Unit Plan: The Adventures Of Tom Sawyer

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Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”1Unit Plan: The Adventures of Tom Sawyer by Mark TwainWritten by Brittny Campbell – Republic Middle School – Republic, MissouriEssential Question:How does our environment (people and places) influence and affect us?Project Overview: This unit plan for The Adventures of Tom Sawyer intends to use an observational,journal-writing approach to studying the novel. This approach to the novel will involve students trackingTom Sawyer’s observations of his environment and the people he encounters. In addition, students willmake their own observations about key aspects of the novel, and use the novel and the journal writingactivity to make observations about their own world and the people they are surrounded by. This unit planwill allow students to examine areas of Missouri, both in Hannibal, and in their own town. They will be urgedto find places in their own lives that inspire them, just as Tom does as he goes on his adventures.Grade Level: This unit plan is directed toward 8th grade English students, in a rural high school, inSouthwest Missouri.Connection to Curriculum:Students in 8th grade English are asked to construct a personal or historical narrative, following an essayformat, including dialogue and correct grammar/punctuation. The ultimate goal of this unit is to construct apersonal narrative, which meets the curriculum objectives for the 8th grade English course.Common Core State Standards:Reading:RL 8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly aswell as inferences drawn from the text.RL 8.2: Determine a theme or central idea of a text and analyze its development over the course of the text,including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL 8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, revealaspects of a character, or provoke a decision.Writing:W 8.3: Write narratives to develop real or imagined experiences or events using effective technique,relevant descriptive details, and well-structured event sequences.W 8.4: Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.W 8.5: With some guidance and support from peers and adults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose andaudience have been addressed.W 8.6: With technology, including the internet, to produce and publish writing and present the relationshipsbetween the information and ideas efficiently as well as to interact and collaborate with others.

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”2Listening:SL 8.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics,texts, and issues, building on others’ ideas and expressing their own clearly.Main Instructional Objectives: Students will construct a cohesive personal narrative about a specific time in their lives, in aspecific place. Students will analyze and explain a character through observations from the text. Students will analyze and determine a theme for the novel, supporting their claim with textualevidence. Students will analyze and interpret a self-reflection about places that are of importance to them. Students will write responses to textual observations throughout their novel study, reflecting andanalyzing the text.Student Materials Required: Teacher computer/projector Classroom sets of The Adventures of Tom Sawyer by Mark Twain Student copies of Tom Sawyer Student Workbook (see appendix A) Access to computers for each student Ream of computer paper for student’s Deep Maps Art Supplies (colored pencils, markers, crayons, rulers) for Deep Maps Chapter Journal Response Questions for Teacher to ask in Class (see appendix B) Unit Exam (see appendix C)Suggested Resources: cherandsharedwithstudents. The Glencoe Literature Library Study Guide for The Adventures of Tom Sawyer by Mark TwainUnit Plan for The Catcher in the Rye – A “Place-based” Approach by Ann Marie Dullo ll%20complete.pdfUnit Sequence:Week 1Feb. 24Feb. 25Feb. 26Feb. 27Feb. 28Week 2Mar. 17Mar. 18Mar. 19Mar. 20Introduction to Place and Unit ExpectationsDeep Map ActivityDeep Map ActivityDeep Map ActivityDeep Map ActivityIntroduction to Mark Twain/Tom Sawyer/Hannibal/Unit Plan ExpectationsRead Tom Sawyer Chapters 1 & 2, pages 3-15Journal Observations on Ch. 1 & 2Read Tom Sawyer Chapters 3 & 4, pages 15-30Journal Observations on Ch. 3 & 4Read Tom Sawyer Chapters 5 & 6, pages 30-45

