Name CWID Subject Area

Erin Gonzalez 891351371 English

Class Title Lesson Title Unit Title Grade Levels Total Minutes
Understanding satire in Adventures of
English III literature and writing and Huckleberry Finn 11 55 minutes
effective essay by Mark Twain
STANDARDS, OBJECTIVES, & ACCOMODATIONS
CCSS Math, CCSS ELA & Literacy History/Social Studies,
Content Objective(s)
Science and Technical Subjects, NGSS, and Content
(cognitive, psychomotor, affective)
Standards
RL.11-12.3: Analyze the impact of the author’s choices
regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is
ordered, how the characters/archetypes are introduced
and developed).
Students will be able to closely read and analyze to
RL.11-12.6: Analyze a case in which grasping point of view
determine themes and use textual evidence to support
requires distinguishing what is directly stated in a text from
analysis by completing an evidence log.
what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Students will be able to analyze Twain’s use of satire to
W.11-12.2: Write informative/explanatory texts to examine
comment on different aspects of society through an
and convey complex ideas, concepts, and information
explanatory essay.
clearly and accurately through the effective selection,
organization, and analysis of content.
W.11-12.5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant
for a specific purpose and audience.
English Language Development Standards (ELD) Disciplinary Language Objective(s)
ELA.PI.11-12.B.6b.Ex: Explain inferences and conclusions
drawn from close reading of grade-appropriate texts and
viewing of multimedia using a variety of verbs and adverbs
(e.g., indicates that, suggests, as a result)
ELA.PI.11-12.B.8.Ex: Explain how a writer’s or speaker’s
choice of phrasing or specific words (e.g., using figurative
Students will write a literary analysis essay without using
language or words with multiple meanings to describe an
be verbs (i.e., am, was, were, be, being, been).
event or character) produces nuances and different effects
on the audience.
Students will integrate quotes using appropriate signal
ELA.PII.11-12.A.1.Ex: Apply analysis of the organizational
phrases (e.g., suggests that, claims that, demonstrates
structure of different text types (e.g., how arguments are
that, etc.).
organized by establishing clear relationships among claims,
counterclaims, reasons, and evidence) to comprehending
Students will provide insightful commentary for ideas with
texts and to writing increasingly clear and cohesive
complete sentences.
arguments, informative/explanatory texts, and narratives.
ELA.PII.11-12.A.2b.Ex: Apply knowledge of familiar
language resources for linking ideas, events or reasons
throughout a text (e.g., using connecting/transition words
and phrases, such as meanwhile, however, on the other
hand) to comprehending texts to writing increasingly
cohesive texts for specific purposes and audiences.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
Students will be given the The directions will be
Students will complete a evidence log when they stated at the top of the
This informs teaching by
graphic organizer first begin reading the graphic organizer. They
showing how well
evidence log for novel. Time in class will will detail what is
students are able to
collecting quotes and be given regularly for necessary for students to
PM explain the evidence they
writing out commentary them to add to it, but the receive full credit.
find within the novel to
focused specifically majority of the work Students who do not
support their answer to
towards the essay final must be done in their meet these criteria will
the essay prompt.
essay prompt. own time. It will be due only receive partial
at the end of the unit. credit.
Self-assessment checklist Students will be given the This shows how well the
for final essay to elevate checklist at the beginning Students get a credit/no students are doing with
academic writing, ensure of their in-class writing credit score for turning in using advanced language
inclusion of required time. They can the checklist with their in their writing, including
PM
elements stated on periodically check that final essay. It will be required essay elements,
rubric, and serve as a they are including the checked during the and how they are
final check before turning elements required in grading of the final essay. reflecting on their own
in the essay. their essay for full credit. writing.
This informs teaching by
Students will write a Students will have three Students will be graded
showing how well
literary analysis essay days to write their essay based on a rubric. They
students understand the
S regarding Adventures of in class. Students who can request specific
material. It also informs
Huckleberry Finn by Mark need extra time will have comments if they want to
which areas of essay
Twain. to work at home. revise for a better grade.
writing will need review.
 Evidence Log: Adventures of Huckleberry Finn by Mark Twain

What is Twain’s message about human nature and society in Huckleberry Finn?
As you read, look for Twain’s criticisms of society through Huck’s innocent, honest observations. Twain’s criticisms
(through Huck) are usually indirect, sarcastic or satirical, so you might have to read between the lines to notice them.
This will greatly help you later when you write your essay. You don’t need to fill all the rows. Fill in 10 rows, each
row is worth 4 points. 10 x 4 = 40 points.

