1. Mark Twain’s Adventures of Huckleberry Finn
Student: ____________________
Due: 26 NOV 2013
Chapter 1-16 Student Work Packet
Mark Twain’s Adventures of Huckleberry Finn
This packet serves as your first set of unit activities. Failure to submit any materials will result in a ZERO for that activity. Retakes and resubmissions will be left up to the discretion of the teacher/facilitator.
Please staple ALL extra papers (including the Reading Log entries) to this packet and submit when completed. You may type your Reading Logs, if you choose.
Activity
Score
Introduction: Webquest
/ 100
Ch Vocabulary Packet
Ch Reading Log
/ 300
Total Score:
/ 500

2. Adventures of Huckleberry Finn: Webquest
Student:_____________________________
Adventures of Huckleberry Finn: Webquest
Complete the activities included in the attached webquest packet. Go to each of the websites listed (they all worked when I checked them) and answer each of the questions. These activities will serve as research and notes for the presentation you will complete to demonstrate your work.
After your research is completed, create a PowerPoint, Prezi, or poster board (any project will do) that displays your information. How you complete this portion of the activity is up to you, but include the following:
At least FIVE slides of information (with 3-5 pieces of information on each).
One must be a bio of Mark Twain
One must be a discussion of the controversy surrounding the book
At least FIVE pictures related to your research topics.
Title Slide
Resources Slide
*Do not simply copy and paste information to your presentation. I will check them for plagiarism.*
Category 25 20 15 10
0-9
SCORE
Imagery
Project contains at least 5 pictures.
Project contains at least 3 pictures.
Project contains at least 2 pictures.
Project contains only 1 picture.
Project meets none of the imagery requirements.
Content
Project contains ALL of the listed requirements (completed packet and presentation).
Project contains MOST of the listed requirements. (completed packet and presentation).
Project contains SOME of the listed requirements (completed packet and presentation).
Project contains FEW of the listed requirements (completed packet and presentation).
Project contains NONE of the listed requirements (completed packet and presentation).
Creativity
The project is VERY nice, neat, easy to read, and is organized and complete.
The project is MOSTLY neat, easy to read, and is MOSTLY organized and complete.
The project is SOMEWHAT nice, neat, easy to read, and is SOMEWHAT organized and complete.
The project is not nice, neat, easy to read, and is unorganized and/or incomplete.
Project is incomplete.
Participation
Student(s) stay on task at ALL times, without prompting or warning, and completes the project on time and according to the rubric.
Student(s) stay on task MOST of the time, with very little prompting or warning, and completes the project on time and according to the rubric.
Student(s) stay on task, with SOME prompting or warning, and/or completes the project late.
Student(s) cannot stay on task and submit the project late and/or incomplete.
Yeah right.
Total Score / 100

3. Adventures of Huckleberry Finn: Ch. 1-16 Vocabulary Sentences
Choose TEN of the vocabulary terms from the previous page and use EACH in a sentence. The terms MUST be used correctly in the sentence (based on its part of speech, verb tense, subject-verb agreement, etc.) in order for students to receive full credit. If you use ALL 25 terms in a sentence, you can receive TEN bonus points to be used on any unit activity.