Brittny CampbellMar. 21Week 3Mar. 24Mar. 25Mar. 26Mar. 27Mar. 28Week 4Mar. 31Apr. 1Apr. 2Apr. 3Apr. 4Week 5Apr. 7Apr. 8Apr. 9Apr. 10Apr. 11Place Conscious Unit Plan for “The Adventures of Tom Sawyer”3Journal Observations on Ch. 5 & 6Read Tom Sawyer Chapters 7, 8 & 9, pages 45-62Journal Observations on Ch. 7, 8, & 9First Deep Journaling Response DueRead Tom Sawyer Chapters 10, 11, & 12, pages 62-77Journal Observations on Ch. 10, 11, & 12Read Tom Sawyer Chapters 13 & 14, pages 77-89Journal Observations on Ch. 13 & 14Read Tom Sawyer Chapters 15 & 16, pages 89-102Journal Observations on Ch. 15 & 16Deep Journaling Response DueLibrary DayRead Tom Sawyer Chapters 17, 18, & 19, pages 102-116Journal Observations on Ch. 17, 18, & 19Read Tom Sawyer Chapters 20 & 21, pages 116-127Journal Observations on Ch. 20 & 21Read Tom Sawyer Chapters 22, 23, 24, & 25, pages 127-143Journal Observations on Ch. 22, 23, 24, & 25Read Tom Sawyer Chapters 26, 27, & 28, pages 143-157Journal Observations on Ch. 26, 27, & 28Third Deep Journaling Response DueRead Tom Sawyer Chapters 29 & 30, pages 157-172Journal Observations on Ch. 29 & 30Read Tom Sawyer Chapters 31 & 32, pages 172-183Journal Observations on Ch. 31 & 32Read Tom Sawyer Chapters 33, 34, & 35, pages 183-endJournal Observations on Ch. 33, 34, & 35Fourth Deep Journaling Response DueReview for TestTom Sawyer ExamPersonal narrative work dayMini-lesson: format of narrativeLibrary DayPersonal narrative work dayPeer EditingPersonal narrative work day

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”4Mini-lesson: QuotationsWeek 6Apr. 14Apr. 15Apr. 16Apr. 17Personal Narrative work day in Library LabPersonal narrative work day in Library LabPersonal narrative work day in Library LabPersonal narratives due at beginning of classUnit Reflection Assignment**Unit Plan Dates are missing two weeks, one due to snow, and one due to Spring BreakReflection:I am currently in the process of teaching this unit right now and am expected to complete it by April 17th.One thing that I loved was the Deep Map assignment, which my students have already completed. I wasthoroughly impressed with how much thought students put into the assignment. I was worried that theywouldn’t understand what the assignment’s objectives were; however, they were beyond my expectations. Iwas even tearing up a bit as I was reading what my students wrote. It was definitely a proud teachermoment for this year. I did realize after introducing it to two classes that students could understand theconcept without a handout, much like we had in the ENG 725 class. I had them brainstorm a list of placesthat were important to them, saying only that they had to have visited them before. Then I showed themseveral Deep Map examples, and asked them to begin drawing a map of the places of importance to them.Everyone understood the assignment and worked diligently on it. I did allow them a week to complete boththeir Deep Map and their legend and that was exactly the right amount of time. (Student examples of DeepMaps, see appendix E).One thing that I do wish I could have been able to do was implement the unit solely after Spring Break, I amhoping that students will still be in the mindset of “place” after our break. I also wish that I was able to havehad the first full week in March as part of my unit, but in Missouri you can’t predict the weather, and we hadsnow days, which impacted what I could do the last week of the quarter.The rest of my reflection will be added upon completion of the unit.

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”5Appendix A: Student WorkbookThe Adventures of Tom SawyerByMark TwainStudent WorkbookName:

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”6Class:Tom Sawyer Unit Calendar: 8th grade EnglishWeek 2Mar. 17Mar. 18Mar. 19Mar. 20Mar. 21Week 3Mar. 24Mar. 25Mar. 26Mar. 27Mar. 28Week 4Mar. 31Apr. 1Apr. 2Apr. 3Apr. 4Introduction to Mark Twain/Tom Sawyer/Hannibal/Unit Plan ExpectationsRead Tom Sawyer Chapters 1 & 2, pages 3-15Journal Observations on Ch. 1 & 2Read Tom Sawyer Chapters 3 & 4, pages 15-30Journal Observations on Ch. 3 & 4Read Tom Sawyer Chapters 5 & 6, pages 30-45Journal Observations on Ch. 5 & 6Read Tom Sawyer Chapters 7, 8 & 9, pages 45-62Journal Observations on Ch. 7, 8, & 9First Deep Journaling Response DueRead Tom Sawyer Chapters 10, 11, & 12, pages 62-77Journal Observations on Ch. 10, 11, & 12Read Tom Sawyer Chapters 13 & 14, pages 77-89Journal Observations on Ch. 13 & 14Read Tom Sawyer Chapters 15 & 16, pages 89-102Journal Observations on Ch. 15 & 16Second Deep Journaling Response DueLibrary DayRead Tom Sawyer Chapters 17, 18, & 19, pages 102-116Journal Observations on Ch. 17, 18, & 19Read Tom Sawyer Chapters 20 & 21, pages 116-127Journal Observations on Ch. 20 & 21Read Tom Sawyer Chapters 22, 23, 24, & 25, pages 127-143Journal Observations on Ch. 22, 23, 24, & 25Read Tom Sawyer Chapters 26, 27, & 28, pages 143-157Journal Observations on Ch. 26, 27, & 28Third Deep Journaling Response DueRead Tom Sawyer Chapters 29 & 30, pages 157-172Journal Observations on Ch. 29 & 30Read Tom Sawyer Chapters 31 & 32, pages 172-183Journal Observations on Ch. 31 & 32Read Tom Sawyer Chapters 33, 34, & 35, pages 183-endJournal Observations on Ch. 33, 34, & 35

