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Rationale

According to Literary Journal, the ALAN Review, teaching the “classics is similar to the reality of trying to teach a pig to sing: It doesn’t work and annoys the pig” (Gibbons 53) While this may be true, this unit will attempt to bridge the gap between students and the classics by using young adult (YA) literature as a compliment, and introduce different mediums of writing and expression. In this four-week study students will explore moral values of the past and present. In class we will focus on topics such as prejudice, racism, conformity, authority, slavery, and freedom. Using Mark Twain’s The Adventures of Huckleberry Finn, as a guide, the class will sort through social stigmas both in the past and those that lurk today. Students will be given the opportunity to explore their own beliefs while engaging in one of histories earliest and most prized YA novels.

Students’ learning will be facilitated through projects, class activities, discussion, and perhaps most importantly, student led small groups. According to Miriam Alfassi in her article “Reading to Learn: Effects of Combined Strategy Instruction on High School Students,” “…to achieve comprehension, individuals invent a model or explanation that organizes the information selected from the text in a way that makes sense to them and fits their world knowledge”(171). In essence, small groups allow students to be contributing members toward the overall understanding of a text by utilizing their own knowledge and experiences. In small groups, students will be expected to be respectful and courteous in order that each student may be granted the opportunity to express their individuality in a secure and unthreatening environment. The goal of small groups is to use each individual as a learning resource while producing mutual respect and a community atmosphere. By utilizing small groups, students will be able to share, strengthen, and develop their beliefs, thoughts, and ideas.

Our main text, The Adventures of Huckleberry Finn takes place before the Civil War, roughly 40-50 years before the time of its publication (1884). In the story, Huckleberry (Huck) runs away from his drunken and abusive father, taking refuge on Jackson’s Island in the middle of the Mississippi River. There, Huck encounters Jim, a runaway slave. After battling with the legality and morality of hiding a runaway, Huck concludes to team up with Jim and the two escape on an abandoned river raft. On their Journey to the free states Huck and Jim encounter a bounty of adventure and peril.

Although The Adventures of Huckleberry Finn is one of the most read books from high school to grad school, it does not come with out its share of critics. In fact, Twain’s classic has been ranked 5th on the American Library Association’s 100 most frequently challenged list from 1990-2000 (Proukou, 63). Among the controversy this book has raised, some argue that Jim, the runaway slave, is not portrayed in a positive light. However, readers need to remember that this story is told from Huck’s point of view, as a boy who has been raised in a society thick with racial prejudice. Late literary critic, Ralph Ellison, argues against this, agreeing to the fact that those who take this stance are making the age-old mistake of confusing the author with the narrator. Indeed, Twain’s awareness was broader than that of his characters. With influences such as Fredrick Douglas, Charles Chesnutt, and Paul Laurence Dunbar, Twain understood the immorality of slavery. This is important to remember if one is to draw from the subtleties in the book.

With the book’s use of the word “nigger,” some argue, that by teaching about racism we are really introducing or even enforcing it. This, I would argue, could not be any further from the truth. Issues such as slavery, and racism are a part of our history. In order to learn from it, we must allow students to recognize it’s historical roots along with modern-day manifestations so that they will hopefully speak against it. According to an article by PBS, “We continue to live as a nation, in the shadow of racism while being simultaneously committed on paper, to principles of equality” (Huck). We must work to change this image. Instead of sweeping issues under the table we should be learning from them. These issues are what Twain forces us to confront.

The Adventures of Huckleberry Finn was and remains today, significant in terms of plot and writing style as it introduced “a clean, crisp, no-nonsense, earthy vernacular… that jumped off the printed page with unprecedented immediacy and energy” (Huck). Through this book students will confront issues that still plague society toady, while understanding Socratic irony. The books effectiveness is fueled by the deliverer of the message, Huck, who is both innocent and ignorant, yet can see the wrongs of society. This book promotes a great learning aesthetic in the classroom and motivates students to think through their own thoughts, beliefs and actions. After all, as the writers of PBS explain, “As educators, it is incumbent upon us to teach our students to decode irony, to understand history, and to be repulsed by racism and bigotry wherever they find it” (Huck)

While we go through The Adventures of Huckleberry Finn we will also be exploring other forms of writing, such as music and poetry. The poetry we will be discussing in class includes: Langston Hughes’ The Weary Blues, I Too, and The Negro Speaks of Rivers; Claude McKay’s If we Must Die; Margaret Walker’s For My People and others. These poems share a common theme, which is to highlight the African American legacy. As a compliment to the poetry we read in class students will be responsible for bringing in one YA poem that coordinates with one of three specified themes: problems facing teens, race, and moral issues. Through responding to the poems read in class and those found individually, students will be able to draw connections between themselves, and featured authors.

As another compliment to the text and introduction to another great novel, we will be reading chapter 5 in Maya Angelou’s I Know Why the Caged Bird Sings Unlike The Adventures of Huckleberry Finn This book is an autobiography, and written from the perspective of a young girl (Maya Angelou) surviving life as an African American in the 1930’s and 40’s. Throughout this book, Maya struggles to find her worth as an African American female. The book offers relatable topics such as self-acceptance, overcoming adversity and is a general coming-of-age story. Maya’s colorful language and mastered use of simile creates an enjoyable and aseptically pleasing read.

