Rashell Elias

ENG 398

April 25, 2016

A Search for Theme Within Fahrenheit 451Designed by: Rashell Elias Length of Unit: 3 weeks; 10 main lessons with 5 review

lessons/ additional work days

Subject/Content/Texts to be Read: Fahrenheit 451, along with other short texts/poems that tie into the reading and themes, Theme development, significance of literary devices, and author’s style and purpose conveyed through language, tone, and rhetoric

Grade Level: 9th or 10th grade

Unit Overview

(Summarize the unit in a short paragraph (less than 200 words)

Within the unit, we will read the literary text Fahrenheit 451 by Ray Bradbury. Students will be asked to read specific pages for homework. When they arrive to class the next day, we will begin with discussions that will lead students to broaden their understanding of the text as well as clear up any confusion. The lessons will typically begin with a short story, poem, or additional source that correlates with that nights reading. Students will be asked to discover and develop their own themes within the readings, and connect that with the in class literacy presented. Students will use these texts to improve their skills to properly analyze a text and find the themes within, as well as noticing literary elements within the text, and the writer’s purpose and style through their writing. The specific teaching exercises I will present will assist students with these concepts.

Stage 1 Desired Results

Common Core State Standards met:

Writing:

-W.9-10.1a-e

-W.9-10.2a-b

-W.9-10.3a

-W.9-10.6

-W.9-10.9a-b

Reading:

-RL.9-10.1

The overarching theme/big ideas that will ground the unit.

-Fahrenheit 451 by: Ray Bradbury

-“Barter” by Sara Teasdale

-“The Great Imagination Heist” by Reynolds Price

-“Burning a Book” by William Stafford

-themes to consider: Utopias vs. Dystopias, Knowledge vs. ignorance, the benefits/costs of

-RL.9-10.2

-RL.9-10.3

-RL.9-10.4

-RL.9-10.9

-RL.9-10.10

censorship in a society.

Unit Rationale:

I chose to have the idea of theme emerge within my lesson because in an English classroom theme is talked about a lot. I want the students to form their own themes while reading Fahrenheit 451. I also plan to encourage students to point out the figurative language or textual evidence that leads them to their ideas. I want to use this text to model the ways students should “dig deeper” while reading.

I plan to encourage the reading process in a nontraditional manner, while using many techniques from Kelly Gallagher’s Write Like This. I have chosen to gear this unit in an unusual way because students are already used to reading books in classes, while the teacher gives them specific themes. I want the students to be able to trigger their internal creativity to notice their own themes. Of course, I plan to teach themes, figurative language, connecting texts, literary devices, etc. prior to this unit; each student will already have this background knowledge.

My theory of presenting this unit in a different format will potentially trigger student’s deeper interest. I believe this novel to be gender neutral, so many students will be intrigued. Since this novel is so interesting there is so much ability to transform the lesson. I will include many outside sources, which will potentially display how relatable and “current” this novel really is. The writing prompts that Gallagher displays, that I plan on

using are completely untraditional, short, and get straight to the point. The format alone of my worksheets and activities within the unit will not contain a customary arrangement. When students see the typical material passed out, they almost instantly become uninterested. My pedagogical goal is to ultimately gain the students attentiveness while reading. The student’s motivation to find the literary devices and textual evidence to support their claims will naturally come along the way.

Stage II

Calendar: Outline of lessons, goals, & activities

Day Lesson Name Goal/Objective Activities Assessment

1 What are Utopias? 1) Students will gain understanding of hat a utopia is.

2) Students will organize ideas, concepts, and predications into a writing piece.

-An introduction to utopias will be given with

examples of different utopias as well as

historical examples

-Students will look at the poster of the movie as

well as the movie trailer and hypothesis what they

think the book will be about

-Students will complete a Youtube study

-Students will finish the YouTube study for

homework

-Read pages 1-25 for homework

2 Intro to Fahrenheit 451 1. Students will notice the similarities between the main characters of two texts.

2. -Students will analyze and compare the settings and characters within the poem and novel.

3. -Students will analyze how two texts

-Journal entry

-Ask the students to read “Barter,” Sara Teasdale (poem) and analyze the

poem with a partner

-TP-CASTT worksheet with a group

-Finish the TP-CASTT for homework

-Read pages 26-45

Day #1: What are Utopias?

Overview: Utopias will be explored within this lesson, as students compare and contrast to the themes within “Fahrenheit 451” by Ray Bradbury. Students will brainstorm and predict what the book will be about.

Objectives:

1. Students will gain understanding of what a utopia is.2. Students will organize ideas, concepts, and predications into a writing piece.

Anticipates student conceptions or challenged to understand: Students may have difficulty making predictions to develop their writing piece. Students may struggle to think creatively. In this case, I will have to provide additional pictures and a trailer of the movie to help spark thoughts.

