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Understanding by Design Template
Fahrenheit 451 by Ray Bradbury Unit Plan
Stage 1 - Desired Outcome
Established Goals:
G
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
Understandings:
U
Students will understand
that…
* A text can transcend the
pages.
* An authors style and choices directly
impact the components of a text
* That texts are not necessarily
straightforward and require close readings
skill to comprehend them.
Essential Questions:
Q
* How is it relevant on a local scale and how does it
translate cross-culturally?
* How is this work relevant over time?
*How does the writer convey his messages through
the literary devices in the text?
Students will know . . .
K Students will be able to
* How to close read a text and identify key elements.
* Express themselves both orally and in writing
S
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Stage 2 - Assessment Evidence
Performance Tasks:
T
Other Evidence:
OE
*Students will be evaluated and assessed on
a creative representation project based on
* Quote identification and analysis quizzes will be
the criteria of theme, motif, characters,
given to students at the end of each section
settings, and/or plot.
* Journal prompts will be assigned throughout the
reading of the novel
*Students will conduct a mini-research project in
which they analyze intertextual references
Stage 3 - Learning Plan
Learning
Activities:
L
What learning experiences and instruction will enable students to achieve the desired results?
How will the design:
W =Students will be given a calendar which contains reading assignments, quizzes, assessments,
and the culminating. Students will be encouraged to bring the calendar home to share. The first
lesson will preview and assess student’s prior knowledge on the genre of science-fictions.
H = The original hook will occur in the opening lesson where the “book talk” video will be shown.
From there, students will be asked to write journals which can directly correlate to modern times.
Lastly, the final assessment will enable students to create their own take on the novel.
E = Students will be taught how to conduct a close reading of the novel through a think-aloud.
Students will also be given various graphic organizers throughout the unit which will focus on
characters, themes, historical context, etc.
R = Students will be given multiple activities in-class, such as discussions and individual work to
rethink and revise their understandings
E = Students will engage in a Socratic seminar which will enable them to evaluate their previous
work and understanding of the novel.
T = Students will take place in a wide array of activities which cater to different types of learners.
O = Students will use and follow the calendar to stay current with their readings as well as know
when any assessment will occur.
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Lesson Plan Grid
Title
Objectives/Standards
Introduction to
Fahrenheit 451
through sciencefiction
R.2. Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
SL.1.a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
Understanding
Fahrenheit: Literary
Elements
SL.2. Interpret information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study.
R.6. Determine an author’s point of view or purpose in a text
and analyze how an author uses rhetoric to advance that point of
view or purpose.
SL.1.c. Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
Vocabulary/Journals
Bradbury Impact
Character Analysis
L.5.a. Interpret figures of speech (e.g., euphemism, oxymoron)
in context and analyze their role in the text.
W.6. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
SL.4.c. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology.
R.6. Determine an author’s point of view or purpose in a text
and analyze how an author uses rhetoric to advance that point of
view or purpose.
SL.1.c. Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
W.7. Conduct short as well as more sustained research projects
to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
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demonstrating understanding of the subject under investigation.
R. 1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
The Future
Intertextual
References
R.3. Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop
the theme.
W. 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
W.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
R.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
W.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
W.7. Conduct short as well as more sustained research projects
to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
R.1. Cite strong and thorough textual evidence to support
Theme
Hunt/Supreme Court analysis of what the text says explicitly as well as inferences
drawn from the text.
R. 6. Determine an author’s point of view or purpose in a text
and analyze how an author uses rhetoric to advance that point of
view or purpose.
R. 9. Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s
“Letter from Birmingham Jail”), including how they address
related themes and concepts.
Socratic Seminar
W.1.e. Provide a concluding statement or section that follows
from and supports the argument presented.
R. 1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
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W.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
SL.1. a. Come to discussions prepared, having read and
researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
Culminating Activity
SL.1. c. Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
R.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
R.2. Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
R.3. Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop
the theme.
W.1. d. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline
in which they are writing.
W.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
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Lesson 1: Introduction to Fahrenheit 451
Grade/Content
Area
Lesson Title
10th Grade Honors - English Language Arts
Science-Fiction Genre
State Standards: Common Core Standards:
GLEs/GSEs
NCTE
R.2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary
of the text.
SL.1.a. Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
Context of the
Lesson
SL.2. Interpret information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how it contributes to a
topic, text, or issue under study.
Students were asked to view a science-fiction movie or television
shows while simultaneously completing a graphic organizer.
Opportunities to Students will be introduced to the text through an analysis of the
science-fiction genre followed by a close reading of the actual text.
Learn
This will enable students to preview the text which will prepare them to
read it.
This lesson incorporates aspects which appeal to all learners. Visual
learners will be able to view the Tron: Legacy, the graphic organizer,
and the text. Auditory learners will hear the movie and the first page of
the novel. Oratory learners will be able to engage in a class discussion.
Environment factors:
All students may not have completed the previous homework
assignment.
Materials:
 Tron: Legacy. Dir. Joseph Kosinski. Perf. Jeff Bridge, Garret
Hedlund, Olivia Wilde. Walt Disney Studios Home Entertainment :,
2011. DVD.
 “Science Fiction” Graphic Organizer
 "Handout 2: Science-Fiction." The Big Read | National Endowment
for the Arts. Web. 25 Nov. 2012.
<http://www.neabigread.org/books/fahrenheit451/teachersguide02.p
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hp>.
 Bradbury, Ray. Fahrenheit 451. [Book Club ed. New York: Simon
and Schuster, 1967. Print.
 http://digitalbooktalk.com/?p=19
Objectives
 Students will be able to identify major components of the science-
fiction genre through their own research coupled with the in-class
activity.
 Students will learn how to do a close reading to identify major
aspects (themes, characters, motifs, setting, etc.) of a reading.
Instructional
Procedures
Opening:
1. The teacher will ask students to take out their graphic organizers
that they were asked to complete for homework.
2. The teacher will pass out the science-fiction handout and read it
with the class.
This brief article talks about science-fiction. We’re going to
read it as a class, then talk about what you did for homework.