Aspect of
society or
Quote and page number What is the criticism? Why is it problematic in
human nature
society? What’s wrong with people?

Religion

Greed and/or
Selfishness
Violence

Racism
Romantic ideals
of adventure
and heroism

Rituals and
Superstitions

Manners and
“civilized”
society
 Student Self-Assessment Checklist and Reflection

Before turning in your essay, utilize this checklist to make sure you have included all the
required elements. You will turn in the checklist with your essay at the end of the unit.

Here is the question you will answer with your essay: What is Twain’s message about human
nature and society in Huckleberry Finn?

Your essay should have the following:

 Introduction
o Hook
o Introduction of novel and author
o Thesis answering the prompt
 Body Paragraphs
o At least 3 paragraphs
o Topic sentences
o Integrated quotes
o Commentary
o Concluding sentences and transitions
 Conclusion
o Restate your thesis in different words
o Leave the audience with something to think about
 Formatting and Conventions
o Header on every page (last name and page number)
o Heading on the first page (full name, class, instructor, date)
o Standard English grammar and punctuation
o Correct spacing
 Paragraph indents
 Double spaced lines
o Only one be verb per paragraph
 Take out am, was, were, be, being, been except in quotations
o No first-person pronouns or phrases
 Take out I’s and “I believe that”
 Literary Analysis Essay Rubric

Structure: topic sentence Support: evidence and Language: transitions, word

and concluding sentence analysis choice, grammar, and tone
4 – Advanced -Topic sentence establishes -Concrete details are -Consistently formal, objective
proficiency clear focus smoothly integrated using a tone
(100 %) -Concluding sentence variety of techniques -Standard English conventions;
strengthens and clarifies -Relevant, comprehensive very few errors
significance evidence and consistently -Advanced, precise language
-Purposeful and effective correct citations -Skillfully and strategically
structure -Reasoned, in-depth, uses multiple, varied transitions
thorough, insightful, unique
analysis
3 – Proficient -Adequate structure to -Adequate, relevant -Mostly formal, objective tone
(85%) connect claim, ideas, and evidence, mostly smoothly -Adequate use of standard
evidence integrated English conventions; some
-Topic and concluding -Adequate use of correct errors
sentence establish adequate citations -Proficient vocabulary; avoids
focus -Reasoned and thorough dead and repeated word choice
analysis; may be repetitive -Takes academic risks with
or lack precise focus language; may not be perfectly
used
-Adequate and effective use of
transitions
2 – Basic -Uneven idea progression or -Weakly integrated, -Some accuracy in standard
proficiency structure imprecise, repetitive, vague, English conventions; excessive
(70%) -Topic or concluding insufficient, or copied errors
sentence may not provide evidence -Inconsistent or inappropriate
focus or clarity -Weak or insufficient use of style or tone
citations -Simplistic language; lacks
-Some reasoned analysis; academic risk
may be simplistic, -Inadequate, inconsistent
unfocused, or flawed in logic and/or incorrect use of
or comprehension transitions
1 – Below Basic -Flawed structure -Seriously insufficient, -Very limited or ineffective
proficiency -Unclear topic sentence irrelevant, or incorrectly language
(60%) and/or concluding sentence used evidence -Serious and/or pervasive
-No citations errors throughout
-Insufficient, incorrect, or -Few transitions
unsupported analysis -Random order or progression
-Mostly summary of ideas
0 – Redo -No discernable structure -No evidence -Lacks end punctuation,
required, no -No topic sentences and/or -No analysis; summarizes or capitalization, or complete
evidence of no concluding sentence retells story sentences
proficiency