Mark Twain Boyhood Home & Museum Lesson Or Unit Plan For .
Mark Twain Boyhood Home & MuseumLesson or Unit Plan for The Prince and the PauperCreated by: Deb Vonderfecht and Debbie WalkerSchool: Lathrop ElementaryCity, State: Lathrop, MOMark Twain Teachers’ Workshop, July 14, 2017Hannibal, Missouri“Let’s Trade!”LESSON or UNIT PLAN for The Prince and the PauperConcept or Topic:Suggested Grade Level(s)/Course:Character Traits and Point of View4th and 5th Language ArtsSubject:Suggested Time Frame:ELA5 days, 50 minutes per dayObjective(s):Students will identify at least 3 different character traits for each of the main charactersfrom The Prince and the Pauper using details from text to support.Students will make evident each character’s point of view by writing a letter from onecharacter to the other.Students will compare and contrast the text version of The Prince and the Pauper andthe movie adaptation by completing a Venn diagram with at least 3 similarities anddifferences.Common Core State Standards:Writing Standards 4: Text Types and Purposes (Write opinion pieces on topics ortexts, supporting a point of view with reasons and information).Writing Standards 4: Text Types and Purposes (Write narratives to develop real orimagined experiences or events using effective technique, descriptive details, andclear event sequences).Writing Standards 4: Production and Distribution of Writing (Produce clear andcoherent writing in which the development and organization are appropriate to task,purpose, and audience).Writing Standards 4: Research to Build and Present Knowledge (Draw evidence fromliterary or informational texts to support analysis, reflection, and research).Reading Standards 4: Key Ideas and Details (Refer to details and examples in a textwhen explaining what the text says explicitly and when drawing inferences from thetext).Reading Standards 4: Key Ideas and Details (Describe in depth a character, setting,or event in a story or drama, drawing on specific details in the text).Reading Standards 4: Integration of Knowledge and Ideas (Make connectionsbetween the text of a story or drama and a visual or oral presentation of the text,identifying where each version reflects specific descriptions and directions in the text).Assessments (at least two):Character Trait Graphic OrganizerLetter Writing (see attached rubric)Journal Entry (see attached rubric)Venn DiagramSummary/Reflection of the unit using story structure (see attached rubric).1
LESSON or UNIT PLAN for The Prince and the PauperVocabulary (Tiers 2 & 3):CompareContrastDifferentiatePoint of ViewCharacter TraitsIdentifySubject Area Integration:Social StudiesBackground Information Required for Lesson:Background of Samuel Clemens’s boyhood and lifeUnderstanding of character traitsLetter writing skillsSummarization skillsPossible Tools:Who Was Mark Twain? by April PrinceMaterials:The Prince and the Pauper: Adapted for Young Readers by Mark Twain (DoverChildren’s Thrift Classics)“The Parent Trap” movieCharacter Traits Graphic Organizer“The Prince and the Pauper” movie (Disney cartoon version)Letter Writing InstructionsJournal Writing InstructionsVenn Diagram“Prince and the Pauper” play adaptation by ScholasticThe Wit and Wisdom of Mark Twain: A Book of Quotations (Dover Thrift Editions)Technology:Videos listed aboveDVD player or computerProjector or TVRelated Twain Quotes/Passages:“A man should not be without morals; it is better to have bad morals than none at all.”–Notebook“To be good is to be noble; but to show others how to be good is nobler and notrouble.” –Following the Equator“Nothing so needs reforming as other people’s habits.” –Pudd’nhead Wilson(All quotes taken from The Wit and Wisdom of Mark Twain: A Book ofQuotations).Lesson Sequence:5 days, 50 minutes per dayDay 1 Hook/Intro:2
LESSON or UNIT PLAN for The Prince and the Pauper“The Parent Trap” movie (1998 version). Show scene where the two girls meet anddecide to switch places.Teaching of the Concepts:Review character traits. Ask students what kind of information you would need inorder to describe a character.Suggested Questions:What are character traits?What traits would describe you?What traits would you use to describe the twins in the video? How could you tell themapart?What traits could be used to describe the Prince?What traits could be used to describe Tom?Learning Activity:After showing the students the movie clip of “The Parent Trap,” ask students to identifysome traits of each character with support from the movie.Read chapters 1 and 2 from The Prince and the Pauper: Adapted for Young Readers.Have students complete the Character Traits Graphic Organizer for the prince andTom (see attached handout).Day 2 Hook/Intro:Play “Guess Who I Am.” The teacher will give details about a character and thestudents will have to guess which character it is.Teaching of the Concepts:Review letter writing and point of view.Suggested Questions:How many parts are there in a letter?If you were writing a letter to a friend, how would you close it?Do you know how your friends feel in certain situations?What would it feel like to trade places someone?What is point of view?Learning Activity:Share character traits from previous day.After reading chapters 3 and 4 from The Prince and the Pauper: Adapted for YoungReaders, students will choose one character’s point of view and write a letter to theother character (see attached handout).Students will share their letters if time allows.Day 3 Hook/Intro:Read aloud one of the student’s letters from the day before and discuss how Tomwould have felt to suddenly be prince and how the prince would have felt to spendtime living as Tom.Teaching of the Concepts:Review point of view and opinion.Suggested Questions:3