3. The teacher will ask students to share what they viewed for the
assignment.
What science-fiction tv show or movie did you choose to watch?
Engagement:
4. The teacher will begin the scene from Tron: Legacy and ask the
students to add to their graphic organizers as necessary.
We
will now watch a scene from Tron:Legacy. Please add to your
list both science and fiction elements from this movie, then we’ll
discuss what you found.
5. The teacher then will facilitate a discussion on the elements of
the science-fiction genre. The teacher will create the graphic
organizer on the board and complete it as necessary.
Now that we finished the clip, let’s talk about science-fiction?
What makes something science related? How about fiction?
How do they both contribute to the genre as a whole?
6. The teacher will shift to Fahrenheit 451 by showing the
digitalbooktalk clip.
Let’s check out a trailor-like video of the next novel we will
read.
7. The teacher will hand out the text and lead the class in close
reading through the end of page 1.
What’s Fahrenheit? What about 451?
Closure:
8. The teacher will close by asking students to keep in mind
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elements of science-fiction as well as literary devices when
reading the night’s homework. The teacher will also distribute
a reading schedule.
When you do your reading of this novel, be sure to engage in
close reading habits. Pay special attention to the elements of
science-fiction and the themes and motifs we found so far.
Assessment
1. Collect graphic organizer and check for elements in the correct
categories.
2. The close reading think-aloud coupled with the following
discussion will serve as an informal discussion.
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Movie/TV Show:______________________________________
SCIENCE
FICTION
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Lesson 2: Understanding Fahrenheit 451
Grade/Content
Area
Lesson Title
State
Standards:
GLEs/GSEs
NCTE
10th Grade Honors - English Language Arts
Understanding Fahrenheit 451
Common Core Standards:
R.6. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or
purpose.
SL.1.c. Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
Context of the
Lesson
Opportunities
to Learn
L.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in
context and analyze their role in the text.
Students have begun reading Fahrenheit 451 by Ray Bradbury.
Students will gain insights on the text based on historical context and
literary devices. This will allow them to activate prior knowledge
about history as well as literature.
This lesson delivers content that hit many learning styles. Students
will be given an opportunity to discuss both literary devices and the
novel in small groups. Visual learners have a graphic organizer which
visually represents the information. Auditory learners will be able to
hear the information as it is being presented.
Environment factors:
All students may not have the same level of background knowledge of
literary devices.
Materials:
 “The Fifties” The Big Read | National Endowment for the Arts.
Web. 25 Nov. 2012.
<http://www.neabigread.org/books/fahrenheit451/teachersguide02.
php>.
 http://www.youtube.com/watch?v=QhizUBx9QYA
 “Literary Devices” Graphic Organizer
Objectives
 Students will learn about the historical context Fahrenheit 451.
 Students will be able to define and provide an example of various
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literary genres.
Instructional
Procedures
Opening:
1. The teacher will pass out “The Fifties” handout.
In order to fully understand and appreciate Fahrenheit 45, we
first need to learn a little bit about its historical context.
Engagement:
2. The teacher will hold a brief discussion on the article.
How much do you know about the fifties? Did anything shock
you from this article? What else was going on in the fifties?
3. The teacher will transition to the YouTube clip.
Now that we read about the decade. I think it’s only right that
we visually see something that went on during this time.
4. The teacher will again hold a brief discussion about the clip.
How many of you knew that stuff like this actually went on?
Why do you think Nazi Germany wanted to burn books?
5. The teacher will then shift the discussion to literary devices.
The next aspect we need to understand is literary devices since
this novel is full of them.
6. The teacher will break the class into groups of two or three and
pass out the “Literary Devices” graphic organizer.
As a group, you will complete the graphic organizer. You need
a definition for each device, an example, through rewriting the
sentence “the house was big,” and an example from
Fahrenheit 451.
7. The teacher will work through the “alliteration” word with the
entire class.
8. The teacher will then allow the class to work on completing
then graphic organizer and at its completion, go over it as a
class.
Assessment
Closure:
9. The teacher will close by asking students to update the graphic
organizer as they read, reminding them that the novel is full of
them.
You should keep these devices and historical context in mind
when you do the reading. It will definitely aid your
comprehension. Be sure to update your graphic organizer as
you see fit.
1. Students will be assessed informally based on the class
discussions.
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Lesson 3: Vocabulary and Journals
Grade/Content Area
Lesson Title
State Standards:
GLEs/GSEs
NCTE
Context of the
Lesson
Opportunities to
Learn
10th Grade Honors - English Language Arts
Vocabulary and Journals
Common Core Standards:
W.6. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
SL.4.c. Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, or its etymology.
Students have been reading Fahrenheit 451, but have not done
any writing on it, either informal or formal.
Students will be able to expand their comprehension of the text
through understanding of key vocabulary along with journal
prompts which directly coincide with the text.
Environment factors:
All students may not have the same etymology background.
Materials:
 Vocabulary Graphic Organizer
 http://quizlet.com/subject/fahrenheit-451/
 Journal Packets for Students
 Journal Prompts
Objectives
 Students will write routinely overtime by writing on-demand
journal prompts about Fahrenheit 451.
 Students will learn about various aspects of words such as
definition, pronunciation, part of speech, and etymology.
Instructional
Procedures
Opening:
1. The teacher will begin the lesson by previewing the two
activities and their purpose. .
Today we will do two different activities that will aid you
as you try to read and comprehend Fahrenheit 451.
2. The teacher will pass out the “Vocabulary Graphic
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Organizer.”
Here is your vocabulary graphic organizer. As we go
through the words, you will fill this in as you see
necessary. You will be tested on each component of
every word however.
Engagement:
3. The teacher will pull up the quizlet website and lead the
discussion on each word.
What is the etymology of this word? What does the root
mean?
4. The teacher then will shift the class to the journal
prompts by passing out the blank journals.
Now we will shift gears to journal writing. Throughout
your reading of Fahrenheit, I will prompt you with
journal entries in class. There will be ten total and they
will be collected and graded at the completion of the
novel.
5. The teacher will pull up the first prompt on the board and
ask the students to write.
