English 10
Kaye
Fahrenheit 451 Unit: Using Science Fiction As a Way to Look at Our Society
Unit Overview:
Essential Questions:
How do we use science fiction to look at our world today and think about the future?
What tools do we use to build a strong argument?
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The students will learn about the science fiction genre and the literary term
allegory. Through an understanding of the genre and the literary term,
students will explore how science fiction can serve as a reflection for what’s
going on in society. They will investigate how literature can serve as a form
of persuasion, inspiring people to think about humankind and the human
condition.
The students will also learn how to compose a persuasive essay.
The unit will incorporate film and Reader’s Theatre to help facilitate
comprehension for our regular English 10 and CTI 10 English classes.
Assessments:
1.
2.
3.
4.
5.
6.
7.
Movie poster (5 points)
Book Banning slide in Google Doc (10 points)
Tech Invention (5 points)
Letter Writing Activity (10 points)
Favorite book memory drawing (5 points)
Readings notes (three points each section)
Final Essay (80 points)
Packet/materials:
1. Reading schedule
2. A list of elements of science fiction
3. Dystopia/Utopia description from Read, Write, Think
4. A short story by Ray Bradbury
5. Note taking sheets
Day 1:
Hook to Fahrenheit 451: Introduction to science fiction (science fiction as a persuasion
tool):
The students will learn about the science fiction genre through some quotes from an
interview with Ray Bradbury, in which he refers to the Greek myth with Perseus and
Medusa. Bradbury explains that the Perseus and Medusa are a metaphor for science
fiction. The teacher will first discuss metaphor to appraise student understanding of
the literary term. The teacher will then integrate technology by showing students a
YouTube video of the myth with Perseus and Medusa. The teacher will also trigger
students’ prior knowledge about science fiction through a Google doc presentation
and discussion of what science fiction books and films the students are familiar
with. If time, there will be a group activity involving looking at the covers of science
fiction books.
1. Pass out packets.
2. Show Google Doc presentation about science fiction starting off with a quote from
interview with Ray Bradbury:
“I often use the metaphor of Perseus and the head of Medusa when I speak of science
fiction. Instead of looking into the face of truth, you look over your shoulder into the
bronze surface of a reflecting shield. Then you reach back with your sword and cut off
the head of Medusa. Science fiction pretends to look into the future but it’s really
looking at a reflection of what is already in front of us” – Ray Bradbury
Source: Weller, Sam. "Paris Review - The Art of Fiction No. 203, Ray Bradbury." Paris Review –
Writers, Quotes, Biography, Interviews, Artists. The Paris Review, 2010. Web. 23 Jan. 2012.
<http://www.theparisreview.org/interviews/6012/the-art-of-fiction-no-203-ray-bradbury>.
First, discuss with students: What is a metaphor? Scaffold on prior knowledge
learned during the short story unit at the beginning of the year.
Clarify for students by showing them a YouTube video of Perseus and Medusa:
http://www.youtube.com/watch?v=vwOQ3YAhFpo -- a way to read science fiction
OR
http://www.youtube.com/watch?v=KY4q2m9OFE&feature=related&safety_mode=true&persist_safety_mode=1&safe=act
ive
The Google Doc presentation will further explain science fiction. To trigger prior
knowledge, show a list of the top five science fiction movies and ask class if they
have seen any of them and what they were about/what statements they make about
contemporary life/society (i.e. District Nine). Ask class what are the common things
seen in a science fiction book or movie. Show slide with list of symbols and
elements, including dystopia.
3. Group Work Activity:
Divide class into groups. Pass out some science fiction books. On slide explain
activity: Look on the covers of these books. Look for these science fiction elements,
or symbols. Answer questions: What do these symbols say to you? Do they give you
some idea of what the book will be about? Do the symbols or words persuade you to
read the book? Why or why not? Each group will draw a symbol from their covers
on the board or a poster and what it means to them. At the end, go over what people
wrote on the board or poster.
4. If time, show opening of the move Equilibrium. On YouTube:
http://www.youtube.com/watch?v=pzKBC3agDRA&safety_mode=true&persist_safe
ty_mode=1&safe=active (show up to 1 minute, 39 or 40 seconds, before gun
fighting). Ask students, which elements does this movie have (dystopia, futuristic)?
