An Adventure With Tom Sawyer

An Adventure with Tom Sawyer

Grade Level or Special Area: 5th Grade

Written by: Hattye Ramsey, Amy Rhoads and Angelica Rodriguez, Roscoe Wilson Elementary,
Lubbock, Texas
Length of Unit: 17 Lessons (4-5 weeks)
I.

II.
ABSTRACT
A.
(Teaching CORE Knowledge classic novels can be a challenge. Learn how to help
students use comprehension skills while reading The Adventures of Tom Sawyer.
Teachers benefit from standards-based lessons, prepared activities and ideas for
comprehension. Help students develop a love of literacy through The Adventures of Tom
Sawyer.
OVERVIEW
A.
Concept Objectives
1. Acquire an appreciation of classic works and their authors. (adapted from TEKS 5.8A
and TEKS 5.8C)
2. Understand that writing can be developed for a variety of audiences and purposes, and
in a variety of forms. (adapted from TEKS 5.15)
B.
Content from the Core Knowledge Sequence
1. Fiction and Drama pg. 110
a. Stories (pg. 110)
* The Adventures of Tom Sawyer (Mark Twain)
b. Literary Terms (pg. 111)
* Pen Names (pseudonym)
* Literal and Figurative Language
Symbol
2. Writing, Grammar and Usage pg. 109
a. Writing and research pg. 109
*Produce a variety of types of writing including reports, summaries,
letters, and descriptions, research essays that explain a process, stories,
and poems with a coherent structure of story line.
C.
Skill Objectives
1. The student uses a variety of word identification strategies to locate meaning,
pronunciation, derivation of unfamiliar words using dictionaries, glossaries, and other
sources. (TEKS 5.6C)
2. The student is expected to use the texts structure or progression of ideas to identify
cause and effect and chronology to locate and recall information. (adapted from TEKS
5.10E)
3. The students is expected to paraphrase and summarize text to recall inform or organize
ideas. (TEKS 5.10G)
4. The student is expected to draw inferences such as conclusions or generalizations and
support them with text evidence and experience. (TEKS 5.10H)
5. The student is expected to represent text information in different ways such as in
outline, timeline, or graphic organizer. (TEKS 5.10L)
6. The student is expected to connect, compare, and contrast ideas, themes, and issues
across text. (TEKS 5.11D)
7. The student is expected to analyze characters, including their traits, motivations,
conflicts, points of view, relationships, and changes they undergo. (TEKS 5.12H)
8. The student is expected to write to inform such as to explain, describe, report, and
narrate. (TEKS 5.15C)
2008 Core Knowledge National Conference, 5th Grade, An Adventure with Tom Sawyer
9. The student is expected to choose the appropriate form for his/her own purpose for
writing, including journals, letters, review, poems, narratives, and instructions. (TEKS
5.15F)
10. The student is expected to determine the purposes for listening such as to gain
information to solve problems, or to enjoy and appreciate. (TEKS 5.1A)
III.
BACKGROUND KNOWLEDGE
A.
For Teachers
1. Hirsch, Jr. E.D. Core Knowledge Teacher Handbook Series Grade 5
2. Prince, April.Jones. Who Was Mark Twain?
3. Twain, Mark. The Adventures of Tom Sawyer
4. Hirsch, Jr. E.D. What Your 5th Grader Needs to Know
B.
For Students (Identify topics introduced in previous units or grade levels that provide
students with necessary prior knowledge.)
1. Exposure to Classical Fiction
2. Historical knowledge of post-Civil War America
3. Previous instruction in research and writing
IV.
RESOURCES
A. Hirsch, Jr. E.D. Core Knowledge Teacher Handbook Series Grade 5
B. Prince, April Jones. Who Was Mark Twain?
C. Twain, Mark. The Adventures of Tom Sawyer
D. Internet Web Sites
http://www.twainquotes.com
http://www.gocities.com/swaisman/samclemens.htm
http://www.sparknotes.com/lit/tomsawyer/facts.html
V.
LESSONS
Lesson One: Who Was Mark Twain?
A.
Daily Objectives
1.
Concept Objective(s)
a. Acquire an appreciation of classic works and their authors. (adapted from
TEKS 5.8A and TEKS 5.8C)
2.
Lesson Content
*The Adventures of Tom Sawyer (Mark Twain)
3.
Skill Objective(s)
a. The student is expected to use the texts structure or progression of ideas to
identify cause and effect and chronology to locate and recall information.
(adapted from TEKS 5.10E)
b. The student is expected to represent text information in different ways such as
in outline, timeline, or graphic organizer. (TEKS 5.10L)
B.
Materials
1. Hirsch, Jr. E.D. What Your 5th Grader Needs to Know
2. Prince, April Jones. Who Was Mark Twain?
3. Appendix A: Timeline Worksheet
C.
Key Vocabulary
1. Chronological Order: arranged in order of time
2. Plagiarism: to steal and pass anothers words or ideas as ones own
D.
Procedures/Activities
E.
1. Ask the students if they have ever heard of Mark Twain. Allow for various responses.
2. Read the italicized information from the What Your 5th Grader Needs to Know (pg. 5)
3. Ask the students if they would be able to develop a timeline based on the information
just read. They should reply no.
4. Develop a KWL chart. Ask students what additional information would be helpful for
creating a timeline on the life of Mark Twain. Write the various responses on the chart.
5. In order to show the students an example of what is expected from this assignment,
illustrate a timeline using your own life on the board, making references to KWL chart.
6. Pass out the Timeline worksheet from Appendix A along with a copy of Who Was
Mark Twain?. Students may share a copy if necessary. Explain to the students that the
books will be used to complete the timeline worksheet.
7. Point out to students that there are only 7 blanks on the timeline worksheet. The first
blank is for Twains birth. The 7th is for Twains death. Students may choose the
information that they feel is important about Twains life for the other 5 blanks. All
information must be in chronological order and each fact must include at least a year.
8. Demonstrate to the students that the information must be written in complete
sentences with complete thoughts. For example: Mark Twain was born on November
30, 1835 should be written like the following: Mark Twain was born on November 30,
1835 in Florida, Missouri on the same day that Halleys Comet streaked across the sky.
9. Define/explain plagiarism and the importance of writing in ones own words/ thoughts.
10. Allow students to complete the worksheet, which will be used for Lesson 2.
Assessment/Evaluation
1. Appendix A will be turned in for review and revision.
Lesson Two: Mark Twain Part II