“If they give you ruled paper, write the other way”
(Jiminez). Do you anticipate Bradbury suggests
anarchy? How can this quote still apply in a society in
which law and order exist?
6. The teacher will ask for volunteers to share their
responses with the class.
Does anyone want to share what they wrote for the
prompt?
Closure:
7. The teacher will end the discussion by thanking everyone
who shared and reminding the class to look out for
vocabulary that they do not recognize as well as
continue to do a close reading of the novel.
Thanks to everyone that shared. Make sure you keep an
eye out for the vocabulary we covered today as well as
any new vocabulary in the text. Keep doing a close
reading of the text.
Assessment
1. The vocabulary will be assessed through a vocabulary
quiz at a later date.
2. The journals will be assessed at the end of the unit.
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____________________________________
Fahrenheit 451 Journal Prompts
1)Quote:________________________________________________________________
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Reflection:
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2.)Quote:_______________________________________________________________
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Reflection:
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________________________________________________________________________
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3.)Quote:_______________________________________________________________
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Reflection:
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4.)Quote:_______________________________________________________________
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Reflection:
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5.)Quote:_______________________________________________________________
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Reflection:
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6.)Quote:_______________________________________________________________
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Reflection:
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7.)Quote:_______________________________________________________________
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Reflection:
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8.) Quote:
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Reflection:
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9.)Quote:_______________________________________________________________
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Reflection:
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10.) Quote:
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Reflection:
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“If they give you
ruled paper, write
the other way” (Jiminez).
Do you anticipate Bradbury suggests anarchy?
How can this quote still apply in a society in
which law and order exist?
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“We need not to be let alone.
We need to be really bothered
once in a while. How long is it
since you were really
bothered? About something
important, about something
real?” Ray Bradbury.
Reflect on something which truly bothers you.
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“Technology is a way of
organizing the universe so
that man doesn't have to
experience it” (Max Frisch).
Reflect on a way in which technology isolates
people.
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“Nearly all men can stand
adversity, but if you want to test a
man's character, give him power”
(Abraham Lincoln).
Reflect on someone you know who has abused
his or her power.
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“We cannot tell the precise moment when
friendship is formed. As in filling a vessel drop
by drop, there is a last drop which makes it run
over; so in a series of kindnesses there is at last
one which makes the heart run over” (Bradbury
71).
Reflect on this quote.
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Facing the Giants video clip
Reflect on the clip.
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“The Sound of Silence” by Simon
and Garfunkel
Reflect on the song/book.
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How is Fahrenheit 451 a sciencefiction novel?
Reflect on this quote.
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Read the Afterward.
Respond to Bradbury’s reflection.
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Pick one theme and explain its
significance and how it is used
throughout the novel.
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Lesson 3: Ray Bradbury
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
NCTE
Context of the
Lesson
Opportunities to
Learn
10th Grade Honors - English Language Arts
Bradbury’s Impact
Common Core Standards:
R.6. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view
or purpose.
SL.1.c. Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
Students have been reading Fahrenheit 451.
Students will be given information about Ray Bradbury and the
text which pertain to the real world. This will enable students to
see the novel in a different light.
Environment factors:
Materials:
 Flood, Alison. "Call for Ray Bradbury to be honoured with
internet error message." theguardian. 22 June 2012. Web. 1
Dec. 2012.
<http://www.guardian.co.uk/books/2012/jun/22/ray-bradburyinternet-error-message-451>.
 Micek, Kassia. "Parent criticizes book 'Fahrenheit 451'." Your
Houston News: Local Matters. 1 Oct. 2006. Web. 1 Dec. 2012.
<http://www.yourhoustonnews.com/archives/parent-criticizesbook-fahrenheit/article_b1136698-3645-5bd3-9911-717d8d
 5 W’s Chart - "Graphic Organizers." Education Place. Web. 1
Dec. 2012. <http://www.eduplace.com/graphicorganizer/>.
 http://www.youtube.com/watch?v=FL_y6gtxLvQ
Objectives
 Students will be able to identify at least two ways in which
Fahrenheit 451 has influenced the real world.
 Students will be able to describe how and why Ray Bradbury
wrote Fahrenheit 451.
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Instructional
Procedures
Opening:
1. The teacher will begin the lesson by outlining the purpose
of the lesson.
Today are going to review the real world impact of
Fahrenheit 451 by reading a few articles as well as
viewing an interview with Ray Bradbury himself.
Engagement:
2. The teacher will pass out the article: “Call for Ray
Bradbury to be honored with internet message.”
To start, we are going to read an article about an idea
taken from Fahrenheit 451. I thought this article was
interesting and it just came out over the summer.
3. The teacher will then read the article with the class and
hold a class discussion.
What did you guys think of article? Why is the message
going to be named after Fahrenheit 451?
4. The teacher will pass out the article: “Parent criticizes
book ‘Fahrenheit 451’” along with a 5W’s chart.
Now we will read an article about how Fahrenheit 451
was banned in a school. While we read it, fill out the
5W’s chart.
5. The teacher will hold a class discussion based on the
5W’s.
6. The teacher will shift to a discussion on Ray Bradbury.
Now that we learned a little bit about the novel, it’s only
right that we learn more about Bradbury.
7. The teacher will walk the students through setting up their
notebook for Cornell Note-taking.
8. The teacher will show the YouTube video of the interview
with Ray Bradbury.
9. The teacher will lead a class discussion.
Closure:
10. The teacher will close the lesson by encouraging students
to continue to see the current references to literature that
they read.
As we learned earlier, science-fiction is a genre which
contains aspects that could happen. As you read, look for
some elements of Fahrenheit that did actually happen
years after Bradbury wrote it.
Assessment
1. The graphic organizers will be collected, checked for
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comprehension, and returned at a later date for review
purposes.
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Call for Ray Bradbury to be honoured with internet error message
A new status code to reflect internet censorship could be named after Ray Bradbury's
most famous novel, Fahrenheit 451
Alison Flood
guardian.co.uk, Friday 22 June 2012 09.15 EDT
Fire wall … author Ray Bradbury's Fahrenheit 451 features book-burning censors.
