Lesson Plan Template
ent Area Grade 10: English
Title Huckleberry Finn (Realism vs. Romanticism)
Standards: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
National R-12-6.1a Analyze and
Content interpret author's craft within and across texts, citing evidence where
Standards: appropriate by ... Demonstrating knowledge of author’s style or use of literary
elements and devices (e.g., simile, metaphor, point of view, imagery, repetition,
flashback, foreshadowing, personification, hyperbole, symbolism, analogy,
allusion, diction, syntax, genre, or bias, or use of punctuation, etc.) to analyze
literary works (Local)
Analyze and interpret author's craft within and across texts, citing evidence
where appropriate by ... Examining author’s style or use of literary devices to
convey theme (Local)
Uses Comprehension strategies (flexibly and as needed) before, during, and
after reading literary and informational text.
the Lesson This lesson will be take place in the beginning of the unit on Literary
Where does Movements (Realism vs. Romanticism). The students will be beginning the
this lesson fit main focus novel of this unit, which is Mark Twain’s Huckleberry Finn. This
in the will be done right after chapter three where Tom and Huck’s friendship
curriculum dynamic comes into play. The students will already have experience with using
and a graphic organizer such as this in my class before, so I will not have to go that
instructional again, unless they ask. Also, they will have been taught and given a sheet of all
context? Is it the characteristics of Realism and Romanticism already, so that they can
the opening of connect it to the characters.
a unit or a
series of This will be a regular, non honors class, with about 15 students.
Opportunit Plans to differentiate instruction:
ies to Learn Those students who have trouble analyzing literature through specific types of
graphic organizers can use a different organizer that is more helpful to them.
Definition: Furthermore, I will read certain important parts of the chapter out load before
Materials, starting the graphic organizer. That way the students who struggle with reading
Learners and can still participate and create an understanding about the novel.
Accommodations and modifications:
I will monitor the progress of each student to make sure that they all understand
how to use the graphic organizer. If I see that there are some students struggling
with finding information in the text or other specific problems, I will either
address it as a general statement to the class or meet with them privately after
school or during a free period.
The classroom will contain a diverse group of students from different parts of
the community. A number of them do achieve the standard; however there are
those who are struggling in the class as well. They are at mixed reading levels
and require literary assistants at times.
Twain, Mark. The Adventures of Huckleberry Finn. San Francisco: Ignatius
2. Graphic Organizer
Objectives Content Objective:
The student will, through reading comprehension, be able to distinguish at least
one characteristic of Realism and one characteristic or Romanticism in the
novel “The Adventures of Huckleberry Finn.”
The student will self question the text, “The Adventures of Huckleberry Finn,”
about the characteristics of Realism related to Huck and Romanticism related to
Tom to clarify ambiguity and deepen understanding and will then provide at
least one example of Realism and one example of Romanticism.
(50 minute class period)
Opening (10 min):
al I will open by asking questions and assessing how well the students remember
Procedures the characteristics and differences between Realism and Romanticism as well as
about what they think of the book so far.
What are everyone’s thoughts on Huckleberry Finn so far? Do you like
it? Do you find it confusing?
Who can tell me some of the characteristics of Realism that we learned
Who can tell me some of the characteristics of Romanticism that we
learned last week?
Today, we will be using this graphic organized to learn how some of the
characters reflect or share some of the characteristics of Realism and
Engagement (35 min):
I will give the students 10 minutes to try to fill out Huck/Tom the graphic
organizer on their own or with a partner. Following that, the next 20 min will
involve a class discussion where the students will share their ideas and proceed
to make connections between Huck/Tom and Realism/Romanticism. Class
discussions are very helpful for those who retain information better through
Ok, now I want you to use this organizer to help determine the
differences and similarities between Huck and Tom.
Are some of Huck/Tom’s traits similar to the two literary movements
that we have been learning about? How?
How are they different from the two literary movements that we have
been learning about?
Connect Huck/Tom with Realism or Romanticism. Which one should be
paired with what? Why?
Closing (5 min):
At the end of the lesson, I will ask the students if they have any questions.
Following that I will summarize the lesson and then proceed to collect their