Materials/Sources:

Utopia PowerPoint Pictures, trailers, movie poster of Fahrenheit 451 Journal Novels

Introduction: “Hello class! Today we’re beginning a new unit. Please come forward and grab a book and fill out a check out card. We’ll begin reading “Fahrenheit 451” by Ray Bradbury as well as discussing the many themes present” (5 minutes to pass out books and cards).

Act 1: Within this act I will begin a Smart board presentation first about science fiction. Once I have gone through that, I will use the following presentation about utopias. My Smart boards is very self explanatory and easy to follow. It will go over what science fiction actually is, as well as utopias. On the contrary, the utopian presentation briefly touches on dystopias as well. Students will have this background knowledge once they soon discover this is a dystopian novel. This will be a great start to

the unit to stabilize the students and allow them to fully understand the background behind the novel. Students will be able to delete any misconceptions they’ve had about either of these two categorizes. (18 minutes).

Act 2: Within this act I ask students to look at the Fahrenheit 451 movie poster. I also show students the trailer for the movie. I do this to spark some creativity and observations. I ask the students to stare at the movie poster and gather some ideas. I do not rush the students at this time; some students take longer to think than others. Whenever the students are ready I give them time to hypothesize what they believe the book will be about in their journals (12 minutes).

Act 3: At this time the teacher ask the students to complete a YouTube study (Kelly Gallagher 106). This activity asks students to evaluate the effectiveness of the movie trailer. The teacher must ask students to consider two questions; what is the author’s purpose, and who is the intended audience? Students will evaluate and judge using the YouTube study chart. I will ask the students to work in groups to complete this assignment and collaborate ideas.

Conclusion: “Great job at making predictions guys! For homework I want you guys to start reading up to page 25. I want you guys to pay attention and get to know the characters. Write notes or idea on sticky notes as you read; I would like you guys to get engaged in the reading. Any questions or concerns?” (3 minutes)

Assessment: Students will finish the YouTube study if they haven’t already finished it in class. I will also ask everyone to read pages 1-25. Their performance in class the next day will reflect who actually did the assigned reading.

Attachments: Movie Trailer ,

Science Fiction Smart board presentation

Utopia Smart board presentation

Attachments:

Name: ________________________________________________

Date: ___________________________________

YouTube Study

Directions: After watching the movie trailer of Fahrenheit 451 on YouTube, fill out this corresponding chart. When completing this chart, consider the following questions, (1) What is the author’s purpose? (2) Who is the intended audience?

Imagery Print words

Spoken words Music

Day 2: Introduction to Fahrenheit 451

Overview: The students read for homework, so we’ll go over pages 1-25 today as a class. We will take the poem “Barter” by Sara Teasdale and compare and contrast to a character we’ve been introduced to thus far.

Objectives:

1. Students will notice the similarities between the main characters of two texts.2. Students will analyze and compare the settings and characters within the poem and novel.3. Students will analyze how two texts address similar themes or topics, or compare the approaches the author is taking.

Anticipates student conceptions or challenged to understanding: Students may have a hard time analyzing the poem, which is understandable. I will try to gear the students to focus solely on who the character is within “Barter” and compare or contrast to any character they’ve been introduced to this far in the novel.

Materials/Sources:

Novels “Barter” by Sara Teasdale handout/ worksheet TP-CASTT worksheet Journals

Introduction: “Hello everyone, so as you guys walk in please turn in your YouTube study to the bin. So after reading the first 25 pages, who can say they were close on their prediction, and why? Who was completely off on their prediction, and why? (3 minutes)

Act 1: At this time the teacher will ask the students to take their journals out. We will begin writing a journal entry regarding the first line in the novel. Students can answer freely in paragraph format to this open-ended question. The novel starts, “It

was a pleasure to burn” (1). The teacher will then ask the students to review this line and ask themselves, why does Bradbury start the novel in this way? Why might it be more pleasurable to burn books rather than read them? Once students are done writing, we will ask for volunteers to share their answers and thoughts (15 minutes).

Act 2: The teacher will pass out the poem “Barter” by Sara Teasdale, as well as the TP-CASTT worksheet. The teacher will ask the students to do part one of the TP-CASTT worksheet, and predict what the poem will be about based on the title. Once the students have done this, they are asked to read the poem three times. Each time the students will be asked to rate their understanding of the poem on a 1-10 scale. Number 10 means you understood to the best of your ability, and 1 means you did not understand that well. While the students are reading the poem the teacher will ask them to write in the margins of characters, figurative language, settings, themes, etc. that they’re noticing (15 minutes).

Act 3: Within this act the students will fill out the rest of the TP-CASTT worksheet with their group. They’ll begin the group by discussing if their predictions were correct. Once they’ve discussed the primary meaning of the poem, they’ll begin filling out the remained of the worksheet. After they’re done filling out the worksheet, they’ll flip it over to the back and quickly bullet 4 similarities and 4 differences between the “Barter” and “Fahrenheit 451” (15 minutes).