A.
Daily Objectives
1.
a. Acquire an appreciation of classic works and their authors. (adapted from
2.
Lesson Content
3.
Skill Objective(s)
a. The student is expected to paraphrase and summarize text to recall, inform or
organize ideas. (TEKS 5.10G)
b. The student is expected to represent text information in different ways such as
in outline, timeline, or graphic organizer. (TEKS 5.10L)
B.
Materials
1.
Appendix A (Completed from Lesson 1)
2.
Prince, April Jones. Who Was Mark Twain?
3.
Access to a word processor.
4.
Access to Internet (optional)
C.
Key Vocabulary
1.
None
D.
1.
Return the assignment from lesson one (appendix A) to students and discuss with
them any mistakes or corrections that need to be made.
2.
Hand out copies of Who Was Mark Twain? so that corrections can be made
before proceeding to Step 3. Explain to students that their revised timelines,
along with todays assignment on quotations, will be used on a future project.
3.
E.
Inform students that Mark Twain is often remembered for many of his clever
sayings. Have students turn to page 1 in their books and point out the quote at
the beginning of the chapter.
4.
Allow discussion for the interpretation of the quote on page 1. (When I was
younger I could remember anything, whether it had happened or not.)
5.
Inform the students that they will be responsible for choosing 3 5 quotes from
Mark Twain that they like. If quotes are short, it is preferable that they choose 5.
6.
Option 1 if the students have Internet access allow them to research the
following website: www.twainquotes.com to find their 3 5 quotes, by topic.
Option 2 if the students do not have access to the Internet, then they may use
the book Who Was Mark Twain?, which includes a quotation at the beginning of
each of the 8 chapters.
9.
After the students have chosen their quotations, they will need access to a word
processor so that they may type both their quotes and their timeline. The
timeline will need to be typed just as the Appendix A form (vertically).
(Refer to Appendix M short sides to see an example of the finished product)
1.
Students will turn in their typed timelines and quotes. Teacher needs to save
these papers for the completion of lesson 17 (first introduced in lesson 4).
Lesson Three: Pseudonyms

A.
Daily Objectives
1.
a.
Understand that writing can be developed for a variety of audiences and
purposes, and in a variety of forms. (adapted from TEKS 5.15)
2.
Lesson Content
a. Literary Terms (pg. 111)
*Pen Names (pseudonym)
*Literal and Figurative Language: Symbol
3.
Skill Objective(s)
a.
The student is expected to analyze characters, including their traits,
motivations, conflicts, points of view, relationships, and changes they
undergo. (TEKS 5.12H)
b.
The student is expected to write to inform such as to explain, describe,
report, and narrate. (TEKS 5.15C)
B.
Materials
1.
Hirsch, Jr. E.D. What Your 5th Grader Needs to Know
2.
Access to a word processor
3.
Appendix B-1, Appendix B-2
4.
Coloring utensils
C.
Key Vocabulary
1.
Pseudonym: a fictitious name assumed by an author
2.
Symbol: an object, mark, sign, etc. that stands for another object, or for an idea
D.
1.
Read to class Pen Names from What Your 5th Grader Needs to Know (pg.76)
2.
Reemphasize to the class that the name Mark Twain was chosen by Samuel
Clemens because it was a part of his experience as a steamboat pilot.
3.
Tell students that there are many authors that use a pen name when writing
literature and then discuss as class why authors might use a pen name.
(Ex: time of controversy, gender discrimination, genre, etc.)

Teacher will then discuss what name she/he would chose if they were writing a
novel. Ex: I would decide to use the name Angelina Rider for my pen name.
Justification: middle name is Angela and I love to ride motorcycles. I would use
my pen name to write stories about a girl and her adventures on a motorcycle and
the title of my book would be Riding against the Wind.
5.
Have students decide upon a pen name for themselves. They must justify why
they chose that particular name. They must also come up with a title for a book
that they would write and it must relate to their pen name, just as the example.
All pen names and book titles must be approved by teacher before proceeding.
6.
Students will next need to write an About the Author section for their book
jacket. The section should be written as if the student is an adult writing novels.
Use the pre-writing assignment from appendix B-2. This section must also be
approved by teacher before proceeding
7.
After approval, students will receive a book jacket to design as described in
appendix B-1. Discuss with the students that a design on the book jacket will be
a symbol for the content of the book. They are to design an illustration that will
symbolize the title they have chosen. The student will then work individually to
complete the assignment by the teachers designated deadline.
1.
Appendix B-2: rubric for grading completed book jacket.
2.
Optional: Teacher may decided to have students write a teaser, like the ones
usually found on the back of a book jacket, for the novel that they would write.
4.
E.
Lesson Four: Introduction to The Adventures of Tom Sawyer

A.
Daily Objectives
1.
a.
Acquire an appreciation of classic works and their authors. (adapted from
2.
Lesson Content
3.
Skill Objective(s)
a.
The student uses a variety of word identification strategies to locate
meaning, pronunciation, derivation of unfamiliar words using
dictionaries, glossaries, and other sources. (TEKS 5.6C)
b.
The student is expected to represent text information in different ways
such as in outline, timeline, or graphic organizer. (TEKS 5.10L)
B.
Materials
1.
11 by 14 construction paper (any color)
2.
Vocabulary sheets , Appendix C-1A to C-1D
3.
Chapter Notes Worksheet, Appendix C-2A to C-2B
4.
Overhead of Appendix C-3 (Tom Sawyer Folder)
5.
Transparency of Appendix M (Tom Sawyer Box Project)
C.
Key Vocabulary
1.
Appendix C-1a to C-1d contains vocabulary words 1 through 20.
D.
1.
Explain to students that we are going to begin reading one of Mark Twains
classic novels The Adventures of Tom Sawyer.
2.
E.
To provide background, time and setting for the story, share the information from
the website: http://www.sparknotes.com/lit/tomsawyer/facts/html with students.
3.
Explain to students that the language used in this novel was common for the time
and place that it was written. Tell students that language changes over time, and
what was appropriate at one period of time is not always appropriate for today.
4.
Teacher will then explain to the class that there will be a project that will be due
at the end of the book. Show overhead copy of Appendix M. Remind students
that the timeline and quotes that they have already completed for Mark Twain
will be a part of this final project.
5.
Tell students that in order for them to have the necessary information for the final
project, they will need to keep a journal of important information from the story.
6.
Hand out construction paper, note sheets (appendix C-2a C-2b), and vocabulary
sheets (Appendix C-1a- C-1d). Follow the instructions located on Appendix C-3.
1.
Completed folder.
Lesson Five: Title: The Adventures of Tom Sawyer Chapters 1-3

A.
Daily Objectives
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
The students is expected to paraphrase and summarize text to recall
inform or organize ideas. (TEKS 5.10G)
c.
d.
The student is expected to determine the purposes for listening such as to
gain information to solve problems, or to enjoy and appreciate. (TEKS
5.1A)
B.
Materials
1.
Folders made during lesson 4.
2.
Copies of novel The Adventures of Tom Sawyer for the class if possible
3.
The Adventures of Tom Sawyer on tape.
4.
Reading Overview Appendix D-1
5.
Appendix D-2, Compare/Contrast Chart (1 copy per student)
C.
Key Vocabulary
1.
D.
1.
Give a copy of the novel to any student that wishes to follow along.
2.
Have students get their folders out for note taking. Explain to students that they
will need to record the most important events on their chapter notes section of the
folder. They only need to record in bullet point format.
3.
Students will listen to chapters 1-3 on tape.
4.
E.
At the end of the days reading, review with students the characters and events
that took place during the first three chapters.
5.
Explain to students that they will be completing a Venn diagram for the
characters Tom and Sid.
6.
Group students with a partner and a book in order to complete the diagram. Give
each student a copy of Appendix D-2, Compare/Contrast. Explain to students
that they will work together to find likes and differences in the characteristics of
each. They only need to complete the Venn diagram portion of the worksheet;
not the questions. Ex: The story The 3 Little Pigs: They are pigs is not a
characteristic. One is hard working and one is lazy is.
7.
Allow 10-15 minutes for students to work on chart.
8.
After students have completed the Venn diagram, discuss and write the
characteristics on the board. Have students use a different color pencil to
complete their information from the answers written on the board.
9.
Have students answer the two questions under the Venn diagram on their own.
1.
Completed Appendix-D2
Lesson Six: The Adventures of Tom Sawyer Chapters 4-6

