This week - Huckleberry Finn

1/28 - Chapters 33 and 34
1/29 - Chapters 35 and 36
1/30 - Chapters 37 and 38
1/31 - Chapters 39 and 40
2/1 - Chapters 41- End


Huck Discussion Questions XXXI - XXXV

1. Would you say that Chapter 31 represents the climax of the novel? Why or why not?

2. Huck says, "All right, then, I'll go to hell." Explain the irony in that statement.

3. Discuss the symbolism of the imagery at the beginning of Chapter 32.

4. Discuss Huck's understanding of Providence (215)? Would Miss Watson agree?

5. How does Twain use irony in the discussion between Huck and Mrs. Phelps about the "steamboat accident."

6. One of the recurring themes becomes apparent when Huck discovers that the Phelps are expecting Tom Sawyer. Which theme comes to mind and why?

7. Huck and Tom both agree to help Jim escape; however, their motives are different. Explain.

8. "...and as they went by I see they had the king and duke astraddle of a rail - that is, I knowed it WAS the king and the duke, though they was all over tar and feathers. ...Well it made me sick to see it; and I was sorry for them poor pitiful rascals. ...Human beings CAN be cruel to one another" (225). Comment. What does this reveal about Huck's character?

9. Discuss the irony in Tom's reaction to the stealing of the watermelon.

10. Why does Huck let Tom take control?


Huck Discussion XXXVI-XXXIX - Written Assignment

Directions: Please write a minimum of three paragraphs on the following topic. Supply evidence from Chapters 35 - 39 to support your answer. It is due next class period. Think carefully about your answer.
Twain criticizes the Romantics. The Romantics based their literature on the conviction that imagination and emotion were superior to reason. You will recall that in Chapters 12 & 13, Twain names the wrecked steamboat The Walter Scott after a Romantic author, metaphorically relating it to the demise of Romanticism. Obviously, Twain was not a fan of Romantic fiction.

The Question: How was Twain's disdain for Romantic fiction evident in Chapters 36-39?
Hint - Think about:
1. Tom's character as symbolic of the Romantic;
2. how Huck has changed since Tom arrived;
3. the practicality of the plans for Jim's escape;
4. the consideration for Jim's welfare in these plans.

Huck Discussion Questions XL-Chapter the Last

1. What do we learn about Jim in these chapters?

2. What effect does the Doctor's speech in support of Jim have? How do you feel about that?

3. What is the significance of the bullet?

4. Where is Huck going at the end of the novel? What does this imply about his view of the world in which he lives?

5. Comment on the style of the novel. Do you feel it represents the Realist tradition as we have discussed it? What aspects of Huck's character make him a good narrator? What problems did you encounter (if any) due to Huck's narration? Speculate on how a different narrator or a third person omniscient narrator would impact the story.

Thursday and Friday

Thursday: 1^st 10 minutes students should study vocabulary words.  Then they need outline the 1^st eight episodes of Huckleberry Finn on their blogs.  They should be able to cut and paste these.  Finally they need to read chapter 32.

Friday: Vocabulary quiz (found underneath this sheet); When students have finished with the vocabulary quiz, they can work on Poetry Out Loud or make up work (if they have any).

Wednesday

Today we need to discuss where you are and what has happened so far in The Adventures of Huckleberry Finn.  We also need to work on vocabulary words. 

We also need to discuss the three movements in Huckleberry Finn and revisit the first 8 episode, and traditional plot. 

Unit Learning Goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by analyzing satire in Mark Twain’s The Adventures of Huckleberry Finn and relating one of its main themes to another text and issue of the time. 

