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Learning Styles Plan # 8

Amie C. Woolweber - Education 381

Huck Finn - Choice Approach

This model uses the work of Kathleen Butler based on the typology of Anthony Gregorc

Grade Level: High School (11^th Grade)

This lesson offers students four different project choices geared toward the specific learning style of each student. These learning styles are – Concrete Sequential, Abstract Sequential, Concrete Random, and Abstract Random. Students are given the choice of which activity to complete.

Aim: Students will better understand Mark Twain’s Huck Finn.

Goal: Students will develop a better understanding of the novel, as well as the time period in which the setting takes place in American History.

Note: Student objectives are contained within each learning styles activity.

PROJECTS

Students may choose any of the following suggested projects below or present their own ideas to the teacher for approval. The projects must be done individually and they are encouraged to choose the project that accents their personal strengths. The time frame that the students will have to wok on these projects will be until the end of the unit which will be three to four weeks.

Concrete Sequential

             Model Raft: In this project, the student can design and create their own model of the raft that Jim and Huck built to float down the Mississippi. Students may use research to base their designs on and the choice of materials is up to them. Along with the model, the student must type a short description of how their model was made depicting what materials were used and why they chose them.

Criteria

Project must be neatly constructed.

Description page must be typed and free of grammar errors.

Student must successfully present the project to the entire class.

Abstract Sequential

             Two Sided Debate: Students who choose this project will have to form opinions and reasons for both sides of the debate about Huck’s decision to help Jim escape from slavery. Along with organizing the facts, the student must include the main points of argument for each side.

Criteria

There must be at least 15 points for each argument.

The main points must be typed out in order and in an organized fashion.

Student must successfully present the project to the entire class.

Concrete Random

             Newspaper Editorial: This project requires students to write an editorial to a modern-day newspaper stating to the public whether or not they recommend reading Huck Finn. Students must back up their statements with strong reasoning for whichever side they choose to speak from. The written article must be submitted in newspaper format using columns and illustrations.

Criteria

Article must be typed and look like a newspaper page.

Article must not have any typographical or grammatical errors.

Students must successfully present the project to the entire class.

Abstract Random

             Monologue: This project requires students to choose a character from the novel and write a two minute monologue stating the character’s feelings of events at a certain point in the novel. The point in time in which the monologue takes place must be recorded and easily understood by the content of the monologue. Students must submit a copy of the monologue.

Criteria

Monologue must be typed.

Monologue must not have any typographical or grammatical errors.

Student must successfully perform monologue for entire class.

Evaluation

       Evaluation of the student work will be done in accordance to the student’s ability to meet the criteria that corresponds to their project. These projects are designed to show the student’s understanding of the novel as well as to exercise their critical thinking skills as well as their creativity. The projects will be worth 30% of the final grade for this class.