Conclusion: “That concludes all the time we have for today, if you need more time to work on the TP-CASTT chart please finish it for homework. Does anyone have any questions regarding anything we worked on today? Can you guys please take out your planners and write down tonight’s assigned reading. When reading pages 26-45 tonight I want you guys to focus on specific themes and any contrasts to Utopias” (2 minutes).

Assessment: The teacher will conduct an informal assessment while observing the participation within discussion to reflect who actively read the previous nights assigned pages. The TP-CASTT worksheet will be turned in the following day. The assigned homework reading will be required in order to effectively participate in tomorrow’s activities.

Attachments:

Name:____________________________________

Date:____________________

Directions: Before beginning to read the poem, please see the TP-CASTT worksheet and do the “T” step. Once you have made a prediction, read through the poem 3 separate times. You will rate your understanding of the poem each time you read. It will be done with a 1-10 scale, 10 being the highest in comprehension. Make notes and annotations while reading through the poem.

Barter

By: Sara Teasdale

Life has loveliness to sell,

All beautiful and splendid things,

Blue waves whitened on a cliff,

Soaring fire that sways and sings,

And children's faces looking up

Holding wonder like a cup.

Life has loveliness to sell,

Music like a curve of gold,

Scent of pine trees in the rain,

Eyes that love you, arms that hold,

And for your spirit's still delight,

Holy thoughts that star the night.

Spend all you have for loveliness,

Buy it and never count the cost;

For one white singing hour of peace

Count many a year of strife well lost,

And for a breath of ecstasy

Give all you have been, or could be.

1st Reading:_______________

2nd Reading:_______________

3rd Reading:________________

Name:_________________________

Date:_________________

Directions: Fill out the “Title” area prior to reading “Barter.” Once you’re done reading through the poem 3 times, will out the rest of the columns.

TP-CASTT Poetry Analysis

TTitle: Before reading the poem, make a prediction about what the poem is about based on the title.

PParaphrase: Translate the poem line by line into your own words. Look for complete thoughts and look up unfamiliar words.

CConnotation: What words or phrases stick out to you? Look for patterns and figurative language, imagery, and sound elements.

AAttitude/Tone: Notice the speaker’s attitude toward the subject of the poem. This is the author’s tone.

SShifts: As you look for patterns, also look for contrasts or shifts/changes in poem. Look for changes in language, attitude, setting/imagery, mood, punctuation, other literary devices.

Title: Examine the title again. What does it mean now that you’ve read the poem? Did the meaning of the title change?

TT

Theme: State what the poem is about (subject) and what the poet is trying to say about subject (theme).

Day 3: The Hearth and the Salamander (part 2)

Overview: Within this lesson, students will become very familiar with the contrasting themes of utopias and dystopias. Students will use their knowledge to brainstorm and conduct a poem regarding a perfect item in their life.

Objectives:

1. Students will determine the similarities and differences between utopias and dystopias.2. Students will produce a clear and coherent poem.

Anticipates student conceptions or challenged to understanding: Within this lesson, students may not know what a dystopia is. I will have to ask this question before act 1 in order for students to eliminate confusion and preconceptions.

Materials/Sources:

Venn-diagram Journals

Introduction: “Hello class! Lets quickly pull out our TP-CASTT worksheets, and state a couple similarities or differences we’ve had between the poem and novel. Have any of these changed after continuing to read last night? As you guys continued to read last night, I’m sure a lot of you can clearly tell this is a dystopian novel. Take out your books and think about some key things you’ve noticed thus far that qualify it to be dystopian.” (7 minutes)

Act 1: Students will participate in a Venn diagram assignment comparing utopias and dystopias. (12 minutes)

Act 2: After act 1, students have become more familiar with what dystopias are. We cannot draw the conclusion that dystopias and utopias are a lot more similar then we’ve previously believed. Even though there may be some similar qualities, they’ll

remain on opposite sides of the spectrum. Since utopias are seen as this perfect society, we will begin an activity “What is the perfect____________?” (Gallagher 84). Students will be asked to choose something they want to imagine. Once the student has chose his/her perfect item, they’ll continue to list qualities that will make that perfect, or why it is seen as perfect in their eyes. The students will be asked to list a minimum of 10 detailed characteristics. Once the student has concluded, they’ll get with a partner and share their perfect thing to one another (15 minutes).

Act 3: Once the students have concluded sharing, they will create a poem regarding this “perfect” item. Students will be asked to take qualities from their lists, and will be required to add a lot of sensory details. The teacher will pass out rubrics at this time and ask the students to take this poem home, edit, and type it to turn in a the beginning of class the following day (15 minutes).

Conclusion: “I want to remind you guys to finish your poems for homework. Revise and edit your poems and then type it up in order to be ready to turn in tomorrow. Now that we’ve talked about utopias and dystopias keep these in mind while reading tonight’s reading assignment. Any questions or needed clarifications on the poem assignment? Do not forget that we will continue reading tonight, please come prepared tomorrow with pages 46-66 read” (5 minutes).

