|Subject/Grade Level/Unit Title||Timeframe/Grading Period||Big Idea/Themes/Understandings||Essential Questions||Standards||Essential Skills||Vocabulary||Assessment Tasks||Resources|
This curriculum map may differ from actual content in the classroom based on many factors.
Writing Standards For Common Core
Show What You Know
1. Students will summarize long text passages.
2. Students will draw inferences using contextual clues.
3. Students will use word recognition skills to understand unfamiliar words (for
example, decoding multi-syllable words, affixes, root words).
4. Students will select appropriate definitions from the dictionary.
5. Students will use the pronunciation guide in the dictionary to correctly say
6. Students will paraphrase the key ideas in fiction…
7. Students will confirm meaning using context clues.
8. Students will determine author’s purpose.
9. Students will predict and draw conclusions about stories.
10. Students will use reading …and listenin
sediment matter that has been deposited by some natural process
Presently they came to a place where a little stream of water, trickling over a ledge and carrying a limestone sediment with it, had, in the slow-dragging ages, formed a laced and ruffled Niagara in gleaming and imperishable stone.
the act of searching for something
Becky responded to his call, and they made a smoke-mark for future guidance, and started upon their quest.
a large indefinite number
In one place they found a spacious cavern, from whose ceiling depended a multitude of shining stalactites of the length and circumference of a man's leg; they walked all about it, wondering and admiring, and presently left it by one of the numerous passages that opened into it.
unusually great in size or amount or extent or scope
Under the roof vast knots of bats had packed themselves together, thousands in a bunch; the lights disturbed the creatures and they came flocking down by hundreds, squeaking and darting furiously at the candles.
extend in a different direction
But he felt less and less hopeful with each failure, and presently began to turn off into diverging avenues at sheer random, in desperate hope of finding the one that was wanted.
extreme distress of body or mind
Becky clung to his side in an anguish of fear, and tried hard to keep back the tears, but they would come.
the trait of showing courage and determination
Tom begged her to pluck up hope again, and she said she could not.
repeated too often; overfamiliar through overuse
Becky cried, and Tom tried to think of some way of comforting her, but all his encouragements were grown threadbare with use, and sounded like sarcasms.
one of two approximately equal parts
Tom divided the cake and Becky ate with good appetite, while Tom nibbled at his moiety.
All that they knew was, that after what seemed a mighty stretch of time, both awoke out of a dead stupor of sleep and resumed their miseries once more.
an absence of emotion or enthusiasm
She had sunk into a dreary apathy and would not be roused.
an auxiliary activity
The majority of the searchers had given up the quest and gone back to their daily avocations, saying that it was plain the children could never be found.
a small boat propelled by oars or by sails or by a motor
He described how he labored with her and convinced her; and how she almost died for joy when she had groped to where she actually saw the blue speck of daylight; how he pushed his way out at the hole and then helped her out; how they sat there and cried for gladness; how some men came along in a skiff and Tom hailed them and told them their situation and their famished condition;
a period of fourteen consecutive days
About a fortnight after Tom's rescue from the cave, he started off to visit Huck, who had grown plenty strong enough, now, to hear exciting talk, and Tom had some that would interest him, he thought.
in a manner characterized by incongruity or unexpectedness
The Judge and some friends set Tom to talking, and some one asked him ironically if he wouldn't like to go to the cave again.
showing effects of planning or manipulation
He had also contrived to catch a few bats, and these, also, he had eaten, leaving only their claws.
the state of being disregarded or forgotten
It is falling now; it will still be falling when all these things shall have sunk down the afternoon of history, and the twilight of tradition, and been swallowed up in the thick night of oblivion.
characterized by a firm, humorless belief in one's opinions
"Tom -- honest injun, now -- is it fun, or earnest?"
a small concavity
They found a small recess in the one nearest the base of the rock, with a pallet of blankets spread down in it; also an old suspender, some bacon rind, and the well-gnawed bones of two or three fowls.
make dirty or spotty, as by exposure to air
"Got it at last!" said Huck, ploughing among the tarnished coins with his hand.
satisfied or showing satisfaction with things as they are
Sid chuckled in a very contented and satisfied way.
uttered with unrestrained enthusiasm
He sprung his secret about Huck's share in the adventure in the finest dramatic manner he was master of, but the surprise it occasioned was largely counterfeit and not as clamorous and effusive as it might have been under happier circumstances.
a sudden happening that brings good fortune
THE reader may rest satisfied that Tom's and Huck's windfall made a mighty stir in the poor little village of St. Petersburg.
so great in size or force or extent as to elicit awe
Each lad had an income, now, that was simply prodigious -- a dollar for every week-day in the year and half of the Sundays.
a formal entry into an organization or position or office
We'll get the boys together and have the initiation to-night, maybe."