TEXTS:

“Historical and Context of the transition from Romanticism to Realism”; selected poetry by Walt Whitman and Emily Dickinson; excerpts from The Narrative of the Life of Frederick Douglas; “The Gettysburg Address”, “The Emancipation Proclamation”, “Lincoln’s Second Inaugural Address”; The Adventures of Huckleberry Finn

By the end of the novel students will be able to

1)    Define realism, satire, dialect, antihero, unreliable narrator, irony (situational, dramatic, and verbal), episodic plot, romanticism, dramatic foils, hyperbole, motif, picaresque novel, parable, sarcasm, simile, metaphor, oxymoron, allegory, euphemism, bildungroman

2)    Pick out examples of symbols, irony and dialect

3)    Example the meaning of at least one major symbol

4)    Discuss how Huck is both an unreliable narrator and an antihero

5)    Discuss how Huckleberry Finn, the novel, fits both a bildungsroman and picaresque novel

6)    Give examples of and discuss the following motifs in the book: superstition, parodies of previous literature (romantic novels and Shakespeare), the adopting of personas (or reinventing self), childhood games, religion, lies and cons, death, and perhaps one or two others that I will bring up in class

7)    Be out to pick out and example five – ten allusions

8)    Outline the plot according to the six elements

9)    Break up the book into three sections or three movements (and briefly explain each movement)

10) Break up the book into 9 episodes

11) Give a list of characters in the book with a brief description of each and their general purpose in the novel

12) Compare and Contrast Huck Finn and Tom Sawyer

13) Discuss the idea of and the historical reference of Family Feuds

14) Discuss the different types of conflict found in Huckleberry Finn

15) Discuss how Mark Twain uses allusions to back up his major themes and develop his characters

16)   Keep a list of Huckleberry Finns stories and pranks

17) Discuss how Huckleberry Finn is honest in dishonest world

18) Briefly explain the following themes: Racism and Slavery, Intellectual and Moral Education, The hypocrisy of society (appearance vs. reality), conflict between the individual and society, the quest for freedom (both freedom away from society and freedom within society), superstition vs religion, death and rebirth, coming of age and the hero’s journey, the concept of family, the role of the outsider, the nature and the significance of the following traits: gullibility, ignorance, and naivety, tolerance vs. prejudice. 

19) Define and use various vocabulary words that appear in the book

20) Develop a project based on some aspect of the novel.

21) Answer study questions as you read.

Tuesday

Outline Episode 8 - "The Dead Peter or the Wilkes Episode" and include A) a brief summary; B) a connection to a major theme; C) a list of personas used by Huck, the King and the Duke; D) A list of new characters that are introduced in this episode; E) A brief discussion of how Huck changes in this episode.  F) Discuss what the climax of the book is and why it is considered the climax.  If and when you finish you should study your vocabulary words for the upcoming quiz on Friday.

Monday

Okay so today we need to review what you wrote for Episode 7 and begin reading chapter 24.

Your classwork for this week will be to read through chapter 31 and answer the study questions below:



Huck Discussion Questions XXIV - XXVII

1. As we have discussed, clothes can play a symbolic or thematic role in the novel. Huck even says that he "never knowed how clothes could change a body before." Discuss the thematic role of clothes in these chapters.

2. Comment on the last paragraph of Chapter XXIV. Make a connection to Twain's description of the Arkansas town. Why is Huck's response to the Peter Wilks incident so strong? Why does Huck make moral evaluations now (you'll recall that he remained morally neutral concerning the prior schemes of the duke and king)?

3. What qualities do the Wilks girls have that allow them to be fooled so easily?

4. Why is it significant that Joanna eats in the kitchen? What is the significance of her nickname? What themes are revealed?

5. What statement about the behavior of people does Twain make through the Dr. Robinson incident?

6. Previously Huck has refused to hinder the antics of the king and duke. Now he attempts to foil their scheme. Why? What theme(s) from the novel can you apply to Huck's change in attitude?




Huck Questions XXVIII - XXX

1. Twain was heavily criticized for bad taste due to his description of the funeral toward the end of Chapter XXVII. Why do you think he was criticized, and do you think the criticism justified?

2. On page 141 Huck says, ". . . here's a case where I'm blest if it don't look to me like the truth is better, and actuly safer, than a lie." Explain.

3. In these three chapters Huck finds himself having to lie for various reasons. How do his motives differ?

4. Why doesn't Twain involve Jim more in these chapters?

5. Does Huck's escape from Hines say anything about Hines' character?

6. How does Huck feel about Mary Jane? Why does Huck tell her to go away? Significance?

7. Discuss the significance of Huck's statement, ". . . anybody but a lot of prejudiced chuckleheads would a seen that the old gentlemen was spinning truth and t'other one lies."