Assessment: The teacher will conduct an informal assessment and observe the students contribution to staying on topic while discussing with a partner. The teacher will be able to assess the student’s ability to follow the requirements on the rubric. The teacher will also be able to distinguish which students came to class prepared with the required reading, by the participation level.

Attachments: Venn diagram

Day 4: The Hearth and the Salamander (part 3)

Overview: Within this lesson we’ll precisely explore the themes present in “Fahrenheit 451.” Censorship, a huge theme within the novel, will be connected back to the students lives through exciting and personal activities, as well as connecting back to “The Great Imagination Heist” by Reynolds Price.

Objectives:

1. Students will determine where the theme of censorship is present between multiple pieces. 2. Students will analyze and interpret the tone and supporting details within multiple pieces.

Anticipates student conceptions or challenged to understanding: Within this lesson I may realize that students are having difficulty getting the discussion to begin and flow freely. To avoid this happening, I’ll provide back up discussion questions to use when certain groups are having an issue..

Materials/Sources:

Journals Discussion questions Short story- “The Great Imagination Heist” by Reynolds Price

Introduction: “Hello everyone! Please turn in the poems you guys wrote for homework. I hope you guys were intrigued by, the Heart of the Salamander. I want you guys to please take out your journals, and once everyone has theirs out, I’ll know everyone is ready to begin” (3 minutes).

Act 1: Within this act we will think about childhood games (Gallagher 45). This is the time for students to list childhood games they used to play. After listing a few, students will be asked to choose one game that taught them a lesson, something more then the game itself. The students will then be asked to write a paragraph explaining how they would be different, or changed if that specific game had been censored from them as a child (13 minutes).

Act 2: Within this act students will receive and be asked to read “The Great Imagination” by Reynolds Price (10 minutes).

Act 3: At this time, students will be broken up into groups of 4. We will conduct small-group discussions (Donna Alvermann 290-292). The students will be asked to explore the topic of censorship. We will compare the ideas in Price’s piece of this generation gearing more towards watching TV to the idea of censorship. How is watching television actually censoring us without us even realizing? What are we being censored from? The teacher will also provide backup questions in case students have difficulty getting the discussion flowing (20 minutes).

Conclusion: “It seems that we are out of time, make your way back to your seat please. As we clearly discussed another theme of censorship within Fahrenheit 451, I want you guys to notice more areas where it’s found. Also, for homework we will be comparing and contrasting Beatty’s speech to Price’s story” (5 minutes)

Assessment: Students will complete a compare and contrast chart with Beatty’s speech and “The Great Imagination Heist.” Beatty and Price both use valid and sufficient reasoning and evidence. Determine the purpose for each and evaluate the effectiveness of their language, structure, and devices to advance their purpose. The teacher will also conduct an informal assessment as I walk around the room during the small group discussions.

Attachments: Homework assignment

The Great Imagination Heistby Reynolds Price©1999 by Reynolds Price

The statistics are famous and unnerving. Most high-school graduates have spent more time watching television than they’ve spent in school. That blight has been overtaking us for fifty years, but it’s only in the past two decades that I’ve begun to notice its greatest damage to us–the death of personal imagination.

In all the millennia before humans began to read, our imaginations were formed from first-hand experiences of the wide external world and especially from the endless flow of stories passed down in cultures founded on face-to-face narrative conversation. Most of those cultures were succeeded by widespread literacy; and the ensuing torrent of printed information, recordings, and films grew large in making our individual imaginations.

Among the blessings of my past, I’m especially grateful for that fact that I was twenty years old before my parents brought television into our home. Till then, I’d only glimpsed it in store windows and had never missed its brand of time-killing. Like millions in my generation, I was hardly unique in having spent hundreds of childhood hours reading a mountain of books and seeing one or two movies in a public theatre each week. Like our ancient ancestors, too, I had the big gift of a family who were steady sources of gripping and delightful stories told at every encounter.

I, and my lucky contemporaries then, had our imaginations fed by an external world, yet a world of nuance and suggestion that was intimately related to our early backgrounds of family and friends. That feeding left us free to remake those stories in accordance with our growing secret needs and natures. Only the movies offered us images and plots that tried to hypnotize us–to channel our fantasies in one direction only–but two to four hours of movies per week were hardly tyrannical.

To say that is not to claim that people who matured before the triumph of TV possessed imaginations that were inevitably free, rich, and healthy. It is to claim that an alarming number of younger Americans have had the early shoots of a personal fantasy life blighted by a dictatorial daylong TV exposure. And not merely blighted–many young Americans have had their native fantasy life removed and replaced by the imaginations of the producers of American television and video games.

My gauge for measuring this massive imagination heist has been my experience with college students in the composition classes I’ve taught through four decades. When I remove the lenses of nostalgia, I won’t claim that the quality of most undergraduate narrative prose in the 1950s was brilliant, but I’m convinced that the imaginations of my present students have

suffered badly. When you asked a student of the fifties to write a story, he or she was likely to give you an account that involved personal feeling–a scene from Grandmother’s funeral, the death of a pet, the rupture of a marriage, and often family happiness.