4. Adventures of Huckleberry Finn: Ch. 1-16 Reading Log
Complete the following reading log entries for EACH chapter. You may complete the work as you read, and at your own pace, but all submissions must be in your tray by the due date. Failure to submit your work will result in a ZERO for this activity. If you submit your work by the deadline, then you have the opportunities to review, revise, or re-submit any materials. These entries will serve as a Study Guide for you moving forward.
Please remember to restate ALL questions in your answers. Failure to do will result in a loss of points. The numbers in parenthesis represent the amount of sentences required to sufficiently answer each question.
Your work MUST be your own. Do not copy and paste your answers, nor copy from another student. You may work together, but all materials you submit must be your own work. Please staple to your packet and submit to your tray.
Section
Journal Review Questions
Score
Ch.
1-3
Identify: Huck Finn, Tom Sawyer, Jim, Miss Watson and Widow Douglas. (1-2 each)
Why doesn't Huck get along with Miss Watson and Widow Douglas? (2-3)
How does Huck feel about religion--specifically the good place, the bad place and prayer? (2-3)
Give at least two examples of superstition in this section of the novel. (3-5)
Contrast Huck and Tom. What are their main differences/similarities? (3-5)
/50
4-7
Why did Huck give his money to Judge Thatcher? (1-2)
Describe Pap Finn. What kind of a person is he? (3-5)
What is Huck's attitude towards his father? (3-5)
Why does Pap yell at Huck for becoming civilized? Is he right? (3-5)
What was Huck's plan of escape from his father? (3-5)
How do you know that material things don't matter to Huck? (3-5)
8-11
What purpose(s) does Huck's death serve? (1-2)
How does Huck meet Jim on Jackson's Island? Why is Jim there? (3-5)
What is in the two story house that floats by? (1-2)
Give three examples of “Man vs. Society” conflict in this section. (3-5)
How are the townspeople superstitious? Jim? Huck? Give 1-2 examples for each.
Compare/contrast Huck & Jim. (3-5)
Why does Huck dress as a girl to go ashore? Why does he go? What does he find out? (3-5)
How do you know Huck and Jim are friends by the end of Chapter XI? (3-5)
/100
12-16
Why do Huck and Jim begin their journey down the Mississippi? (1-2)
Why do Huck and Jim board the Walter Scott? (1-2)
Why does Huck want to save Jim Turner? (1-2)
How does Huck send help to the Walter Scott? (1-2)
What do we learn about Jim from his talking about "King Sollermun"? (3-5)
What trick does Huck play on Jim? (1-2)
Why doesn't Huck turn in Jim? (2-3)
Why don't the slave hunters get Jim? (2-3)
Explain the differences between Huck and the hunters. (3-5)
What is the bad luck in Chapter 16? (1-2)
Due Date:
Total Score: /300

5. Mark Twain’s Adventures of Huckleberry Finn
Student: ____________________
Due: 13 DEC 2013
Unit Enrichment Activity Packet
Mark Twain’s Adventures of Huckleberry Finn
This packet serves as your additional set of enrichment activities to be completed in addition to your Chapter Work Packets. Failure to submit any materials will result in a ZERO for that activity. Retakes and resubmissions will be left up to the discretion of the teacher/facilitator.
Students must select TWO enrichment activities to complete in addition to the grammar exercises. One activity must be completed individually (essays or presentations). For the second activity, students may work in groups or pairs (dependent upon the instructions for each activity--usually this will be the presentation).* Activity #5 is the most challenging of all activities--students who choose to complete this activity will earn their grade, plus TWENTY bonus points to be used on any unit activity**. ALL students must complete the Unit Grammar Activities***.
Please CIRCLE the activities you have chosen.
Activity
Score 1
Themes in Huckleberry Finn (Essay)
/ 100 2
Banned Book Project*# 3
Mini Literature Circle*# 4
Critical Analysis (Essay & Presentation)**# 5
Unit Grammar Activities***#
Total Score:
/ 300
*Group Project ONLY. FIVE total members.
#PacketsSoldSeparatelyForAllActivitiesExceptTheThemesEssaySoBeSureToInformMeAsToYourChoiceSoThatICanMakeCopiesForYou