Photograph: Charley Gallay/Getty Images
Ray Bradbury's fiction looks set to enter the structure of the internet, after a software
developer has proposed a new HTTP status code inspired by Fahrenheit 451.
Tim Bray, a fan of Bradbury's writing, is recommending to the Internet Engineering Task
Force, which governs such choices, that when access to a website is denied for legal
reasons the user is given the status code 451.
There are already a host of HTTP status codes, from the common 404 Not Found to 504
Gateway Timeout. The 451 idea follows a blogpost from Terence Eden, who found that
his ISP had been ordered to censor the Pirate Bay when he was given an HTTP 403
Forbidden message, meaning that "the server understood the request, but is refusing to
fulfil it". In fact, Eden writes on his blog, it was not Pirate Bay that was preventing access
but the government, after Britain's high court issued an order to ISPs to block access to
the filesharing site in April, so the response was "factually incorrect", and a new code is
needed to indicate "censorship".
451, Bray believes, would work nicely, as it would provide a tribute to Bradbury as well
as reminding users of the dystopian future predicted by the science fiction author.
Bradbury died earlier this month, leaving behind an oeuvre numbering hundreds of short
stories as well as the novels Something Wicked This Way Comes, The Martian
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Chronicles and Fahrenheit 451, which tells of a world where books are banned and
burned and fireman don't put fires out but start them.
"We can never do away entirely with legal restrictions on freedom of speech. On the
other hand, I feel that when such restrictions are imposed, they should be done so
transparently; for example, most civilised people find Britain's system of superinjunctions
loathsome and terrifying," Bray told the Guardian. "While we may agree on the existence
of certain restrictions, we should be nervous whenever we do it; thus the reference to the
dystopian vision of Fahrenheit 451 may be helpful. Also, since the internet exists in
several of the many futures imagined by Bradbury, it would be nice for a tip of the hat in
his direction from the net, in the year of his death."
The Internet Engineering Task Force is likely to look at his proposal when it next meets
in late July, Bray said. "This is a smart and conservative group and it's possible that
someone will point out a fatal flaw in the idea, or that while such a status code is sensible,
the number '451' is inappropriate for technical reasons. I'd be mildly surprised, but not too
terribly; designing the internet is hard," said Bray. "On the other hand, assuming the
IETF smiles on the idea, the work of deploying it in web servers and browsers would be
easy and straightforward, and I would expect to see fairly rapid uptake."
It's not clear whether Bradbury would have welcomed a proposal to honour his memory
in an internet error code. He said in an interview in 2009 that "the internet is a big
distraction". "They wanted to put a book of mine on Yahoo! You know what I told them?
'To hell with you. To hell with you and to hell with the internet.' It's distracting," he told
the New York Times. "It's meaningless; it's not real. It's in the air somewhere."
http://www.guardian.co.uk/books/2012/jun/22/ray-bradbury-internet-error-message451/print
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Parent criticizes book 'Fahrenheit 451'
By Kassia Micek | Posted: Sunday, October 1, 2006 12:00 am
Alton Verm, of Conroe, objects to the language and content in the book. His 15-year-old
daughter Diana, a CCHS sophomore, came to him Sept. 21 with her reservations about
reading the book because of its language.
"The book had a bunch of very bad language in it," Diana Verm said. "It shouldn't be in
there because it's offending people. … If they can't find a book that uses clean words,
they shouldn't have a book at all."
Alton Verm filed a "Request for Reconsideration of Instructional Materials" Thursday
with the district regarding "Fahrenheit 451," written by Ray Bradbury and published in
1953. He wants the district to remove the book from the curriculum.
"It's just all kinds of filth," said Alton Verm, adding that he had not read "Fahrenheit
451." "The words don't need to be brought out in class. I want to get the book taken out
of the class."
He looked through the book and found the following things wrong with the book:
discussion of being drunk, smoking cigarettes, violence, "dirty talk," references to the
Bible and using God's name in vain. He said the book's material goes against their
religions beliefs. The Verms go to Grand Parkway Church in Porter.
"We went them to go after God," said Glen Jalowy Jr., Grand Parkway Church youth
minister. "We encourage them that what you put in your mind and heart is what comes
out."
Alton Verm said he doesn't understand how the district can punish students for using bad
language, yet require them to read a book with bad language as part of a class.
Diana Verm and another classmate decided to read an alternative book. They leave the
classroom when the class reads or discusses "Fahrenheit 451," she said. The two students
were given "Ella Minnow Pea" by Mark Dunn because it shares common themes with
"Fahrenheit 451," said Chris Hines, CISD assistant superintendent for secondary
education.
"Fahrenheit 451" is a science fiction piece that poses a warning to society about the
preservation and passing on of knowledge as well as asks the question about whether the
government should do the thinking for the people, Hines stated in an e-mail to The
Courier. Other themes include conformity vs. individuality, freedom of speech and the
consequences of losing it, the importance of remembering and understanding history and
technology as help to humans and as hindrances to humans, Hines stated in the e-mail.
"They're not reading books just to read them," Hines said in a telephone interview.
"They're reading it for a purpose. … We respect people's rights to express their concerns
and we have a policy in place to handle that."
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A selection process is used for materials other than textbooks, according to district
policy. The materials must meet various standards, be appropriate for the subject, age and
social and emotional development of the students and motivate students to examine their
own attitudes and behavior, according to district policy.
While the district does not know of any other challenges to "Fahrenheit 451," there may
have been students who have decided to read a different book. The district estimates
about 1 percent of students request to read a different book than assigned, according to
the e-mail. "Fahrenheit 451" has been used in CISD curriculum for at least 19 years and
"likely prior to that," Hines said in the e-mail.
The district hasn't received challenges on any other books in the four years he's been with
the district, Hines said.
A district student, employee or resident can challenge any educational material in CISD
on the basis or appropriateness, according to CISD EFA (local) policy. An informal
reconsideration is first attempted. Informal requests are not documented, so Hines said he
did not know how many requests were handled informally.
