Sable Sanders, team leader,
Cason Cassidy,
Wesley Harris.
Resources for Life on the Mississippi,
by Mark Twain.
Unit Overview
This unit is about Mark Twain and his memoir Life on
the Mississippi. In this unit, students will:
- Learn about Mark Twain's life through a documentary
- Read text excerpts from four chapters of Life on
the Mississippi (included)
- Collaborate to answer text-dependent questions
- Input information from the secondary sources.
Time frame: This unit is made to last for fifteen,
55-minute lessons.
Lesson plans:
- Download our free unit lesson plans here. There are lesson plans for three weeks.
- We recommend you also buy the Life
on the Mississippi lesson plans by Mark and
Elyse at TPT (Teachers Pay Teachers). Their
packet has 49 pages and is very inexpensive. Much of our
unit relies on their work.
Introduction: This unit begins with students becoming familiar with the life of Mark Twain. Students will take notes while going through a slideshow with background information about the author.
Bell ringer: What do you think life was like in the south in the 1800s? Write 3-4 sentences predicting what life was like for individuals during that time.
Instruction: After the bell ringer, say the following: Today we are going to use a slideshow to gain background information about Mark Twain. Take notes while we discuss the slideshow. You will turn these notes in for a grade at the end of class today.
Exit ticket: On a slip of paper have
students answer the following question before leaving class:
What was Mark Twain's real name?
Day 2: Building Background Knowledge
Bell Ringer: Using your notes from yesterday, answer the following question. Why did Mark Twain move west?
Instruction: After the bell ringer, tell students: today we are going to watch a video that serves as Mark Twain's Biography. As you watch, complete the viewing guide given to you. Make sure to answer all questions fully to receive credit.
Use the following link to access the biography on Youtube:
Biography
of Samuel Clemens. Youtube.
Biography Viewing Guide. TPT 3-6.
Exit ticket: Turn in your viewing guide on your way out for a grade.
Day 3: Chapter 4
Bell Ringer: (TPT
11)
Instruction: After the bell ringer, tell students: "today you will be reading an excerpt from chapter 4 (TPT 13-16) of Twain's novel Life on the Mississippi. As you read, highlight and underline any significant points."
After students have read the passage, say: "Now that you have read the passage, answer the discussion questions for the excerpt. After you answer the questions independently, turn and talk with a partner to discuss your answers."
Chapter 4 excerpt and Discussion
Questions (TPT 13-18).
Chapter 4 Answer Key. (TPT 19-20).
Exit ticket: On a sheet of paper, answer the following questions. Turn them in for a grade at the end of class.
In the 1800s, a profession such as a steamboat pilot seemed exciting and adventurous to a child. Today there are other professions which have the same effect, such as being an astronaut. Why do you think children often have such extraordinary dreams and ambitions for their future?
Day 4: Chapter 5
Bell Ringer: On a sheet of paper, answer the following questions. "What do you think it would be like to be a pilot on a riverboat for 45 years? What kinds of things would you have to learn in order to do it well?"
Instruction: After the bell ringer, tell students: today you will be reading an excerpt from chapter 5 & 8 (TPT 23-28) of Twain's novel Life on the Mississippi. As you read, highlight and underline any significant points.
After students have read the passage, say: "Now that you have read the passage, answer the discussion questions for the excerpt. After you answer the questions independently, turn and talk with a partner to discuss your answers."
Chapter 5 & 8 excerpt and
Discussion Questions (TPT 23-30)
Chapter
5 & 8 answer key.
(TPT 31-32)
Exit ticket: On a sheet of paper, answer the following questions. Turn in on your way out for a grade. "Do you think you have what it takes to become a riverboat pilot? Why or why not?"
Day 5: Chapter 6
Bell Ringer: On a sheet of paper, answer the following question. So far in the unit, what has been your favorite thing you have learned about Mark Twain's life? Explain in complete sentences.
Instruction: After the bell ringer, tell students: Today you are going to be reading an excerpt from chapter 6 of Twain's Life on the Mississippi. As you read, underline or highlight significant points.
After students have read, say the following: "On a new page in your notebook add the title 'Life on the Mississippi diary.' Then write a one-paragraph summary of the excerpt that you just read. Make sure to include the most important information from the text in your summary."
