CHANDLER UNIFIED SCHOOL DISTRICT
SUGGESTED RESOURCE GUIDE FOR REQUIRED TEXTS
EXTENDED TEXT:
Fahrenheit 451
Title
GRADE LEVEL:
Ray Bradbury
0-345-34296-8
Author
ISBN
8th Grade Honors
SYNOPSIS:
Set in a futuristic totalitarian society, Guy Montag is a fireman in a society where firemen burn books. Montag’s lives in a world
where technology has replaced passion for the simple things in life, and “one size fits all” has replaced the once valued intellectual
thinking. When Montag meets a young neighbor girl, she causes him question his values and he begins to question his personal
values and the values of a decaying society. Written in the mid 50’s, Bradbury has accurately predicted where our society is today
in terms of the media influence, censorship, thought control, the adverse effects of technology and the lack of intellectual
development in our society.
BACKGROUND:
Bradbury penned 451 in the 50’s before cell phones, reality TV shows, big screen TVs, personal computers, Blue Tooth, and a
news media that focused on facts rather than sensationalism and entertainment for profit.
TEXT COMPLEXITY ANALYSIS:
In the Reader and Task section, include specific concerns, modifications, scaffolding, or opportunities for differentiation—address
how the text should be approached for diverse learners (gifted, honors, ELL, SPED).
Quantitative:
Lexile 890
Qualitative:
Rich in figurative language and symbolism. It is an exemplar text.
Reader and Task:
Most sections are challenging, even for 8th grade honor students. Certain sections are excellent
for close reading.
MOTIFS AND THEMES:
Themes and a possible unit/sub-unit question:
We are figuratively guilty of burning books in our society. How do we burn books today?
Technology can have an adverse effect on society. Agree or disagree: Although technology appears to improve our lives, in
the end, it is ultimately destructive.
There is a price to pay for censorship. Should the government regulate censorship in our society?
The media has an enormous responsibility in our society. What responsibilities does the media have to society?
Motifs:
Technology
Censorship
Intellectualism
Media
LANGUAGE:
Identify important vocabulary. Provide a focus standard for grammar/mechanics that works nicely with the extended text.
Vocabulary Acquisition and Use
Tier 2 Vocabulary
Tier 3 Vocabulary
(if applicable)
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dissident/dissentergenocide
utopia
status quo
hedonism
totalitarian
taboo
heretic
heresy
Symbolism
“Big Brother”
Dark Ages
First Amendment
Mass media
Intellectual freedom
COMPANION TEXTS:
Provide a series of short companion texts that will supplement the extended text and provide students with a deeper
understanding of the themes, motifs, or context of the extended text.
1-3 Short Informational Texts
Text Title and Author
A short description of the text
and how it relates to the extended text
Label Difficulty:
 Advanced
 Grade Level
 Meant for Scaffolding
1. Let’s Take Back the Internet by
Rebecca MacKinnon
1. In this powerful talk from TEDGlobal, Rebecca MacKinnon
describes the expanding struggle for freedom and control in
cyberspace, and asks: How do we design the next phase of the
Internet with accountability and freedom at its core, rather than
control? She believes the internet is headed for a "Magna Carta"
moment when citizens around the world demand that their
governments protect free speech and their right to connection.
What is the difference between censorship in 451 and the
cyberspace censorship addressed my MacKinnon?
1.
2. Ray Bradbury: Fahrenheit 451
Misinterpreted by Amy E. Boyle
Johnson at LA Weekly News
2. Bradbury’s shares his intended major theme, different than the
status quo
2. Grade Level
3. Song Critical of Pakistani Generals
Is Blocked Online, With No Official
Explanation
3. This NYT article can be found at:
http://www.nytimes.com/2013/05/05/world/asia/satirical-songblocked-in-pakistan-but-no-reason-is-given.html?ref=censorship&_r=0
Advanced
3.
Grade Level
4.
Grade Level
By SALMAN MASOOD
Published: May 4, 2013
4.
Russians Selectively Blocking
Internet
By ANDREW E. KRAMER
Published: March 31, 2013
4.
This NYT article can be found at:
http://www.nytimes.com/2013/04/01/technology/russia-beginsselectively-blocking-internet-content.html?ref=censorship
1-3 Short Literary Texts
Text Title and Author
A short description of the text
and how it relates to the extended text
Compare and contrast Orwell’s society with Bradbury’s
Label Difficulty:
 Advanced
 Grade Level
 Meant for Scaffolding
1.
1984 by George Orwell
1.
2.
The Veldt by Ray Bradbury
2. Compare and contrast the themes of the two stories. This is a
short story also set in a futuristic society. Similar themes:
adverse effect of technology. The Veldt has the different theme
of parental permissiveness.
2. Grade Level
3. “Bicycle” by the Flobots
3. Song/Poem Video. Can be used with lyrics alone. Deals with the
adverse effects of technology and government control. Also
addresses the power of human choice and human good/evil and
man’s ability to go against the grain as Montag does in 451.
3. Grade Level
4. The Simple Commandments of
Journalistic Ethics
4. In this article, a former NYT writer explains this code of ethics to
students. This story can be found on page 715 of McDougal
Littell’s Literature (green textbook)
4. Grade Level
5.
5.
5.
Roughing It by Mark Twain
A humorous memoir about Twains journey through life. He
finds he has talent for creating “stirring news” by embellishing the
truth. This story can be found in McDougal Littel’s Literature
(green textbook) on page 706.