Ask the same of students now, and you’re likely to get a story that amounts to an airless synopsis of a made-for-TV movie–a stereotypical situation of violence or outlandish adventure that races superficially along, then resolves in emotionless triumph for the student’s favorite character. Instead of a human narration, you get a commercially controlled and commercially intended product. Sit still; buy this . How bad is that? Awful–for our public and private safety as well as for most of the arts.

What can we do about it? Short of destroying all television sets, computer screens and video games, I’d suggest at least one counter-vailing therapy: good reading, vast quantities of active or passive reading–and reading which is, in part, guided by a child’s caretakers. No other available resource has such a record of benign influence on maturation. Give every child you cherish good books–human stories–at every conceivable opportunity. If they fail to read them, offer bribes–or whatever other legal means–to help them grow their own imaginations in the slow solitude and silence that makes for general sanity.

Discussion questions for the students if they need a backbone for their small group discussions:

1. What surprised you, how did they feel about it, were they generally for or against censorship/banning of books, and did their opinions change during the course of the activity any?

2. How do they feel about the world in which Montag lives and his job?

3. How do they think Montag feels about those same things?

4. How do they think we got there?

5. Do you think Montag is doing the right thing when he follows orders and burns not only books but sometimes the book owners?

Day 5: Conclusion of The Hearth and the Salamander

(Please view stage 2 regarding more information on this lesson)

This day will consist of students going to the computer lab to elaborate on their homework assignment from the night before. Students will be asked to take their compare and contrast chart and form it into a one-page explanation. The entire hour will be dedicated to typing this up and consulting with the teacher for assistance. The students will be asked to read paged 67-80 for homework.

Day 6: The Sieve and the Sand Part 1

Overview: Within this lesson we’ll focus on the transformation Montag is experiencing. We will produce a journal entry as well as look at transformations in different formats.

Objectives:

1. Students will analyze and interpret various accounts of a subject within different mediums2. Students will develop a coherent writing piece based off of single words.

Anticipates student conceptions or challenged to understanding: Students may have difficulty participating in the silent reading time. If this occurs, the students will have to write in their journals about a time they reached a transformation in their life, and how it affected them.

Materials/Sources:

Journals Overhead projector Pictures

Introduction: “Hello everyone! I hope you guys all enjoyed reading the second section of the novel. I would like you guys to please take out your journals so we can begin digging deeper within the text!” (2 minutes)

Act 1: The teacher will put key words on the board and have the students take out their journals and explain via writing the significance that word played in the previous night’s reading (Gallagher 116) (10 minutes). The words will consist of… Denham’s, transformation, Mildred, Faber, Future Investigation, The Sieve of the Sand.

Act 2: The teacher will have two pictures of the same house on the overhead. The teacher will ask the students to discuss aloud what changes or transformations have occurred between the two pictures of the old and then the renovated house. The point of this activity is to get the students thinking outside of the box and potentially comparing this to Montag’s transformation (Gallagher 205) (15 minutes).

Act 3: Since the reading is lengthier tonight, the teacher will give the reminder of the hour to read tomorrows reading. The teacher will ask the students to really notice the transformations occurring between characters. Pages 81-106 will be assigned. (20 minutes).

Conclusion: “You guys did a great job reading silently. I hope you guys got a head start, if not, finish the reading for homework tonight. If you guys finished you don’t have homework. Any questions?” (3 minutes).

Assessment: Within this class I will informally assess who is actively participating in the discussion about transformation. I will also give students points for being quiet and respectful during the designated silent reading time.

Attachments: The picture of the house the teacher will show the students on the overhead is below. If the students need more clarification the teacher will have Gallagher’s book present and can put page 205 on the doc camera.

Day 7: The Sieve and the Sand Part 2

Overview: Within this class period, students will take a mini quiz on a close reading of a quote that was seen in the previous nights reading. Students will also read a poem and will potentially have the option to compare it back to “Fahrenheit 451” within our group project.

Objectives:

1. Students will analyze and interpret a quote from last nights reading.2. Students will draw connections between two different writing pieces.

Anticipates student conceptions or challenged to understanding: Students may have a hard time connecting the novel to any of the short writing pieces we’ve read. During this time I will be walking around and fully engaged within each group for assistance.

Materials/Sources

Paper Handouts of “Burning a Book” by William Stafford Butcher paper/supplies for the project

Introduction: “Hello everyone! Please have a seat and clear everything off your desk, we’ll be taking a mini quiz” (1 minute)

Act 1: Students will come into class and be asked to briefly elaborate on a quote within last nights reading. This will be a short timed quiz (10 minutes).

Act 2: The teacher will pass out and ask the students to read the poem, “Burning a Book” by William Stafford. The teacher asks the students to be mindful of Stafford’s purpose of the poem by focusing on word choice, tone, and structure, including how he presents and develops his ideas and makes connections between different lines and stanzas (12 minutes).

