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Tom Sawyer Essay Ideas Writing Prompts

Print this Activity Import this Activity. Partially Omniscient The story is told all about Tom's world. The narrator and reader are able to fully understand his motivations and feelings, so that the reader empathizes with and admires the mischievous protaganist. Partially Limited The narrator and reader are able to understand just some of the motivations and feelings of some of the other children and adults in the story.

The persepctive is limited as most characters serve as props in Tom's life. Import this Activity. Rubric: Character Map Use this interactive rubric for easy, thorough assessment. Press here to show the full rubric. Press on the rubric to see how it works. Example Character Map Character Map - Pap by Student Physical Appearance - Middle-aged - Stringy, dirty hair - Unclean, filthy clothes and face - Smells - Evil expression Personality Traits - Alcoholic - Broke - Cruel and Abusive - Greedy and Dishonest - He doesn't work and will do anything for a drink of whiskey, including stealing money from Huck - Illiterate - He cannot read and criticizes Huck for his education - Racist Relations to Others - Huck's father - Huck is terrified of Pap - Kidnaps and traps Huck in a log hut, beating him repeatedly before Huck eventually escapes - Known by everyone as the town drunk Important Quotations "Every time he got money he got drunk; and every time he got drunk he raised Cain around town; and every time he raised Cain he got jailed.

Rubric: Theme Use this interactive rubric for easy, thorough assessment.

Example Storyboard Themes in "The Adventures of Tom Sawyer" by Student Maturity requires seflessness and perspective: Tom matures and realizes his effect on others, choosing to put others before himself for their safety anf well being. Hypocrisy of society: As Tom gets older, he realizes the moral immaturity and hypocrisy of the values behind school, church, law and adult philosophies.

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Society is confining: The people who live outside accepted society, like Huck, Pap, Injun Joe and Muff Potter, have freedom to act as they please, good or bad. While those who have "good" social standing must abide by strict social codes of behavior. Create from this Template Print Download. Here's the link to share this comic:. Find more lesson plans:. The character map is thoughtful; descriptions are detailed and informative. The character map is fully developed; accurate details and insightful descriptions. The character map is complete; descriptions are simple and settings are accurate.

The character map includes basic details, but is not fully developed. The character map does not accurately reflect the characters. Meaning Ideas, information and use of detail. Style Clarity, variety, impact of visuals and language.

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Conventions The text demonstrates standard English conventions of usage and mechanics. According to Thomas J. Wertenbaker in The Old South, even though slavery was stronger in some regions than in others, and some planters owned scores while hundreds of thousands of white families had none, "the presence of blacks influenced profoundly the life of every man, woman and child in the South, created a race aristocracy and a sense of unity of all whites. In spite of the legend of the New South with the Old South having been destroyed by the Civil War and the three decades following it with the increasing transition from agriculture to industrialization, the issues of race, class and gender had grown roots too deep to be destroyed by a few decades.

In order to fully understand the tensions surrounding race, class and gender in the region, students need substantial background information.

The Adventures of Tom Sawyer in Telugu I Inter 2nd year English non detailed text

Students will be given information on how the social, political and economic history has shaped the culture of the region establishing norms of behavior that have come to be recognized as almost a separate civilization from the rest of the United States. Although the unit will trace the social, political and economic history of the south that has formed a rich backdrop against which much of the great literature emerging from the South has been set, the primary focus will be on the issues of race, class and gender in the life and literature of the south.

This information will provide a frame of reference which students can then use as the connection with which to interpret the literary works. Students will have opportunities to compare issues of race, class and gender of the old South with the contemporary views of race, class and gender in the North, thereby making the information relevant to their own lives. After reviewing the socioeconomic and political history of the region, students will respond to guided activities to help them construct meaning from the texts.

With the background knowledge students will be better able to comprehend the authors' and characters' attitudes and attributes as well as authors' and characters' beliefs, knowledge, needs, goals and motives. They will be able to go beyond the text to infer setting, plot, characters' actions and authors' intentions. The unit is also aimed at helping students see how literature is created--particularly the connections between society and literature. In so doing, students will learn that constructing the meaning of texts and creating their own texts involve many of the same processes of generating ideas, planning, reviewing and revising.

They will learn literary conventions such as the fact that writers deliberately use techniques to imply meaning. By developing a sense of what's involved in writing a story, they are likely to develop some appreciation for literature as an art. Additionally, this unit focuses on the critical thinking skills associated with reading. Students will learn literal reading skills, as well as inferential and evaluative thinking skills. They will regularly use the ten critical thinking skills associated with reading: context and word meaning, sequence, remembering detail, identifying main ideas, judging adequacy of information, citing evidence, drawing conclusions, predicting outcomes, facts, probabilities and opinions and author's purpose and point of view.