Standards Met:
1.1.10.C: Interpret the literal and figurative meanings of words to distinguish
between what words mean literally and what they imply as well as word origins to
understand both familiar and unfamiliar vocabulary.
1.3.10.D: Evaluate the significance of various literary devices in various genre, and
explain their appeal.
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
1.6.10.A: Listen critically and respond to others in small and large group situations.
Day 2:
Goal: The students will further explore the science fiction genre. They will
read/listen to a science fiction short story by Ray Bradbury and look for the science
fiction elements within the story in order to gain further understanding.
1. Read science fiction short story, “There Will Come Soft Rains” by Ray Bradbury.
(Play reading of it by Burgess Meredith on YouTube:
http://www.youtube.com/watch?v=QXKT7QQsVx0). They can follow along with the
reading in their packets.
2. Get into groups (nearby) and address the following questions: 1) summarize the
story in a couple of sentences. 2) what is the author saying about
society/contemporary life? 3) Think of examples explaining how the author
illustrates the problem. 4) Do you see any of this in our own daily lives? Bring back
to full class to discuss.
3. Show the short “vimeo” of the movie:
http://www.gladdemusic.com/raybradburythere%20will%20come%20soft%20rains.htm
Get back into same groups and draw on index cards an image from the story that
could represent a science fiction type of element. On one side draw the image or
symbol on the other write what the image represents, in a word or phrase. Bring it
back to the class to talk about what they wrote on their cards. (The teacher will
make a model for students.)
Supplies: copies of short stories and reflection sheet; index cards
Standards Met:
1.3.10.C: Analyze the use and effectiveness of literary elements (characterization,
setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by
authors in a variety of genres.
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
1.6.10.A: Listen critically and respond to others in small and large group situations.
Day 3:
Explore other forms persuasion: a movie trailer and a movie poster.
Goal: Explore movie trailers and movie posters as forms of persuasion. The students
will watch a movie trailer and view a poster for the film “Fahrenheit 451” and
evaluate the trailer’s and poster’s effectiveness. Students will gain a sense of media
literacy by identifying and labeling the various persuasive elements in these texts.
The students will then apply this knowledge to creating their own posters for the
science fiction story they read the day before.
1. Show trailer from Fahrenheit 451, the movie
(http://www.youtube.com/watch?v=7cQyGCyjyM&safety_mode=true&persist_safety_mode=1&safe=active) .
Discuss. What do you think the movie will be about? How is the maker of the trailer
trying to get you interested in seeing the movie? Is it persuasive? Pass out post-its
and write a key phrase that comes to mind after watching the trailer. Ask for
phrases from the post-it and write them on the board.
2. Show movie poster of “Fahrenheit 451.” Ask questions such as: Do you think this
reflects the trailer; does it have a consistent message? What is the message? How
are they trying to persuade you to watch this movie? Show other movie posters. The
marketing people at the production company want you to see the movie. What are
they doing on the poster to do that? Draw out the key slogans/phrases from the
posters. (Show them a brief YouTube video showing marketing people pitching
slogans for a cereal: http://www.youtube.com/watch?v=esS0N87Lns&safety_mode=true&persist_safety_mode=1&safe=active. This ultrashort funny video shows that slogans need to be catchy and short.)
3. You are going to make a movie poster for the science fiction short story that you
read yesterday. Show movie based on the short story, if they didn’t see it the day
before): http://www.gladdemusic.com/raybradburythere%20will%20come%20soft%20rains.htm.
Also, there is a student-made trailer for the story:
Also, if time, there is a student trailer made for the movie:
http://www.youtube.com/watch?v=u1FAK1oZQLQ
(5-point completion grade: Include a title, a tagline, two phrases and an image.)
Start movie poster.
Supplies: Post-it notes; movie poster assignment sheet; movie poster sheets, pens,
scissors.
Standards Met:
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
1.3.10.C: Analyze the use and effectiveness of literary elements (characterization,
setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by
authors in a variety of genres.
1.4.10.C: Write persuasive pieces.