Act 3: The teacher will ask the students to form groups of 3-4. The students will be asked to form a comparison chart using butcher paper. The students will be asked to focus on “Fahrenheit 451” and comparing that to any of the short stories, poems, etc. we’ve read thus far. The teacher will provide materials to decorate these charts. There will not be a central way these should be formatted. The students will be triggering their creativity within this project (25 minutes).

Conclusion: “Please clean up your materials and put your posters on the back counter. We will have 20 minutes tomorrow to complete these posters, and then we’ll be taking a test for the remained of the hour. Look over your notes this far to familiarize yourselves with the themes, characters, settings, plots, rising action, conflict, and climax. Any questions?” (7 minutes)

Assessment: The assessment for this class period is the mini quiz given at the beginning of the hour.

Attachments:

Name:____________________________

Date:______________________

Quiz

Directions: You will have 10 minutes to complete this quiz. Notify who said this quote to whom, and identify the content it was said in.

“You see? I knew it, that’s what I wanted to prove! I knew it would happen! I’ve always said, poetry and tears, poetry and suicide and crying and awful feelings, poetry and sickness; all that mush! Now I’ve had it proved to me. You’re nasty, Mr. Montag, you’re nasty!” (97)

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"Burning a Book," by William Stafford Protecting each other, right in the centera few pages glow a long time.The cover goes first, then outer leavescurling away, then spine and a scattering.Truth, brittle and faint, burns easily,its fire as hot as the fire lies make---flame doesn't care. You can usually finda few charred words in the ashes.

And some books ought to burn, tryingfor characterbut just faking it. More disturbingthan book ashes are whole libraries thatno onegot around to writing----desolatetowns, miles of unthought in cities,and the terrorized countryside wherewild dogsown anything that moves. If a bookisn't written, no one needs to burn it----ignorance can dance in the absence of fire.

So I've burned books. And there are manyI haven't even written, and nobody has.

(1987)

Day 8: The Sieve and the Sand Conclusion

(Please view stage 2 regarding more information on this lesson)

This day will consist of students getting 20 minutes to finish their projects from the day before. The remainder 30 minutes will consist of the students taking a test on information we’ve discussed this far. The test will contain questions about characters, settings, plot, rising actions, conflicts, climax, and themes. When the students are done with the test they can read silently; pages 107-120.

Name: _________________________________

Date: ______________________________

Fahrenheit 451 Test

Rising Action:

Climax:

Theme(s):

What is the significance of the title Fahrenheit 451?

(A) It is the maximum temperature of most ovens. (B) It is the temperature at which germanium melts. (C) It is the temperature at which paper ignites and burns. (D) It is the temperature at which an Easy-Bake oven self-destructs.

2. According to mythology, what is the salamander’s relation to fire?

(A) It lives in it. (B) It eats it. (C) It hates it. (D) It is delicious roasted in it.

3. How many times can the phoenix be reborn from its ashes?

(A) One (B) Three (C) Nine (D) An unlimited number

4. Which of Clarisse’s relatives influenced her the most?

(A) Her mother (B) Her father (C) Her uncle (D) Her grandfather

5. What was the occupation of Granger’s grandfather?

(A) Fireman (B) Sculptor (C) Racecar driver (D) Senator

6. Which of the following Shakespeare tragedies does Beatty quote immediately before his death?

(A) Hamlet (B) Macbeth

(C) Othello (D) Julius Caesar

7. Which of the following books of the Bible does Faber read to Montag over the radio?

(A) Ecclesiastes (B) The Book of Job (C) Revelations (D) Deuteronomy

8. What are the earplug radios in the novel called?

(A) Seashells (B) Whistlers (C) Flutes (D) White Clowns

9. What animal metaphor does Montag use to describe the stomach pump and blood-replacement machine used on Mildred?

(A) Hound (B) Fish (C) Salamander (D) Snake

10. Which woman cries when Montag reads poetry?

(A) Mildred (B) Clarisse (C) Mrs. Phelps (D) Mrs. Bowles

11. What is Clarisse’s last name?

(A) McClellan (B) Faber (C) Phelps (D) Granger

12. How does Mildred claim Clarisse is killed?

(A) In a fire (B) By a car (C) By a drug overdose (D) By the Hound

13. How many legs does the Hound have?

(A) Eight (B) Six (C) Four (D) Three

14. Which drug does the Hound inject into Montag?

(A) Codeine (B) Procaine (C) Morphine (D) Psilocybin

15. What is the name of the toothpaste advertised on the subway?

(A) Crain’s Crest

(B) Finchman’s Fluoride Wonder (C) Abel’s AquaFresh (D) Denham’s Dentifrice

16. In whose home does Montag plant books?

(A) Black’s (B) Stoneman’s (C) Beatty’s (D) McClellan’s

17. What position did Faber hold before he retired?

(A) Printer (B) Librarian (C) Professor of history (D) Professor of English

18. Which poem does Montag read to Mildred and her friends?

(A) “The Lovesong of J. Alfred Prufrock” (B) “Ode on a Grecian Urn” (C) “Dover Beach” (D) “The Flea”

