How to Prepare Students to Read Huckleberry Finn
This guide contains a detailed, six-department curriculum that frames the fence over Huck Finn, asks students to think critically about it, and helps them to see the novel in a richer historical and literary context. Each section -- designed to concluding from ii days to two weeks, depending on the needs of the class -- includes an caption of the section, companion readings for teachers and students, teaching suggestions, discussion questions, and activities. The activities, including those that conclude the unit, address all 4 components emphasized by the National Standards for Language Arts: reading, writing, speaking, and listening. English teachers will find many of the traditional approaches to the novel embedded in the curriculum. Department I introduces students to the history of the controversy surrounding Huck Finn and touches on the racism that supported the system of slavery and that continues today. "The 'N' Give-and-take" suggests ways of working with the repeated employ of the word "nigger."
Section II addresses charges that Jim is more a stereotype than a fully realized graphic symbol. Past looking at historical and current stereotypes, students have a lens through which to evaluate Jim when they meet him in the novel.
Section III and Section Four deal with issues English teachers will already exist familiar with -- character development, satire and irony, bespeak of view, and authorial intent. In this curriculum, all the same, Jim is dealt with not merely as a foil for Huck, but on his own merits. Whether Jim or Huck is the truthful hero of the novel is also explored.
Department Five introduces Narrative of the Life of Frederick Douglass equally an example of the important slave narrative literary tradition, besides equally poesy that expresses the reality of slavery and its legacy today. Students look back at the novel in a new context and think again well-nigh Twain's portrayal of America's "peculiar institution."
Section VI presents a diversity of culminating activities. Through writing, debates, drama, and oral presentations, students are asked to document their knowledge, clarify how they experience about the controversy, and explore the meaning of the novel itself.
The Built-in to Trouble: Adventures of Huckleberry Finn Film Alphabetize provides a description of the film divided into segments for classroom use. The General Resources department contains Web sites (including the Civilization Stupor Web site), a list of organizations, and an annotated bibliography.
The essay by scholar Shelley Fisher Fishkin, Educational activity Marker Twain'south Adventures of Blueberry Finn, provides an overview of the issues surrounding the volume, equally well as why information technology has endured as a classic work of American literature. You may use this essay for background reading and to inspire student discussion and writing.You may also want to refer to pages 116-125 of Fishkin's book, Lighting Out for the Territory: Reflections on Mark Twain and American Civilization (New York: Oxford University Press, 1997), which takes the reader through her experiences with a class discussion of these issues.
For a complete, reproducible set of the companion readings for the curriculum, forth with a copy of the Built-in to Trouble: Adventures of Huckleberry Finn video, club the Huck Finn Coursepack
You can tape the picture Born to Problem: Adventures of Huckleberry Finn off the air and use information technology with your students for up to one year after its circulate.
Next: About the Civilisation Stupor Serial
Source: https://www.pbs.org/wgbh/cultureshock/teachers/huck/howto.html
Postar um comentário for "How to Prepare Students to Read Huckleberry Finn"