This book, like The Adventures of Huckleberry Finn, has been a popular subject for censorship cases. According to the NCAC (National Coalition Against Censors), despite the books elegant prose, parents, schools and related organizations have fought against the use of this book, stating: “the book encourages deviant behavior because of its references to lesbianism, premarital sex, cohabitation, pornography and violence”(Jones). While these issues are presented within the book they are not the primary focus, nor does Maya ever encourage these behaviors. Although the class will only be focusing on Chapter 5 of this book, which does not contain any of the listed issues, it will be introduced to the class and offered as an option for students’ final reading projects, and therefore find it necessary to include it as a studied text.

By the end of the four weeks, as a final project, students will have independently completed one YA book of their choosing, created an annotation to go along with their book and created a coordinating alternative book report. Chosen books must focus on the studied topics of this unit, which include: prejudice, racism, conformity, authority, and freedom. Books must also be current YA novels with the exception of Maya Angelou’s I Know Why the Caged Bird Sings. I will provide a list of personal recommendations for students to choose from. Students may choose a book from this list or one of their own but the book must be a YA novel, fall in line with the given topics, and must be approved by me.

By using YA novels as a compliment to classics such as The Adventures of Huckleberry Finn, I hope to see two things happen: 1. Students will be able to find themselves in the text and therefore better understand their stance on the issues the book(s) raises. 2. Spark interest and understanding within the students in order to create long-time readers. The value of YA literature is in its readability and relevance to teenagers today. According to The Allen Review, “Good YAL deals with themes and issues that mirror the concerns of the society out of which it is produced. It dose so in ways that help readers understand the complexities and shades of gray involved in dealing with these issues” (Gibbons 55). Through this project, students are also given a chance to take charge of their own learning. By allowing students to choose their own book and rout for their alternative book report, students can cater to their own interests. As explained by Herbert A. Clugston in his article “The Need for Recognition of Individual Values in High Schools,” he states: “By allowing the pupil greater opportunity for freedom of thought and self-expression a higher type of individual will be produced, one more capable of satisfying his own desires and needs” (591). As students are introduced to different forms of literature, aside from the classics, I believe that their understanding for the classics will be broadened, literacy levels peaked, and appreciation for reading developed.

By using The Adventures of Huckleberry Finn as our main text, complimented by poetry, excerpts from Maya Angelou’s I Know Why the Caged Bird Sings, and YA literature, Students will be given the opportunity to explore issues such as prejudice, racism, conformity, authority, and freedom. Through class activities, discussion, and small groups we develop a classroom community focused on the development of thought.

I would like to remind parents and students, that as an advocate for intellectual freedom, if either parent or student takes offense with any of the works, we will work together to produce a solution which may include censoring questionable scenes or preparing the student with an alternative assignment. While I will work with any parent or student, I strongly believe in each student’s emotional readiness and maturity. I encourage parents to read questioned material in its entirety before finding fault with the work. Ultimately, I believe these works are culturally significant and paramount in educating students on our journey toward understanding each other and the world we live.

Works Cited

Alfassi, Miriam. “Reading to Learn: Effects of Combined StradegyInstructionon High School Students.” The Journal of Educational Research. 97.4 (2004): 171-184. JSTOR. Web.26 Feb. 2010.

Clugston, Herbert A. “The Need for Recognition of individual Values in High School.” Junior-Seior High School Clearing House. 5.10 (1931): 586-591. JSTOR. Web. 01 March 2010.

Gibbons, Louel C., Jennifer S. Dail, and B. Joyce Stallworth. “Young Adult Literature in the English Curriculum Today: Classroom Teachers Speak Out.” The ALAN Review. Summer 2006: 53-61. Web. 15 April 2010.

“Huck Finn Teachers Guide.” PBS. Sections 1-6. Web 30 April 2010.

Jones, D. “Censorship, A World Encyclopedia.” National Coalition Against Censors. Web. 01 March 2010.

Proukou, Katherine. “Young Adult Literature: Rite of Passage or Rite of Its Own.” The ALAN Review. Summer 2005: 53-61. Web. 15 April 2010.

Goals & Rubrics

Goal 1:

Students will be able to evaluate and comment on unit themes: prejudice, racism, conformity, authority, slavery, and freedom by connecting with the text and answering discussion questions.

