Daily Lesson Plan Format

Name: Brianna Johnson Date(s) of Lesson: 10/2/2018

Student Learning Objective(s) and Related Assessment(s):

Students will finish their maps of Jim and Huck’s adventures. This means students will
understand the geographical locations of their adventures as well as the significance of
these locations.

Language Objective: Students can use sensory details from the novel to describe specific
locations on their maps and explain their importance.

Standard(s):

2.1. iii. 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 are introduced and developed). (CCSS: RL.11-12.3)

Materials/Resources:
Copies of Adventures of Huckleberry Finn
Maps
Coloring utensils

Learning Activities:

Initiation:
● 20 min
○ I will begin with a short writing prompt for students to free write on:
“I crept along the river bank, unsure if I was still being followed…”
Students may take this wherever they wish, and it will provide a Segway
into discussing the importance of the river and geography in Huck Finn
Lesson Development:

● 50 min
○ By themselves, students will finish recording the areas where Jim and
Huck travelled on their maps (I will have provided a map with a general
outline of the area. As we’ve read, students will have labelled significant
areas such as the river, the Mason -Dixon Line, etc.)
○ In small groups, students will choose an area of their maps to create a
“snapshot” of the area. Students will find 2-3 quotes from the novel that
use sensory detail to describe the area, record the quote, illustrate their
vision of the area, and explain its significance.

Closure:
● 20 min
 ○ Throughout our reading, we will have discussed the value setting has on
the novel. This activity is to wrap up these thoughts, and I will finish by
having students present their group snapshots as well as a short class
discussion summing up why Twain was so focused on the setting.

Individuals Needing Differentiated Instruction:

For Language Learners, I may have a map provided from the start of this activity that
gives certain locations, giving the students more time to focus on the importance of the
setting. If needed, I may also provide page numbers with relevant quotes in order to give
the student more time to, again, focus on the importance.

For a student with special needs, I may provide the same options as with the Language
Learner. If their needs require technological assistance, there are many online maps I can
supply for the student.