A.
Daily Objectives
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
c.
d.
5.1A)
B.
Materials
1.
2.
3.
Copy of Great Illustrated Classics The Adventures of Tom Sawyer
C.
Key Vocabulary
1.
D.
1.
Give a copy of the novel to any student that wishes to follow along as the story is
read to them from Great Illustrated Classics - The Adventures of Tom Sawyer.
2.
Have students get their folders out for note taking. Remind students to record
only the most important events in bullet point format.
3.
Read aloud Ch. 4 and 5 from the Great Illustrated Classics edition of the novel.
4.
E.
A.
B.
C.
D.
At the end of the days reading, review with students the characters and events
that took place during todays chapters.
5.
After completing the reading exercises for the lesson ask the class if they are
noticing any new words being used in the story. Allow for various responses.
6.
Explain to the class that as a class they will be reviewing the first 5 vocabulary
words on their vocabulary sheets. Have all students look at the vocabulary sheets
that they placed in their folders during lesson 4.
7.
Students will follow along with the teacher as the teacher reads the vocabulary
word and the sentence for each word. Brainstorm as a class the possible meaning
of the word based on the sentence from the story where the word is found.
Accept all possible answers.
8.
Teacher will lead the class to discover the correct meaning for the vocabulary
word and will write the definition on the board or the overhead for the students to
copy onto their vocabulary sheets. (This way all the students will have the same
information for their final vocabulary quiz). See Appendix H for the definitions.
9.
After the fifth vocabulary word has been defined, allow students to write their
own sentences using these words as indicated on the vocabulary worksheet.
1.
Monitor class for the completion of vocabulary sentences 1-5 and bullet points.
Lesson Seven: Cures for What Ails You (Pages 43-47 in unabridged text)
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
The student is expected to choose the appropriate form for his/her own
purpose for writing, including journals, letters, review, poems, narratives,
and instructions. (TEKS 5.15F)
c.
5.1A)
Materials
1.
2.
3.
Appendix E (Incantations)
Key Vocabulary
1.
Appendix C-1A to C-1D contains vocabulary words 1 through 20
2.
Chant a statement of opinion that has been frequently repeated.
3.
Incantation a ceremonial chanting or reciting as for curing disease.
1.
Discuss with students that when we first meet Huck, he and Tom are discussing
the use of a dead cat to cure warts.
2.
Remind students that during the time period that the book is written, there were
not many doctors. People used home remedies for most of their health problems.
3.
E.
A.
B.
C.
D.
Ask the class if any of them have experienced any home remedies for any of
their ailments. Make a list of ailments on the overhead that the students suggest.
4.
Tell the students that the way that most cures and remedies were remembered
during Toms time period was through chants and incantations.
5.
Review with students the definition for chant and incantation.
6.
Hand out Appendix E and read aloud the incantation on the top of the page to the
class as they follow along with their own copy.
7.
Explain to the students that they will be writing 2 of their own incantations for
any two of the cures that were listed on the overhead. The rhyme scheme for
the incantation must follow the same pattern as Toms example on the worksheet.
8.
Remind the students of the rhyme pattern ABCB and ABAB and tell them that
either of these patterns will be acceptable.
9.
Allow students time to write their incantations and turn in for evaluation.
1.
Evaluate the completed work from Appendix E.
Lesson Eight: The Adventures of Tom Sawyer-Murder in the Graveyard
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
c.
5.1A)
d.
e.
The student is expected to connect, compare, and contrast ideas, themes,
and issues across text. (TEKS 5.11D)
Materials
1.
2.
3.
4.
5.
Appendix F (Character Actions: Murder in the Graveyard)
Key Vocabulary
1.
1.
2.
E.
A.
B.
C.
D.
3.
First the students will follow along with Chapter 7 in their books (if they have a
copy) to the tape of The Adventures of Tom Sawyer.
4.
At the end of chapter 7, students will then listen as the teacher reads chapters 4-5
from Great Illustrated Classics edition of the novel.(this covers chapters 8-11).
5.
After the reading, discuss with students the events that took place. (ex: murder
in the graveyard, framing of Muff Potter) Discuss some of the actions of Tom
during the event that took place in the graveyard.
6.
Explain to students that they are going to complete a Character Actions sheet
based on the information that they just heard. Hand out Appendix F to the
students. Remind them that they may use their summary notes from the chapters
to help them with their answers.
7.
Allow time for students to complete assignment sheet.
1.
Completed Appendix F.
Lesson Nine: The Adventured of Tom Sawyer Chapters 12-14 Making Predictions
1.
a.
2.
Lesson Content
3.
Skill Objectives
a.
b.
c.
d.
The student is expected to draw inferences such as conclusions or
generalizations and support them with text evidence and experience.
(TEKS 5.10H)
e.
5.1A)
Materials
1.
2.
3.
5.
6.
Appendix G Making Predictions
Key Vocabulary
1.
1.
10
2.
3.
First the students will follow along in their books (if they have a copy) to Chapter
12 from the tape of The Adventures of Tom Sawyer.
4.
At the end of chapter 12, students will then listen as the teacher reads chapter 7
from the Great Illustrated Classics edition of the novel (covers chapters 13-14).
5.
After listening to the chapters, discuss with students the events that took place
during the story. List on overhead or on the board.
6.
Explain to the students that they will make some predictions based on what they
have read. What actions do they think that Tom might make next?
7.
Hand out Appendix G and allow time for them to complete the worksheet.
E.
1.
Completion of Appendix G
.
Lesson Ten: The Adventures of Tom Sawyer Chapters 15-17
A.
Daily Objectives
1.
a.
2.
Lesson Content
3.
Skills Objective(s)
a.
b.
c.
5.1A)
B.
Materials
1.
2.
3.
4.
C.
Key Vocabulary
1.
Appendix C-1a to C-1d contains vocabulary words 1 through 20
D.
1.
2.
3.
4.
from the Great Illustrated Classics edition of the novel (covers chapters 16-17).
5.
Explain to the class that as a class we will be reviewing the vocabulary words
listed on their vocabulary sheets numbers 6-10. (1-5 were covered in lesson 6)
Have all students look at the vocabulary sheets in their folders from lesson 4.
11
6.
E.
word and the context clue that is on the vocabulary sheet. Brainstorm as a class
the possible meaning of the word, based on the sentence from the story where the
word is found. Accept all possible answers.
7.
copy on to their vocabulary sheets. (This way all the students will have the same
8.
After the 10th vocabulary word has been defined, allow students to write their
1.
Help students to connect to the text by discussing how they would want their
friends and family to remember them. Center this discussion around how Tom
wants to wait to show up until after the funeral because he wants to know what
people think about him. This discussion leads into a free-writing activity where
students will write their thoughts. Students will then incorporate these thoughts
onto the back of a tombstone they have created. The front of the tombstone will
state their name, a concise epitaph, and the dates that they lived.
2.
Test for vocabulary 1-10 found in Appendix H (top half)
Lesson Eleven: Love, Crime and Punishment

