http://www.sdcoe.k12.ca.us/score/jump/jumptg.html
CyberGuide by Hugh J. Peebles
Introduction
This supplemental CyberGuide to The Celebrated Jumping Frog of Calavaras
County was developed as part of the Schools of California Online Resources for
Educators (SCORE) Project, funded by the California Technology Assistance Program
(CTAP) and the California County Superintendents Educational Services Association
(CCSESA)
The Celebrated Jumping Frog of Calavaras County is the first internationally published
writing of Samuel Clemens. The story depicts the recollections of a long-winded
townsman about a stranger who wins a bet over a frog race.
This unit asks students to consider the following questions:
Why is the use of dialect and slang so important to the humor of this story?
How can we laugh at other's misfortunes and not consider the physical or mental
pain that person faces?
How can a community use a literary connection to bring tourists and business to
their area?
What historical events led up to the type of behavior exhibited in Angels Camp in
the mid-nineteen century?
What writing skills does Mark Twain exhibit that will reappear in his future
writings?
Disclaimer: The links here have been scrutinized for their grade and age
appropriateness; however, contents of links on the World Wide Web change
continuously. It is advisable that teachers review all links before introducing
CyberGuides to
students.
Objectives and Standards
As a result of this unit, students will:
Find similarities and differences among texts in the treatment of ideas (Reading
Standard 2.3).
Analyze relevance of setting to the mood, tone, and meaning of text (Reading
Standard 3.4).
Identify significant literary devices, namely dialect and irony to interpret the work
(Reading Standard 3.6).
Analyze how a work of literature reflects the heritage, traditions, attitudes, and
beliefs of its author (Reading Standard 3.7.)
Create compositions that establish a controlling impression, have a coherent
thesis, and/or make a clear and well-supported conclusion (Writing 1.1)
Write responses to literature (Writing 2.2)
Write persuasive compositions (Writing 2.4)
Grade 8 Standards
Implementation Overview
This CyberGuide is designed to be taught within a more comprehensive unit on Mark
Twain or related unit, over a period of four to six weeks in small groups that rotate access
to an Internet-connected computer.
Description of Materials, Activities and Websites
Class set of "The Celebrated Jumping Frog of Calavaras County" by Mark Twain.
Student Activity 1: Finding similarities and differences in Mark Twain
writings
Students compare and contrast Mark Twain's early writing skills as demonstrated
in Jumping Frog with several of his later works. They will demonstrate their results
though group discussions, oral presentations and/or essays. Students may accomplish the
goals in either group or individual projects.
Mark Twain's Writings (eTexts)
Adventures of Huckleberry Finn (1885)
URL: http://etext.lib.virginia.edu/railton/index2.html
The Adventures of Tom Sawyer (1876)
URL: http://etext.lib.virginia.edu/railton/index2.html
A Connecticut Yankee in King Arthur's Court (1889)
URL: http://etext.lib.virginia.edu/railton/index2.html
The Prince and The Pauper (1881)
URL: http://www.americanliterature.com/PP/PPINDX.HTML
Roughing It (1891)
URL: [broken link removed]
Tom Sawyer Abroad (1894)
URL: [broken link removed]
Tom Sawyer, Detective (1896)
URL: [broken link removed]
Student Activity 2: Writing Topic: Humor in Tragic Situations
(Gambling.)
Students analyze how humor can be derived from other peoples situations, while not
considering the physical or mental pain involved. In cooperative groups students will
offer solutions for this problem using help groups from the Internet.
Places for help with gambling addiction:
Alberta Alcohol and Drug Abuse Commission
URL: http://www.gov.ab.ca/aadac/services/specialized/gambling/pgs_index.htm
Arizona Council on Compulsive Gambling.
URL: http://www.azccg.org
Gamblers Anonymous Official Home Page
URL: http://www.gamblersanonymous.org
Student Activity 3: Create a dialogue or a monologue
Students will create a dialogue or a monologue in the dialect of a specialized
group. Suggestions (some broken links were removed):
Mountain Bike Slang (U. S. A.)--a mountain biker bragging about how he can
"take more air" than any other biker.
Show Biz Slang from Variety Newspaper (U. S. A.)--a student film director
bragging about how successful he will be in the movie business.
1940's Detective "Lingo" (U. S. A.)--a fictional monologue about investigating a
crime scene.
Silicon Valley (Computer) Slang (U. S. A.)--a dialogue between an FBI
investigator and a hacker, who has agreed (1) to cop a plea for a lighter sentence
and (2) to provide testimony to convict another computer hacker.
American Western Slang--a monologue about the old days on the range--and the
problems of herding cattle in the dead of winter
Aussie (Australian) Slang Dictionary--a dialogue between to two Australian
foreign exchange students about the first day in an American high school.
Student Activity 4: Proposal to Encourage Tourism
Students will: Plan a project to promote local tourism using a literature connection as the
hook.
Jackass Hill
URL: http://www.malakoff.com/jamtc.htm
Angels Camp
URL: http://www.malakoff.com/mcangelc.htm
Official Angels Camp Site
URL: http://www.angelscamp.com
Student Activity 5: Reading about The Gold Rush
Students will review the time period for the story, or, as an alternative assignment, stage a
mock trial of one of the citizens.
The Gold Rush
URL: http://www.pbs.org/goldrush/
Gold Fever!
URL: http://www.museumca.org/goldrush/fever01.html
Gold Rush Sesquicentennial
URL: http://www.calgoldrush.com