AP Language Test Scores

So proud of all of you!

I hope you were all able to get your test scores.  Do not be disappointed if the score was not what you wanted.  Remember that you challenged yourselves and did well in the year long course and on the NYS Common Core Exam. As a class, we really did well throughout the year and on the test itself!  THANK YOU!

If you did not get the score, though, let me or your counselor know.

I look forward to possibly writing all of you fine recommendations for next year with these results in mind.  Be sure to ask me in September through the College Application procedure.  I'm there for you!

Ms. Gamzon

Moby-Dick

From Wikipedia, the free encyclopedia

For other uses, see Moby-Dick (disambiguation).

Moby-Dick; or, The Whale

Title page, first American edition of Moby-Dick
Author	Herman Melville
Country	United States
Language	English
Genre	Novel, adventure fiction, epic, sea story
Publisher	Richard Bentley (Britain) Harper & Brothers (U.S.)
Publication date	October 18, 1851 (Britain) November 14, 1851 (U.S.)

Moby-Dick; or, The Whale is a novel by American writer Herman Melville, published in 1851 during the period of the American Renaissance. Sailor Ishmael tells the story of the obsessive quest of Ahab, captain of the whaler Pequod, for revenge on Moby Dick, the white whale which on an earlier voyage destroyed his ship and severed his leg at the knee. The novel was a commercial failure and out of print at the time of the author's death in 1891, but during the 20th century its reputation as a Great American Novel was established. William Faulkner confessed he wished he had written it himself,^[1] and D. H. Lawrence called it "one of the strangest and most wonderful books in the world", and "the greatest book of the sea ever written".^[2] "Call me Ishmael" is among world literature's most famous opening sentences.^[3]
The product of a year and a half of writing, the book draws on Melville's experience at sea, on his reading in whaling literature, and on literary inspirations such as Shakespeare and the Bible. The detailed and realistic descriptions of whale hunting and of extracting whale oil, as well as life aboard ship among a culturally diverse crew, are mixed with exploration of class and social status, good and evil, and the existence of God. In addition to narrative prose, Melville uses styles and literary devices ranging from songs, poetry, and catalogs to Shakespearean stage directions, soliloquies, and asides.
Dedicated to Nathaniel Hawthorne, "in token of my admiration for his genius", the work was first published as The Whale in London in October 1851, and under its definitive title in New York in November. Hundreds of differences, mostly slight and some important, are seen between the two editions. The London publisher censored or changed sensitive passages and Melville made revisions, as well, including the last-minute change in the title for the New York edition. The whale, however, appears in both editions as "Moby Dick", with no hyphen.^[4] About 3,200 copies were sold during the author's life.

Young Goodman Brown

https://www.bing.com/videos/search?q=young+goodman+brown&&view=detail&mid=895329AFEA6653CDA757895329AFEA6653CDA757&FORM=VRDGAR

American Romanticism

American Romanticism /"Rappaccini's Daughter"

AMERICAN LITERATURE: AMERICAN ROMANTICISM OVERVIEW

AGENDA:
Today we will begin a 2 day lesson on Nathaniel Hawthorne's "Rappaccini's Daughter" and then continue with the other stories you were asked to read over the break.

Our goal is to address the following questions tomorrow.

EQ: After close reading and analysis of the story, explore and evaluate the relevance of the following key ideas represented  in Nathaniel Hawthorne’s 19c.short story “Rappaccini’s Daughter” have for the modern reader?

1.    Ethics and science (responsibility of scientists) Thematic

2.    Relationship between creator/inventor and creations/invention Thematic

3.    Relationships among families and friends Character analysis

4.    Impact of obsessions on self and others Character analysis

5.    Allegorical inversion of the “Garden of Eden” Rhetorical strategy

But first, let's take a moment to do a QUICKWRITE on your first reactions to "Rappaccini's Daughter".  Post your responses on the blog (or use looseleaf paper period 9).  Five minutes, GO!