After students have written their paragraphs, say the following: Now that you have written your paragraphs, turn to your neighbor and read your paragraph to them. Take turns reading and after, discuss the similarities and differences between your summaries.
Exit ticket: On a sheet of paper, answer the following question. Turn it in on your way out for a grade. After comparing your summary with your neighbor, is there anything you would add to your summary? Is there anything you would remove?
Day 6: Chapter 7
Bell ringer: On a sheet of paper, answer the following question using the excerpt from chapter 6. How much money did Twain let someone borrow from him?
Instruction: After the bell ringer, tell students: Today you are going to be reading an excerpt from chapter 7 of Twain's Life on the Mississippi. As you read, underline or highlight significant points.
After students have read, say the following: "Locate your "Life on the Mississippi diary" that you started yesterday. On the next line, write a one-paragraph summary of the excerpt that you just read. Make sure to include the most important information from the text in your summary."
After students have written their paragraphs, say the following: Now that you have written your paragraphs, turn to your neighbor and read your paragraph to them. Take turns reading and after, discuss the similarities and differences between your summaries.
Exit ticket: On a sheet of paper, answer the following question. Turn it in on your way out for a grade. After comparing your summary with your neighbor, is there anything you would add to your summary? Is there anything you would remove?
Day 7: Chapter 8
Bell ringer: On a sheet of paper, answer the following question using the excerpt from chapter 7. How many river-inspector were along for the trip in chapter 7?
Instruction: After the bell ringer, tell students: today you will be reading an excerpt from chapter 8 of Twain's novel Life on the Mississippi. As you read, highlight and underline any significant points.
After students have read the passage, say: "Now that you have read the passage, answer the discussion questions for the excerpt. After you answer the questions independently, turn and talk with a partner to discuss your answers."
Link to Chapter 8 excerpt and
Discussion Questions. (TPT 25-28)
Exit ticket: On a sheet of paper, answer the following prompt. Turn it in on your way out after class. Write two interesting facts from chapter 8 of Life on the Mississippi.
Day 8: Chapter 9Bell ringer: (TPT
33)
Instruction: After the bell ringer, say the following to students: "After the bell ringer, tell students: "today you will be reading an excerpt from chapter 9 of Twain's novel Life on the Mississippi. As you read, highlight and underline any significant points."
After students have read the passage, say: Now that you have read the passage, answer the discussion questions for the excerpt. After you answer the questions independently, turn and talk with a partner to discuss your answers
Link to Chapter 9 excerpt (TPT
36-39) and Discussion Questions (TPT 40)
Link to Chapter 9 Discussion Question
Answer Key (TPT 41)
Exit ticket: On a sheet of paper, answer the following questions. Make sure it turn it in on your way out. "What has been your impression of Mark Twain's ability to write a nonfiction account? Did you find his writing style engaging? Was any of it humorous to you? Explain."
Day 9: Evidence Log
Bell Ringer: On a sheet of paper, answer the following question about chapter 9. "What does Twain say the face of the water becomes in time?"
Instruction: After the bell ringer, tell students: "Today you will analyze Life on the Mississippi by collecting pieces of evidence from the text and inputting them into an evidence log. Have all excerpts from the text ready and follow the directions on the paper."
Pass out the evidence log to students and read the directions on the paper.
Link to Evidence Log Assignment (TPT
42-43)
Link to Evidence Log Answer Key (TPT
44-45)
After students finish the evidence log, say the following: "Now that you are done with your evidence log, turn and share your evidence with your partner. Compare the examples you used as evidence. See if the two of you disagree about any of the evidence for a column."
Exit ticket: On a sheet of paper, write your answer to the following question. Turn it in on your way out of class for credit. "Do you think that Twain uses a more romantic or realist outlook in his novel? Why do you think he does this?"
Day 10: Chapter 13
Bell ringer: On a sheet of paper, answer the following question. "What is the definition of imagery?"
Instruction: After the bell ringer, say the following: Today you are going to be reading an excerpt from chapter 13 of Twain's Life on the Mississippi. As you read the excerpt, pay attention to the way Twain tells the story and the vivid details he uses to explain his experiences.
