Lesson Plan 6.14.2023
Goals of today:
1. Introduce foundation and the theme of the book: censorship.
2. Introduce characters and setting of society in Fahrenheit 451
3. Tie North Korean censorship effects to those in Fahrenheit 451
Do Now: Homework Review (7-10 minutes) (The video is kind of bad quality, but I hope
you can hear it from the beginning of the video)
Identify and discuss the following:
1. Identify 2-3 ways North Korea censors its citizens
a. Blocking internet access
b. Not allowing citizens to leave
c. Not allowing other countries’ citizens to enter
d. Not allowing students to be schooled by information outside of the country
e. Not allowing phone access
Misconceptions: Not understandings what it means to censor  to take away
knowledge.
Scaffold: How N. Korea take away information from its citizens?
2. Is North Korea Justified?
a. It isn’t justified because they’re denying basic human rights of access to
accurate information about the world
b. Alternatively, it is justified depending on whether they have a legitimate fear of
outside information coming in
Misconceptions: Not understanding what it means for something to be justified 
1. Define justification  for something to be made “right” or
“good” for others.
2. Scaffold: Why might it be good for North Korea to do this?
I.
Introduction to the Book: (40 minutes) (9:53 in the video)
Turn and Talk → Identify what one should look for when being introduced to a new
book or story (Characters, the setting, how the plot sets off)
Identifiable terms for students: FAST (Feelings, actions,
Every student at this point should be able to identify setting as an introductory point for
a book.
II.
Close reading: Page 1
Introduce students to Ray Bradbury’s style of writing: Imagery and descriptive language
● To be successful, students must pay close attention to the descriptive language and
imagine the scenes as Bradbury writes them
● Students understand this as a “mind movie” and this will be my scaffolding point. What
mind movie is in your head whilst reading?
Misconceptions:
III.
Close reading: Pages 2 to 5
Scaffolding: Use characterization tools for understanding both Clarisse and Montag  FAST
(Feelings, actions, “saying”, and thoughts) and setting (the description of where something is
taking place)
If students do not identify the descriptive part of the setting  they should compare our
society to theirs.
Students must find evidence and arrive at conclusions for how Montag and Clarisse are
being characterized as well as the setting
1. Characterization of Montag
a. Prideful in his job
b. Fireman who burns books
c. Describes himself as dark
Scaffolding Point: A student will identify a characterization point and another student will
identify EVIDENCE that supports that point.
2. Characterization of Clarisse
a. Curious / inquisitive and observant
b. Gentle and soft-hearted
i. Lightness or illuminant in her character and soul (evidence)
Scaffolding Point: A student will identify a characterization point and another student will
identify EVIDENCE that supports that point.
IV.
Close Reading and Analysis of a Paragraph:
Students should compare Montag and Clarisse and identify the relationship between the two
How does Clarisse make Montag feel? or How does Clarisse affect Montag?
1. Clarisse makes him feel safe and comfortable
a. He states he’s the darknesses suspended in her shining eyes (evidence)
b. He has a flashback of his mother and him when there was a blackout and she lit
a single candle (evidence)
c. Montag perceives her has this brightness compared to himself
Scaffolding: Students will breakdown EVERY sentence in the paragraph and synthesize the
sentences to create a main idea of it.
Exit Ticket / Written Response
How does the conversation with Clarisse affect Montag?