Now let's take a look at American Romantics who are considered anti-Transcendentalists (or the Dark Romantics) because of their fascination with evil, death and the supernatural.

http://www.brighthubeducation.com/high-school-english-lessons/6429-notes-on-american-romanticism-class-handout/

• Romanticism in American Literature brought us some of the world's greatest writers. Edgar Allan Poe, Nathaniel Hawthorne, Herman Melville, Ralph Waldo Emerson, Washington Irving and Henry David Thoreau are still studied in classrooms throughout America and in Europe.

• Romanticism

  Romance describes strange lands and wonderful adventures. It allows the writer greater latitude to include the marvelous with the real. The romance may include the traditional hero with white hat on the white horse; the evil villain with the long black mustache; the lovely young woman in need of rescue, and the hairbreadth rescue itself. Romanticism as a movement began in the late 18th century, moved to England where it developed an emphasis in the glorification of nature, the supernatural, and the rebel—the individual against society. It spread to America in the early to mid 19th century and is represented in such writers as Hawthorne, Poe, and Cooper.

• American Romanticism

  In the 1830’s, America began to experience the impact of the Romantic Movement that was transforming European civilization. Like the European movement of which it was an offshoot, American Romanticism was in a broad sense a new attitude toward nature, humanity, and society that espoused individualism and freedom. Many trends characterized American Romanticism. Among the most important are the following:
  

  
  

  le

  • An impulse toward reform (temperance, women’s rights, abolition of slavery)
  • A celebration of individualism (Emerson, Thoreau)
  • A reverence for nature (Cooper, Emerson, Thoreau)
  • A concern with the impact of new technology (locomotive)
  • An idealization of women
  • A fascination with death and the supernatural (Hawthorne, Poe)

• Important Writers

  • Ralph Waldo Emerson (1803-1882): Self-Reliance
  • Henry David Thoreau (1817-1862): Walden, Civil Disobedience
  •  Washington Irving (1783-1859): The Devil and Tom Walker, Rip Van Winkle Tales
  • Edgar Allan Poe (1809-1849): The Pit and the Pendulum, The Masque of the Red Death, The Raven and many many more
  • Nathaniel Hawthorne (1804-1864) The Scarlet Letter, The House of the Seven Gables, Doctor Heidegger’s Experiment, Young Goodman Brown
   

  Analysis of "Rappaccini's Daughter"

  Discussion Points
  

  1. American Romanticism: The tenets of American Romanticism include the dangers of technology and a fascination with death and the supernatural. Rappaccini's unprioritized love for science and the supernatural aura surrounding Beatrice satisfy these aspects of American Romanticism.
  2. Characterization: "Rappaccini's Daughter" is a short story with no hero and no likable characters. Although we sympathize with Giovanni, his obsessive nature and unwillingness to listen to reason make him unlikeable. Beatrice endangers Giovanni's life. Rappaccini is a brilliant scientist but a lousy human. Pietro Baglioni appears to be the the voice of reason but acts treacherously to defeat his rival, as evidenced by his final comment and obvious jealousy.
  3. Allusions: References to the Garden of Eden, direct and indirect, abound.
  4. Symbolism: The poisonous plant and deteriorating statue in the center of the garden symbolize physical and moral corruption. The color purple, a hybrid color, symbolizes the mixing of ingredients and the mixing of good and evil in humans. Rappaccini's black clothing represents his diabolical nature.
  5. Setting and Mood: Hawthorne's physical description of the mansion and Giovanni's apartment help establish an ominous mood and foreshadows the story's tragic ending.
  6. Paradox: The controlling image of the story, the garden and Beatrice, is a paradox--a poisonous Eve and a poisonous Garden of Eden.
  7. Theme: Possible themes include the duality of human nature, the corrupting potential of science, lust, and jealousy.