The person can make a formal challenge, which Alton Verm did. A committee will be
appointed to review the material, discuss the material and report findings about the
request to the principal, parent and superintendent, Hines said. The process takes about
two weeks.
The Montgomery, New Caney, Splendora and Willis school districts have similar
policies.
NCISD banned "Draw Me a Star" by Eric Carle and "Absolute Power" by David
Baldacci, but it has not received a book challenge in three years, Cindee Reynolds,
NCISD superintendent/community relations executive assistant, stated in an e-mail to
The Courier. Montgomery ISD received one request from a parent to review instructional
material, but the district has not banned any books, Babette Eikenberg, Montgomery ISD
human resources executive director, stated in an e-mail to The Courier.
Alton Verm's request to ban "Fahrenheit 451" came during the 25th annual Banned
Books Week. He and Hines said the request to ban "Fahrenheit 451," a book about book
burning, during Banned Books Weeks is a coincidence.
"Banned Books Week: Celebrating the Freedom to Read" is observed during the last
week of September each year, according to the American Library Association Web site,
www.ala.org. The week celebrates the freedom to choose or express one's opinion, even
if it might be considered unorthodox or unpopular and stresses the importance of
ensuring the availability of those unorthodox or unpopular viewpoints to all who wish to
read them, according to the Web site.
Jerilynn Williams, Montgomery County Memorial Library System director, said Banned
Books Week keeps the public aware that it is imperative to have access to information in
a democratic society. Banning books causes libraries to limit access to information by
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withholding a person's right to explore a wide variety of opinions to form their own
opinions, Williams said.
"Not every book is appropriate for every person, but every person should have their work
that they choose," Williams said. "The public library is for everyone."
The Montgomery County Memorial Library System has received 65 requests to challenge
books since 2002, Williams said. The library has removed "Castro," for factual
inaccuracies, and "Tomorrow Wendy," because it was not under the library's current
guidelines, Williams said. The library also has a process for people to follow if they
challenge a book, Williams said.
However, Williams said a public library is different than a school library.
"As a public library, we are the library for everyone," Williams said. "The school library
is meant to be the library for that select group at that school."
To view a school district's policy on book selection or how to challenge a book, visit the
individual district's Web site.
Kassia Micek can be reached at kmicek@hcnonline.com.
http://www.yourhoustonnews.com/archives/parent-criticizes-bookfahrenheit/article_b1136698-3645-5bd3-9911-717d8d5c241a.html
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Lesson 5: Character Analysis
Grade/Content Area
Lesson Title
State Standards:
GLEs/GSEs
NCTE
10th Grade Honors - English Language Arts
Character Analysis
Common Core Standards:
W.7. Conduct short as well as more sustained research projects
to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
R. 1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
R.3. Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop
the theme.
Context of the Lesson Students have been reading Fahrenheit 451 as well as
informational texts about the novel. This lesson will also need
at least two class periods as the discussion from the first will
carry over to the second lesson through a homework
assignment.
Students will be working both in groups and individually on
Opportunities to
different aspects of this lesson. This enables them to closely
Learn
review their text and share their view points with their groups
and then the entire class.
Environment factors:
All students may not have read the material or have their text
with them in class. It will be the job of the teacher to ensure
that those who have not fully read to be in a group with those
who have, that way the group is still productive. Extra copies
of the novel will be available.
Materials:
 “Character Analysis Graphic Organizer”
 “Character Album”
Objectives
 Students will be able to analyze main characters of the text
through providing at least five characteristics with
supporting evidence.
 Students will be able to defend their song choice for their
Miszkiewicz 45
assigned character.
Instructional
Procedures
Opening:
1. The teacher will by reviewing the definitions of
protagonist, antagonist, and foil.
What do you remember about protagonist? What about
antagonist? How are they related? What is a foil
character?
Engagement:
2. The teacher will pull up the “Character Analysis
Graphic Organizer” on the projector.
3. The teacher will then lead the class on filling it out.
Today’s class is going to be about character analysis.
Let’s start with the protagonist Montag. Our task is
going to be to define his characteristics then find
evidence from the novel to support our list.
4. The teacher will split the class into at least four groups
and give each student their own copy of the “Character
Analysis Graphic Organizer.”
5. The teacher then assign each group a character (Beatty,
Faber, Clarisse, Mildred) to analyze as a group.
Now in groups, you are going to replicate the analysis
we did with Montag on a character that I assign you.
After 15 minutes, we will have each group report out on
their findings.
6. The teacher will facilitate a discussion in which each
group reports a few characteristics as well as their
evidence to the class.
What main characteristics did your group identify for
your character? What evidence do you have to support
that claim?
7. The teacher will then pose a new question to each
group.
Flip over your graphic organizers, on the
other side, I want each group to come up with reasons
as to why your character is the antagonist of the novel.
After that, we’ll have each group make their claims.
8. The teacher will ask each group to share why they feel
their character is the antagonist.
9. The teacher will assign a homework assignment which
is to be completed for next class.
On top of your reading, I have a brief homework
assignment for you all. I would like each of you to
choose one song which you feel represents your
Miszkiewicz 46
character. Bring to class a short description, which
includes direct quotes from the song, to prove how your
song works
10. The teacher will pull up the “Character Album” sheet on
the projector and ask students to quickly share their
character and song that they chose. The teacher will fill
in the song list and create an album of songs about
characters.
Closure:
11. The teacher will encourage students to keep updating
their graphic organizers and keep in mind how
characters affect other elements of the story.
I’ll get you each a copy of each groups work as well as
a copy of the album list. I encourage you to keep
updating it as necessary as some of these characters
will not remain the same throughout the novel. As you
read, keep in mind how these characters
Assessment
1. The graphic organizers will be collected, checked for
comprehension, and returned at a later date for review
purposes.
2. The songs will be assessed through the compilation of
the album in which students will have to adequately
defend their choice.