After students have read the excerpt, say the following: Now that you have read the excerpt, answer the discussion questions that come after the text.
After students have answered the questions, say the following: Now that you have answered the questions independently, turn to your partner and share your thoughts.
Exit ticket: On a sheet of paper, answer the following questions. Turn it in on your way out for credit. Do you think that Twain' use of imagery in this excerpt is effective? Why or why not?
Day 11: Memoirs
Bell ringer: on a sheet of paper, answer the following question. "Why do you think Twain included the story in chapter 13 in his book?"
Instruction: After the bell ringer, say the following: "Today you will start to write your own personal memoir in the same style of Mark Twain. It should be about an ambition you have had which turned out to be more challenging once you began pursuing it. While it is true that you are still in your teenage years and haven't yet embarked on your life's career, you can still identify things in life that you have pursued up until this point. This can be about getting a job, learning a skill, joining a sport, playing a game, learning to drive, or any other pursuit you have attempted in life. Like Mark Twain, you will describe how the ambition began and explain how things turned out."
Then, go over the rubric and required criteria with students so that they know what the expectations are for the assignment.
After going over the rubric with students, say the following: you will now have the rest of class to brainstorm your memoir ideas. Complete the "from the inside out" worksheet to help your brainstorming. This is due at the end of class.
Exit ticket: On a sheet of paper, answer
the following question. Turn it in on your way out to receive
credit. "What ambition/memory do you plan to write your memoir
about? Answer in 1-2 sentences."
Day 12: Memoirs
Bell ringer: on a sheet of paper, answer the following question. "Do you think memoirs or biographies are a better way to learn about a persons life? Why?"
Instruction: After the bell ringer, give the assignment on p 46 of PTP.
Memoir assignment for students. (PTP
46-50).
Exit ticket: On a sheet of paper, answer the following question. Turn it in with your essay to get credit. "What lesson do you think people could learn from your memoir? Explain in 1-2 sentences."
Day 13: Podcast
Bell ringer: On a sheet of paper, answer the following question. "Do you think that podcasts are a good way to learn information? Why or why not?"
Instruction: After the bell ringer, say the following to students: today you will be listening to an episode of the Louisiana Anthology podcast about Mark Twain. As you listen to the podcast, take notes about the interview. This will take two class period to finish so keep up with your notes so you can turn them in tomorrow.
Then, play Louisiana Anthology Podcast episode on Twain (Episode 480)
Louisiana Anthology Podcast, Episode 480
Exit ticket: On a sheet of paper, answer
the following question, Turn it in on your way out for a
grade. "What has been the most interesting thing you have
heard in the podcast so far?"
Bell ringer: On a sheet of paper, answer the following question. "Which southern holiday is talked about in the podcast episode?"
Instruction: After the bell ringer, say the following: Today we are going to finish listening to an episode of the Louisiana Anthology Podcast about Mark Twain. As you listen to the podcast, take notes about the interview. You will be turning them in at the end of class.
After the podcast episode is over, say the following: "now that the episode is over, turn and talk with your neighbor about the episode. Did they pick up on anything that you missed? Write down notes from your discussion."
Exit ticket: On a sheet of paper, answer the following question. Turn it in on your way out for credit. "Write down one important fact you learned today in the podcast."
Day 15: Podcast WritingBell ringer: On a sheet of paper, answer the following question. "Based on Twain's depiction of Mardi Gras, would you want to attend the celebrations? Why or why not?"
Instruction: After the bell ringer, say the following: Today you will be completing a writing related to the podcast. In the episode, James "Jed" Dobson discusses the difference in the way Clemens looked at Mardi Gras when he was in his 20s versus the more negative account in Life on the Mississippi, when he was in his late 40s. Using your notes, write a multi-paragraph essay comparing and contrasting the differences between how Twain viewed Mardi Gras in his younger years versus his older years. Which age did he have a more negative outlook? Why do you think that Twain had a change in views?
Exit ticket: On a sheet of paper, answer the following question. Turn it in with your essay to receive credit. "Based on our unit, would you recommend Life on the Mississippi to someone looking for a memoir to read? Why or why not?"
Lesson Plans prepared by:
- Sable Sanders, team leader,
- Cason Cassidy,
- Wesley Harris.