Day 4:
Finishing movie posters.
1. Activity: Continue work on movie poster for short story.
If time, pass out book today rather than day 5.
1.4.10.C: Write persuasive pieces.
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
Day 5:
What is allegory?
Goal: The students will learn about the literary term allegory through the teacher’s
Google Doc presentation. They will also research the time period in which Bradbury
wrote Fahrenheit 451 so they can apply their understanding of allegory during the
reading of Fahrenheit 451. The teacher will pass out the books if it wasn’t done the
day before.
1. With a Google doc presentation, the teacher will present a lesson on the term
allegory. The teacher will bring in wording and questions for the students
about metaphors and persuasion to scaffold in prior lessons. The
presentation will provide a definition and examples of allegory, such as a clip
from Dr. Seuss and Avatar. Many people have called Avatar an allegory of
different things, including colonization—such as the white man taking over
Native American land. (Colonization: people coming in and making colonies,
establishing a new home.)
2. Activity: The students will learn that there are allegorical elements
throughout Fahrenheit 451. They will research the time period when the
book was written (1953) so they can be on the lookout for these elements
during reading. The teacher will assign to each students either: culture,
politics or technology to each student. Each student will create a slide in a
shared Google doc. After about 15 minutes or so, the teacher will go over
slides to review the constructed knowledge.
3. Pass out books if it wasn’t done the day before. Read if time. First section of
reading (3-40) is due on day 7.
Standards Met:
1.3.10.D: Evaluate the significance of various literary devices in various genre, and
explain their appeal.
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
Day 6:
Goal: The students will gain a better understanding of Fahrenheit 451 by watching
the opening clip from the movie based on the book. There will then be a reading day.
1 The teacher will explain the differences between the book and the movie. The
teacher will show the first 7:50 minutes of the film “Fahrenheit 451. “
2 . Reading Day. The first section of reading is due on Day 7 (pp. 3-40). As students
are reading, they should make notes in their packets. There will be a sheet for each
homework section that is due.
Standards Met:
1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s
technique(s) in terms of both substance and style as related to supporting the
intended purpose using grade level text.
R11.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant
supporting details from text.
Day Seven:
(pp. 3- 40 is due today).
Reading day.
Day Eight (Friday):
Exploring character’s beliefs and motivations.
Goal: The students will get into groups to clear up questions they have from the
reading. They will then further explore the characters by analyzing the characters’
beliefs and motivations. The essential question for the lesson is: Do we believe
things because society tells us to believe in them?
1. Lingering questions about the reading: (First slide in Google
presentation.) The teacher will ask students to get out their packets and open
to the first “Reading: Think about it!” section. The students should have filled
out the page for the reading (pp. 3-40). If they didn’t, the teacher will give
them five minutes to think of any questions they have about the reading to
jot down. The students will then get into groups to clear up the questions
they have. To get into groups, the students may count off by four or five,
depending on class size. (Should be groups of three or four.) Allow about five
to 10 minutes for class group discussion and then bring it back for the
teacher to field and discuss questions/answers from their sheets.
2. Reader’s Theatre: (Second slide in Google presentation.) The teacher will
ask a student to volunteer for the part of Montag and a student to volunteer
for the part of Clarisse. The teacher will read the narrator parts. Ask them to
turn to page 8. They will read from near the top of page 8: (Clarisse: “Do
you mind if I ask? How long’ve you worked at being a fireman?” to near the
bottom of page 9: Narrator: “He hadn’t looked in a long time.”)
The teacher will ask the class to clarify what is going on in this section.
3. (Third slide in Google presentation.) The teacher has a couple of quotes
displayed on the overhead from the major characters. Point out Montag’s
quote regarding slogan. Ask class to clarify what a slogan is.
Montag: “It’s fine work. Monday burn Millay, Wednesday Whitman, Friday
Faulkner, burn ‘em to ashes, then burn the ashes. That’s our official slogan.
Clarisse: “Is it true that long ago firemen put out fires …. Etc.”