6. Enrichment Activity #1 Themes in Huckleberry Finn
Student:_____________________________
Themes in Huckleberry Finn
The following themes pervade Mark Twain’s Adventures of Huckleberry Finn: Freedom, Education, Religion, Superstition, and Nature. Choose AT LEAST ONE of these themes and write a 4-5 page, typed, critical analysis of Twain’s representation of these themes. You may, if you choose, work with more than one theme (hint: freedom and education work together very well--as do religion and superstition).
In a reading journal (or from your reading logs), keep a list of references to the themes of education and freedom in the text and a list of personal ideas on those themes. After you have finished reading the book and collected notes, brainstorms, and other prewriting activities, use the following guides to assist you with your composition.
Theme
Tips, Ideas, Etc.
Freedom
PREWRITING: Do all of your entries deal with the same kinds of freedom or are there examples of many kinds of freedom/bondage? What different kinds are there? Note which of your examples in your journal support which different aspects of freedom/bondage. After you have grouped them, look at your data for each set. What does each set of examples seem to be showing?
DRAFTING: Write an introductory paragraph explaining that there are several different kinds of freedom/bondage shown in the novel Huckleberry Finn. Specify what they are. In the body of your paper, write one paragraph for each of the different types you found. As a format for each paragraph, you could make a statement about the kind of freedom/bondage you will discuss in the paragraph and then use the examples you found in the book to support and explain your statement. After you have completed the paragraphs in the body of your composition, write a concluding paragraph (based on the information you have just presented) explaining what you think Twain intended to point out about the theme of freedom.
Education
PREWRITING: As you look at your examples in your journal, you will probably see that there are two main ideas presented about this topic. Some characters think book learning is more important than practical knowledge from or about life experiences, and some characters think vice versa. Group your data into these two categories. Then, make notes about which characters believe schooling is more important and which characters believe practical knowledge from life experiences is more important. What do you think Twain believed?
DRAFTING: Write an introductory paragraph in which you introduce the idea that one of the conflicts the story is book learning versus practical knowledge from life experiences and that Twain uses his characters to set forth his views on this topic. In the body of your composition, write one paragraph for each character about whom you have collected data. Write a topic sentence telling that character's views about education and then use examples from the text you have collected to support your statement. In your concluding paragraph, tell
what you think Twain's point was about education, based on the information you have just compiled.
Religion
PREWRITING: If you look carefully at your journal entries, you will probably see that different characters in the book have different opinions about religion, and through those characters, Twain also gives his opinions. Categorize your data by characters. After you have done so, look at the examples of what each character says or does relating to the theme of religion. Jot down your notes about each character's views on the topic. What do you think Twain's view is?
DRAFTING: Write an introductory paragraph in which you explain that religion is one of the major themes in the novel Huckleberry Finn and point out that Twain has given the characters in the book definite opinions on the subject through which Twain's own opinions can be heard. In the body of your paper, write one paragraph for each character who has opinions about religion. Write a topic sentence stating who the character is and what his/her opinion of religion seems to be. Use the specific examples you found in the text to support your statements. Then write a concluding paragraph in which you tell what you think Twain's opinion was, based on the information you have just set forth.
Superstition
PREWRITING: Most of the references to superstitions in the book are put forth by Huck and Jim. Group your examples accordingly. Look at your examples, then, for each character. What are Huck's attitudes towards superstitions? What are Jim's?
DRAFTING: Your composition can probably most easily be written as a comparison contrast essay comparing and contrasting the views Huck and Jim have of superstitions. Write an introductory paragraph in which you introduce the idea that superstition is one of the themes in the novel and that most of the theme is developed through Huck and Jim. State briefly the main way(s) their attitudes towards superstitions are different. In the body of your paper, take (at least) one paragraph to explore Jim's attitudes towards superstitions and
(at least) one paragraph to discuss Huck's attitudes about it. Use the specific examples you have gathered to support your statements. Then write a concluding paragraph in which you tell what you think Twain was trying to point out through his use of superstition in the book.
Nature
PREWRITING: There is a basic conflict between nature and civilization. Look at your data references to nature. What kinds of things happen when the characters are in nature, away from civilization? Think back to the story and jot down a few notes about what things happen when the characters are back in "civilization." Judging from this data, what do you think Twain was perhaps trying to tell us about nature, civilization, and people?
DRAFTING: Write an introductory paragraph in which you introduce the idea that nature versus civilization is one of the main conflicts in Huckleberry Finn. Write one paragraph in which you detail what kinds of events take place in nature in the story and then one paragraph in which you detail what kinds of things happen in civilization. In your concluding paragraph, explain what you think Twain was trying to tell us through the actions of his characters.

