to Tom?

41.  1- NO TALKING!  Some of the classes in the hallway will be testing.  2- It’s Free Write Friday!!  Write 5 sentences for full credit.