Advanced English 10
Fahrenheit 451 Unit: Using Science Fiction as a Way to Look at Our Society
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?
Day 1 of unit (Monday):
Hook to Fahrenheit 451:
Objectives: 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 and will show a two-minute YouTube
video interview with Ray Bradbury. The teacher will also trigger students’ prior
knowledge about science fiction.
Activity:
1. 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=KY4q2m9OFE&feature=related&safety_mode=true&persist_safety_mode=1&safe=act
ive
2. Ask class to think-pair-share: Turn to packet activity (packets that were passed
out at the start of class): Science Fiction Texts—think of movies or books they
know/what they were about and what they said about current society. (Per
Bradbury’s quote.) Come back and discuss.
3. Ask class what are the common things seen in a science fiction book or movie.
Write on board. Then, ask class to turn to packets. Show slide with list of symbols
and elements, including dystopia (in packet).
4. Show opening film clip of Equilibrium to show dystopia.
Think-pair-share:
What are the science fiction elements in this film?
How is this dystopic?
How is this film familiar? How does it represent current society?
5. If time, read in class “There Will Come Soft Rains” (or assign for homework if
not done).
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.
1.6.10.A: Listen critically and respond to others in small and large group situations.
Day 2 of unit (Tuesday):
Objectives: The students will further explore the science fiction genre by
reading/listening/discussing a science fiction short story by Ray Bradbury.
Activity:
1. Play reading of story “There Will Come Soft Rains” by Ray Bradbury.
(http://www.youtube.com/watch?v=QXKT7QQsVx0). (They read the story
on their own the day before.) Also a vimeo will provide a visual:
http://www.gladdemusic.com/raybradburythere%20will%20come%20soft%20rains.htm
2. First, students will respond to teacher-provided questions on their own.
Then they will compare notes with a neighbor before the teacher brings it
back to the class.
1) Who is the main character or characters in this story?
2) Where are all the people in the story? What happened to them? (Which lines
in the story tell you what happened to them?)
3) Think about Sara Teasdale’s poem, “There Will Come Soft Rains”:
How does this poem work with the story?
4) What does the story say about life today?
3. Pass out books and read opening pages out loud. Homework: Read up to page 40
for Thursday.
Materials: books, book sign-out forms
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.
R11.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant
supporting details from text.
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 of unit (Wednesday):
Objectives: The students will learn about the literary term allegory/allegorical
elements 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.
Activity:
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 clips
from Dr. Seuss stories.
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.
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.
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.
1.9.10.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 Four (Thursday):
Objectives: The teacher will go over any questions about the reading. The students
will then work on a writing activity focused on character quotes; the activity will
help them think about the question: Do we believe things because society tells us to
believe in them?
Activity:
1. pp. 3-40 due. There will be a quiz. After the quiz the teacher will go over the
answers. Then the teacher will ask if there are any confusions/questions
about the reading.
2. Students will do a free write based on character quotes and questions,
below. They will continue to write until they’ve reflected on each of the
quotes. When done, they will read other students’ thoughts about a character
and synthesize an idea/claim about the character based on what those
students have written. The teacher will then have a full class discussion,
asking the students about the claims that they have written.
Montag quote, page 8:
“Monday burn Millay, Wednesday Whitman, Friday Faulkner, burn ‘em to
ashes, then burn the ashes. That’s our official slogan.”
Clarisse quote, page 9:
“Oh, just my mother and father and uncle sitting around on the porch. It’s like
being a pedestrian, only rarer. My uncle was arrested another time—did I tell
you? For being a pedestrian. Oh, we’re most peculiar.”
Beatty quote, page 33:
“Any man’s insane who thinks he can fool the government and us.”
Montag: Describe Montag’s character. What does he believe in? Does he
believe in the “slogan”? Why or why not? Do we believe things because
society wants us to believe them?
Clarisse: What are Clarisse’s personality traits? How does she fit into
Fahrenheit 451 society? Do you like her/dislike her and why?
Captain Beatty: What are Beatty’s personality traits? B) Does he believe in his
society? How persuasive is he in his beliefs?
Materials:
Paper with quotes and questions, pen/pencil
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.
1.6.10.A: Listen critically and respond to others in small and large group situations.
Day 5 (Friday):
Objectives: The students will gain an understanding about book
banning/burning/censorship through the teacher’s Google doc presentation, and
then their own research.
Activity:
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. Show 55:00 to 1:05 of the film “Fahrenheit 451.”
3. They will do a think, pair, share on some questions on the overhead
concerning book burning/banning/censorship.
4. 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 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 who banned it and why, and whether you
support or don’t support the banning and why.
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.
Homework: Section two due Monday: pp. 41-91
Day 6 (Monday)
Objectives: There will be a quiz and then the students will think about the theme of
technology in the book.
Activity:
1. Pages 41-91 due; there will be a quiz.
2. Bringing in allegory: Technology/Invention of TV
3. Discussion questions about the technology theme in the book
(Parlor Walls, seashells)
Activity:
Create your own futuristic invention; it could be used in a future society or a science
fiction setting. What does it look like; what is it used for? Why is it a necessity for
the people in the future? You must address a theme from the book and explain
how your invention would be used or why it would not be used in F451 society.
Day 7 (Tuesday)
Objectives: The students will further explore the theme of happiness in the book and
connect it to current society.
Activity:
1. Bring in allegory: Pill factoids. Why did Mildred take the pills?
2. Character quotes: The teacher will display some character quotes about
happiness for discussion.
3. Happiness: The teacher will pass out to the class an article from Forbes
magazine about the World’s Happiest Countries; the teacher will also explain
Bhutan’s Gross National Happiness index. There will be a journal response
assignment on happiness based on the Web site and article (due
Wednesday).
Due day 8: pp. 91 to 110 is due.
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 8 (Wednesday)
There will be a quiz for pp. 91-110.
Objectives: The students will learn about the practice of McCarthyism and think
about how it connects to characters and events in Fahrenheit 451.
Activity:
1. The teacher will show a Google doc presentation on the political climate of
the 1940s-1950s, focusing on McCarthyism. The presentation will include a
YouTube video clip on the topic.
2. The teacher will ask the students to discuss how McCarthyism relates to the
book and to make a connection to today’s society.
3. Activity: The students will then create a “Fireman Word Portrait” based on
descriptions from the book.
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.
1.6.10.A: Listen critically and respond to others in small and large group situations.
1.5.10.A: Write with a clear focus, identifying topic, task, and audience
Day 9 (Thursday)
Objectives: The students will explore the character of Mildred with an activity.
Activity:
1. The teacher will read the opening couple of pages of the next section: pp-113
to 114.
2. 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.
3. In class reading if done; pp. 113 to 165 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 10 (Friday)
Finish book today.
Objectives: The students will think about the ending of the book and have an overall
discussion about the main characters. There will be an activity that allows the
students to explore further the characters, a post-secret activity (in which the
students think about: if one of the characters had a secret, what would it be?).
Activity:
1. The students will take a reading quiz.
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 a film clip from Fahrenheit 451 – the last 10 minutes
(1:40-1:50).
4. The teacher will read the addendum to the book, in which Bradbury explains
why Beatty is the way he is (he has a past, a secret).
5. The teacher will assign the post-secret activity, explained in the PowerPoint.
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.
1.5.10.A: Write with a clear focus, identifying topic, task, and audience