7. KDE-Based Scoring Rubric
Enrichment Activity #1:
Themes in Huckleberry Finn
Student:_____________________________
KDE-Based Scoring Rubric
Category
Criteria
Points Possible
Score / 25
Audience & Purpose
The writer establishes and maintains focus on audience and purpose and effectively engages the audience.
20-25: Student maintains clear focus on audience and purpose.
10-20: Student maintains somewhat clear focus on audience and purpose.
0-9: Student maintains little to no clear focus on audience and purpose.
Idea Development
The writer consistently develops complex ideas to provide understanding, and to support and explain the topic.
20-25: Student answers questions clearly and accurately, wile providing 3-5 examples from the text to support their opinions.
10-20: Student answers questions somewhat clearly and accurately, wile providing 1-2 examples from the text to support their opinions.
0-9: Student does not answer questions clearly and accurately, and does not provide examples from the text to support their opinions.
Organization
The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs.
20-25: Student submitted AT LEAST 4-5 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion.
10-20: Student submitted AT LEAST 2-3 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion.
0-9: Student submitted LESS THAN TWO full page and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion.
Word Choice, Grammar & Mechanics
The writer maintains an appropriate voice and tone, chooses words that are appropriate for the audience and purpose, and consistently uses correct grammar, usage, and mechanics (spelling, punctuation, capitalization) to communicate clearly.
25: Student’s essay contains no more than FIVE grammatical (subject-verb agreement, tense) or mechanical (sentence structure, etc.). One point for each mistake after five. (As per your Grammarly report).
Total Score:
/100

8. **SEE PACKETS FOR MORE INFORMATION**
Enrichment Activity #2:
Banned Book Project
Student:_____________________________
The following activity introduces you to the notion of the “banned book” and its relationship with your 1st Amendment right to free speech. Huck Finn has been banned from public schools and libraries on many occasions. Create and establish a debate over the banning of the book from our school curriculum.
This may serve as a GROUP or INDIVIDUAL PROJECT. Students MUST complete all roles for the project—if you choose to present your debate to the class, you will receive 20 bonus points to be used on any unit activity.
Who has the right to tell us what we can and cannot read?
Between 1990 and 2004, the American Library Association reported 8,332 challenges to keep books out of school and community libraries.
Often challenges are motivated by a desire to protect children from “inappropriate” sexual content or “offensive” language. The following were the top three reasons cited for challenging materials as reported to the Office of Intellectual Freedom:
1.the material was considered to be "sexually explicit"
2.the material contained "offensive language"
3.the materials was "unsuited to any age group"
But what may be considered offensive language to one person might not really matter to another; each person can use their own discretion in determining what they feel comfortable reading. And so the topic of banned books can be a highly controversial topic, as everyone believes that they know best as it relates to appropriate adolescent literature. How do you feel about the issue of banned books?
Imagine that your town has recently elected a new Mayor whose main campaign promise was school reform. Now that he has won, he feels pressure to act and feels strongly about the need to protect the students in his town from exposure and access to controversial issues and materials. Therefore, he is proposing a bill to ban Adventures of Huckleberry Finn from the school system:
If he succeeds, this book will be removed from all of the school libraries, and they will not be allowed for use in the classroom nor will students or teachers be allowed to have these books on school property. The city council will conduct a public hearing on this issue at its next meeting.
Students will assume the roles of Parent, Student, Lawyer, Superintendent, and Teacher. Assuming these roles, each student will research and gather information that pertains to each specific role. Answer the questions provided for you in your packets, and then create a presentation based on your assuming of each role. ONE SLIDE FOR EACH ROLE.
20 bonus points for students that work together, take on one of their roles, and debate in front of the class.
**SEE PACKETS FOR MORE INFORMATION**

