Unit
Learning goal: Students will demonstrate knowledge of nineteenth century
foundation works of American Literature by analyzing satire in Mark Twain’s The Adventures of Huckleberry Finn and
relating one of its main themes to another text and issue of the time.
Scale/Rubric
relating to learning goal:
4 – The student can analyze Mark Twain’s use of satire to
address an issue of the day and compare/contrast multiple themes in the text
with other texts of realism
3 – The student can analyze satire used in Huckleberry
Finn and connect a major theme of the book to another text and issue of the
time
2 – With some direction/help from the teacher the student
can analyze the satire in Huckleberry Finn and connect the novel to a issue of
the day
1 – Even with help from the teacher the student is unable
to analyze satire or connect the novel to an issue of the day.
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A
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B
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C
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D
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FOCUS
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Hook, Thesis Statement, Order of development are fresh and
original, and connected to a theme.
Thesis is narrow and manageable.
Order is precise and helps develop one clear idea. Hook and thesis are connected.
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Hook, Thesis Statement and Order are present in the first
paragraph.
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There is a thesis statement but either it is not clear, or
the order of development and/or hook is missing.
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No thesis statement
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Examples and Analysis
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The examples from the source (text) not only back up the
thesis but are introduced, explained and analyzed. The analysis shows depth
of thought and insight into the text.
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The examples used back up the main ideas of the
essay. The analysis offers some
insight into the theme, but the depth is not necessary original.
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The examples used don’t necessarily back up the
thesis. They are summative in nature
and not exact. The analysis doesn’t
offer much if any depth into the text or is merely plot summary.
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No Analysis and/or Examples
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Voice/Word Choice
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Point of view is evident.
Clear sense of audience. Ideas
are original. Work is engaging. Precise, fresh and original words.
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Some sense of audience.
Conveys ideas to reader. Ideas
are not necessary original. Uses
favorite words correctly. Some
experiment with new words or SAT words.
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Paper lacks energy.
Essay lacks focus and/or doesn’t persuade. Language relies on repetition of the same
words or there is an overuse of “to be” verbs.
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Voice is not apparent, or doesn’t necessary seem that of
the author.
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Mechanics
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No mistakes
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One to five small mistakes that do not affect the reading
of the essay
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Five to ten mistakes
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Numerous mistakes that impair reading
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A – it is three pages or longer
B- It is at least two full pages in length
C – it is not quite two pages in length
D – it is under two pages
ESSAYS:
COMPARE AND CONTRAST ESSAY: outline
Paragraph 1: Thesis Statement and
order of development (you might even think about a hook)
HOOK:
THESIS:
ORDER: 1)
2)
3)
You can use either block or alternating paragraphs.
Block means you compare or contrast both characters in a
paragraph. Example: Pa Sexton and
Granddaddy Cain react to problems differently.
You would show how they react to problems differently in a paragraph
Alternating Paragraphs
You could say Pa gets angry when confronted with problems
and his eyes dance fire. He doesn’t
think he reacts with a violent temper.
This could be one paragraph.
The second paragraph would be about Granddaddy Cain.