  
  More resources:
  

  http://hawthorneinsalem.org/Literature/Hawthorne&Women/Rappaccini/Explorations.html 

   

  http://hawthorneinsalem.org/Literature/Hawthorne&Women/Rappaccini/MMD1230.html 

   

  http://www.mshogue.com/English_11/rappaccini.pdf 

   

  http://www.humanities360.com/index.php/nathaniel-hawthorne-rappaccinis-daughter-science-destroys-nature-mad-scientist-eden-garden-9226/

Common Core Review

http://video.wcny.org/show/regents-review/

Walt Whitman

From Shmoop:

What Walt Whitman did... and why you should care

"The work of my life is making poems," 1 declared Walt Whitman, the former printer and journalist who burst onto the literary scene in 1855 with his groundbreaking poetry collection Leaves of Grass. From the moment of its publication, Leaves of Grass was unlike any book that America had ever read before. It was bold, lyrical, sexual, sensual, and uniquely American. The Transcendentalist sage Ralph Waldo Emerson (a huge Whitman fan) described the poem as "a remarkable mixture of the Bhagvat Ghita and theNew York Herald."2 Whitman spent the rest of his life revising and expanding Leaves of Grass, issuing new editions right up until his death in 1892 at the age of 72.

Readers of the book had one of two reactions: the poems were a work of genius, or they were obscene filth. Whitman's embrace of the body and his frank discussion of erotic love, including love between men, were scandalous to many of his mid-nineteenth century readers. 

He did not back down. Whitman was the self-appointed bard of American life, singing of men and women, North and South, soaring ideals, and the gritty reality of the physical world. His poetry reflected the truth of daily life. Yet possibly the truest thing he ever wrote came near the end of his career, when he pondered the legacy of his poems: "I tickle myself with the thought how it may be said years hence that at any rate no book on earth ever had such a history." 3

Psychological Criticism

AGENDA:

1. Introduction to Psychological Criticism. We are going to go through this briefly (about 10 minutes), but please, please, please look it over on your own and ask questions if you there is something you need clarified.

http://prezi.com/q5rdbne7engf/psychological-criticism/



HOMEWORK:

Read and annotate "The Yellow Wallpaper" by Charlotte Perkins Gillman. Look for the psychological elements we talked about today in the story. We will begin discussion of the story Wednesday and carry it into Thursday, if necessary.

Essential Question:  
WHAT ARE THE BASIC ELEMENTS OF PSYCHOLOGICAL LITERARY CRITICISM AND HOW CAN IT BE APPLIED TO LITERARY TEXTS? 

Mini-Lesson: Prezi presentation about Psychological Criticism (25 minutes):

Freud, Jung and Kohlberg (Moral) (25 minutes)

See previous post of Prezi

1. Discuss the following basic questions to use with Psychological Criticism.

Freudian Criticism (Psychoanalytic):

What can we learn about the psychology, the workings of the mind and behavior from the literary text?  What is its psychological appeal to readers?  What psychological issues does it explore? What might the text reveal about the psychology of the author, or the author’s society, or our society today?  What models of human mind or psychology might help us understand the text better?

Jungian Criticism (Archetypes):

What mythic elements of archetypal patterns—themes, characters,settings, symbols imagery, plots, genres, or versions of the hero’s quest—are employed in this literary work?  What do they contribute to the work as a whole? Does knowledge of these elements add anything to an understanding of the work?  Does the workaddd anything to an understanding of archetypes?  Does the work subvert or deconstruct any archetypes

Kohlberg (Moral):

What appears to be the theme or main moral issue being explored in this literary work?  Has the author offered moral dilemmas in their full complexity?  Does the work demand empathy and the enlargement of readers’ moral imaginations?  Are characters complicated, multidimensional and unstereotyped? Does the text help us understand others more deeply, particularly those with perspectives and backgrounds different than our own?

2. Introduction to the activities for Day 2. Work in their literary groups to apply  the critical lenses/approaches of psychological criticism to their specific novel as they work on their group presentations. (15-20 minutes)

Essential Question:  
WHAT ARE THE BASIC ELEMENTS OF PSYCHOLOGICAL LITERARY CRITICISM AND HOW CAN IT BE APPLIED TO LITERARY TEXTS? 