1. Advanced
Advanced
STANDARDS-BASED ACTIVITIES:
These activities will assist in the instruction of the extended text (consider: comprehension, vocabulary, grammar, close reading,
etc.). Some materials (rubrics, graphic organizers, printables, handouts, student directions, etc.) will be added to the end of this
document.
ACTIVITY #1 – SYMBOLISM IN 451
Description
In groups students will be given a list of things that can have symbolic meaning:
Examples: black, white, sun, vulture, rainbow, feather, hammer, etc
Standards Addressed:
 8.SL.4
 8.RL.4
In groups discuss what they could symbolize and why. Process as a class.
Working in groups, give the students a grid chart with the following symbols from
451 listed down the left column. The Phoenix, the sand and the sieve, the
Hound, the railroad tracks, the fighter jets, fire (and the lady’s match). Other
column headings: possible meanings behind the symbolism. (more than one
interpretation is possible)
ACTIVITY #2 – CLOSE READING
Students read the text independently and annotate key words and or phrases
that answer the question “According to Faber, why are books so important?”
Description
Resources:
 Copies of the novel
 Grid charts (one per group)
Discuss in groups
Read text aloud to students and ask them to again annotate key
Discuss new findings in group
Resources:
 Photocopies of pages 83a to 85b
 Faber’s explanation of why books
are important
Standards Addressed:
 8.RI.2
 8.RI.6
Description
ACTIVITY #3 – SYMBOLISM IN 451
Summarizing Fiction: Somebody/Wanted/But/So—SWBS: (MacOn, Bewell,
& Vogt, 1991)
This is a reading strategy that encourages students not to
simply retell every part of a story in a summary, but to carefully select the
most significant parts. There are four columns in this chart; see the end of this
document for more information.
1) Somebody (the name of the character)
2) Wanted—(students must make an inference about motivation)
3) But—(usually this is a conflict or pivotal event in the story)
4) So—(the resolution of the conflict, or change in the character as a result)
Description
ACTIVITY #4 – SYMBOLISM IN 451
Applying Understanding- Point of View:
Direct students to read the classroom text with an
eye toward recognizing the narrator’s perspective, then have them create and
complete a graphic organizer in which they will quote lines of text and analyze
them on the basis of narrative perspective, asking the questions: What is the
narrators intended response from the reader? How does the narrator feel
about the topic? What is the narrators motivation for creating this narrative
voice here?
Resources:
 Fahrenheit 451
 Teacher-generated list of openended questions (if desired)
Standards Addressed:
 RL 8.2
 RL 8.1
Resources:
 Fahrenheit 451
 Applying Understanding- Point of
View graphic organizer
Standards Addressed:
 RL 8.6
 RL 8.1
WRITING PROMPTS:
Argument/Opinion Prompts:
 Agree or disagree? Ignorance is bliss.
 “We must all be alike. Not everyone born equal, as the Constitution says, but everyone made equal. Each man the image
of every other; for there are no mountains to make them cower, to judge themselves against.” Agree or disagree: This is
our society.
 Agree or disagree: Although technology appears to improve our lives, in the end, it is ultimately destructive.
 Agree or disagree: Watching more than two hours of television per day is harmful. (Be sure to cite from the text)
 Agree or disagree: The social media causes more harm than good.
 Does Faber accurately portray our society?
 Agree or disagree: The “political correctness” (PC) movement is an infringement on the 1 st amendment.
 Agree or disagree: Our society has become desensitized to human suffering?
 Agree or disagree with Faber: “The most dangerous enemy to truth and freedom is the majority.
Informational/Explanatory Prompts:
 Why did the lady light the match to end her own life?
 Compare and contrast Montag and Clarisse.
 What is the symbolism in “the sieve and the sand?”
 How do we burn books in our society?
 Why is it important to ask why instead of how?
 What is wrong with Mildred, Mrs. Phelps and Clara?
 Mildred has much to lose by sounding the alarm. What does she do it?
 In the book, what does fire symbolize?
 Why does Montag not mourn for Mildred?
Narrative Prompts:
 Write about a time when you, like Montag, went against the status quo (or should have gone against the status quo)
 Montag puts thinks a lot about what his last words will be when he faces the camera. What would your last words be?
 What do you have hidden behind the grille of the air conditioning vent?
 How has knowledge been power in your life?
 Montag contemplated his final words. If you had to give your last words, what would they be?
Research Prompts:
 Research the history of the media’s role in society.
 Research the adverse effects of technology on society.
As outlined by PARCC, the prompts above may occur in a variety of writing environments. Teachers should consider:
 Incorporating a mix of on-demand and review-and-revision writing assignments
 Including routine writing, such as short constructed-responses to text-dependent questions, to build content knowledge and provide opportunities for
reflection on a specific aspect of a text or texts
 Integrating of a number of analytic writings that places a premium on using evidence, as well as on crafting works that display some logical
integration and coherence. These responses can vary in length based on the questions asked and task performed, from answering brief questions
to crafting longer responses, allowing teachers to assess students’ ability to paraphrase, infer, and ultimately integrate the ideas they have gleaned
from what they have read. Over the course of the year, analytic writing should include comparative analysis and compositions that share findings
from the research project
 Include narrative writing to offer students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and
deepen their understandings of literary concepts, structures, and genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation.