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
Loading resource...

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."

  Print Lesson
6 teachers like this lesson
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
Similar Lessons
Analyzing Poetry about Beliefs: Using FACE to Uncover the Mask (Day 1 of 2)
9th Grade ELA » Poetry Analysis
Big Idea: Will my beliefs about masks affect my judgment? Let's see the outcome!

Environment: Urban
Donna Fletcher
Reading and Writing Poetry: Defining Who I Am Through Poetic Form (1 of 2)
10th Grade ELA » Celebrating the Self
Big Idea: How does poetry reading, writing, and revising align to the CCSS?
Independence, MO
Environment: Suburban
Lindsay Thompson
Images and Sounds that Convey Tone in Poetry
9th Grade ELA » The Search for Identity: Introductory Unit
Big Idea: Students do what crime scene investigators do: Collect evidence of words and phrases that convey meaning
Bel Air, MD
Environment: Suburban
Paula Stanton, PhD
Something went wrong. See details for more info
Nothing to upload