A didactic approach toward reading instruction will be utilized to enable students to be active readers by maintaining a dialogue with what they read, while relating to their own experiences, opinions and backgrounds. Students will work extensively in cooperative groups to discuss and analyze the literary works. With cooperative learning, students get the opportunity to acquire good human relation skills, solve problems, evaluate new ideas, and build bridges from what they know to new information, as well as between different subjects. This will help them to become active participants in their own learning as they acquire skills needed to function effectively in their adult lives.

Cooperative learning is an extremely effective instructional strategy to use in multicultural education. Essentially, cooperative learning places students of different abilities and backgrounds into situations where all participate equally in learning. Recommended for use with pairs of students up to groups of four to six, research has shown that cooperative learning improves achievement for all students.

The five necessary components of cooperative learning include: Positive interdependence--strategies that force the students to cooperate; face-to-face interaction; individual accountability--where students learn together but are tested individually; social skills development, where the teacher promotes the learning of skills such as trust building, leadership and communication that are necessary for effective group work; and group processing, that is, discussing how the group is working so it can improve its performance. Cooperative learning highlights an important principle about the way we learn--We build our knowledge on the knowledge of others, we think of new ideas by listening to other people's ideas, and we need the support of others to keep us going when we're tempted to give up.

This teaching strategy is built on the belief that people learn better when they learn together. Several decades of research has proven that productivity, academic achievement, and self-esteem improve dramatically when students work together.

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Students are motivated to work in groups because they can be with their peers. Cooperative learning manages their interaction by providing a solid group structure under which students work. This novel focuses on the role of African-Americans in Southern life and the problem of human dignity. Not only does it deal with prejudice by race but also by class. Partly because of the need for cheap labor to pick and seed cotton on the large plantations, the enslavement of Africans took hold in the South during colonial days.

Although the concern about labor on the cotton plantations does not seem to be a big issue, it was, because in actuality it was the question of race. The large plantation owners eventually became the aristocracy. Then there were middle-sized plantation owners, poor white farmers and sharecroppers. Hence, there were several distinct economic groups. As cotton planting increased with the invention of the cotton gin, so did slavery. After the Civil War, the sharecropping system took hold to supply the cheap labor planters needed. With the invention of the mechanical cotton picker and mass migration of blacks to the North, the advent of diversified farming and availability of jobs in industry brought on by World War II, the sharecropping system eventually died out.

Although slavery and the sharecropping system were no longer officially in existence, the legacy of prejudice necessitated continued divisions among the various classes of people. Hence segregation was born. When the Civil War ended slavery this brought on new problems for both the former masters and former slaves.


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The newly freed slave was no longer valued as property and was now regarded as a threat to whites in the South. Northerners had forced the South to end slavery and this left the former slave as a scapegoat as the treatment of the character Tom Robinson depicts in To Kill A Mocking Bird. Tom's character also points out another important phenomenon in the South. The myth that Black men could not be trusted near White women and the resultant persecution and slaughter of Black males.

Harper Lee's novel, is set against this backdrop of Southern life in the early s. The Finches are descendants of the landed aristocracy, the Cunninghams, poor whites who own some land; the Ewells are poor whites who own nothing; and the African-American, the newly freed slaves who own nothing and are generally unable to find work.

In these two novels, the issues of race, class and gender in the South are also raised and could be valuable for use as a comparative study in how the two authors treat the issues in their respective works.

Similarly in Sounder, although the sharecropping system is the more prevalent issue, race, class and gender could also be examined as well as in Lorraine Hansberry's Raisin in The Sun, which is set in Chicago. Procedure: The class begins by brainstorming about the South in answer to the question "What comes to mind when you think about the South? Then the teacher clarifies the boundaries of the region by asking students to name the states comprising the South and then identifying them on a map.


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At this point a discussion could ensue about the geographical, political and economic differences between the North and South leading to a brief summary by the teacher of the South before, and after the Civil War incorporating as many of the students ideas on the board as possible. Closure: Students are required to write a brief paper comparing their previously held ideas of the South with the information presented in class. This could be a homework assignment. Procedure: Teacher opens a discussion about the origins and meaning of the word.

Then moves to a discussion of ways in which people prejudge others today including traditional gender roles and issues of class and race. The discussion will begin with cliques at school--how and why they are formed.