Reflection: Relevance Accent + Diction = Mark Twain's Dialect - Section 2: A Twain-Storm!

 

In all cases, I ask the students to be familiar with authors and the time period in which the literature is being written, as context provides a richer, deeper understanding to the literature. But, I was, for the most part, disappointed in the minimal information students knew about Mark Twain, either from the biographical reading or prior knowledge. I attribute this to a few things: 1. study of Twain has dropped off at the Middle-School and Grade 9 level, as his dialect is difficult for students to decode; 2. the biographical reading was assigned some time ago, pushing its urgency out of the student's heads; and 3. while I encourage students to value this information, without a looming "test question," the often do not put the emphasis on study. 

As such, I need to make sure biographical connections are more clearly tested, and that students are aware they need to retain information beyond just the immediate future. While they can always go back and look up the information on Twain's life, knowing how and where to find, and how to retain and access that information, are important skills for success. 

  Too Much Time? A Look at Putting Emphasis on Biography
  Relevance: Too Much Time? A Look at Putting Emphasis on Biography
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Accent + Diction = Mark Twain's Dialect

Unit 11: Literacy: What's Your (Local) Color? Regionalism in the American Short Story
Lesson 2 of 8

Objective: SWBAT apply their knowledge of language and context clues to understand the wording of Mark Twain's writing.

Big Idea: "Th' wo'ds used an' th' way in which they're pronounced make up th' dialeck of a region, as enny fool kin plainly see."

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3 teachers like this lesson
Subject(s):
English / Language Arts, dialect (Literary Terms), author biography, Literature, Fictional Literature, mark twain, figures of speech, frame narrative, The Notorious Jumping Frog of Calaveras County
  45 minutes
twain postage
 
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