LESSON or UNIT PLAN for The Prince and the PauperWhat is point of view?How do you express your opinion?What would be the first thing you would do if you were king or queen for a day?Learning Activity:Read chapter 7 from The Prince and the Pauper: Adapted for Young Readers.Have students write a journal entry about what they would do if they were king orqueen for the day (see attached handout).Day 4 Hook/Intro:Ask students to share some of their ideas that they wrote from the day before aboutwhat they would have done if they were king or queen for a day.Teaching of the Concepts:Review compare and contrast (similarities and differences).Review text to text, text to self, and text to world connections.Suggested Questions:What does it mean to compare?What does it mean to contrast?How would you compare and contrast Tom to the prince?What is a text to text connection?What is a text to self connection?What is a text to world connection?What is a Venn diagram?Learning Activity:Watch the Disney cartoon version of “The Prince and the Pauper.”Students will compare and contrast the text version of The Prince and the Pauper withthe video using a Venn Diagram (see attached handout).Day 5 Hook/Intro:Ask students to discuss the similarities and differences between the movie and textversions of The Prince and the Pauper.Teaching of the Concepts:Review setting, conflict solutions, and characters.Suggested Questions:What is the setting of a story?What is the conflict in a story?What is the solution in a story?Learning Activity:Students will read through the play of “The Prince and the Pauper” adapted by GaryDrevitch for Scholastic (see attached handouts).Review/Closure:Students will discuss the story structure of The Prince and the Pauper in small groupsand complete the accompanying worksheet. (see attached handout).4
LESSON or UNIT PLAN for The Prince and the PauperWrite a reflection of The Prince and the Pauper using the instructions provided (seeattached handout).Homework:All assignments will be completed in class.Strategies for Exceptional Students:Use of multiple intelligencesUse of visualsMultimediaDirect instructionSuggested Follow-Up Activities:“The Prince and the Pauper” movie (2008 version by Sony Pictures)Pinch Hit by Tim GreenThe Whipping Boy by Sid FleischmanUse of graphic novel version of The Prince and the PauperRead the full version of The Prince and the PauperRewrite the ending of the storyCreate your own story in which you switch places with a classmateWatch the movie “Freaky Friday”Write an opinion piece about Tom’s decisions as king5
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Watch the Disney cartoon version of “The Prince and the Pauper.” Students will compare and contrast the text version of The Prince and the Pauper with the video using a Venn Diagram (see attached handout). Day 5 Hook/Intro: Ask students to discuss the similarities and differences between the movie and text versions of The Prince and the Pauper.
essence of Tom Sawyer. Mark Twain’s Top Hat. Mark Twain’s Top Hat by Aliza Razell Hoover Mark Twain derived great pleasure from standing out and looking distinguished. When he wanted to make an especially striking impression, he would don me. I am one of his
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Twain's religious attitudes are clearly seen in his writings. However, there are, in fact, critics who find Twain a religious man, though one with numerous doubts. William C. S. Pellow, for example, writes in his Mark Twain: Pilgrim from Hannibal that "Twain was a religious man, right up to the last, for no irreligious person could have written The
Samuel Langhorne Clemens (pen name, “Mark Twain”) in a number of ways: View “Mark Twain - A Film Directed by Ken Burns” (2002, PBS, 212 minutes) Have students check out the interactive scrap-book (an e
Matthew 27 Matthew 28 Mark 1 Mark 2 Mark 3 Mark 4 Mark 5 Mark 6 Mark 7 Mark 8 Mark 9 Mark 10 Mark 11 Mark 12 Mark 13 Mark 14 Mark 15 Mark 16 Catch-up Day CORAMDEOBIBLE.CHURCH/TOGETHER PAGE 1 OF 1 MAY 16 . Proverbs 2—3 Psalms 13—15 Psalms 16—17 Psalm 18 Psalms 19—21 Psalms
Roughing It by Mark Twain Roughing It by Mark Twain This etext was produced by David Widger ROUGHING IT by Mark Twain 1880 TO CALVIN H. HIGBIE, Of California, an Honest Man, a Genial Comrade, and a Steadfast Friend. THIS BOOK IS INSCRIBED By the Author, In Memory of the Curious Time When We Two WERE MILLIONAIRES FOR TEN DAYS. page 1 /
Mark Twain Using Real Life to Create Fiction: Mark Twain Style Developed by Dr. Cindy Lovell . 2 . Name Characteristics . 10 Settings There are many settings in Tom Sawyer, the primary one, of course, being . Which do you think only happened in Mark Twain’s imagination? Next, thin
Jun 22, 2017 · The class then moves on to the essays of Twain, primarily “Corn-Pone Opinions” and “Disgraceful Persecution of a Boy.” They identify the following for each: 1. Twain’s thesis 2. Twain’s purpose & intended effect on his audience 3. Twain’s target 4. The rhetorical and language devices he uses to achieve this effect