9. Enrichment Activity #2: Project-Presentation
Student:_____________________________
The following rubric will be used to assess you banned Book Project Presentation. See the packet for a full set of requirements, expectations, etc.
Category
20-25
15-20
10-15
5-10
0-4
SCORE
Imagery
Project contains at least 5 pictures.
Project contains at least 3 pictures.
Project contains at least 2 pictures.
Project contains only 1 picture.
Project meets none of the imagery requirements.
/ 25
Content
Project contains ALL of the listed requirements.
Project contains MOST of the listed requirements.
Project contains SOME of the listed requirements.
Project contains FEW of the listed requirements.
Project contains NONE of the listed requirements.
Creativity
The project is VERY nice, neat, easy to read, and is organized and complete.
The project is MOSTLY neat, easy to read, and is MOSTLY organized and complete.
The project is SOMEWHAT nice, neat, easy to read, and is SOMEWHAT organized and complete.
The project is not nice, neat, easy to read, and is unorganized and/or incomplete.
Project is incomplete.
Participa-tion
Student(s) stay on task at ALL times, without prompting or warning, and completes the project on time and according to the rubric.
Student(s) stay on task MOST of the time, with very little prompting or warning, and completes the project on time and according to the rubric.
Student(s) stay on task, with SOME prompting or warning, and/or completes the project late.
Student(s) cannot stay on task and submit the project late and/or incomplete.
Yeah right.
Total Score
/ 100

10. *Take this opportunity to be CREATIVE! * Questions for Consideration:
Enrichment Activity #2
Student:_____________________________
Banned Book Project
The following activity introduces you to the notion of the “banned book” and its relationship with your 1st Amendment right to free speech. Huck Finn has been banned from public schools and libraries on many occasions. Create and establish a debate over the banning of the book from our school curriculum.
Create a project-based “hypothetical” situation in which you assume EACH of the FIVE roles. Answer the questions provided for each role in your project. You may create a PowerPoint, Prezi, or any other artistic creation (video, photo collage, etc.) in which you provide your depiction of each role.
Provide AT LEAST 2-3 sentence responses for EACH question!!
*Take this opportunity to be CREATIVE! *
*Create conflict, drama, and all those other crazy things that you love so much.*
Role:
Questions for Consideration:
Student
Did you enjoy reading this book? Why or why not?
Would you recommend this book to your peers? Why or why not?
Did this content, or any other content, offend you personally? Please explain.
Does the book include content that would qualify for it to be banned? If so, what is it?
Do you agree that this particular book should be banned from schools? Why or why not?
Parent
Would you approve of your child reading this book? Why or why not?
What sorts of background would you have to prepare your child with before or after reading this particular book?
Teacher
Does this book include content that would qualify for it to be banned? If so, what is it?
Would you allow this book to be read in your classroom? Why or why not?
How do you think this book would change the viewpoints of your students?
Would this book alter the camaraderie in your classroom positively or negatively? Why or why not?
Would you require that the parent(s) or guardian(s) of your students are notified of their child reading this book, prior to it being taught? Why or why not?
Superintendent
Would you allow this book to be read by your students? Why or why not?
Lawyer
From the standpoint of the law, under which basis would this book be eligible to be banned from schools?
What issues are prevalent in this book that would no longer be tolerated in society today?
Would you tolerate students in your community to read this book, knowing the potential affect it could have on them?