Guiding Question: How can psychological criticism work as a "lens" or approach to understanding the text your Literary Circle group is presenting next week to the class? What insights can this approach provide in understanding the psychology or motivations of the central character?
Herland, The Awakening, Their Eyes Were Watching God

REVIEW:  Review the Prezi and activities from the previous day (2 minutes)

ACTIVITIES (Interdisciplinary:)  15 minutes preparation, 12 minutes presentation:

Freudian Group:  Create a skit or situation that involves a conflict among the id, ego and super ego.  How does the situation play out?  Which aspect of the personality wins?

Jungian (archetypes) Group: Choose either Harry Potter, Star Wars, or The Hunger Games (or another popular text or movie).. Map out the character archetypes.  Which character represents each archetype (Wise Old Man, Hero/Heroine, Sidekick,  Maiden, Eternal Child, Villain, Great Mother, Shapeshifter, Trickster, etc.)?  Why is that character that archetype?
Examples Hint (use only after discussing with your group):  
http://www.chartgeek.com/jungian-archetypes-2/

Kohlberg (Moral Development) group: Create a moral/ethical dilemma (e.g. Stealing food to feed a starving family; cheating on a test; writing a letter to turn in a runaway slave like Huck Finn, etc.).  Create or imagine a character going through that dilemma.  What would your character do in that dilemma at each stage of moral development?  Why would they react that way in each particular stage?

PRESENTATIONS

CLOSURE (as time permits): Brief discussion of how each group can apply psychological critical approaches to their novel presentation next week.

Literature Circles

AGENDA:

Work in your Literature Circles.Begin discussing your presentation to the class.

Turn in a report about your discussion today.  Report sheets are on my desk in 238.

Feminist Criticism

AGENDA:

We will be beginning our discussion of feminist criticism. While we are going through the basics of feminist criticism, please be taking notes so that you have them for when you write your essay for the Women Writers unit!
          http://prezi.com/lxdkcbmu2rwh/feminist-literary-criticism/


. You will each be given a copy of "The Story of an Hour" by Kate Chopin. Read it silently to yourself and annotate the story. Focus your annotations on:

• Which aspects of feminist criticism you can see in the story. If you were writing a feminist critique of Chopin's story, which approach would you take and what evidence from the text supports your analysis.
• Pay close attention to the end of the story. What do you believe happens at the end of the story? What is your interpretation? What evidence from the text supports your interpretation?

4. After you read the story and annotate it, turn to the person next to you and take 5 minutes to discuss your final interpretations of the story.

5. After 5 minutes, we will pull together for a class discussion about how you were able to view Chopin' story through a feminist lens.

Homework: Make sure you are reading your novel and have your Literature Circle begin to prepare for your presentation to the class.

HOW TO WRITE FEMINIST CRITICISM: CHEAT SHEET

AP Test Prep and Review

http://www.shmoop.com/ap-english-language/topics.html

Day 2 Literarature Circles

AGENDA:

Continue to work in your Literature Circles.  DAY 2.

Go over answers to 19th century packets and tests

Literature Circles--Women Writers

AGENDA:

For Monday and Tuesday, April 11 and 12:

First, finish the essay portion of Huckleberry Finn quiz if you have not already (15 minutes). If you have, begin reading your novel to get a head start on tomorrow's reading assignment.

Form your literature circles.  Go over the handout and group roles.  Create a reading schedule for this week and assign roles. Everybody should try to do each role, so rotate the roles for each day.

Plan for at least 25-30 pages per day for discussion (or use chapters if that works better).

Tomorrow begin Day 1 of Literature Circles and turn in one progress report for each group on a daily basis.  At the end of this project, each of you should be able to turn in a completed packet showing that you prepared and performed the different roles.
 