Reader Response- Journal Entries (15%)

After each assigned reading, students will log a student response into their journals. Each student response must contain:

  • Summary
  • Personal connection (if any)/ Personal Response (feelings toward presented issues, connection to identified quotes /excerpts from the text etc.)
  • Answer(s) to discussion question(s)

Reader Response Journals must consist of a table of contents, page numbers, titles, and color incorporation into each page. While there are no specific length requirements for journal entries, each must demonstrate that the student has read and given sincere thought to both the reading and composition of their journal entry.Journals will be collected at the end of the unit to check for completion of the above criteria. Through Reader Response entries, students will:

  • Process individual thoughts/ gain understanding for presented issues
  • Find personal connection to text
  • Discover a personal meaning in the unit’s theme
  • Practice critical thinking skills
  • Enforce organizational skills and pride in completed work

Reader Response/Journal Entry Rubric

GRADE / CRITERIA
A /
  • Each Reader Response demonstrates that the assigned reading has been completed
  • There is evidence of sincere thought toward presented issues
  • Personal connections are present
  • Journal Entries are neat, organized, and thoughtfully constructed
  • Page numbers are present on individual pages and table of contents
  • Each journal entry has a title
  • Color is incorporated onto each page.

B /
  • Reader Response demonstrates that the assigned reading has been completed
  • There is evidence of sincere thought toward presented issues
  • Personal connections are present
  • Journal entries are somewhat organized
  • Errors/missing information is present in several table of contents entries, page numbers, and/or titles
  • Color has not been incorporated in two or more journal entries

C /
  • Reader Response demonstrates that the assigned reading has been completed
  • Little thought has been given toward presented issues
  • Personal connections are lacking
  • Journal entries are somewhat organized
  • Errors/missing information is present in several table of contents entries, page numbers, and/or titles
  • Color has not been incorporated into several
  • journal entries

D /
  • Reader Response demonstrates some reading has been attempted
  • Little/no thought has been given toward presented issues
  • No personal connection
  • Journal entries are minimally organized
  • Errors/missing information is present in many table of contents entries, page numbers, and/or titles
  • Color has not been incorporated into many journal entries

Goal 2:

Students will gain important historical/social information from the chosen text, and be able to connect that information to today.

Web Quest - Current Event Articles

Students will be responsible for finding two current events articles (No older than 5 years) that deal with race and censorship. Articles must span at least 5 pages and be acquired through a credible source; scholarly journals or news articles would be good options. Students must read articles in their entirety, marking points that make a strong impact. Students must also create a reader response in their journals for both articles. Entries must include a citation, summary, feelings toward the text, and parts of the article that seemed particularity important/ interesting. Students will discuss their articles in small groups, connecting what they read to the primary text. Each group must come up with three “ah ha” moments (points of discovery) to share with the class. This activity will:

  • Allow students to connect the novel to current events, demonstrating it’s continued relevance in today’s culture.
  • Give students practice/ experience searching for scholarly journals/ keeping informed on current events
  • Promote students to evaluate current issues and events using prior knowledge/ experience
  • Allow students to gain perspective through their findings, personal thoughts and experiences of group members
  • Encourage students to re-asses their personal views of societal issues

Web Quest- Current Event Articles Rubric

GRADE / CRITERA
A /
  • Ten pages of Journal/News articles regarding race and censorship. (obtained from a credible source)
  • Article(s) must be no older than five years
  • Marginal notes that identify particularly strong/ important points in the article(s)
  • Presented Reader Response contains:
  • Summary of the article(s)
  • Personal reflection
  • Points in the article(s) that made an impact and why
Article is presented in small group
B /
  • 8-10 pages of Journal/News articles regarding race and censorship. (obtained from a credible source)
  • Article(s) are slightly older than five years
  • Few Marginal notes that identify particularly strong/ important points in the article(s)
  • Presented Reader Response contains:
1. Summary of the article(s)
2. Personal reflection
3. Points in the article(s) that made an impact and why
  • Article is presented in small group

C /
  • 7-10 pages of Journal/News articles regarding race and censorship. (obtained from a credible source)
  • Article(s) are older than five years
  • Little to no Marginal notes that identify particularly strong/ important points in the article(s)
  • Presented Reader Response contains average responses to the set criteria:
1.Summary of the article(s)
2.Personal reflection
3.Points in the article(s) that made an impact and why
  • Article is presented in small group

D /
  • 6-10 pages of Journal/News articles regarding race and censorship. (obtained from a credible source)
  • Article(s) are older than five years
  • Little to no Marginal notes that identify particularly strong/ important points in the article(s)
  • Presented Reader Response contains minimal responses to the set criteria:
4.Summary of the article(s)
5.Personal reflection
6.Points in the article(s) that made an impact and why
  • Article is presented in small group

Goal 3:

Students will gain familiarity with classic and YA poetry

Poetry Read

On “Poetry Friday” the class, which has already been assigned into small groups, will alternate between which groups will bring in the YA poems for that week (Some authors to consider include: Kathy Appelt, Mel Glenn, Marilyn Nelson, and Sara Holbrook). Students who are in the assigned group(s) must eachbring in a YA poem that fits in with the theme for that week. Themes include: problems facing young adults, race, and moral issues. Poems must include correct citations and must also contain some form of visual interest that relates to the poem. Copies must also be produced for every member of the class. Once the class has received their poems, the students who have brought in poems for that week will read their selected poem to the class. When all of the poems have been read, students will choose their favorite and respond to it. Students will then share their responses with their small groups. Through poetry reads students will: