WORDS AS
WEAPONS
DECEMBER 1
• TSWBAT create an elaboration of the story "Harrison
Bergeron"
• Warm Up: What part of the beginning or end of the story
left you confused?
LESSON
1. Decided what part of the story you felt needs more explanation.
2. Pick a paragraph from the story in which to start.
3. have the first sentence of your elaboration be the last sentence of the paragraph.
* If you are adding to the end- the last sentence of your elaboration will be the first sentence
of one of the end paragraphs.
4. Write four paragraphs elaborating (add information/detail) to the story.
EXAMPLE
• From Text:
Beginning of Elaboration:
Some things about living still weren't quite
right, though. April for instance, still drove
people crazy by not being springtime. And it
was in that clammy month that the H-G men
took George and Hazel Bergeron's
fourteen- year-old son, Harrison, away.
And it was in that clammy month that the HG men took George and Hazel Bergeron's
fourteen- year-old son, Harrison, away. It
wasn't as much as a fight as some would
have you believe. In fact, the H-G men
arrived, knocked on the door, and the family
moved to the side as their 14 year old son
as taken into custody.
DECEMBER 2, 2015
• Objective: TSWBAT analyze
their elaborations and have
literary discussion regarding
the elaborations
Warm Up: Take 5 minutes and
"revise" your elaboration
LESSON
1. Get into groups of 3 or 4
2. Share your elaborations
3. Once each person has shared have a silent discussion about the elaboration
* Consider the following
a. Did it make HB less confusing
b. What questions do you have
c. Is this a likely scenario given the context of HB? How do you know?
LESSON
• When you group has finished. Each person will answer #7
on page 27.
LESSON
• Complete the "Evaluating Equality" worksheet
• Your written answer should be 5 or more sentences.
DECEMBER 3, 2015
Objective: TSWABT analyze print advertisements
Warm Up: When is censorship a good thing?
LESSON
WHAT DEVICES ARE USED?
LESSON
WHAT DEVICES ARE USED?
LESSON
WHAT DEVICES ARE USED?
LESSON
WHAT DEVICES ARE USED?
DECEMBER 4, 2015
• TSWBAT create their own futuristic short stories
Warm Up: Discuss your news article with a partner
LESSON
W H AT D O E S T H E F U T U R E H O L D ?
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•
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•
•
•
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education
govenement
careers/jobs
economy
crime
transportataion
crime
hobbies
relationships/dating
population
religion
–
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sports
pollution
food/clothing
military
drugs/medicine
housing
entertainment
technology
Choose 1 (one) topic
think about what this
will look like in the
future.
You may illustrate your
thoughts in the following
way
1. Draw several(5+)
detailed panels depicting
your topic in the future
2. Write a 4-5 paragraph
reflection
3. Write a 4-5 paragraph
1st person narrative
HOMEWORK
B R I N G I N A C L E A N N OT E B O O K
F O R M O N DAY
You may decorate the outside cover
however you would like.
DECEMBER 7, 2015
OBJECTIVE
• TSWBAT analyze Fahrenheit 451 for
structure and meaning
WA R M U P
• Write for 5 minutes about the
following quote
" If they give you ruled paper,
write the other way." Juan
Ramon Jimenez
MAKE YOUR NOTEBOOK
Divide your notebook into 4 sections
Label One Section- Characters (14 pages)
Section 2- Part 1
Section 3- Part 2 (create only once you have finished section 1)
Section 4- Part 3 (create only once you have finished section 2)
In each section label a page "Interesting Quotes"
Label another page "Vocabulary"
Label another page "Handouts"
SETTING IT UP
C H A R AC T E R S ( 2 B L A N K PAG E S
A C H A R AC T E R )
S TA P L E YO U R VO C A BU L A RY
F O R PA RT 1 I N T H E
VO C A BU L A RY S E C T I O N S
• Guy
• This will be your reference while you read
• Captain Beatty
• Mildred
• Professor Faber
• Clarisse McClellan
(1 page a person)
• Granger
• Mrs. Phelps
• Mrs. Bowles
• Stoneman and Black
PAGE 7
IT WAS A PLEASURE TO BURN.
It was a special pleasure to see things eaten, to see things blackened and changed. With the brass
nozzle in his fists, with this great python spitting its venomous kerosene upon the world, the
blood pounded in his head, and his hands were the hands of some amazing conductor playing all
the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history.
With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame with
the thought of what came next, he flicked the igniter and the house jumped up in a gorging fire
that burned the evening sky red and yellow and black. He strode in a swarm of fireflies. He
wanted above all, like the old joke, to shove a marshmallow on a stick in the furnace, while the
flapping pigeon-winged books died on the porch and lawn of the house. While the books went up
in sparkling whirls and blew away on a wind turned dark with burning
PAGE 7
IT WAS A PLEASURE TO BURN. (IQ)
It was a special pleasure to see things eaten, to see things blackened and
changed. With the brass nozzle in his fists, with this great python spitting its
venomous kerosene upon the world, the blood pounded in his head, and his
hands were the hands of some amazing conductor playing all the symphonies of
blazing and burning to bring down the tatters and charcoal ruins of history. With
his symbolic helmet numbered 451(?) on his stolid head, and his eyes all orange
flame with the thought of what came next, he flicked the igniter and the house
jumped up in a gorging fire that burned the evening sky red and yellow and black.
