1. The Adventures of Huckleberry Finn
Start with the end in mind.
Essential Question:
How does an author’s outside influences show up in his/her writing?
Teacher will need Six Chromebooks - one per group. Each group sends one person to the teacher’s computer and shares the google slide w/ themselves for viewing videos. While one person is “sharing”, the others will title/decorate the poster “TGG- How does an author’s outside influences show up in their writing?

2. Day One- Research Brain Dump

3. Just the Facts- View the video for your topic
Just the Facts- View the video for your topic. Record facts about your topic on your own paper Think 5Ws and H, or Key ideas, Myth vs. Fact
•Drug and Alcohol Abuse
•Domestic Abuse
•Slavery today:
•Inequality between social classes:
Mark Twain’s life:
Students view video and record facts on their own paper to collect for an individual grade- 15 minutes. These are 3-5 minute videos.

4. Just the facts- Extend your research- Find 5-10 more interesting facts to record to your OWN paper via the internet and your phone.
Drug and Alcohol Abuse
Domestic Abuse
Slavery Today
Inequality Between Social Classes
Mark Twain and the above topics
Research Brain Dump
Students have 5-10 minutes to research 1-2 more unique facts and 5 minutes for everyone to jigsaw their facts onto the poster.

5. Start planning your CREATIVE, COLORFUL poster.
Your Topic as a Focal Point/title with an illustration.
Research: “Just the Facts” facts with an illustration.
“Real World Scenario”: Copy the topic’s question to your poster. Add your short answer in APE format with an illustration.
“Satire Analysis”: Analyze how your topic is satirized in the novel with an illustration.
“The Big Question”: Answer how the author’s outside influences shows up in his/her writing with an illustration.

6. Day Two – Think About it.

7. Real World Scenarios. Think about how Mark Twain’s theme shows up in our world. Write your group question on your scratch paper. Write a 1-2 sentence response on your own paper. Discuss your answer with the group, and record the best answer to publish on the poster.
Drug and Alcohol Abuse- How or why do friends hide insecurities and a false sense of popularity behind drugs and alcohol?
Domestic Abuse - What are the driving factors of domestic abuse?
Slavery Today – Why do some people believe the prison workforce is an unjustified form of slavery?
Income and Equality- What are the effects (short or long term) of affluenza in the upper and middle classes?
Twain’s Life – How was Mark Twain exposed to the above issues during his life?
10 minutes - Students will discuss and come up with a 1-2 sentence response to their question. Students will write their answer on their own paper and record the q/a to the poster.

8. Recap Satire:
the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.

9. Satire Analysis. Using satire to promote the theme:
SHORT ANSWER ANALYSIS:
Explain how Twain uses satire to teach
society about your theme in the novel,
“The Adventures of Huckleberry Finn”,
through the either an event or
a character from the novel.

10. The Big Question: APE method short answer.
How does an author's outside influences show up in his/her writing?
Think about the topic you researched. How did Twain use this idea in the novel?
Did he use it to establish the setting? The characters? Conflict?
10 minutes Students will discuss and come up with their “Big Reveal” for the Essential Question.

11. Time to share: Each group will post their poster to the wall.
Gallery walk: Post your poster. Walk the other groups posters and read the facts. You will review their facts and “Real World”/ “Inferencing” answers. Using their facts, respond to both questions in your journal to turn in.
Return to your table.

12. TEKS and Student Objectives:
ENG III.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
2 (B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films
2 (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting
ENG III.9 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
9 (D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.
ENG 3.26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to:
3.26 (A) participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.
ENG III.20 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
20 (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic
ENG III.21 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
21 (B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences
21 (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.
ENG III.23 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
23 (A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;
23 (B) uses a variety of formats and rhetorical strategies to argue for the thesis;
23 (C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;
23 (E) is of sufficient length and complexity to address the topic