Quiz on Huckleberry Finn

Quiz on Huckleberry Finn

Select one essay to write

Poet Presentations

AGENDA:

This week we have been finishing poet presentations.

ASSIGNMENTS: 19th century packet multiple choice DUE FRIDAY 4/8

Quiz on Huckleberry Finn 4/8

Study websites like Spark, Bookrags, Gradesavers, Shmoop, etc.

Literary Circles Women Writers (19th and early modern):

Choose books:  Herland by Charlotte Perkins Gilman, Their  Eyes Were Watching God by Zora Neale Hurston, or The Awakening by Kate Chopin

Learnerator Link/Poet Presentations

AGENDA:

This week we have been presenting our poets.

Have a good spring break and if you want to begin to prep for the AP exam, check out this link:

http://www.learnerator.com/ap-english-language

PSAT Presentation/Poetry

https://collegereadiness.collegeboard.org/psat-nmsqt-psat-10/scores/understanding-scores

https://studentscores.collegeboard.org/viewscore

Poet Presentation links

Links for Poet Presentations--we begin Monday

Poets.org


www.poets.org/poets

Modern American Poetry

www.english.illinois.edu/maps/poets.htm

Poetry Society of America:
www.poetrysociety.org/psa/poetry/crossroads/qa_american_poetry/


Geraldine dodge readings:

www.dodgepoetry.org/past-festivals/


www.pbs.org/wnet/foolingwithwords/main_festival.html

CHECK WITH Ms. Gamzon for recordings of poets reading their poems

Poetry Paper #3

AP ENGLISH LANGUAGE

Ms. Gamzon

Major Paper #3: Poetry Project

Students will select an American poet from the list provided. They will be asked to read a

collection of poems by the poet, a biography or compilation containing biographical information

about the poet, and a work of critical analysis by an established scholar about the poet analysis

by an established scholar. The 5-7 page paper with MLA citation should contain introductory

biographical information about the poet (1-2 pages), and then a close reading and analysis of

two of the poet’s major poems. The analysis of the poems should focus on the use of rhetorical

devices such as voice, form, figurative language, and other poetic devices such as imagery,

rhyme and meter. In doing scholarly research, students should also be able to cite commentary

on the poems from published scholars. Internet sources must be kept to a minimum and cited

properly.

List of poets to choose from:

John Ashberry

Margaret Atwood--Breasia
anne Sexton--Serena

W. H. Auden

Amiri Baraka

Elizabeth Bishop

Anne Bradstreet--Frieda

Gwendolyn Brooks

Lucille Clifton

Billy Collins--Jahde

Hart Crane

E. E. Cummings--Cameron

Emily Dickinson--Rose

Rita Dove--Brian

T. S. Eliot--Ethan

Robert Frost--Honesty

Jane Hirschfield

Henry W. Longfellow--Katherine Fuss

W. S. Merwin

Marianne Moore

Mary Oliver--Olivia
Sylvia Plath--Alyssa

Ezra Pound

Theordore Roethke

Carl Sandburg--Bayleigh

William Stafford

Wallace Stevens

Mark Strand

Richard Wilbur

C. K. Williams

James Wright

Poet Presentations

POET PRESENTATION

POET PRESENTATION


Poet Presentation Handout for Class Presentation


*Information needed in your poet presentation:
Due Date: Mon, 3/15 Begin presentations in class
* Birth Date and Birthplace
* Death Date/Place of Death
* Early Influences:
* You must include at least three events or people that influenced your poet.
* Education:
You must include the role or significance that this education had in later life for your poet.


* Major Accomplishments your poet has made:
Awards, etc. This must include the dates.







*Significance to the field of Poetry:
You must explain why this poet is worthy of note in his field of expertise.







*Contemporaries:
You must include the names of at least three other poets who wrote at the same time as your poet. Please include their roles.