A.
Daily Objectives
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
c.
5.1A)
d.
e.
f.
(TEKS 5.10H)
B.
Materials
1.
2.
3.
12
4.
C.
D.
E.
A.
B.
C.
D.
Appendix I (Decision Making: Love, Crime and Punishment)

Key Vocabulary
1.
Appendix C-1a to C-1d contains vocabulary words 1 through 20
1.
Give a copy of the novel to any student that wishes to follow along with the book
as the story is read to them from The Adventures of Tom Sawyer on tape.
2.
3.
First the students will follow along in their books (if they have a copy) to
Chapters 18-20 from the tape of The Adventures of Tom Sawyer.
4.
After listening to Chapters 18-20, discuss with students the events that took place
during the reading and some of Toms actions. (ex: Tom taking blame for Becky)
5.
Pose to students the question Would you be willing to take the punishment for
someone else? Why or Why Not?
6.
Explain to students that they will be completing a Decision Making Guide
(Appendix I) to help them understand the decision making process.
7.
Use a transparency of the guide to complete an example for the students.
Teacher will need to complete the guide with his/her thoughts and decisions.
8.
Hand out Appendix I to the students. Remind students that they may use their
summary notes from the chapters to help them with their answers.
9.
Allow time for students to complete assignment sheet.
1.
Completion of Appendix I.
Lesson Twelve: The Adventures of Tom Sawyer-Chapters 21-22
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
c.
5.1A)
Materials
1.
2.
3.
Key Vocabulary
1.
13
1.
E.
A.
B.
C.
D.
as the story is read to them from The Adventures of Tom Sawyer on tape.
2.
3.
The students will follow along in their books (if they have a copy) to Chapter 2122 from the tape of The Adventures of Tom Sawyer.
4.
Explain to the class that as a class we will be reviewing the vocabulary words
listed on their vocabulary sheets numbers 11-15. (1-10 covered previously).
Have all students look at the vocabulary sheets placed in their folders.
5.
word and the context clue that is on the vocabulary sheet for this lesson 11-15.
Brainstorm as a class the possible meaning of the word, based on the sentence
from the story where the word is found. Accept all possible answers.
6.
7.
After the 15th vocabulary word has been defined, allow students to write their
1.
Lesson Thirteen: Tom and Huck What Happens Next? Chapters 23-28
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
c.
5.1A)
d.
Materials
1.
2.
3.
4.
Appendix J (Sequencing Events Chapters 23-28)
Key Vocabulary
1.
14
1.
E.
A.
B.
C.
D.
read to them from Great Illustrated Classics The Adventures of Tom Sawyer.
2.
3.
Explain to students that today they will need to listen very carefully to the story
because they will use the information to complete a sequencing exercise.
4.
The students will follow along in their books (if they have a copy) as the teacher
reads Chapters 12, 13, and 14 from the Great Illustrated Classics edition of the
novel. This will cover chapters 23-28 from the original novel.
5.
After the reading of the chapters, discuss with students the events from the story
and record on the board or overhead the events in order of how they occurred.
6.
After thorough discussion, erase board and hand out Appendix J. Teacher may
decide whether or not to allow students to use notes for completing assignment.
1.
Completion of Appendix J. (may be used as a quiz or as an exercise)
Lesson Fourteen: Injun Joe Where Did You Go? Chapters 29-31
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
c.
5.1A)
d.
e.
f.
(TEKS 5.10H)
Materials
1.
2.
3.
4.
5.
Appendix K (Predict and Illustrate: Injun Joe- Where did you go?)
Key Vocabulary
1.
15
1.
E.
A.
B.
C.
D.
2.
Have students get their folders that they made in lesson 4 and a pen or a pencil to
write in the notes section of their folder.
3.
Explain to students that they will need to record the most important events on
their chapter notes section of the folder. They only need to record in bullet point
format the most important events from the days reading
4.
First the students will follow along in their books (if they have a copy) to
Chapters 29-30 from the tape of The Adventures of Tom Sawyer.
5.
from Great Illustrated Classics edition of the novel. (covers chapters 31).
6.
As soon as you complete reading chapter 17, close all books and put them away
so that the students cannot read ahead.
7.
Discuss with students the events from the story and record a list on the board or
overhead the events in order of how they occurred. What feelings do they think
Tom has about Injun Joe being in the cave?
8.
Tell students that they are going to use the information from the story thus far to
predict what will happen to Injun Joe.
9.
Give students a copy of Appendix K and review the directions and steps on the
sheet with the students so that they are clear of their expectations.
10.
Allow students time to complete Appendix K.
1.
Completion of Appendix K.
Lesson Fifteen: The Adventures of Tom Sawyer-Chapters 32-34
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
c.
5.1A)
Materials
1.
2.
3.
4.
Key Vocabulary
1.
16
1.
E.
A.
B.
C.
D.
as the story is read to them from Great Illustrated Classics - The Adventures of
Tom Sawyer.
2.
3.
4.
At the end of chapter 32, students will then listen as the teacher reads Ch. 18-19
from the Great Illustrated Classics edition of the novel. (covers Ch. 33-34)
5.
Explain to the class that they will be reviewing the vocabulary words listed on
their vocabulary sheets numbers 16-20. (1-15 were covered in previous lessons)
Have all students look at the vocabulary sheets in their folders.
6.
word and the context clue that is on the vocabulary sheet. Brainstorm as a class
the possible meaning of the word, based on the sentence from the story where the
word is found. Accept all possible answers.
7.
information for their final vocabulary quiz). See Appendix __ for the definitions.
8.
After the last vocabulary word has been defined, allow students to write their
1.
2.
Test for vocabulary words 16-20 found in Appendix H (bottom half)
Lesson Sixteen: The Adventures of Tom Sawyer-The Final Chapter
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
c.
5.1A)
Materials
1.
2.
3.
Copy of Great Illustrated Classics- The Adventures of Tom Sawyer
4.
Key Vocabulary
1.
17
1.
E.
A.
B.
C.
D.
E.
VI.
read to them from the Great Illustrated Classics edition of the novel.
2.
3.
4.
At the end of the last chapter on tape, allow time for discussion about students
feelings toward the novel.
5.
Allow time for the students to finalize all of their summaries (bullet points) in
their folders and completion of all vocabulary, if necessary.
1.
Monitor class for completion of vocabulary and bullet points in their folders.
2.
Test for novel Appendix L (answers on Appendix D-1)
Lesson Seventeen Tom Sawyer Box Project
1.
a.
2.
Lesson Content
3.
Skill Objective(s)
a.
b.
The student is expected to use the texts structure or progression of ideas
to identify cause and effect and chronology to locate and recall
information. (adapted from TEKS 5.10E)
c.
d.
e.
Materials
1.
2.
Construction paper and glue
3.
Shoe box (or other box of similar size) for each student
4.
Appendix A from Lesson 2 previously completed by students
5.
Appendix M (Box Project Instructions)
Key Vocabulary
1.
None
1.
Students will work independently on their box projects. Refer to Appendix L for
complete instructions.
1.
Completion and presentation of box project (Rubric- Appendix M )
CULMINATING ACTIVITY (Optional)