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Character Analysis
Character:
Characterization/Traits
Evidence
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Fahrenheit 451 Character album
Miszkiewicz 49
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Lesson 6: The Future of Occupations
Grade/Content Area
Lesson Title
State Standards:
GLEs/GSEs
NCTE
10th Grade Honors - English Language Arts
The Future of Occupations
Common Core Standards:
W. 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
W.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Context of the Lesson Students have been reading Fahrenheit 451 and writing in their
journals.
Students will be placed into groups in order to complete a task.
Opportunities to
This will allow students to share their viewpoints of the text and
Learn
interact with the text with their peers.
Environment factors:
It’s important to note when groups finish in an assignment such
as this. Some groups may finish early; whereas, some will need
time. The teacher’s job will be to make sure that all groups
remain on task as well as provide additional criteria to groups
who finish early.
Materials:
 “Future of Occupations” Handout
Objectives
 Students will be able to create and explain occupation
elements of a future occupation.
 Students will be able to produce proper evidence to support
their future occupation claims.
Instructional
Procedures
Opening:
1. The teacher will ask students think about the future that
Bradbury creates in Fahrenheit 451.
In class we discussed how Bradbury portrays a dystopia
in the novel. Today I am going to have you take that a
step further.
Engagement:
2. The pass out the “Future of Occupations” handout and
read the directions.
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3. The teacher then split the class into groups of around
four.
4. The teacher will circle the classroom checking-in on
groups as necessary.
5. The teacher will ask each group to report out their
topics.
Closure:
6. The teacher will close by asking a broad, through
provoking question.
Think back to any profession that you have heard
today. Are there signs that these changes are already
starting to happen?
Assessment
1. The students will be assessed orally when they present
their claims based on if they have at least five elements
with specific details to support their claims.
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___________________________________
Fahrenheit 451: The Future of Occupations
In Fahrenheit 451, Montag works as a “fireman.” His occupation
would not be seen as unusual to the modern reader until it is revealed
that he actually starts fires instead of putting them out.
Your group is required to take this concept of occupations from
Ray Bradbury and apply to today. Working as a team, you will choose
a profession that is familiar to us today and describe its possible
future in 25-50 years. Use one side of the chart below to describe the
current realities of that profession and the other to predict that
profession’s future.
Analyze this profession by using at least five aspects of the
occupation, such as:

Uniform/Dress Code

Schedule

Daily Required Activities

Social Respect/Prestige

Required Training/Education

Work Location

Salary (as compared to an average salary)

Or come up with another element to analyze!
After you are done filling out the table, write a one paragraph
job posting in which you outline the elements which you chose to
analyze.
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The Future of Occupation
Occupation:_______________________
Current Occupation
Future Occupation
Miszkiewicz 54
Lesson 7: Intertextual References
Grade/Content
Area
Lesson Title
State
Standards:
GLEs/GSEs
NCTE
10th Grade Honors - English Language Arts
Intertextual References
Common Core Standards:
R.1. Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
W.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.7. Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Context of the
Lesson
Opportunities
to Learn
Students have been reading Fahrenheit 451, but have not completed
any formal writing assignments. This lesson is designed to be taught
right before February vacation at which point, the students will be
close to finished with their reading. Library time will be given to
students to conduct their initial research and/or the typing of their
essay.
Students will be working individually in mini-research assignment
which will force them to critically engage the text. They will have the
opportunity to develop a deeper understanding of the text through
intertextual references after completing their research and paper.
Environment factors:
Some students may not feel comfortable with conducting research, so
individual help may be required to aid some students. If the
assignment cannot be taught before a break, the teacher will have to
modify the assignment to include enough time for students of all levels
to conduct research and type their essay.
Materials:
 “Intertextuality in Fahrenheit 451 Assignment”
 “Ecclesiastes Handout” The Big Read | National Endowment for
the Arts. Web. 25 Nov. 2012.
<http://www.neabigread.org/books/fahrenheit451/teachersguide02.
php>.
Objectives
 Students will be able to give an example of an intertextual
Miszkiewicz 55
reference in Fahrenheit 451.
 Students will be able explain the significance of the intertextual
reference.
Instructional
Procedures
Opening:
1. The teacher will discuss the skill that students will learn how to
do at the completion of the lesson.
This skill I am about to teach you was not introduced to me
until college, but it is invaluable skill when reading and
interpreting literature. We will be learning about how to find
and analyze intertextual references.
Engagement:
2. The teacher will explain what an intertextual reference is and
why it is important.
An intertextual reference or textual allusion is when a text
references another text. Usually, these references are
extremely significant or serve a special purpose. It is better
academic practice to analyze why an author did something
instead of just chalking it up to randomness. So today, we will
be looking at intertextual references in Fahrenheit 451.
3. The teacher will pass out the “Ecclesiastes Handout” and read
it with the entire class.
4. The teacher will then hold a brief discussion on the handout.
5. The teacher will then pass out the “Intertextuality in Fahrenheit
451 Assignment” handout and will go over the assignment
with the class. The teacher will field any questions related to
the assignment.
6. The teacher will allow students to conduct their own research
and begin to formulate their essays, assisting as necessary.
Closure:
7. The teacher will close by recapping the lesson.
Intertextual references are references that one text makes to
another. As you saw from your research, Fahrenheit 451 is
full of them, but other novels are too. Remember our opening
discussion: it’s much better practice to analyze why an author
chose to do something instead of just thinking it is a random
occurrence.
Assessment
1. The students will be assessed through their one page essay by
the criteria of stating the author and work of their intertextual
reference, providing the page number from which it can be
found, and explaining its significance through an element of
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the novel such as plot, theme, character, etc.
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_________________________
Intertextuality in Fahrenheit 451
The novel Fahrenheit 451 is full of intertextual references, but to what end? Your
task is going to be to find an intertextual reference and write a one page paper as to its
significance to the novel. Here’s what you need to do:
1) Find an intertextual reference by going to this website:
(http://www.heliweb.de/telic/bradcom.htm) OR finding one on your own.
a. NOTE: The page numbers on this website are not identical to your copy.
2) Write a one page paper in which you:
a. Identify your intertextual reference by author, work and page number in
Fahrenheit 451.
b. Briefly summarize the intertextual reference.
c. Explain its significance to any aspect of the novel (i.e theme, character,
plot, etc) by providing specific quotes to support your reasoning.