8. What does the doctor represent?

9. By the end of Chapter XXX, do you think Twain vindicates the characters of the duke and king or does he have them remain as villains? Explain.

Friday

Today we need to discuss chapter 23 and outline episode 7 (chapters 21-23)

Here are the things you need to include in you outline of episode 7.

1) Summary
2) Descriptions of New Characters (who they are/what they do - be specific)
3) List of Personas
4) Theme


New Vocabulary Words:

temperance
histrionic
muse
brazen
contrite
languish
calamity
ponderous
stealthiest
blitheful
infernal
abolitionist
afoot
confound
frivolousness
haughty
divining



Huck Discussion Questions XXIV - XXVII

1. As we have discussed, clothes can play a symbolic or thematic role in the novel. Huck even says that he "never knowed how clothes could change a body before." Discuss the thematic role of clothes in these chapters.

2. Comment on the last paragraph of Chapter XXIV. Make a connection to Twain's description of the Arkansas town. Why is Huck's response to the Peter Wilks incident so strong? Why does Huck make moral evaluations now (you'll recall that he remained morally neutral concerning the prior schemes of the duke and king)?

3. What qualities do the Wilks girls have that allow them to be fooled so easily?

4. Why is it significant that Joanna eats in the kitchen? What is the significance of her nickname? What themes are revealed?

5. What statement about the behavior of people does Twain make through the Dr. Robinson incident?

6. Previously Huck has refused to hinder the antics of the king and duke. Now he attempts to foil their scheme. Why? What theme(s) from the novel can you apply to Huck's change in attitude?

Huckleberry Finn

Today we will read 22 - 23 and work on Huck Finn study questions.  These are to be posted on your blogs.

Homework: Finish reading 23 if you don't and work on study questions. 

Wednesday

Today, we are going to spend some time working on memorization (about 20 minutes), and then we'll look at chapters 21 and 22.

Huck Discussion Questions: XXI - XXIII

1. Through the Grangerford episode, Twain was able to criticize the myth of Southern honor. What myth of Southern life does Twain satirize in the Sherburn / Boggs incident (which, by the way, was based on a true incident)? What aspect of human nature does Twain satirize through the scene in the drugstore?
2. Compare the circus with the entertainment supplied by the duke and king?
3. What does Huck's reaction to the circus incident tell us about him? Whom does he think was most deceived?
4. What is Twain implying about human nature through the advertising for the "Royal Nonesuch"?
5. "What was the use to tell Jim these warn't real kings and dukes? It wouldn't a done no good; and besides, it was just as I said; you couldn't tell them from the real kind." (117). What does Twain imply?
6. What is significant about the story of 'Lizabeth?
7. Be ready to tell Huck's story so far. Develop a chronology of events - the more detailed the better!

Tuesday

You need to work on memorization of your Poetry Out Loud poems and answer the following questions:

1) What is your poem about - think THEME here.  What is the theme.
2) What is story is being told in your poem.  Summarize the story or action in your own words.
3) What types of figurative language does your poem contain.  List the examples.  Now explain what this figurative language is doing in the poem.  How is it creating meaning?
4) Is there a rhyme scheme?  Write it out.
5) Does your poem have a particular form?
6) What is the tone of your poem?  The tone should change through out.
7) Where is the turn in the poem?  Write out the turn.

Now read back through your poem and underline important words, words that you should emphasize.  Think about where your voice/tone should change - particularly at the turn of the poem.  Remember this is about delivery, not just about memorization.

 We'll start today by listening to chapter 14 of Huck Finn and discussing what is going on in it. 

Huck Discussion Questions: XXI - XXIII

1. Through the Grangerford episode, Twain was able to criticize the myth of Southern honor. What myth of Southern life does Twain satirize in the Sherburn / Boggs incident (which, by the way, was based on a true incident)? What aspect of human nature does Twain satirize through the scene in the drugstore?
   
