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The Prince and the Pauper
B y M a r k T wa i n
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Prestwick House
Prestwick House
Activity Pack
The Prince and the Pauper
b y
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a r k
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w a i n
Copyright © 2012 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com Permission to use this unit for
classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale.
ISBN 978-1-62019-001-2
Item No. 308919
Written by Stephanie Polukis
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Pre-Reading
Making Predictions
Objective:
Making predictions about events and themes in the novel based on historical information
Activity
Although The Prince and the Pauper was written by American author Mark Twain in the post-Civil War period,
the story takes place in England during the reign of King Henry VIII (r. 1509 – 1547). Unless the reader is
familiar with some of the events that occurred during this time period, he or she may not understand key
references in the novel or fully appreciate the text.
After reading the brief summary on the back of the book (or from another source) and the following historical
information, make some predictions about ten events that might occur in the novel.
HISTORICAL INFORMATION
Around the time the story takes place:
• King Henry VIII is terminally ill, and his son, nine-year-old Prince Edward VI, will succeed him.
• The Protestant Reformation continues to sweep through Europe and England, resulting in major religious,
political, and social upheavals.
• Henry VIII has precipitated England’s break from the Catholic Church; now, the King of England is also
the head of the Church in England.
• Henry VIII has dissolved many Catholic monasteries in England.
• Religious intolerance among Catholics, Protestants, and other sects is ongoing.
• English law still upholds harsh and barbaric punishments for those convicted of crimes. Beatings, hangings,
and torture are common occurrences for even trivial crimes.
• Superstition is prevalent among much of society, and witch trials continue throughout Europe and England.
• An extremely large gap continues to exist between England’s rich and poor.
S-7
Reproducible Student Worksheet
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Chapters I – II
Journal Entry
Objective:
Writing a journal entry from the point of view of a character
Activity
From the day he was born, Tom Canty has lived a very difficult life. Raised among London’s poor, he has
experienced great pain and hardship that most children—especially princes—never experience. Not only
is his life difficult, but also the stories of princes that Father Andrew tells him serve as constant reminders
of the life that more privileged people live. Still, Tom tries to make the best of his situation and pretends
that he is a prince in the Offal Court.
Write a journal entry from Tom’s point of view, explaining what happens to him during an average day. You
may touch on the following subjects:
• his relationship with his family
• getting lessons from Father Andrew
• begging for money
• holding “court”
• his dreams of meeting a prince
While you should try to stay true to Tom’s character, you do not need to imitate his style of speech. Feel
free to be creative.
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Reproducible Student Worksheet
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Chapter II
Humor and Verbal Irony
Objective:
Identifying verbal irony in the text and explaining how it conveys meaning
Activity
When Twain describes Tom Canty’s life in Chapter II, he uses verbal irony to create humor and emphasize
the squalid conditions in which Tom lives. For example, Twain says the following:
[Tom’s] mother and father had a sort of bedstead in the corner; but Tom, his grandmother, and his two sisters,
Bet and Nan, were not restricted—they had all the floor to themselves, and might sleep where they chose.
The Canty family is so poor that everyone but Tom’s mother and father has to sleep on the floor. Twain treats the
situation in a humorous way, saying that by not being restricted to beds, Tom, his sisters, and his grandmother
have more freedom; they can sleep wherever they want. Despite this, Twain does not intend to be taken literally.
His humor and verbal irony serves only to emphasize the poor conditions in which Tom lives.
Using the table that follows, find four additional examples of verbal irony or humor in Chapter II. In the first
column, write the quote from the text. In the second column, explain the literal meaning of the quote. In the
third column, write Twain’s intended message.
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Reproducible Student Worksheet
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Chapter III
Venn Diagram/Examining Foil
Objectives: Comparing two characters in the story
Explaining how the characters serve as foils
Activity
Nobody’s life is perfect, not even a prince’s. When Tom’s dream of meeting a prince finally comes true and he
talks to young Edward VI, he is astounded to learn that the Prince is unhappy with his life and, moreover,
actually envies Tom’s.
Tom and Edward share many similarities. Both are good-hearted and adventurous young boys who are dissatisfied
with their lives. Furthermore, they even look alike. When Tom puts on the clothing of a prince and Edward that
of a pauper, even people who are closely acquainted with them can’t tell that they have traded places.
Tom and the Prince are foils in the novel. Foils are characters that are opposites of each other. The differences
between them help emphasize aspects of their characters or an underlying message in the novel. In this
instance, Twain uses the prince-and-the-pauper foil to expose truths about socioeconomic status.
Complete the Venn Diagram that follows. Put characteristics or aspects of Tom’s life in the first circle and
those of Edward in the second. Where the two circles intersect, write characteristics or aspects of their lives
that they both share. When you have finished, write what message or idea Twain is presenting through the
use of foils. An example has been provided for you.