A.
Students will plan a day to play hooky from school. Take a field trip to a local pond or
lake and have the students fish. Students will need to provide their own sack lunch for a
picnic. If they are going fishing, they must have an authentic Tom Sawyer fishing
18
B.
VII.
pole. Ex: bamboo pole or a stick (no rods and reels). Dress up as either Tom or Becky
for the day and award the Best Dressed Tom and the Best Dressed Becky.
Students could play various games that Tom and Huck might have played during the time
of the novel. A quick study on the history of marbles and a marble tournament is a good
addition to the activities and the unit.
HANDOUTS/WORKSHEETS
1.
Appendix A Mark Twain Timeline
2.
Appendix B-1 Pseudonym Book Jacket Instructions and Rubric
3.
Appendix B-2 About the Author
4.
Appendix C-1A C-1D Vocabulary
5.
Appendix C-2A C-2B Chapter Notes
6.
Appendix C-3 Tom Sawyer Folder
7.
Appendix D-1 Reading Overview (Teacher Resource Sheet)
8.
Appendix D-2 - Compare/Contrast of Sid and Tom
9.
Appendix E Incantations
10.
Appendix F Character Actions: Murder in the Graveyard
11.
Appendix G Making Predictions
12.
Appendix H Vocabulary Test 1 and 2
13.
Appendix I Decision Making: Love, Crime and Punishment
14.
Appendix J Sequencing Events Chapters 23-28
15.
Appendix K Predict and Illustrate: Injun Joe-Where Did You Go?
16.
Appendix L Tom Sawyer Test
17.
Appendix M Tom Sawyer Box Project and Rubric
VIII. BIBLIOGRAPHY
A. Books:
Hirsch, E.D. Jr. Core Knowledge Teacher Handbook Series Grade 5. Core Knowledge
Foundation: Charlottesville, VA, 2006. ISB N 1-890517-80-1
Hirsch, E.D. Jr. What your 5th Grader Needs to Know. Dell Publishing: New York, NY, 1993.
ISBN 0-385-31464-7
Laiken, Deidre S.. Great Illustrated Classics: The Adventures of Tom Sawyer. Waldman
Publishing Corp: New York, NY. ISBN 5-0578-01344318-3
Prince, April Jones. Who Was Mark Twain? Grosset & Dunlap: New York, NY, 2004. ISBN 0448-43319-2
Twain, Mark. The Adventures of Tom Sawyer. Tom Doherty Associates, Inc.: New York, N.Y.,
1989. ISBN 0-812-50420-8
Twain, Mark. The Adventures of Tom Sawyer. Audio Partners Publishing Corp (Books on
Cassette & CD): Auburn, CA. ISBN 1-57270-010-6
B. Internet Sites:
www.geocities.com/swaisman/samclemens.html
www.twainquotes.com
www.sparknotes.com/lit/tomsawyer/facts.html
19
APPENDIX A
MARK TWAIN TIMELINE
Identify seven dates from the book Who Was Mark Twain? that you feel are most important, or
interesting, in the life of Mark Twain.
1. November 30, 1835: (birth)
______________________________________________________________________________
__________________________________________________________________
2. Date: ______________________:
______________________________________________________________________________
__________________________________________________________________
3. Date: ______________________:
______________________________________________________________________________
__________________________________________________________________
4. Date: ______________________:
______________________________________________________________________________
__________________________________________________________________
5. Date:______________________:
______________________________________________________________________________
__________________________________________________________________
6. Date:______________________:
______________________________________________________________________________
__________________________________________________________________
7. April 21, 1910: (death)
______________________________________________________________________________
__________________________________________________________________
**Do all of your sentences contain a complete thought and is the date in the body?
20
APPENDIX B-1
PSEUDONYM BOOK JACKET INSTRUCTIONS
Materials Needed:
1. A legal size sheet of copy paper (or construction paper). 2. Coloring pencils/markers/or crayons
Folding the book jacket:
Step 1: Fold far right hand side in about 3 inches.
Step 2: Fold whole paper in , keeping the 3 inch flap folded in.
Step 3: Cut off the bottom portion of the whole booklet so that booklet measures about 10 inches in length.
OUTSIDE FRONT COVER: (must be colored)

1. Title of their book
2. Pseudonym (pen name) anywhere under the title: Written by ____
3. Illustration that appropriately symbolizes title of book & gives insight to reader what their book is about.
INSIDE FLAP ON RIGHT SIDE OF BOOKLET:
About the Author:
*Drawn/colored picture as they would look in 20 yrs at the top of the flap.
*Include information from the About the Author worksheet.
BACKSIDE COVER: (extended activity)
Students may write a brief summary of what their story is about. It must include a teaser to hook potential readers. Suggested
length is of back cover.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - -
STUDENTS NAME: _______________________________
DATE: _____________
BOOK JACKET RUBRIC

Front Cover:
Written Components:
(Each worth 1-10 points)
(Each worth 1-10 points)
Title corresponds to pen name
_____
Drawn/colored picture of author
_____
Pen name is correct on cover
_____
About the author; future tense
_____
Grammars correct on front cover
_____
Justification of pen name in body
_____
Illustration symbolizes title

_____
(thoughtful/gives insight to book subject)
Story summary (teaser for novel)
_____
Cover is neat and colorful

(legible/rich color/attractive)
_____
Grammar/spelling
_____
_____
_____
POINTS: SECTION 1
POINTS: SECTION 2
COMPLETED ASSIGNMENT GRADE =

__________
21
APPENDIX B-2
ABOUT THE AUTHOR
Use this information to write a short summary about yourself on the back of this sheet.
Your summary must be written in 3rd person.
About you:
How old are you 20 years from now? __________
Real name? ____________________
Pen Name? __________________________
Justify how you came up with your pen name: _______________________________________

_____________________________________________________________________________
Career:
Are you an author or do you have another career? _____________________________________
Does your career help you write these kinds of books? How? ___________________________
Why do you write these types of novels? ____________________________________________
Will there be a sequel? When? ____________________________________________________
Family:
Are you married? _____________
If yes, to who? __________________________________
Do you have children/pets? _________
Their names? _____________________________
APPENDIX B-2
ABOUT THE AUTHOR
Use this information to write a short summary about yourself on the back of this sheet.
Your summary must be written in 3rd person.
About you:
How old are you 20 years from now? __________
Real name? ____________________
Pen Name? __________________________
Justify how you came up with your pen name: _______________________________________