Students will do a free write answering these questions, also displayed on
the overhead: a) What does Montag believe in? Does he believe in the
“slogan”? Does he believe in the society he’s living in? Why or why not? b)
What does Clarisse believe? Does she believe in the society she’s living in? c)
Do we believe things because society wants us to believe them?
After about 5 minutes of so, students will share what they’ve written with
someone near them (could be someone they were in the group with to start
out with, if they are still in groups). After sharing for about 5 minutes or so,
the teacher will bring it back to the class to discuss the free write questions.
4. If there is time, there is another activity. (This is up to the teacher; if time, the
teacher may also choose to allow students to either read further -- the second
section, page 41-68 is due on day 10 -- or work on AOW.) The activity is
written on another slide in the presentation and is called Quote Hunt: The
students can work alone and find main character quotes that express a belief.
Write down who the character, what the quote is, and what belief they are
expressing.
Standards met:
1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s
technique(s) in terms of both substance and style as related to supporting the
intended purpose using grade level text.
R11.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant
supporting details from text.
Day Nine (Monday):
Lesson on book banning/burning/censorship
Overview: The students will gain an understanding about book banning/censorship
through the teacher’s Google doc presentation, and then their own research.
1. Through a Google doc presentation, the teacher will explain book
banning/book burning and the concept of censorship (that book banning is a
form of censorship). The teacher will include in the presentation a YouTube
video of Nazi book burnings. This scaffolds in the prior lesson on allegory:
the book burnings in the book reflect the idea of the Nazi book burning from
the 1930s.
2. They will do a think, pair share on some questions on the overhead
concerning book burning/banning/censorship.
3. Students will individually get a computer and do research on books that have
been banned in the recent past. They will find a book that they have read (it
can be a children’s book) and create a Google doc showing a) a book that has
been banned, with an image of the book, b) a synopsis of the book and
whether they liked it/disliked it and why c) an explanation of why it was
banned. Make a connection to the book.
Standards Met:
1.8.10.C: Analyze and integrate information gathered from a variety of sources to create
a reasoned product that supports inferences and conclusions drawn from research.
1.9.10.A: Use media and technology resources for research and problem solving in
content learning. Identify complexities and inconsistencies in the information and
the different perspectives found in each medium.
Day 10 (Tuesday):
Goal: The students will complete their activity on banned books. When they are done,
they will either complete the reading due day 11, pp. 41-68, or work on their
vocabulary sheets.
1. The students will finish their book banning research assignment.
2. If time allows, students can complete the second section of the reading, due day
12: pp. 41-68, or do vocab.
Standards Met:
1.8.10.C: Analyze and integrate information gathered from a variety of sources to create
a reasoned product that supports inferences and conclusions drawn from research.
1.9.10.A: Use media and technology resources for research and problem solving in
content learning. Identify complexities and inconsistencies in the information and
the different perspectives found in each medium.
Day 11 (Wed):
pp. 41-68 is due today.
Goal: The students will gain understanding of the book by working in groups to
create and answer questions about the reading in a collaborative Google doc, and
watching an excerpt from the film.
1. The teacher will ask the class to take out their packets and reading
comprehension notes to use as a guide for today.
2. The teacher will show a clip from the movie, 27:40-31:55: (Montag goes
home and sees his wife unconscious from taking too many pills. He calls the
hospital and they come to fix her up.)
3. Show factoids about pills to scaffold in the prior lesson on allegory. Ask
class: Why does Mildred take so many pills?
4. Captain Beatty plays a big part in this section, so the teacher will ask the class
as a whole: What is Captain Beatty talking about?
5. The students will get into groups and think of questions in a collaborative
Google doc and then answer other group’s questions, based on assigned
topics.
Standards Met:
1.9.10.A: Use media and technology resources for research and problem solving in
content learning. Identify complexities and inconsistencies in the information and
the different perspectives found in each medium.
1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s
technique(s) in terms of both substance and style as related to supporting the
intended purpose using grade level text.
Reflection:
Day 12 (Thursday):
Section three is due of the reading on day 13: pp. 71-91.
The students will read the next section. As they are reading, they will take notes in
the reading sheets in their packets.
If they are done with the reading, then they can work on their vocab unit.
Standards Met:
1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific
grade level texts.