Discussion and Activities
Social Studies Tom’s Time. The Adventures of Tom Sawyer is set in rural America around 1840. For many, it was a time of growth and prosperity, a time of manners and culture. For others, it was a time of great poverty and inhumane restrictions. Make some notes about how you see both ways of life reflected in the novel. Then, select some aspect of life in rural America before the Civil War. Prepare a brief research report to share with the class. If you wish, illustrate your report with drawings or magazine pictures.
Music Say It with Song. Working on your own or with a partner, write a song that relates to one or more story events. For example, it might be a love song that Tom sings when he first sees Becky, or a funeral song that Aunt Polly sings at the service for Tom. Compose your own music, if you wish, or create new lyrics for a melody you know. Together with classmates who have written songs for other parts of the novel, present a “concert.”
Television: Interview Tonight’s Guest Is . . . Working with a partner, prepare a television interview with Tom or another story character. The interviewer asks the character about his or her opinions and feelings about some events in the story. The “character” answers just as that character might. Practice your interview a few times; then, videotape it. After you play it for the class, ask for the audience’s reaction. Be ready to explain how the activity helped you understand the novel better.
Radio: Commercial Radio Now, Here It Comes! Write an enthusiastic radio ad to persuade listeners to read The Adventures of Tom Sawyer. Your ad may be serious or funny, but it must be creative. Use appealing words and strong arguments to convince your listeners that Twain’s novel is worth reading. Record and play your ad; then, let classmates tell what they liked most about the ad. If you wish, you even might try “selling” the story on a home-shopping cable channel or a TV infomercial.
Art: Map Map Maker. With a few classmates, draw a map of St. Petersburg and its outlying areas. The map should include specific locations from The Adventures of Tom Sawyer, such as the school, church, jail, courthouse, Temperance Tavern, Cardiff Hill, the Mississippi River, forests, Jackson’s Island, and McDougal’s cave. Be sure to label each location and briefly identify what took place there in the story. You may wish to draw your map using computer software.
Text Types and Purposes:
One of the characters in the novel says, “being rich ain’t what it’s cracked up to be. It’s just worry and worry, and sweat and sweat.”
Share ideas with a partner about the advantages and disadvantages of being wealthy. How might your life change—for the better and for the worse?
Setting a Purpose
Read to find out how the characters feel about suddenly becoming wealthy.
Bad Boys and Good Boys
You read on pages 10 and 11 about the “good boy” novels that Mark Twain poked fun at. In the final section of The Adventures of Tom Sawyer, you’ll see what happens to Tom, the bad boy, and his “bad” comrade, Huck Finn. Keep in mind that the good boys of the other books never misbehaved and were rewarded with wealth, true love, and the respect and admiration of others. These good boys avoided the activities that Tom takes most pleasure in: dreaming about pirates and robbers, playing hooky, smoking, stealing, and making mischief.
The Return of Tom Sawyer— and Huck Finn
Mark Twain had great affection for his literary creations, Tom and Huck. He brought them back in other novels. In 1885, nine years after The Adventures of Tom Sawyer was published, Twain published the first sequel to Tom Sawyer. This novel, Adventures of Huckleberry Finn, is considered Twain’s masterpiece and one of the great American novels. It follows Huck and the runaway Jim on a journey down the Mississippi River to freedom. In 1894 Twain published Tom Sawyer
CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy.W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1.d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.1.e Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.7.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.7.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.7.2.c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.W.7.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.7.2.e Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.
CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.7.3.a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-Literacy.W.7.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.7.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-Literacy.W.7.3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
CCSS.ELA-Literacy.W.7.3.e Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing:
CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards)
CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Tom Sawyer-Mark Twain
engageny.org- reading list