_____________________________________________________________________________
Career:
Are you an author or do you have another career? _____________________________________
Does your career help you write these kinds of books? How? ___________________________
Why do you write these types of novels? ____________________________________________
Will there be a sequel? When? ____________________________________________________
Family:
Are you married? _____________
If yes, to who? __________________________________
Do you have children/pets? _________
Their names? _____________________________
22
APPENDIX C-1a
The Adventures of Tom Sawyer
Vocabulary
1. INSPIRATION:
So he returned his straitened means to his pocket, and gave up the idea of trying to buy the
boys. At this dark and hopeless moment an inspiration burst upon him! Nothing less than a great,
magnificent inspiration. (CH.2)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
2. MELANCHOLY:
Tom appeared on the sidewalk with a bucket of whitewash and a long-handled brush. He surveyed the
fence, and all gladness left him and a deep melancholy settled down upon his spirit. (CH.2)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
3. POMP AND CIRCUMSTANCE:

As he drew near, he slackened speed, took the middle of the street, leaned far over to star-board and
rounded to ponderously and with laborious pomp and circumstance -- for he was personating the Big
Missouri, and considered himself to be drawing nine feet of water. (CH.2)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
4. RELUCTANCE:
Tom gave up the brush with reluctance in his face, but alacrity in his heart.. (CH.2)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
5. RIDICULE:
He took up his brush and went tranquilly to work. Ben Rogers hove in sight presently -- the very boy, of
all boys, whose ridicule he had been dreading. (CH.2)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
23
APPENDIX C-1b
Vocabulary
6. RESIGN:
There are wealthy gentlemen in England who drive four-horse passenger-coaches twenty or thirty miles on a daily
line, in the summer, because the privilege costs them considerable money; but if they were offered wages for the
service, that would turn it into work and then they would resign. (CH.2)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
7. DILAPITATED:
Tom was literally rolling in wealth. He had besides the things before mentioned, twelve marbles, part of a jewsharp, a piece of blue bottle-glass to look through, a spool cannon, a key that wouldn't unlock anything, a fragment of
chalk, a glass stopper of a decanter, a tin soldier, a couple of tadpoles, six fire-crackers, a kitten with only one eye, a
brass door-knob, a dog-collar -- but no dog -- the handle of a knife, four pieces of orange-peel, and a dilapidated
old window sash. (CH.2)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
8. MUSED:
The boy mused awhile over the substantial change which had taken place in his worldly circumstances, and then
wended toward headquarters to report. (CH.2)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
9. DILUTED:
"Well, I never! There's no getting round it, you can work when you're a mind to, Tom." And then she diluted the
compliment by adding, "But it's powerful seldom you're a mind to, I'm bound to say. Well, go 'long and play; but
mind you get back some time in a week, or I'll tan you." (CH.3)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
10. VIRTUOUS:
She was so overcome by the splendor of his achievement that she took him into the closet and selected a choice
apple and delivered it to him, along with an improving lecture upon the added value and flavor a treat took to itself
when it came without sin through virtuous effort. And while she closed with a happy Scriptural flourish, he
"hooked" a doughnut. (CH.3)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
24
APPENDIX C-1c
Vocabulary
11. OBLIGED:
Tom was tugging at a button-hole and looking sheepish. He blushed, now, and his eyes fell. Mr. Walters'
heart sank within him. He said to himself, it is not possible that the boy can answer the simplest question - why did the Judge ask him? Yet he felt obliged to speak up and say: . . (CH.4)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
12. CORDIALLY:
Huckleberry was cordially hated and dreaded by all the mothers of the town, because he was idle and
lawless and vulgar and bad -- and because all their children admired him so, and delighted in his
forbidden society, and wished they dared to be like him. (CH.6)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
13. PERENNIAL:
Huckleberry was always dressed in the cast-off clothes of full-grown men, and they were in perennial
bloom and fluttering with rags. (CH.6)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
14. JUBILANT:
Then the master stood over him during a few awful moments, and finally moved away to his throne
without saying a word. But although Tom's ear tingled, his heart was jubilant. (CH.6)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
15. SCUFFLE:
And she put her small hand upon his and a little scuffle ensued, Tom pretending to resist in earnest but
letting his hand slip by degrees till these words were revealed: "I LOVE YOU." (CH.6)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
25
APPENDIX C-1d
Vocabulary
16. JUNCTURE:
Huckleberry came and went, at his own free will. Just at this juncture the boy felt a slow, fateful grip
closing on his ear, and a steady lifting impulse. (CH.6)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
17. HARASSED:
The tick escaped from Tom, presently, and crossed the equator. Joe harassed him awhile, and then he got
away and crossed back again. (CH.7)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
18. CONTEMPLATED:
The boys had been too absorbed to notice the hush that had stolen upon the school awhile before when
the master came tiptoeing down the room and stood over them. He had contemplated a good part of the
performance before he contributed his bit of variety to it. (CH.7)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
19. REFUGE:
Then she sprang away and ran around and around the desks and benches, with Tom after her, and took
refuge in a corner at last, with her little white apron to her face. (7)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
20. JUVENILES:
Suddenly the minister shouted at the top of his voice: "Praise God from whom all blessings flow -SING! -- and put your hearts in it!" And they did. Old Hundred swelled up with a triumphant burst, and
while it shook the rafters Tom Sawyer the Pirate looked around upon the envying juveniles about him
and confessed in his heart that this was the proudest moment of his life. (17)
Definition:_____________________________________________________________
Sentence:______________________________________________________________
26
APPENDIX C-2a
Chapter Notes
Directions
Write bullet point notes for each section of reading as follows.
Remember that these notes will be used for your final Tom Sawyer Box Project.
________________________________________________________________________
Chapters 1, 2, 3 (on tape)
________________________________________________________________________
Chapters 4, 5, 6 (on tape/read)
________________________________________________________________________
Chapters 7, 8, 9, 10, 11 (on tape/read)
________________________________________________________________________
________________________________________________________________________
27
APPENDIX C-2b
Chapter Notes
Chapters 18, 19, 20 (on tape)
________________________________________________________________________
Chapters 21-22 (on tape)
________________________________________________________________________
Chapters 23, 24, 25, 26, 27, 28 (read)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Chapter 35 (on tape)
28
APPENDIX C-3
TOM SAWYER FOLDER
1. Each student will need 1- 12x18 piece of colored construction paper