Miszkiewicz 59
Lesson 8: Themes and the Supreme Court
Grade/Content
Area
Lesson Title
State
Standards:
GLEs/GSEs
NCTE
10th Grade Honors - English Language Arts
Themes and the Supreme Court
Common Core Standards:
R.1. Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
R. 6. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or
purpose.
R. 9. Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington’s Farewell Address, the Gettysburg
Address, Roosevelt’s Four Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they address related themes and
concepts.
Context of the
Lesson
Opportunities
to Learn
W.1.e. Provide a concluding statement or section that follows from
and supports the argument presented.
Students have completed the reading of Fahrenheit 451.
Students will be working in groups as well as individually in this
lesson. In groups, they will be analyzing and supporting certain
themes. Individually, they will be assessing a supreme court case
about censorship.
Environment factors:
Though completion of the novel is not necessary for this assignment,
the teacher needs to consider than not every student has completed the
reading. The teacher needs to be aware of this fact and stress that
everyone can help out with the theme hunt.
Materials:
 “Themes Graphic Organizer” From: Bunyi, Angela. "Finding THE
MEssage: Grasping Themes in Literature | Scholastic.com."
Scholastic, Helping Children Around the World to Read and Learn
| Scholastic.com. N.p., 18 Feb. 2011. Web. 3 Dec. 2012.
<http://www.scholastic.com/teachers/top_teaching/2011/02/helpin
g-students-grasp-themes-in-literature>.
 “Censorship Supreme Court” Article
Miszkiewicz 60
 “My Views on Censorship” Worksheet
Objectives
 Students will be able to analyze a major theme in Fahrenheit 451
through providing textual evidence.
 Students will be able interpret an information text based on a
theme from Fahrenheit 451 and relate it to their own views by
defending their views.
Instructional
Procedures
Opening:
1. The teacher will begin the lesson by previewing the
components of the lesson.
Today we will begin a discussion about themes in the novel.
We’ll start this process by splitting up into groups and having
each group complete a theme worksheet. Following this, we
will read an informational text based on one of the themes in
class.
Engagement:
2. The teacher will split the class into groups and pass out the
“Themes Graphic Organizer.”
3. The teacher will explain the task and assign each group a
theme from the novel.
Knowledge, Education, Happiness, Isolation,, Censorship,
Government, Mass Media
4. The teacher will then hold a brief discussion based around
themes. What theme did your group have? What major
examples from the novel could you find? How does this theme
relate to your life?
5. The teacher will then pass out the “Censorship Supreme
Court” article and will read it with the class.
6. The teacher will then pass out the “My Views on Censorship”
worksheet and instruct students to fill it out individually, but
be prepared to discuss it.
Now I would like you to reflect on your own views about
censorship. In the first column, you should list when or how
censorship is a good thing. The second column will be about
when you think it is not a good thing. At the end, I want you to
take a stand. Are you for or against censorship as a whole?
7. The teacher will then ask for a few students to share what they
wrote on the worksheet.
When do you feel censorship is acceptable? When is it not ok?
Are you for or against censorship as a whole?
Closure:
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8. The teacher will end by reviewing the importance of the
material.
As you have found in your searches, there are many
important themes in the novel that all work a little bit
different. These themes can be found in real life scenarios,
like we saw in that Supreme Court case. As we have
discussed throughout, think about these themes and why
Bradbury wrote about them. Are they coming true?
Assessment
1. The theme graphic organizers will be collected and checked
for comprehension.
2. The discussion about censorship will be an informal
assessment for the Supreme Court case.
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From: http://www.law.cornell.edu/supct/html/historics/USSC_CR_0484_0260_ZS.html
SUPREME COURT OF THE UNITED STATES
484 U.S. 260
Hazelwood School District v. Kuhlmeier
ON WRIT OF CERTIORARI TO THE UNITED STATES COURT OF APPEALS
FOR THE EIGHTH CIRCUIT
No. 86-836 Argued: October 13, 1987 --- Decided: January 13, 1988
Respondents, former high school students who were staff members of the school's
newspaper, filed suit in Federal District Court against petitioners, the school district and
school officials, alleging that respondents' First Amendment rights were violated by the
deletion from a certain issue of the paper of two pages that included an article describing
school students' experiences with pregnancy and another article discussing the impact of
divorce on students at the school. The newspaper was written and edited by a journalism
class, as part of the school's curriculum. Pursuant to the school's practice, the teacher in
charge of the paper submitted page proofs to the school's principal, who objected to the
pregnancy story because the pregnant students, although not named, might be identified
from the text, and because he believed that the article's references to sexual activity and
birth control were inappropriate for some of the younger students. The principal objected
to the divorce article because the page proofs he was furnished identified by name
(deleted by the teacher from the final version) a student who complained of her father's
conduct, and the principal believed that the student's parents should have been given an
opportunity to respond to the remarks or to consent to their publication. Believing that
there was no time to make necessary changes in the articles if the paper was to be issued
before the end of the school year, the principal directed that the pages on which they
appeared be withheld from publication even though other, unobjectionable articles were
included on such pages. The District Court held that no First Amendment violation had
occurred. The Court of Appeals reversed.
Held: Respondents' First Amendment rights were not violated.
(a) First Amendment rights of students in the public schools are not automatically
coextensive with the rights of adults in other settings, and must be applied in light of the
special characteristics of the school environment. A school need not tolerate student
speech that is inconsistent with its basic educational mission, even though the
government could not censor similar speech outside the school.
(b) The school newspaper here cannot be characterized as a forum for public expression.
School facilities may be deemed to be public forums [p261] only if school authorities
have, by policy or by practice, opened the facilities for indiscriminate use by the general
Miszkiewicz 64
public, or by some segment of the public, such as student organizations. If the facilities
have instead been reserved for other intended purposes, communicative or otherwise,
then no public forum has been created, and school officials may impose reasonable
restrictions on the speech of students, teachers, and other members of the school
community. The school officials in this case did not deviate from their policy that the
newspaper's production was to be part of the educational curriculum and a regular
classroom activity under the journalism teacher's control as to almost every aspect of
publication. The officials did not evince any intent to open the paper's pages to
indiscriminate use by its student reporters and editors, or by the student body generally.