*Famous Poems:Analyze two

Huck Finn--Notice and Note Key Passages

AGENDA:
 Find key Notice and Note passages in Huck Finn Ch. 1-15

HMWK: Read to Ch. 23   XXIII

Huckleberry Finn Ch. 1-15 TOPIC ANALYSIS

AGENDA:

In groups of 4, work on analyzing CH. 1-15 in Huckleberry Finn for the following topics:

Group 1  CHARACTERS--present a character directory chart
Group 2  SYMBOLS--present drawings of key symbols
Group 3  SETTING--Create a map of the story so far--you may use your cellphone--spatial
Group 4  PLOT--what are the key events chronologically (a timeline of character conflicts)? Note any subtle changes in Huck's behavior

Present findings to whole class

Huck Finn Controversy

http://www.cc.com/video-clips/9ez59y/the-daily-show-with-jon-stewart-mark-twain-controversy

The War Prayer

The War Prayer

The War Prayer

AGENDA:


 ESSENTIAL QUESTION:

How does Mark Twain critique society?


Satire :  

SATIRE DEFINITION

Satire is a technique employed by writers to expose and criticize foolishness and corruption of an individual or a society by using humor, irony, exaggeration or ridicule. It intends to improve humanity by criticizing its follies and foibles. A writer in a satire uses fictional characters, which stand for real people, to expose and condemn their corruption.
A writer may point a satire toward a person, a country or even the entire world. Usually, a satire is a comical piece of writing which makes fun of an individual or a society to expose its stupidity and shortcomings. In addition, he hopes that those he criticizes will improve their characters by overcoming their weaknesses.

SATIRE AND IRONY

Satire and irony are interlinked. Irony is the difference between what is said or done and what is actually meant. Therefore, writers frequently employ satire to point at the dishonesty and silliness of individuals and society and criticize them by ridiculing them.

EXAMPLES OF SATIRE IN EVERYDAY LIFE

Most political cartoons which we witness every day in newspapers and magazines are examples of satire. These cartoons criticize some recent actions of political figures in a comical way.
Some shows on television are satire examples like The Daily Show, The Colbert Report, and The Larry Sanders Show. These shows claim to target what they think are stupid political and social viewpoints.
Let us see a sample of Stephen Colbert’s social satire:

“If this is going to be a Christian nation that doesn’t help the poor, either we have to pretend that Jesus was just as selfish as we are, or we’ve got to acknowledge that He commanded us to love the poor and serve the needy without condition and then admit that we just don’t want to do it.”

SATIRE EXAMPLES IN LITERATURE

Example #1

There are numerous examples of satire in Mark Twain’s Huckleberry Finn. He uses satire as a tool to share his ideas and opinion on slavery, human nature and many other issues that afflicted American society at that time.
Below are a few citations from the novel that demonstrate satire:

• “What’s the use you learning to do right, when it’s troublesome to do right and isn’t no trouble to do wrong, and the wages is just the same?” (Chap 16)
• “There warn’t anybody at the church, except maybe a hog or two, for there warn’t any lock on the door, and hogs likes a puncheon floor in summer-time because it’s cool. If you notice, most folks don’t go to church only when they’ve got to; but a hog is different.” (Chap 18)
• “The pitifulest thing out is a mob; that’s what an army is–a mob; they don’t fight with courage that’s born in them, but with courage that’s borrowed from their mass, and from their officers. But a mob without any man at the head of it is beneath pitifulness.” (chap 22)

Example #2

Alexander Pope’s The Rape of the Lock is an example of poetic satire in which he has satirized the upper middle class of eighteenth century England. It exposes the vanity of young fashionable ladies and gentlemen and the frivolity of their actions. For example, Pope says about Belinda after losing her lock of hair:

“Whether the nymph shall break Diana’s law,
Or some frail china jar receive a flaw,
Or stain her honor, or her new brocade”

The line mocks at the values of the fashionable class of that age. The trivial things were thought of as equal to significant things. For Belinda, the loss of her virtue becomes equal to a China jar being cracked.