2. Fold the construction paper in
3. FRONT COVER:
The student will need to write the title and author on the front cover. You may choose to
have them draw an illustration on the front cover at a later time, once they know a little
more about the story.
The Adventures
of Tom Sawyer
By Mark Twain
(Students Name)
4. ON THE INSIDE:
Left Side
Staple the Chapter Notes sheets (2)
Staple down left side of the sheets
Chapter Notes
Right Side
Staple the Vocabulary sheets (4)
Staple down right side of the sheets
Vocabulary
CHAPTER NOTES:
Students will fill in bullet point notes for each section during that days reading.
VOCABULARY:
There are 4 vocabulary lessons included in this unit.
Each lesson covers 5 vocabulary words along with a test for words 1-10 and 11-20.
29
APPENDIX D-1
READING OVERVIEW
(Teacher Resource Sheet)
LESSONS
CHAPTERS
READING
ACTIVITIES
Lesson 5
Chapters 1-3
Tapes
Compare/Contrast
Lesson 6
Chapters 4-5
Chapter 6
Tapes
Chapter 2 (abridged)
Vocabulary 1-5
Lesson 7
Pgs. 43-47
UNABRIDGED Book
Incantations
Lesson 8
Chapter 7
Chapter 8-11
Tapes
Ch. 4-5 (abridged)
Character Actions
Lesson 9
Chapter 12
Chapter 13-14
Tapes
Making Predictions
Lesson 10
Chapter 15
Chapter 16-17
Tapes
Vocabulary 6-10
Lesson 11
Chapters 18-20
Tapes
Decision Making
Lesson 12
Chapters 21-22
Tapes
Vocabulary 11-15
Lesson 13
Chapters 23-28
Ch. 12- 14 (abridged)
Sequencing Events
Lesson 14
Chapters 29-30
Chapter 31
Tapes
Predict and Illustrate
Lesson 15
Chapter 32
Chapters 33-34
Tapes
Ch. 18-19 (abridged)
Vocabulary 16-20
Lesson 16
Chapter 35
Tapes
Tom Sawyer Test
UNIT INCLUDES:
2 Vocabulary tests to be given at teachers discretion (Lesson 10 and 15)
2 Projects1. Pseudonym Book Jacket (Lesson 3)
2. Tom Sawyer Box Project. (Lesson 17)
Tom Sawyer Test (Answer Key)

1. a 2. b 3. c 4. b 5. b 6. a 7. c 8. a 9. b 10. a 11. a
30
Appendix D-2
Compare/Contrast of Sid and Tom
Use the Venn diagram below to compare Tom and Sid.
Tom
Sid
In your opinion, which likeness between the characters is the strongest? ____________________________________________
Which difference is the strongest? __________________________________________________________________________
31
APPENDIX E_
INCANTATIONS
Tom Sawyers incantation for curing warts:
Barley-corn, barley-corn
Injun-meal shorts
Spunk water, spunk water,
swaller these warts.
Directions:
Use Tom Sawyers incantation as an example for writing your own.

Use the rhyming pattern ABCB or ABAB for this assignment.
1. Incantation for curing ___________________.
4 lines: _______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
2. Incantation for curing ____________________________________.

4 lines: _______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
32
APPENDIX F
CHARACTER ACTIONS
Murder in the Graveyard
SETTING
TIME:
PLACE:
CHARACTER ACTIONS
WHY DID THE MAIN CHARACTERS CHOOSE THIS TIME OF DAY?
WHY DID THE MAIN CHARACTERS CHOOSE THIS PARTICULAR PLACE?
MAIN EVENT
WHAT IS THE MOST IMPORTANT EVENT IN THIS CHAPTER?
WHO WAS INVOLVED?
WHY DID IT HAPPEN?
WHAT PROBLEMS MAY ARISE FROM THIS SITUATION?
33
APPENDIX G
MAKING PREDICTIONS
THE BOYS PREDICTED THAT THE TOWN BELIEVES THEY ARE DEAD BECAUSE:
AT THE END OF THE CHAPTER, ALL OF THE BOYS GO TO SLEEP EXCEPT TOM.
MAKE A PREDICTION ABOUT WHAT TOM WILL DO NEXT:
WHY DO YOU THINK THIS WILL HAPPEN?
34
APPENDIX H
VOCABULARY TEST #1
Match each word to its definition by writing the correct letter in each blank.
1. _____ Inspiration
a. decayed
2. _____ Melancholy
b. scorn, mockery
3. _____ Pomp and Circumstance
c. having new ideas or actions
4. _____ Reluctance
d. honest, truthful
5. _____ Ridicule
e. celebration, ceremony, fuss
6. _____ Resign
f. sadness
7. _____ Dilapidated
g. not wanting, hesitancy
8. _____ Mused
h. weakened
9. _____ Diluted
i. quit, stop
10. ____ Virtuous
j. thought deeply
-------------------------------------------------------------VOCABULARY TEST #2
Match each word to its definition by writing the correct letter in each blank.
1. _____ Obliged
a. constant
2. _____ Cordially
b. small fight or struggle
3. _____ Perennial
c. shelter or protection
4. _____ Jubilant
d. under a duty to do something
5. _____ Scuffle
e. bothered or annoyed
6. _____ Juncture
f. joyful
7. _____ Harassed
g. thought over
8. _____ Contemplated
h. young person, childish
9. _____ Refuge
i. point in time
10. ____ Juveniles
j. sincerely, deeply
35
APPENDIX I
DECISION MAKING
Love, Crime and Punishment
The Question: Do you think that there would ever be an occasion that you would be willing to take the blame and the discipline for someone else?
List reasons why you would choose to, or not to, take responsibility for someone elses actions. Predict possible outcomes for your decision.
Complete the following chart to help you decide.
Yes
Situation
Reason
No
Situation
Reason
What did you decide? Write a complete sentence stating your decision and justify your answer based on the chart above.
36
APPENDIX J
SEQUENCING EVENTS
Chapters 23-28
Use the numbers 1 -10 to sequence the events in the story as you hear them read to you from Chapters 23 28
in The Adventures of Mark Twain. Use a pencil to number the events because you may change the number
several times before the completion of the lesson.
______ Deciding that the words Number Two referred to a room number, Huck and Tom conclude that
Injun Joe is occupying Room Two in a tavern.
______After digging for buried treasure and finding nothing, Tom proposes that they move their digging
to the haunted house.
______Muff Potter expresses his gratitude to the boys.
______Tom seeks out Huck Finn and the two go off to dig for hidden treasure under a dead-tree.
______The defense attorney calls Tom Sawyer to the witness stand.
______With their eyes pressed to knotholes in the floor planks, they watch in anxiety as two men enter
the haunted house. They immediately recognize one of the voices as belonging to Injun Joe.
______With Huck waiting outside of the tavern, Tom sneaks into the tavern to explore the haunted room.
______Injun Joe finds a box of buried treasure: an iron-bound box filled with gold coins that are suspected
to belong to a gang who once were thought to have used the house as an old hideout.
______Huck agrees to watch over the tavern in the night and sleep during the day in a hayloft.
37
APPENDIX K
PREDICT AND ILLUSTRATE
Injun Joe- Where did you go?
Injun Joe is hiding out in the cave in which Tom and Becky were trapped.
Mr. Thatcher explained:
To prevent anyone else getting lost in the cave, I had the place sealed up and triple locked two weeks ago.
PREDICT what you think has happened to Injun Joe: (2-3 sentences)
I think that Injun Joe ______________________________________________________
__________________________________________________________________________________________
_____________________________________________________.
ILLUSTRATE your prediction in the box below. Color your illustration.
38
APPENDIX L
TOM SAWYER TEST
Write the correct answer (a, b, or c) in each blank at the beginning of each sentence.
1. _____ At the beginning of the novel, Aunt Polly punishes Tom for __________.
a. playing hooky from school
b. being friend with Huck
c. stealing from Sid
2. _____ Tom tricks his friends into helping whitewash the fence by __________.
a. offering to pay them with marbles
b. convincing them that it is fun to paint
c. promising to play with them when the job was done
3. _____ Tom made Becky cry because __________.
a. he was such a bad kisser
b. he didnt give her the door-knob he promised her as a gift
c. she found out about Amy Lawrence
4. _____ Tom and Joe liked to play a book game called __________.
a. Pirates of the Caribbean b, Robin Hood
c. Don Quixote
5. _____ Tom and Huck take __________ to the graveyard.
a. a Bible
b. a dead cat
c. marbles
6. _____ Tom and Huck go to the graveyard to __________.
a. cure warts
b. look for witches
c. spy on spirits
7. _____ Although he was innocent, __________was blamed for the murder of Doc Robinson.
a. Mr. Welsh
b. Injun Joe
c. Muff Potter
8. _____ Toms great secret was __________.
a. to attend his own funeral with his friends
b. to find the buried treasure
c. to win Becky Thatchers heart back
9. _____ Tom became a hero when he __________.
a. protected the Widow Douglass from Injun Joe
b. saved Muff Potter from being framed for murder
c. found Becky Thatcher when she was trapped in the cave
10. _____ The Widow Douglass decide to adopt Huck because __________.
a. he saved her live
b. she wanted his money
c. he was her nephew
11. _____ At the end of the novel, Injun Joe was found in the cave __________.
a. dead
b. and taken to jail
c. and was forced to perform community service
39
APPENDIX M
TOM SAWYER BOX PROJECT
Each student will need to provide a box (shoe box preferably) in advance for this project. It needs to be neatly wrapped using
construction paper and glue. The information will be cut & glued to each section.
I. ON THE LID OF THE BOX: The Adventures of Tom Sawyer by Mark Twain
Picture (drawn or clip art) of either Tom Sawyer or Mark Twain
2 SHORT SIDES OF THE BOX:
Side 1: The Life of Mark Twain
Side 2: Mark Twain Quotes
(7 facts typed from Lesson 2)