Day 13 (Friday):
Section three due: pp. 71-91
Goals: The students will gain a deeper understanding of the book through discussion
of their questions/confusions and through a related activity. They will then gain an
image of the text by watching a film clip of the book.
1. There will be a vocab quiz.
2. The teacher will ask students to take out their reading comprehension sheets
in their packets and ask if there are any questions/confusions for this
section.
3. Activity: The students will pair and share to find three examples of allegorical
elements in the section. There will be an activity sheet for students to follow.
This is a scaffolding activity, based on their previous research of the time
period; it will be a future choice topic on the final essay. Before the activity,
the teacher will remind the students about the previous lesson on allegory
and bring up on the screen their research of the time period in order to
establish prior knowledge.
4. If time, the teacher will show a film clip from the movie (section 6, 50:351:05). This section shows: Clarisse asking Montag why he is a fireman; the
firemen going to the old woman’s house, and she refuses to leave; dialogue
with Montag and Beatty.
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
1.9.10.A: Use media and technology resources for research and problem solving in
content learning. Identify complexities and inconsistencies in the information and
the different perspectives found in each medium.
Reflection:
Day 14 (Thursday):
Goal: The students will further explore and understand the theme of technology in
the book.
1. Bring in allegory: The invention of the TV. Show some factoids about the growth
of TV.
2. Pair/share discussion: Bradbury’s concern about the invention of TV. The teacher
will display questions on the overhead for students to first pair up and discuss, and
then the teacher will bring it back as a whole class. One of the topics is
brainstorming all the technological “advances” from the book, which the teacher will
write on the board (Parlor walls, seashells, mechanical hound).
3. Technology activity: There will be two options to address two different types of
learners: one option will allow students to envision a future type of technology and
its place in society and the other option will allow students to reflect on an existing
technology.
Due day 16: pp. 91 to 110.
Standards Met:
1.9.10.A: Use media and technology resources for research and problem solving in
content learning. Identify complexities and inconsistencies in the information and
the different perspectives found in each medium.
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
1.4.10.C: Write persuasive pieces.
Day 15 (Friday):
Show clip from movie:
For period 3: 50:35-1:05
For period 7: 55:00 – 1:05
Finish tech activity.
Read: pp. 91 to 110 due day 16 (Monday).
Goal: The students will finish their advertisements for technological inventions. If
completed, they will read ahead to p. 110.
Standards:
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
1.4.10.C: Write persuasive pieces.
Day 16 (Monday: 22 minutes period):
pp. (bottom) 91 to 110 is due today
Goal: To have a deeper understanding of the reading section due.
1. The teacher will remind the class that on Wednesday, pp. 113 to 136 is due.
2. The teacher will give a pop quiz on the section pp. 91 (bottom) to 110. For
period three, there may be some students who ask to go to their learning
support rooms to take the quiz.
3. After collecting the quizzes, the teacher will go over the answers with the
class with an answer key.
4. If there is time, the teacher will ask the class to take out their packets and
turn to their reading comprehension sheets for pp. 91 to 110. The teacher
will put the class into groups so they can help each other to clear up any
questions or confusions, etc.
Standards met:
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
Day 17 (Tuesday, 37 MINUTE SCHEDULE … ask class how far they got with
reading compression sheets the day before.)
pp. 113 to 136 due tomorrow.
Goal: The students will write a persuasive piece from one of the character’s point of
view.
1. The teacher will ask students if there were any questions/confusions from
the previous section.
2. The teacher will ask students what happens at the end of the last section, to
ensure everyone is clear.
3. The teacher will read the opening couple of pages of the next section: pp-113
to 114.
4. The teacher will explain the Millie letter writing activity: Students will take
on the voice and character of Millie and write a letter to Montag explaining
that she will be leaving him. The letter will include three reasons why she is
leaving Montag and include examples from the book to support her
reasoning.
5. In class reading if done. Pp. 113 to 136 is due tomorrow.
1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific
grade level texts.
1.4.10.C: Write persuasive pieces.
Day 18 (WEDNESDAY, ONLY 26 MINUTES)
pp. 113 to 136 due today.
