1. Topic

Tom Sawyer by Mark Twain


2. Content (South Carolina State Standards)

Social Studies
5.9.1 – describe the purposes and characteristics of geographic representations such as maps, globes, graphs, diagrams, photographs, and satellite-produced images
5.13.1 – examine how physical and human characteristics of places influence people and events over time

Language/Reading
5-RS3.1 – demonstrate the ability to organize and classify information by categorizing and sequencing
5-W3.1 – demonstrate the ability to respond to texts both orally and in writing
5-W1.5 – demonstrate the ability to edit for language conventions such as spelling, capitalization, punctuation, agreement, sentence structure (syntax) and word usage
5-W1.6 – demonstrate the ability to write and publish in a variety of formats
5-W1.6.1 – demonstrate the ability to write multiple-paragraph compositions, friendly letters, and expressive and informational pieces.
5-R2.1 – demonstrate the ability to determine word meanings, pronunciations, alternate word choices, and parts or speech by using a dictionary and a thesaurus
5-R2.6 – demonstrate the ability to identify devices of figurative language such as similes, metaphors, hyperbole, and personification and sound devices such as alliteration and onomatopoeia.
5-R2.7 – demonstrate the ability to distinguish between fiction and nonfiction
5-R1.14 – demonstrate the ability to use graphic representations such as charts, graphs, pictures, and graphic organizers as information sources and as a means or organizing information and events logically
5-R1.7 – demonstrate the ability to make predictions about stories


3. Goals: Aims/Outcomes

1. The students will understand how Samuel Clemens used setting and characterization to write his first novel, Tom Sawyer.
 

4. Objectives

1. The students will read Tom Sawyer.

2. The students will use the writing process to write an adventure story creating settings and characters which are based on their own experiences.

3. The students will create a newspaper reflecting the Gilded Age (which was the time period Samuel Clemens lived) by completing a WebQuest.


5. Materials and Aids

The Great Illustrated Classic version of Tom Sawyer; computer lab


6. Procedures/Methods

A. Introduction

1. Discuss Mark Twain and where he lived.  The teacher will use a United States map to point out Missouri.  The teacher will use a power point presentation showing Hannibal, Missouri and many of the buildings and sights (from the American Memory Collection) which are found in the novel.  The teacher will discuss important people in Samuel Clemens' life.  The teacher will explain where Samuel Clemens got his character and setting ideas and reasons why Clemens' viewed the world as he did.  The teacher will explain that he is considered one of the most important American authors because of his views on reality and his humor.

2. Begin reading Tom Sawyer.

3. Discuss the time period of Samuel Clemens' life and begin a WebQuest exploring politics, athletics, economy and the social structure of the Gilded Age during the years of 1900 and 1910.  The students will discover that Clemens lived during a time of great materialism and prejudice.  They will create a newspaper reflecting the main events of the time period.
 
4. Students will complete an anticipation reading guide describing home remedies which Aunt Polly and Huck Finn might have used in Clemens' book.  They will choose whether they agree or disagree with the remedies.  Why will they work/not work?
         a) If you are going bald, smear garlic on your head.
         b) If you have a headache, sip on some strong coffee.
         c) If you have bad breath, brush your teeth with sage leaves.
         d) If you are having a bad hair day try combing with sweet milk with rose perfume.

B. Development

1. Students will create a character web for Tom, the main character.  On a sheet of paper, the students will draw a circle in the middle and write Tom's name.  They will draw three circles connecting to the first with the terms: appearance, personality and actions.  After reading the first chapter, the students will add information to the circle web about the three categories. The students will add information to their web as they read through the book.

2. Students will create their own main character web based on either themselves or a friend.

3. Students will continue to work in groups to explore a WebQuest based on the Gilded Age.

4. The students will brainstorm for the setting of their adventure story.  They will write the name of the town at the top of the paper and write down everything they know about the town (buildings, people, parks, etc).

5. The students will write a business letter to the Chamber of Commerce for the town and ask for more information so that they might receive ideas for describing their town for their story.
 

C. Practice

1. The students will be given the word "renegade".  The teacher will ask, "What is a renegade?"  The students will volunteer answers, right or wrong.  The teacher will then ask, "What are the results of being a renegade?"  Again, the students will answer.  Lastly, the teacher will ask, "What or who are examples of a renegade?"  The students will give their answers.  The students will then read chapter 2.  They will realize that Huck Finn was called a renegade.  Discuss why (son of the town drunkard; never did what "normal" people did).

2. As a class, the students will be given a list of 10 words from chapter 7 (pirates, secret, innocent, fishing, fire, discovered, homesick, drowned, heroes, civilization).  The students will work together to write a story using those 10 words in the order given to them.  The teacher will write the story on the board or overhead.  The students will read chapter 7 and then compare and contrast the two stories.

3. Before reading chapter 16 the students will be given the title of the chapter, "Lost in the Cave."  They will write a paragraph stating what they think might happen in this chapter.  The students will read their paragraphs to the class.  They will then read the chapter in the book.


D. Independent Practice

1. The students will use their character webs and setting brainstorm activity to write complete paragraphs to begin their adventure story.

2. The students will use peer editing to fix grammar mistakes.

3. The students will be given a list of vocabulary from each chapter.  They will be asked to pick 2 of the words and create one sentence using those words.  As the novel is read, the students will recognize the word in the reading and check the accuracy of their sentences.  They will then change their created sentences to fit the correct definition.


E. Accommodations (Differentiated Instruction)

1. The teacher will model a setting and character web.

2. The students will act out different character qualities which could be used for their adventures.

3. The teacher will form groups for the newspaper by splitting the abilities of the students among the groups.

4. The teacher will pair students to read the novel.  One strong reader with a weaker reader.


F. Checking for understanding

1. The students will complete a Hot Potatoes matching activity from the novel.

2. The students will answer reading comprehension questions at the end of each chapter.


G. Closure

1. The students will write their final copy of their adventure story fixing any mistakes.

2. The students will illustrate their story.

3. The students will finish creating their newspapers on the Gilded Age.


7. Evaluation

1. The students will take a written test.

2. The students will turn in the adventure stories and be graded on punctuation, spelling, grammar, sentence structure, setting and character development.

3. The students will complete their newspapers on the Gilded Age and the rubric will be used to evaluate.


8. Teacher Reflection

1.  Read biographical information about Samuel Clemens.

2.  I used A Guide for Using The Adventures of Tom Sawyer in the Classroom as a reference.  This guide has sample tests and other activities to incorporate in the lessons.