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Reproducible Student Worksheet
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Chapters IV – V
Letter Writing
Objectives: Writing a letter from one character to another
Recalling and analyzing events in the novel
Activity
When Tom and Edward trade roles, they discover that each other’s life isn’t what they expected. After exchanging
clothes and lives, each boy suffers hardships that he couldn’t have conceived. Although they initially perceived
each other’s lives to be ideal, Tom and Edward realize that things aren’t always what they appear to be.
Imagine that Tom and Edward have written letters to each other describing their first day living as the other
person. Choose either Tom or Edward and write the letter. Make sure you not only reference the events of
the day, but also analyze and explain them.
While you should remain true to the characters, you do not have to imitate their styles of speech. You may
write in Standard English.
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Reproducible Student Worksheet
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Chapter VI
Writing a Play
Objectives: Analyzing the text to understand a character’s thoughts
Creating and re-writing parts of the text in the form of a play
Activity
Tom had read about princes in stories, and he thought he was familiar with courtly language and behavior.
However, he was unprepared to live in the palace and act like a prince. Since he looks identical to Edward,
everyone assumes that “the Prince” is either playing a joke or has gone mad. Still, one person, Lord St.
John, begins to suspect that Tom is telling the truth. When St. John expresses his ideas to Lord Hertford,
he is accused of being treacherous and is silenced. Although he had come to the correct conclusion and
might have been able to help Tom and Edward, St. John is forced to abandon his beliefs.
Re-read the conversation between Lord St. John and Lord Hertford at the end of Chapter VI. When you have
finished, write additional dialogue, extending the lords’ debate about whether the Prince is an imposter.
Be sure to use the text to present and explain all of the peculiarities in “the Prince’s” behavior. Make use
of the details not only in Chapter VI, but in the previous chapter as well.
Write the dialogue as if it were from a play. You do not have to rewrite the original text or imitate the characters’
style of speech; however, indicate at what point in the conversation the new text should appear.
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Reproducible Student Worksheet
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Chapter VII
Invitation and Guest List
Objective:
Recalling specific details from the text and using them creatively
Activity
In Chapter VII, Tom attends his first royal dinner. He is under a lot of pressure to convince the other guests
that he is the true prince. There are almost four hundred people in attendance, and although the majority
are servants whose jobs aren’t distinguished in the text, the beginning of the chapter goes into great detail
about a few of the different people and their jobs.
Using the text from this chapter, create both an invitation and a guest list for the royal dinner. Be sure to
include the following:
Invitation
• what the event is
• who is holding the event
• the purpose of the event
• where it is taking place
• when it is taking place
• any additional notes to the guests
Guest List
• the names or positions of each guest mentioned
• if applicable, an explanation of each person’s job
Be creative and add additional elements if you wish.
S - 37
Reproducible Student Worksheet
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Chapter VIII
Designing a Royal Seal
Objective:
Imagining an important object in the story and designing it
Activity
The royal seal has great importance in the history of England, as well as in other countries. It is not merely
a stamp that the monarch uses to sign official documents, but it is also proof that the order came from or
was approved by him or her. Without the royal seal, certain orders cannot be enforced. In the story, for
instance, since Henry VIII cannot find the seal, he cannot order the execution of the Duke of Norfolk.
For this activity, design and draw a royal seal. The seal must contain at least five symbols that you believe
represent the monarchy. For example, the lion, which is considered the bravest and noblest of animals, is
frequently used to represent a king. When you have completed your drawing, write a paragraph or two
explaining the different images and what they symbolize.
S - 39
Reproducible Student Worksheet
Student’s Page
The Prince and the Pauper
Name: ________________________________
Date:_________________
Chapter IX
Imagery
Objectives: Determining how imagery functions in the story
Writing a descriptive paragraph using imagery
Activity
It is often said that a picture is worth a thousand words, but in the case of good fiction, words can sometimes
be worth a thousand pictures. A great writer does not merely tell a story, but tells it in a way that the reader
can vividly imagine the events as though they were actually taking place. The author often creates this effect
through the use of imagery—descriptive passages that appeal to the reader’s sense of sight, sound, smell,
taste, and touch.
Consider the following passage from the beginning of Chapter IX:
The river itself, as far as the eye could reach citywards, was so thickly covered with watermen’s boats and with
pleasure-barges, all fringed with colored lanterns, and gently agitated by the waves, that it resembled a glowing
and limitless garden of flowers stirred to soft motion by summer winds.
The passage appeals to the reader’s sense of sight, and several phrases in the text evoke strong images that
illustrate the boats on the river:
• “all fringed with colored lanterns” – The boats have colored lanterns that hang like fringes.
• “gently agitated” – The river undulates slowly and gently, but it makes the lanterns move in an erratic
fashion.
• “it resembled glowing and limitless garden of flowers” – Like a garden of flowers, the boats on the
river are of great number and vivid colors.
• “stirred to soft motion by summer winds” – Even though the lanterns may be “agitated,” the movement
of the boats in general is tranquil and serene.
Other examples include:
• High aloft on the palace walls a long line of red tongues of flame leapt forth with a thunder-crash…
(sight and sound)
• … the massed world on the river burst into a mighty roar of welcome … (sound)
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Reproducible Student Worksheet