11. Enrichment Activity #4: Critical Analysis
Student:_____________________________
Enrichment Activity #4: Critical Analysis
Read the critical analysis by Dr. Roberta Seelinger-Trites entitled, “Title” and develop an analysis of the author’s argument and its relationship with Twain's novel. This activity requires a strong ability to think critically and independently in order to develop and present your ideas.
Use the following format to develop a 3-5 page analysis of the article and then develop a PowerPoint, Prezi, or any other medium to display and present your information. See the attached rubrics/requirements for directions.
Title of Nonfiction Piece: ____________________________________________________________________
Author: ____________________________
Publication Info: __________________________
Factual Summary: Provide a brief (1-2 paragraphs) summary of the piece you read.
Interpretation (1-2 pages):
What is the author’s thesis (or main argument) in the article? This is also referred to what you know as the “PURPOSE”--what is the author’s reason for writing?
Identify and explain the supporting facts the author uses to support the thesis. (There will be several).
Criticism (1-2):
With which points of the piece did you agree or find easy to accept? Why?
With which points of the piece did you disagree or find difficult to believe? Why?
Vocabulary (optional, and can be included in your criticism of the article; 1-2 pages).
With which vocabulary words in the piece did you encounter some degree of difficulty? (List & Define 8-10 words)
How did you resolve your lack of understanding with these words? How did this affect your understanding of the article?
Personal Response (1-2 pages):
What do you think about this piece? OR
How does this piece influence your ideas/opinions/understanding of Twain’s novel?
Essay/Analysis
Create some sort of project to display the information from your article. The format may be in PowerPoint, Prezi, poster board, or any other way students wish to display information. Be brief in the information provided (you need not include your entire essay, only the main ideas). Include the following in the presentation:
One slide with the article information (title, author, any publication info)
One slide with a summary of the article
Any number of slides needed to include the following:
The author’s thesis
The author's supporting facts
Your criticism
Your personal response
List of 5-10 vocabulary terms with which you became familiar
Be creative. Include FIVE pictures; make sure your presentation is neat, organized, easy to read, and uniform in design.
Presentation

12. KDE-Based Scoring Rubric
Student:_____________________________
Enrichment Activity #4:
Critical Analysis Rubrics
KDE-Based Scoring Rubric
Category
Criteria
Points Possible
Score / 15
Audience & Purpose
The writer establishes and maintains focus on audience and purpose and effectively engages the audience.
20-25: Student maintains clear focus on audience and purpose.
 / 15
10-20: Student maintains somewhat clear focus on audience and purpose.
0-9: Student maintains little to no clear focus on audience and purpose.
Idea Development
The writer consistently develops complex ideas to provide understanding, and to support and explain the topic.
20-25: Student answers questions clearly and accurately, wile providing 3-5 examples from the text to support their opinions.
10-20: Student answers questions somewhat clearly and accurately, wile providing 1-2 examples from the text to support their opinions.
0-9: Student does not answer questions clearly and accurately, and does not provide examples from the text to support their opinions.
Organization
The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs.
20-25: Student submitted AT LEAST 3-5 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion.
10-20: Student submitted AT LEAST 2-3 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion.
0-9: Student submitted LESS THAN TWO full page and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion.
Word Choice, Grammar & Mechanics
The writer maintains an appropriate voice and tone, chooses words that are appropriate for the audience and purpose, and consistently uses correct grammar, usage, and mechanics (spelling, punctuation, capitalization) to communicate clearly.
25: Student’s essay contains no more than FIVE grammatical (subject-verb agreement, tense) or mechanical (sentence structure, etc.). One point for each mistake after five. (As per your Grammarly report).
Total Score:
/60
Essay/Analysis
Category 10 8 6 4
0-2
SCORE
Imagery
Project contains at least 5 pictures.
Project contains at least 3 pictures.
Project contains at least 2 pictures.
Project contains only 1 picture.
Project meets none of the imagery requirements.
 / 10
Content
Project contains ALL of the listed requirements.
Project contains MOST of the listed requirements.
Project contains SOME of the listed requirements.
Project contains FEW of the listed requirements.
Project contains NONE of the listed requirements.
Creativity
The project is VERY nice, neat, easy to read, and is organized and complete.
The project is MOSTLY neat, easy to read, and is MOSTLY organized and complete.
The project is SOMEWHAT nice, neat, easy to read, and is SOMEWHAT organized and complete.
The project is not nice, neat, easy to read, and is unorganized and/or incomplete.
Project is incomplete.
Participation
Student(s) stay on task at ALL times, without prompting or warning, and completes the project on time and according to the rubric.
Student(s) stay on task MOST of the time, with very little prompting or warning, and completes the project on time and according to the rubric.
Student(s) stay on task, with SOME prompting or warning, and/or completes the project late.
Student(s) cannot stay on task and submit the project late and/or incomplete.
Yeah right.
Total Score
 / 40 
Presentation

13. Resources