Substitute Teacher Lesson Plan

Subject: ELA — 5th Grade
Resource: The Adventures of Tom Sawyer by Mark Twain (Preface & Chapter I)

Objective

Students will read and discuss the opening chapter of The Adventures of Tom Sawyer, identifying character traits of Tom and Aunt Polly through their words and actions, and practicing how authors reveal personality through dialogue and behavior.

Materials

• Copies of the provided text (Preface and Chapter I, through the "shirt collar" scene)
• Student notebooks or paper
• Pencils
• Board or chart paper (optional, for listing character traits)

Warm-up (~5 min)

• Write on the board: "Y-o-u-u TOM!"
• Ask students: "Based on just this shout, what do you think is about to happen in this story? Who do you think is yelling, and why?"
• Take 2–3 quick verbal answers. No wrong guesses — this is just to activate curiosity before reading.

Main Activity (~25 min)

1. Read Aloud (10 min): Read the Preface aloud to the class (or have a volunteer read it), explaining that Twain says Tom Sawyer is based on real boys he knew, and Huck Finn is based on a real person. Then begin reading Chapter I aloud together, starting from "Tom!" through the end of the provided excerpt (ending at Aunt Polly checking the sewed shirt collar).

1. Guided Discussion (10 min): Pause periodically to ask:
2. Why does Aunt Polly look "under" her spectacles instead of "through" them? What does this tell us about her?
3. What trick does Tom use to escape being switched? What does this show about his character?
4. Why does Aunt Polly say "old fools is the biggest fools there is"? What internal conflict is she having about punishing Tom?
5. How does Tom outsmart Aunt Polly during the supper conversation about swimming?
6. What is the "new inspiration" Aunt Polly has, and why does it fail?

1. Character Chart (5 min): As a class, create a two-column list on the board: Tom vs. Aunt Polly. Have students call out one word or phrase each that describes each character based on the text (e.g., Tom: sneaky, clever, quick-thinking; Aunt Polly: loving, suspicious, conflicted).

Wrap-up / Exit Ticket (~10 min)

Have students answer the following on paper, in complete sentences, using details from the text:

1. What trick did Tom play to escape Aunt Polly at the beginning of the chapter?
2. How did Tom trick Aunt Polly into believing he hadn't been swimming?
3. In your own words, why does Aunt Polly find it so hard to punish Tom?

Collect exit tickets as students finish.

If Time Remains

Have students imagine they are Tom Sawyer and write a 3–4 sentence diary entry explaining, in his voice, how he pulled off "Look behind you, aunt!" and how he felt afterward.