Brittny CampbellWeek 5Apr. 7Apr. 8Apr. 9Apr. 10Apr. 11Week 6Apr. 14Apr. 15Apr. 16Apr. 17Place Conscious Unit Plan for “The Adventures of Tom Sawyer”7Fourth Deep Journaling Response DueReview for TestTom Sawyer ExamPersonal narrative work dayMini-lesson: format of narrativeLibrary DayPersonal narrative work dayPeer EditingPersonal narrative work dayMini-lesson: QuotationsPersonal Narrative work day in Library LabPersonal narrative work day in Library LabPersonal narrative work day in Library LabPersonal narratives due at beginning of classUnit Reflection Assignment**Miss Campbell has the ability to change due dates of assignments and/or the schedule of the unit,although changes to the schedule will be announced with plenty of time for completion.

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”8Mark Twain, Tom Sawyer, and HannibalIntroduction NotesWho was Mark Twain?What was the most interesting thing you found out about Mark Twain? Why?Where is Hannibal located in relation to Republic?Why did Mark Twain use Hannibal as the setting for The Adventures of Tom Sawyer?

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”9

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”10Characterizing Tom SawyerUnder each category, find at least three examples in the text of each type of observation. Write down thepassage and remember to include page numbers.Observations Tom makes about himself:Passage 1:Observation Made:Passage 2:Observation Made:Passage 3:Observation Made:Observations Others make about Tom:Passage 1:Observation Made:

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”11Passage 2:Observation Made:Passage 3:Observation Made:Observations the reader (YOU) make about Tom:Passage 1:Observation Made:Passage 2:Observation Made:Passage 3:Observation Made:

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”12Ongoing Journal Entries for The Adventures of Tom SawyerDuring the study of The Adventures of Tom Sawyer, you will be required to maintain a journal of yourobservations about the novel and about the world around you. Each day, you will record your classactivities in your journals or on a separate sheet of paper, as well as maintain a record of Tom’sobservations about the people around him and his surroundings. In additional, you will record your personalobservations/reflections about the novel and anything that inspires you.Each journal entry should be organized by Date. All classwork and homework activities should beclearly labeled with a heading for each section. If it is not labeled, points will not be awarded forthat section.Example:DATE:Classwork:Write any journaling down from classwork reponsesObservations about the Text:Tom’s observations about people:Tom’s observations about his surroundings:Personal Observation/Reflection:Homework:Write down any homework responsesImportant Information: Journals will be collected the day of the exam, which will be announced at least 2 weeksprior to the exam.Due Date: I may randomly collect journals. These will not be announced, so make sure you are ontrack! You should have one journal entry for each day in class. Should you choose to writeadditional entries, you can receive extra journal points.I should have Journal Entries by the due date.

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”13Sample Journal Entry for The Diary of Anne FrankDATE: March 5, 2014Classwork:Describe Anne Frank:Anne is a middle-school aged girl. Her family is of Jewish heritage. She has one older sister, Margot. Sheand her family moved into an annex during the Holocaust to escape being taken to a Nazi ConcentrationCamp.Would you have gone into Hiding?I don’t think that I would have had the guts to go into hiding myself. I think I would have taken my chancesand just waited to see what happened. Unless my parents wanted to go into hiding, then I would have donewhatever they wanted me to do so that I could stay with them.Observations about the Text:Anne’s Observations about people:Anne notes how distant Peter is, really all of the Van Daans. She notes that Mr. and Mrs. Van Daan fight alot, even in front of the Franks. She also describes how Margot isn’t the same since moving into the annexand that her mother and father also seem stressed and/or worried.Anne’s Observations about her surroundings:Anne is happy to have her own space and room, even if it is small. She notes that the windows are blackedout in the annex. She is unhappy that she doesn’t get to see her friends or roam about much during theday. She seems to be a free-spirit and needs room to get up and move, and she doesn’t have that in theannex. She notes that she can sometimes hear the people downstairs, and even their radio.Personal Observation/Reflection:I think that Anne and her family were very brave to have gone into hiding, and in such a small space. I don’tthink that I would be able to live in a place where the windows are blacked out all day; I need sunshine! Ifeel like something romantic is going to happen between Peter and Anne since they are so close in age andin such close quarters for such a long time (at least I hope it’s a long time!). Although, I could be wrong,maybe they will just be best friends.

