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.