2. Compare the circus with the entertainment supplied by the duke and king?
   
3. What does Huck's reaction to the circus incident tell us about him? Whom does he think was most deceived?
   
4. What is Twain implying about human nature through the advertising for the "Royal Nonesuch"?
   
5. "What was the use to tell Jim these warn't real kings and dukes? It wouldn't a done no good; and besides, it was just as I said; you couldn't tell them from the real kind." (117). What does Twain imply?
   
6. What is significant about the story of 'Lizabeth?
   
7. Be ready to tell Huck's story so far. Develop a chronology of events - the more detailed the better!
   
   Unit Learning Goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by analyzing satire in Mark Twain’s The Adventures of Huckleberry Finn and relating one of its main themes to another text and issue of the time. 
   TEXTS:
   “Historical and Context of the transition from Romanticism to Realism”; selected poetry by Walt Whitman and Emily Dickinson; excerpts from The Narrative of the Life of Frederick Douglas; “The Gettysburg Address”, “The Emancipation Proclamation”, “Lincoln’s Second Inaugural Address”; The Adventures of Huckleberry Finn
   Standards:
   RL1 – Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
   RL2 – Determine two of more themes or central ideas of a text and analyze their development over the course of a text, including how they interact and build upon one another to produce a complex account; provide an objective summary of the text
   RL3 – Analyze the impact of the author’s choices regarding how to develop and relate elements of a story (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed)
   RL 4 – Determine the meaning of words and phrase as they are used in text, including figurative and connotative meaning; analyze specific word choices on tone
   RL 5 – Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall meaning
   RL 6 – Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really mean (i.e. satire, sarcasm, irony)
   RL 9 – Demonstrate knowledge of nineteenth century foundational works of American Literature
   RI 1 – Cite strong textual evidence to support of analysis of what a text says
   RI 8 – Delineate and evaluate the reasoning in seminal U.S. texts (e.g. Presidential Addresses)
   RI9 – Analyze nineteenth century foundation U.S. documents of history and literary significance for themes, purposes and rhetorical features (e.g. Lincoln’s Second Inaugural Address, The Gettysburg Address). 
   Learning OBJECTIVES:
   By the end of the novel students will be able to
   1)    Define realism, satire, dialect, antihero, unreliable narrator, irony (situational, dramatic, and verbal), episodic plot, romanticism, dramatic foils, hyperbole, motif, picaresque novel, parable, sarcasm, simile, metaphor, oxymoron, allegory, euphemism, bildungroman
   2)    Pick out examples of symbols, irony and dialect
   3)    Example the meaning of at least one major symbol
   4)    Discuss how Huck is both an unreliable narrator and an antihero
   5)    Discuss how Huckleberry Finn, the novel, fits both a bildungsroman and picaresque novel
   6)    Give examples of and discuss the following motifs in the book: superstition, parodies of previous literature (romantic novels and Shakespeare), the adopting of personas (or reinventing self), childhood games, religion, lies and cons, death, and perhaps one or two others that I will bring up in class
   7)    Be out to pick out and example five – ten allusions
   8)    Outline the plot according to the six elements
   9)    Break up the book into three sections or three movements (and briefly explain each movement)
   10) Break up the book into 9 episodes
   11) Give a list of characters in the book with a brief description of each and their general purpose in the novel
   12) Compare and Contrast Huck Finn and Tom Sawyer
   13) Discuss the idea of and the historical reference of Family Feuds
   14) Discuss the different types of conflict found in Huckleberry Finn
   15) Discuss how Mark Twain uses allusions to back up his major themes and develop his characters
   16)   Keep a list of Huckleberry Finns stories and pranks
   17) Discuss how Huckleberry Finn is honest in dishonest world
   18) Briefly explain the following themes: Racism and Slavery, Intellectual and Moral Education, The hypocrisy of society (appearance vs. reality), conflict between the individual and society, the quest for freedom (both freedom away from society and freedom within society), superstition vs religion, death and rebirth, coming of age and the hero’s journey, the concept of family, the role of the outsider, the nature and the significance of the following traits: gullibility, ignorance, and naivety, tolerance vs. prejudice. 
   19) Define and use various vocabulary words that appear in the book
   20) Develop a project based on some aspect of the novel.
   21) Answer study questions as you read.