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”14Deep JournalingIn addition to composing ongoing journal entries, you must complete four “Deep Journaling” entries that willassess your composition and observation skills. These observations should be included on a separatepage in your journal, or another piece of paper.You must answer each of the four prompts below. You should write responses before the due dates below:Response #1Due:Response #2Due:Response #3Due:Response #4:Due:These prompts will be evaluated separately from the rest of your journal entries. They are worth 25 pointseach. While I will collect these with the rest of your journal entries, they will be checked on the due date ofeach response.Each journal entry must contain the following heading information: date, name of place, time.Response #1: Where do you go when you need a “break” or a “time-out” from the world? Spend at leasttwenty minutes in this place and describe this place in great detail: make note of what you see, feel, hear,smell, and why you visit this place. Be as specific as you can with your details. (200 word minimum).Response #2: Describe a place outside of your home where you feel comfortable, safe, and relaxed.Describe this place in great detail: make note of what you see, feel, hear, smell, and why you visit thisplace. Be as specific as you can with details. If you do not have a place, find one! Tell whether or not youhave visited this place before, how often, when you usually visit, etc (250 words minimum)Response #3: Visit the place that you wrote about in Response #2 for at least 20 minutes. Sit there for twominutes without talking, writing, texting, etc carefully observe your surroundings. Record yourobservations using as many specific details as possible. YOU MAY: Consider how your perception ormemory of this place differs from what you have just experienced: focus on one particular object you see. Ifyou cannot visit your place, please discuss this with the teacher (250 words minimum).Response #4: REPEAT PROMPT #3, without looking at your previous response. This time, after you havemade and recorded your observations, think about how your reading of The Adventures of Tom Sawyerhas affected your ability or desire to observe the people and the world around you. Would Tom like theplace you are visiting? What adventures could you see him having here? Explain why you think this (300words minimum).**Bonus points will be given for a picture of your place accompanying your journal entriesand for typed entries.

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”15Appendix B: Chapter QuestionsThese questions were given in class each day, and students responded to them during their classworksection of their journals.Tom Sawyer Chapter QuestionsChapter 1 & 2: Describe Tom Sawyer with as much detail as possible. How does Tom manage to whitewash the fence in one day? How is foreshadowing apparent already in the novel?Chapter 3 & 4: What does Tom do to get back at Sid for telling on him in Chapter 1? Have you ever donesomething similar to your sibling(s) or friend(s)? Describe the girl that Tom becomes infatuated with.Chapter 5 & 6: Describe the disruption of the Sunday service at church. Describe Huckleberry Finn with as much detail as possible.Chapter 7, 8, & 9: What is one of the superstitions that Tom believes in? Describe it in detail. Describe the scene in the graveyard.Chapter 10, 11, & 12: What do Huck and Tom decide to do about Dr. Robinson’s murderer? What would you have done? How does Tom react to the pain-killer?Chapter 13 & 14: Why does Tom feel so sorry for himself? What do Tom, Huck, and Joe Harper decide to do? Describe their little adventure. Describe Jackson’s Island.Chapter 15 & 16: Where did Tom go when he snuck away from camp? Why do you think he did this? Describe the scene between Aunt Polly and Joe Harper’s mother. What did Tom overhear?Chapter 17, 18, & 19: What is going on when the boys return home? How do they react? How does the town react? How do Tom and Becky both make each other jealous? Why doesn’t Aunt Polly believe Tom anymore? Would you believe him? Why or why not?

Brittny CampbellPlace Conscious Unit Plan for “The Adventures of Tom Sawyer”16Chapter 20 & 21: Describe what happens at school with Becky and how Tom reacts to the situation. What do the boys d

Tom Sawyer’s observations of his environment and the people he encounters. In addition, students will make their own observations about key aspects of the novel, and use the novel and the journal writing activity to make observations about their own world and the people they are surrounded by. This unit plan will allow students to examine areas of Missouri, both in Hannibal, and in their own .

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