19. What colors are the firemen’s uniforms?

(A) Blue and red (B) Black and orange (C) Yellow and gray

(D) Orange and red

20. What kind of liquor does Faber give Montag before he flees to the country?

(A) Whiskey (B) Vodka (C) Rum (D) Gin

21. How long a time period does the novel cover?

(A) About two months (B) About a year (C) Three days (D) A little over three weeks

22. What does Granger’s group do before heading for the city after the bombing?

(A) Eat breakfast (B) Pray (C) Burn their books (D) Hold hands

23. What does Montag follow to reach the Book People in the country?

(A) The river and the railroad tracks (B) The river and the highway (C) The river and the cowpath (D) The artery tunnel and the highway

24. What happens to the old woman whose house is burned by the firemen?

(A) She refuses to leave and dies in the fire. (B) She is taken to a mental institution. (C) She is put in jail. (D) She disappears mysteriously.

25. In what city did Montag meet Mildred?

(A) The unspecified city in which the novel is set (B) New York (C) Philadelphia (D) Chicago

Day 9: Burning Bright Part 1

Overview: Within this lesson, students will conduct a discussion web regarding a topic within the book. Students will also write a letter to a main character within the book.

Objectives:

1. Students will distinguish between two different sides to a controversial or open-ended topic2. Students will authentically produce their writing piece to a character in the book while including a wide rang of

figures of speech.Anticipates student conceptions or challenged to understanding: Students may have difficulty writing authentically within their letters. I take a tip from Gallagher and model myself writing a letter before they are required to do the same.

Materials/Sources

Construction paper to make discussion webs Journals Red pens and highlighters to edit

Introduction: “Hello everyone! I will have the tests and quizzes handed back to you guys tomorrow. I began a few, and from the look of it, you guys did really well. After reading last nights reading, does anyone have any questions, or anything they’d like clarification on? (3 minutes).

Act 1: Students will be producing a discussion web (Alvermann 298). The teacher will propose an open-ended question and ask them to get into pairs to complete. They will use construction paper to design their webs. Students are already familiar of the formatting of this type of assignment (13 minutes). Was Montag right for his rebellious doings?

Act 2: At this time, students will take out their journals and write a letter to Montag regarding the person he has become. The students will choose a theme we’ve talked about this far and make sure to include that in there letter somehow. Before we begin, I will model my writing process and show the students myself writing an authentic letter to Beatty in order to avoid the teacher taking any student’s ideas. (20 minutes)

Act 3: Students will get into pairs and revise their classmate’s letter. (15 minutes)

Conclusion: “Since everyone has now gotten their letter revised by at least one other classmate, we will type them up and bring them in tomorrow. Also do not forget to read pages 121-134 tonight as well. Any questions?” (2 minutes)

Assessment: The letters will be turned in to grade tomorrow.

Day 10: Burning Bright Part 2

Overview: Within this lesson students will explore another theme in depth. Students will also have a chance to create a story of their own with the same themes we’ve been continuously talking about.

Objectives:

1. Students will familiarize themselves with the theme of Knowledge vs. Ignorance2. Students will create a comic strip using themes we’ve been talking about

Anticipates student conceptions or challenged to understanding: Students may have difficulty thinking of a story with the same themes we’ve been discussing. During this time I will help students and allow them to consult with their classmates for assistance.

Materials/Sources

Prezi Theme strip Plain pieces of paper for the comic strips

Introduction: “Hello everyone! So as we get to the end of the book, we can look back at how far we’ve come. The entire plot has changed drastically fro the beginning. I want us to realize that there are is an additional theme that we touched on earlier, but I would like to focus on it a little more in-depth. Does anyone know what this theme is?” (3 minutes)

Act 1: We will go over this Prezi of examples from the book where Knowledge vs. Ignorance is present. Prezi (10 minutes)

Act 2: Students will get the theme strips worksheet. They’ll be able to see the examples the worksheet gives, and come up with one other area in the book that each theme is present. If the student draws pictures, it’s a plus! (10 minutes).

Act 3: Students will create their own comic strip of either of these themes (Knowledge vs. Ignorance and Censorship) present in a story they make up. The teacher will notify the students that this should be well thought out and pictures and coloring is required. The teacher will suggest brainstorming ideas before beginning the final comic strip. (30 minutes).

Conclusion: “Can everyone please turn in their theme strip and comic strip to the bin? For homework you guys are required to read pages 135-158. You guys will finish the book tonight! Have a great rest of your day. Any questions?” (1 minute).

Assessment: The students will turn in their theme strip and comic strip to me at the end of the hour to grade.

Attachments: Prezi

Name:______________________________________

Date:________________________

Theme Strip

Directions: Look at the two themes this worksheet talks about. This theme strip provides examples throughout Fahrenheit 451 where each theme is present. Come up with one original area in the novel, where you have found knowledge vs. ignorance and censorship.