1. There will be a reading check quiz.
2. The teacher will ask students to take out their packets and ask if there are any
questions on the reading.
2. Complete Mildred letters.
3. In-class reading. The rest of the book is due by Friday.
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
1.4.10.C: Write persuasive pieces.
Reflection: It turned out that the letter writing was valued by third period! They asked to
read them out loud, even when given the choice of doing in-class reading.
Day 19 (Thursday, 37 minutes)
Finish book: pp 137 to 165 due on day 20.
Goal: The students will scaffold their knowledge of the literary term allegory and
discuss the book in the context of allegory. Specifically, the students will refer to
what was going on in society when Ray Bradbury wrote the book: McCarthyism.
1. Bringing in Allegory: The teacher will show a Google doc presentation on the
oppressive climate of the 1950s, particularly McCarthyism. The presentation will
include information on the Hollywood 10, focus on the terms un-American and
communism, and will include YouTube clips and/or newsreels.
2. The teacher will ask the students: How does McCarthyism relate to the book?
3. In a collaborative collage activity, teacher will then ask the students to get into
groups and find images online that represent the theme of control, and then add
phrases from the book that tie in with the images. They will create slides in a Google
doc for the class to review afterwards.
1.6.10.A: Listen critically and respond to others in small and large group situations.
1.9.10.A: Use media and technology resources for research and problem solving in
content learning. Identify complexities and inconsistencies in the information and
the different perspectives found in each medium.
Day 20 (Friday, 44 minutes)
Goal: The students will have finished the book: pp 137 to 165 is due today.
1. There will be a reading quiz and the teacher will go over the answers with
the class.
2. The teacher will ask specifically about the ending: What do you think about
the ending? If you don’t like it, how would you write the ending? Would
Bradbury have written the same novel today?
3. The teacher will show the ending of the movie: 1:40 to 1:50 (possibly).
4. Activity: After the end of the movie, the students will then have a choice of
activity: a) an illustration of their favorite book memory with a caption
explaining it, or b) draw a “secret” of one of the characters from a book. If one
of the characters had a secret, what would it be?
If, time, show an interview with Ray Bradbury:
http://www.youtube.com/watch?v=FL_y6gtxLvQ&feature=related.
Standards Met:
1.6.10.A: Listen critically and respond to others in small and large group situations.
1.9.10.A: Use media and technology resources for research and problem solving in
content learning. Identify complexities and inconsistencies in the information and
the different perspectives found in each medium.
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
Reflection:
Interview with Ray Bradbuy:
http://www.youtube.com/watch?v=FL_y6gtxLvQ&feature=related
Day 21
Goal: The class will gain a greater understanding of a thesis statement/argument.
They will then scaffold this knowledge into writing an essay on a prompt related to
Fahrenheit 451.
1. The teacher will show a presentation based on the concept of making an
argument, or argument. The presentation will include an example of a stupid
argument and ask the class: What is he trying to say? Does his argument
work? Why or why not? Ask class: What makes a good argument? The
teacher will write the responses on the board.
2. Thesis statement activity: The teacher will show a video with a man taking
a survey outside of a Chicago bookstore. The survey asks people to vote on
which book they would like to see banned: There are the covers of books on
posters and passers-by mark off the books they would like to see banned. Ask
class: What is your reaction to this video? The students will then write a
statement that refers to the survey and expresses why or why not they would
participate in it. They will trade statements with neighbors and see if it meets
the qualifications of a thesis statement.
3. The teacher will pass out the sheets with the prompts for the Fahrenheit 451
essays and the claim/data/warrant worksheets. The teacher will then ask the
students to look at the prompts and start thinking about the thesis/argument that
they want to make.
Standards Met:
1.1.10.D Demonstrate comprehension / understanding before reading, during
reading, and after reading on a variety of literary works through strategies such as
comparing and contrasting text elements, assessing validity of text based upon
content, and evaluating author’s strategies.
1.9.10.A: Use media and technology resources for research and problem solving in
content learning. Identify complexities and inconsistencies in the information and
the different perspectives found in each medium.
1.5.10.A: Write with a clear focus, identifying topic, task, and audience.
