Teach students to become active readers, becoming interested in and focused on the story. Active reading starts with pre-reading strategies such as making predictions about the story. Have students look at the title and any graphics and predict what the "Jumping Frog" is about. While reading, students interact with the text. They ask questions and make predictions about the actions in the story. They also clear up any confusing elements. After reading part of the story, have them summarize what they read and formulate conclusions based on the piece. Reinforcing these strategies helps students stay engaged while reading.
Cornell note-taking offers one way to keep students interacting with "Jumping Frog." The left column of these structured notes highlights the main ideas and vocabulary of the story. Decide ahead of time what ideas you want to emphasize, such as gambling, as well as vocabulary. Frame these in the left column and show students how to take notes in the wider right column. For first-time use, phrase the main ideas as guiding questions. Leave room at the bottom for students to write their own questions or briefly summarize the story. The Cornell note-taking system helps students focus on the important information in "Jumping Frog."
"The Celebrated Jumping Frog of Calaveras County" is a frame story -- a story within a story. For targeted questioning during active reading, have students question the frame-story structure of the piece. The story has two narrators, so have students compare them. They can use a table or the Cornell notes to record their observations about the two narrators' points of view, attitudes and characterization. One point of comparison is their obviously different education levels. Have students reflect on how the frame story adds to the comic effects in the narrative.
Direct students' focus to target elements in "Jumping Frog." For one, Twain makes liberal use of humor in his story. Have students identify the target of the jokes, and note that the frame structure allows Twain to poke fun at the pretensions of both narrators at the same time. Another option is to have students analyze the story, discussing why the frame narrative structure works for "Jumping Frog." Alternatively, they can describe their reaction to one or more of the characters in the story. To add dynamic activity to the class, have students sketch out the narrative, focusing on dialogue. They then act it out in a skit, demonstrating how well they understood the plot.