(3-5 quotes typed from Lesson 2)
EX: The Life of Jane Doe
EX: Mark Twain Quotes
* Life is like a box of chocolates.
Jane Doe was born on May 5th ..
Jane Doe first learned to write ..
* Writing is like a womans skirt
Jane Doe married John on
II. 2 LONG SIDES OF A BOX:
There are 11 sections on the Chapter Notes pages. Students need to use their bullet point notes to write a 2-4 sentence well thought
out summary for each section. They must be typed/written chronologically.
Side 1:
Side 2:
Title of Story
Chapter/Section Summaries 6-11
Section Summaries 1-5
*Ch. 35 needs to include sentence critique of the story.
Example: (side 1)
THE ADVENTURES OF TOM SAWYER
Ch. 1-3: Tom Sawyer is a troublesome little boy who lives with his Aunt Polly and his cousins, Sid and Mary. One of his
punishments is to whitewash a fence, which he tricks other boys into doing for him. Then he meets Becky Thatcher, a new girl in
town.
Ch. 4-6:
Ch. 7-11:
Ch. 12-14:
Ch. 15-17:
III. INSIDE THE BOX:
The students will place 5 items inside that box that symbolize their 5 favorite parts in the story. These items may be brought from
home or can be drawn or made.
Example: Whitewashing the fence- Make a fence from popsicle sticks or bring a paint brush from home.
-------------------------------------------------------------------------Name: ___________________________
Date: __________________
RUBRIC
Assignment: Reading- Mark Twain Box Project
READING: Score Sheet
3-5 appropriately written quotes
Story/Author/Picture on lid
5 Related items in box
Visually Appealing
Mechanics/Grammar
Reading Grade
_____
_____
_____
_____
_____
_____
ELA: Score Sheet

Mark Twain 7 life facts
_____
Tom Sawyer Story Chronology _____
Complete Sentences/Thought _____
Visually Appealing
_____
Mechanics/Grammar
_____
ELA Grade
_____
**Give each category a ranking from 1-4

Holistic Scores:
20=100; 19=95; 18=90; 17=89; 16=87; 15=85; 14=83; 13=80; 12=79; 11=77; 10=75; 9=73; 8=71; 7=69; 6=68; 5=67
40

An Adventure With Tom Sawyer

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An Adventure with Tom Sawyer

Grade Level or Special Area: 5th Grade

Lesson Two: Mark Twain Part II

Lesson Three: Pseudonyms

(Ex: time of controversy, gender discrimination, genre, etc.)

Lesson Four: Introduction to The Adventures of Tom Sawyer

Lesson Five: Title: The Adventures of Tom Sawyer Chapters 1-3

Lesson Six: The Adventures of Tom Sawyer Chapters 4-6

Lesson Eleven: Love, Crime and Punishment

Appendix I (Decision Making: Love, Crime and Punishment)

CULMINATING ACTIVITY (Optional)

OUTSIDE FRONT COVER: (must be colored)

STUDENTS NAME: _______________________________

BOOK JACKET RUBRIC

(Each worth 1-10 points)

(Each worth 1-10 points)

Title corresponds to pen name

Drawn/colored picture of author

Pen name is correct on cover

About the author; future tense

Grammars correct on front cover

Justification of pen name in body

Illustration symbolizes title

Story summary (teaser for novel)

Cover is neat and colorful

COMPLETED ASSIGNMENT GRADE =

Pen Name? __________________________

Justify how you came up with your pen name: _______________________________________

If yes, to who? __________________________________

Do you have children/pets? _________

Their names? _____________________________

Pen Name? __________________________

Justify how you came up with your pen name: _______________________________________

If yes, to who? __________________________________

Do you have children/pets? _________

Their names? _____________________________

3. POMP AND CIRCUMSTANCE:

1. Each student will need 1- 12x18 piece of colored construction paper

Ch. 12- 14 (abridged)

Predict and Illustrate

Tom Sawyer Test

Tom Sawyer Test (Answer Key)

Tom Sawyers incantation for curing warts:

Use Tom Sawyers incantation as an example for writing your own.

1. Incantation for curing ___________________.

2. Incantation for curing ____________________________________.

WHY DID THE MAIN CHARACTERS CHOOSE THIS PARTICULAR PLACE?

WHO WAS INVOLVED?

WHY DID IT HAPPEN?

WHAT PROBLEMS MAY ARISE FROM THIS SITUATION?

MAKE A PREDICTION ABOUT WHAT TOM WILL DO NEXT:

WHY DO YOU THINK THIS WILL HAPPEN?

3. _____ Pomp and Circumstance

c. having new ideas or actions

e. celebration, ceremony, fuss

g. not wanting, hesitancy

10. ____ Virtuous

b. small fight or struggle

d. under a duty to do something