1.6.10.A: Listen critically and respond to others in small and large group situations.
Reflection: While this day worked fine with third period, it did not work out so great
with seventh period. Third period has students that are generally more thoughtful
and ask more questions, so the activity regarding the video took more time. In
seventh period, they kind of sped through it and then I felt like I did not have a very
good hold on the class … I think it’s fine to chat around for 5 minutes, but it was
more like over 10 minutes. If I find myself with extra time, I need to remember to
think on my feet … for example, I could have typed in on the overhead some
examples of the thesis statements they were coming up with (for the first activity),
and then they could have been forced to think about thesis statements more. Also, I
should have remembered that they could have been working on Article of the Week!
:(
Day 22:
Goal: The students will have a better understanding of claim to help them write
their essays related to Fahrenheit 451.
1. The teacher will show a Google doc on the overhead explaining what claims
are. The teacher will also refer students to their packets, which has a page on
claims, that they can use as reference as they are writing their paper.
2. Activity: The Google doc will detail an activity designed to encourage
students to start thinking more deeply about claims. In this activity, the
students will get into groups and come up with mini arguments for the
imaginary scenarios displayed on the Google doc. For example, in one
scenario, the student will imagine that he wants a parent to help with the
purchase of a car. What are the students’ mini arguments? (While students
are doing this activity, the teacher will review their thesis statements and
offer feedback.)
3. The students will then work on the Fahrenheit 451 worksheet coming up
with mini arguments/claims to support their thesis statements. They will
also revise their thesis statements to incorporate teacher feedback.
Standards met:
1.5.10.B: Develop content appropriate for the topic.
1.5.10.A: Write with a clear focus, identifying topic, task, and audience.
Reflection: Jen thought we could have given them an extra day for just the thesis
statements – giving us more time to review and the students more time to revise. It’s
one thought, although on the other side, given the composition of this class … more
time doesn’t necessarily mean better work from them.
Day 23:
Goal: The students will have a better idea about what data is in their essay.
1. In a Google doc presentation, the teacher will explain data through the use of
lawyers’ opening statements in court. The teacher will show the opening
statements and then ask the students to identify the data (or evidence) that
the lawyer says she will be using to demonstrate the defendant’s guilt.
2. The students will spend time on their worksheets identifying the data to
support their claims in their essays.
Day 24:
Goal: The class will have a better understanding of warrant
1. The teacher will explain warrant and refer to the students to their packets, which
has a page on warrant that they can refer to as they are writing their papers. The
teacher will explain further the idea of warrant again using the analogy of a lawyer
in court. There is a brief video clip from the film “Legally Blonde” in which the
lawyer links her claim to data with a detailed explanation (warrant). After watching,
ask the class to identify the lawyer’s claim, the data, and the warrant from the clip.
2. The class will work on the warrant in their essays.
1.5.10.B: Develop content appropriate for the topic.
Day 25:
1. The teacher will go over what makes a good introduction and conclusion.
Specifically, the teacher will go over what a good “hook” is in the essay, explaining
the various types of hooks that writers can use. There is a worksheet that allows
students to work out their own hooks.
2. After working on hooks, the students will continue to work on their essays.
1.4.10.B:
Write complex informational pieces (e.g. research papers, analytical essays,
summaries, descriptive pieces or literary analyses) that:



Gather evidence in support of a thesis.
Incorporate and document information and ideas from primary and
secondary sources accurately and coherently.
Anticipate and address readers’ potential misunderstandings, biases, and
expectations.
Day 26:
Goal: The students will work on their essays so that they have a rough draft for the
next day.
Day 27:
Goal: The students will have a better understanding of certain elements to consider
while revising their essays.
1. The teacher will go over comma usage, MLA 7 rules and transitions.
2. The students will then revise their drafts to incorporate these elements and
shape it into a more final version.
3. If students are done, they can work on their vocabulary.
Standards Met:
1.5.10.A: Write with a clear focus, identifying topic, task, and audience.
1.5.10.E: Review, evaluate, revise, edit, and proofread writing to improve style,
word choice, sentence variety, and subtlety of meaning.
Day 28:
Final edits