Day 11: Burning Bright Part 3

Overview: During this lesson, I will have the students share their reactions within a journal entry. We will also spend a great chunk of the time watching the film. I will also require students to turn in an exit slip at the end of the hour.

Objectives:

1. Students will articulate their reactions to the ending of the book2. Students will compare and contrast the same thing in 2 different forms (novel vs. movie)

Anticipates student conceptions or challenged to understanding: Students may not notice any similarities or differences within the movie or film. If everything they’ve noticed is similar, that’s fine; in this case I will require them to write 3 similarities instead of one of each. The main purpose of this slip is to make sure they were paying attention while watching; that will still lead me to the same conclusion.

Materials/Sources

Journals Movie

Introduction:

Act 1: Students will come into class and write in their journals. The journal entry will be a reaction guide to the ending of the book (Alvermann 294). (7 minutes)

Act 2: Begin watching the first 35 minutes of the movie.

Act 3: Students will do an exit slip. They’ll be asked to identify one similarity and one difference between the book and movie thus far (5 minutes).

Conclusion: “That is it for today, we will finish the remainder of the movie tomorrow” (1 minute).

Assessment: The exit slip.

Day 12: Burning Bright Conclusion

(Please view stage 2 regarding a brief overview of this lesson)

We will watch the remainder of the movie “Fahrenheit 451.” If we do not finish for any reason, we will finish the rest tomorrow.

Day 13: Workday

(Please view stage 2 regarding a brief overview of this lesson)

If the movie was not finished the day prior, we will finish it today before going to the computer lab. I will introduce the project and the requirements. This project will basically be a poster board portfolio. I will pass out a rubric at this time. We will be in the computer lab working during the entire hour. At this time students should polish writing pieces or assignments to post on their poster. The presentation should be pleasing to the eye, so I will provide supplies and materials to decorate.

Final Gallery Walk Rubric

Superb(10) Good(6) Okay(2)

App

licat

ion

Fluent, flexible and efficient; able to use knowledge and skill and adjust understandings in variety of demanding contexts

Able to perform well with knowledge and skill in a few key contexts, with limited adaptability to diverse contexts

can perform only with coaching or relies on highly scripted, singular “plug-in” skills, procedures, or approaches

Inte

rpre

tati

on

a powerful interpretation and analysis of the significance; tells a rich and insightful story; provides a rich history or context; sees deeply and incisively into diverse interpretations

a helpful interpretation or analysis of the significance; tells a clear and instructive story; provides a useful history or context; sees different levels of interpretation

a simplistic or superficial reading; a decoding

with little or no interpretation; no sense of wider importance or significance; a restatement of what was taught or read

Org

aniz

atio

n

organization enhances and showcases the central idea or theme. The order, structure or presentation of information is compelling and moves the reader through the text.

organizational structure is strong enough to move the reader through the text without too much confusion

The writer lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion, there is no identifiable internal structure.

Pres

enta

tion

format enhances the ability of the reader to understand and connect to the message. It is pleasing to and catches the eye.

writer’s message is understandable in this format.

reader receives a garbled message due to the presentation of this text.

Serv

ice

10 hours of service to community and one page write-up of experiences

Missing hours or write-up but effort has been made, either partial time or partial explanation

Service not done or not documented

Day 14: Workday

(Please view stage 2 regarding a brief overview of this lesson)

We will be in the computer lab working and finishing up in order to conduct the gallery walk tomorrow.

Day 15: Gallery Walk

Overview: Within this lesson, students will walk around and appreciate all the hard work their classmates, as well as themself put into this unit. We will spend a great amount of the class time dedicated to our gallery walk.

Objectives:

1. Students will evaluate their classmates work2. Students will acknowledge and evaluate specific aspects of the lesson

Anticipates student conceptions or challenged to understanding: Students may have a hard time staying productive within the gallery walk. There is always an additional essay that can be assigned if this occurs.

Materials/Sources:

Cookies/ juice Small pieces of paper cut up for feedback Closed boxed Journal paper for exit slip

Introduction: “Hello everyone! Today is the day all of our hard work gets displayed. I cannot wait to see everyone’s posters and polished work. At this time we will set up our work and please put all of your binders and books to the side of the room” (2 minutes)

Act 1: We will come into class and set up our posters and presentations in the designated areas in the room and get everything organized (10 minutes).

Act 2: We will walk around the room while everyone has their presentations laid out. There will be feedback forms and closed boxes to leave for every individual. At this time students can casually walk around, enjoy, and admire the hard work they put

into this unit. The teacher will provide juice and cookies to walk around with as if the students are at a real art gallery party (40 minutes).

Act 3: The students will be required to do an exit slip of their favorite thing about this unit, and one thing they could live without next time (5 minutes).

Conclusion: “Please place all of your posters on the back counter and have a great weekend!” (1 minute)

Assessment: The poster portfolios will be turned in and graded.

Attachments: None