Accordingly, school officials were entitled to regulate the paper's contents in any
reasonable manner.
(c) The standard for determining when a school may punish student expression that
happens to occur on school premises is not the standard for determining when a school
may refuse to lend its name and resources to the dissemination of student expression.
Tinker v. Des Moines Independent Community School Dist., 393 U.S. 503, distinguished.
Educators do not offend the First Amendment by exercising editorial control over the
style and content of student speech in school-sponsored expressive activities, so long as
their actions are reasonably related to legitimate pedagogical concerns.
(d) The school principal acted reasonably in this case in requiring the deletion of the
pregnancy article, the divorce article, and the other articles that were to appear on the
same pages of the newspaper.
WHITE, J., delivered the opinion of the Court, in which REHNQUIST, C.J., and
STEVENS, O'CONNOR, and SCALIA, JJ., joined. BRENNAN, J., filed a dissenting
opinion, in which MARSHALL and BLACKMUN, JJ., joined, post, p. 277. [p262]
Miszkiewicz 65
___________________________
My Views on Censorship
I support some forms of censorship I oppose some forms of censorship
because:
because:
Take a stance:
Lesson 9: Socratic Seminar
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Grade/Content Area
Lesson Title
State Standards:
GLEs/GSEs
NCTE
10th Grade Honors - English Language Arts
Socratic Seminar
Common Core Standards:
R. 1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
W.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
SL.1. a. Come to discussions prepared, having read and
researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
SL.1. c. Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
Context of the Lesson Students have completed the reading of Fahrenheit 451.
Students have been given the first page of the “Socratic
Seminar” worksheet and have been asked to complete it for
homework.
Students will be working in groups as well as individually in
Opportunities to
this lesson. First, they will work individually to complete the
Learn
first page of the “Socratic Seminar” activity worksheet. From
there, they will be split into groups to complete the activity.
Environment factors:
Completion of the novel is not exactly required, but it does the
groups a lot. It’ll be important for the teacher to make sure that
the groups are balanced with those who have read and those
who have not.
All students may not have completed the assigned homework as
well so to accommodate, the teacher may want to give students
five minutes at the start of class to finish up the homework or
revisit the questions they generated.
Materials:
 “Socratic Seminar” Worksheet
Objectives
 Students will be able to form and ask questions about
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Fahrenheit 451.
 Students will be able to interpret their peer’s questions and
answer them using textual evidence.
Instructional
Procedures
Opening:
1. The teacher will begin the lesson by explaining how a
Socratic seminar works.
In today’s class we will be doing a Socratic seminar.
The premise with a Socratic seminar is to increase
understanding through asking questions.
Engagement:
2. The teacher will split the class into groups of about six
and instruct the students to take out their “Socratic
Seminar” worksheets.
3. The teacher will explain the task and ask the students to
begin.
4. The teacher will walk around the classroom to monitor
groups and join groups as necessary.
Closure:
Assessment
5. The teacher will end the activity by asking the students
to reflect on the benefit of a Socratic seminar versus a
“normal” class discussion.
Why did I decide to do a Socratic seminar instead of
just a simple class discussion? What is the importance
or benefit of asking questions to seek understanding?
1. The “Socratic Seminar” sheet will be collected and
assessed based on completion of the three questions as
well as the discussion notes section.
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Discussion notes:
Lesson 10: Culminating Project
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Grade/Content Area
Lesson Title
State Standards:
GLEs/GSEs
NCTE
10th Grade Honors - English Language Arts
Culminating Project
Common Core Standards:
R.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
R.2. Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
R.3. Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop
the theme.
W.1. d. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline
in which they are writing.
W.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
Context of the Lesson Students have completed the reading of Fahrenheit 451.
Opportunities to
Learn
Students will be given options for their culminating projects
which include options to work individually or in a group. Each
project includes a creative aspect which enables students to
visually represent aspects from the novel.
Environment factors:
Students will all need ample time to complete their projects,
especially those who work in groups. Time in the library may
be necessary to give students the extra support needed to
complete the project.
Materials:
 “Culminating Project” Handout
Objectives
 Students will be able to produce work through a creative
project as well as a written component to represent a major
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aspect of the novel such as character, theme, motif, etc.
Instructional
Procedures
Opening:
1. The teacher will introduce the culminating assessment
and pass out the “Culminating Project” Handout.
Now I would like to introduce to you the culminating
project for Fahrenheit 451.
Engagement:
2. The teacher will explain each option of the project and
how it will be graded. While this is occurring, the
teacher will ask students to mark up the assignment
sheets with any comments or questions.
3. The teacher will then ask students to share their
comments or questions with the student that is next to
them.
4. The teacher will then ask students to share any questions
which have not been answered by their peers.
Closure:
Assessment
5. The teacher will remind the students of the due date and
divulge that they will have some class time to work on
the project.
1. The culminating activity will be assessed with the
attached rubric in which students will provide evidence,
demonstrate an understanding of the text, and create a
visually appealing representation of their chosen aspect.
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CULMINATING PROJECT
Fahrenheit 451 by Ray Bradbury
Choose 1
Video trailer (group)
 Edited with professional style
 Demonstrates an understanding of the themes
 Visually appealing
 Less than 5 minutes in length
 Provide a copy of the script/story board
CD





____/50
(individual)
____/50
10+ songs
Cover (visually appealing)
List of song titles and artists
1+ sentence for each song explaining the connection with citation
Proper citations
Visual Artwork
(individual)
____/50
 Choose a quote/passage to represent visually
 Include the quote with the artwork
 Write 1 paragraph which would hang next to the artwork explaining the art
 Visually appealing
 Proper citation
Poster
(individual)
 Choose a literary device to locate throughout the novel
 Visually represent this device
 Include a plethora of examples
 Visually appealing
 Proper citations
Comments:
____/50