Example #3

Jonathan Swift’s Gulliver Travels is one of the finest satirical works in English Literature. Swift relentlessly satirizes politics, religion, and Western Culture. Criticizing party politics in England, Swift writes,

“that for above seventy Moons past there have been two struggling Parties in this Empire, under the Names of Tramecksan and Slamecksan from the high and low Heels on their shoes, by which they distinguish themselves.”

During Swift’s times, two rival political parties, the Whigs and the Tories, dominated the English political scene. Similarly, “The Kingdom of Lilliput” is dominated by two parties distinguished by the size of the heels of their boots. By the trivial disputes between the two Lilliputian parties”, Swift satirizes the minor disputes of the two English parties of his period.

FUNCTION OF SATIRE

The role of satire is to ridicule or criticize those vices in the society, which the writer considers a threat to civilization. The writer considers it his obligation to expose these vices for the betterment of humanity. Therefore, the function of satire is not to make others laugh at persons or ideas they make fun of. It intends to warn the public and to change their opinions about the prevailing corruption/conditions in society.

Read and discuss The War Prayer.
https://www.youtube.com/watch?v=IRVod4PwQHs

http://www.youtube.com/watch?v=sVYIRbmxHpc

 

 

On Lies and Slavery:

http://www.youtube.com/watch?v=fnF-7bqyKuo

Vocabulary Huck Finn

Vocabulary Huck Finn

Vocabulary Huck Finn

Vocabulary for The Adventures of Huckleberry Finn Chapters I- VII

1.     big-bug (noun) - an important person

2.     bullyrag (verb)- browbeat, harass

3.     delirium tremens (verb)- violent hallucinations caused by excessive drinking

4.     pungle (verb) - pay up

5.     raspy (adjective) - harsh, irritating

6.     skiff (noun)- a small, light rowboat

7.     slouch (noun)- a soft, wide-brimmed hat

8.     ingots (Noun)- a piece of metal formed from a mold.

9.     sumter (noun) - a pack animal

10.  temperance (adjective)- self-control, especially in drinking

Vocabulary for The Adventures of Huckleberry Finn Chapters VIII - XVI

1.     chucklehead (adjective)- fool, blockhead

2.     contrived (verb)- planned, devised

3.     corn-pone - a cheap kind of corn bread

4.     crawfish (verb)- to back out

5.     dolphin (dauphin) (noun) - the eldest son of a king

6.     fan-tods (adjective)- a state of nervousness or fear

7.     haggled (verb)- cut in a clumsy or awkward way

8.     pilot-house (noun)- a compartment on a steamboat in which the pilot works

9.     rapscallions - rascals, scoundrels

10.  wigwam - a hut built for shelter

VOCABULARY FOR THE ADVENTURES OF HUCKLEBERRY FINN CHAPTERS XVII- XXX

1.     disposition - desire, inclination

2.     doxolojer (doxology) - a hymn of praise to God

3.     frowsy-headed - unkempt or sloppy looking

4.     greenhorns - unsophisticated people

5.     histrionic - theatrical

6.     obsequies - funeral rites

7.     phrenology - examining the shape of a person's head to tell his fortune

8.     pommel - a bump at the front of a saddle

9.     pulpit - a high table or lectern used for preaching

10.  slouch - a lazy or incompetent person

 

Vocabulary for The Adventures of Huckleberry Finn Chapters XXXI – Chapter the Last

1.     bogus (adjective)- false, fake

2.     brickbat (noun)- any small, hard object used for throwing

3.     desperadoes (noun)- bandits, criminals

4.     fox-fire (adjective)- a glow from decaying wood

5.     mortification (adjective)- death of a body part

6.     owdacious (audacious) (adjective)- bold, impertinent

7.     pettish (adjective)- fretful

8.     powderhorn (adjective)- a flask for holding gunpowder

9.     rascality (adjective)- mischief, wickedness

10.  stealthy (adjective)- secret, hidden