He strode in a swarm of fireflies. He wanted above all, like the old joke, to shove
a marshmallow on a stick in the furnace, while the flapping pigeon-winged books
died on the porch and lawn of the house. While the books went up in sparkling
whirls and blew away on a wind turned dark with burning
DRAW WHAT IS HAPPENING ON PAGE 7
QUESTION/ THOUGHTS I HAD WHILE
READING
• Colors associated with Montag? (8)
• Color associated with Clarisse? (9)
• What page is Montag officially
introduced?
• How old is Montag? (12)
• How old is Clarisse? (11)
• What do firemen do and what is
their slogan?
• What are “parlor walls”? (13)
• What are “pedestrians”? (13)
• With a partner or the people siting
around you, use the questions on
the left as a guide to start
discussing the first pages of the
book.
• Write down your characters
observations in the character pages
of your notebook.
• Summarize the events of pages 714 in “section 1”
• Discuss and write down what you
know about this society.
READ PAGES 14-25 FOR HW
• What do you think is happening?
• Complete your required reader’s notebook
activities.
DECEMBER 8, 2015
• TSWBAT analyze the structure of 451 and
determine its meaning
• Warm Up: Write for 5 minutes about your
interesting quote.
DECEMBER 9, 2015
• TSWBAT analyze the structure of 451 and
determine its meaning
• Warm Up: Write for 5 minutes about your
interesting quote.
GROUPS- 20 MINUTES
• In your groups assign the following roles
• Summarizer- what are the main events that happened in the readings
• Connector- how can you connect the reading to modern day
• Illustrator- draw or find several pictures that represent what happened in the reading
• Diction Detector- how does the word choice help readers understand what is happening
GROUPS SHARE
• Each group will share what it discussed
PD. 1 QUIZ
1. Tell me everything you know about the firehouse
hound and Guy's feelings toward it.
2. What does a school say look like in 451?
PD. 3 QUIZ
1.What does Clarisse like to do during the day?
2. Tell me everything you know about sleeping pills in
451.
PD 6 QUIZ
• What do the students do after school?
• How do the firemen entertain themselves?
DECEMBER 10, 2015
• TSWBAT- analyze 451 for meaning
• Warm Up: Create a list of questions you have about the reading in your notes section.
SILENT CONVERSATION
• Write for one minute about a lesson you learned.
• Rotate the paper clockwise and respond to one of the lessons.
• Rotate gain until you have responded to everyone.
TURN IN YOUR PROJECTS
• Put your projects on the desk by the door.
DECEMBER 11
• TSWBAT analyze the diction in 451 and identify how words choice helps convey a
message
Montag realizes that he is not on solid ground
anymore. Write a narrative about what Montag is
thinking about as he enters the written world.
Warm Up-
READ YOUR NEWS ARTICLE- 25 MIN
• In your groups read your assigned article.
• Assign the following jobs
– Summarizer
– Connector to text
– Diction Detector- what words identify the theme and tone?
– Connector to world
– Passage Picker- identify the most important passage and explain why this is the most important
passage
After Reading- complete your task and discuss with the group
SHARE- 20 MINUTES
• Exit ticket- in your notebooks explain what article did you find most
enlightening and why?
DECEMBER 14, 2015
• TSWBAT analyze the use of fear to restrict freedoms
Warm Up: Create a list of people who fit into society "like a
round peg in a square hole."
LESSON
• List all of the traits of "normal" people in 451
• List the traits of "normal" people in our society
• Pick one character in the book and decide if they fit into
451's society.
• Write an essay explaining how this person is like a round
peg in a square hole.
DECEMBER 17, 2015
• TSWBAT analyze how fear can threaten freedoms and
create outcasts in society
• Warm Up: Share your quick write with a partner
QUIZ PD. 1
1. People in the society of Fahrenheit 451 love and care about their
children.
– True or False
– Provide evidence of your answer
2. What do you know about this quote?: “It’s always someone
else's husband who dies.”
QUIZ
1. Mildred’s friends voted for the president based on
the things he said.
–True or False
–Explain your answer
2.Explain what you know about “Dover Beach”
PD. 6 QUIZ
• Professor Faber is a courageous man.
–True or False
–Explain your answer
• What do you know about Montag’s
consequences?
LESSON- 20 MINUTES
1.
Examine your quick write from Monday about a character not fitting into society.
2.
Create a Blog Post from the perspective of your character discussing the society in which
they live.
Consider
• The value of people
• Employment
• Entertainment
• Laws
• How people are controlled
LESSON- SHARE YOUR BLOGS
DECEMBER 18, 2015
• TSWBAT write a news article about something they fear in
our society
Warm Up: Create a list of things you see in our society that
scare you
LESSON
• Create a list of things that were scary in the society of 451
• Compare the two lists
• Read the newspaper article “When Fear Threatens Freedom”
LESSON
• Write your own newspaper article showing the
things your fear in our society and this fear can
threaten our freedoms.
DECEMBER 21, 2015
• TSWBAT create public service announcement about how fear can threaten people.
• Warm Up: What is the point of a public service announcement?
LESSON
1. Using your blog, newspaper article, notebook, and book create a public service announcement
for the people of 451
* Be sure to include examples of how people in fear give up freedoms.
SHARE YOUR PSA IN SMALL GROUPS
JANUARY 4, 2016
WELCOME BACK
• TSWBAT create polished piece of original writing that demonstrates their knowledge pf
Fahrenheit 451
Warm Up: Create a theme for the book and discuss
it with a partner
POLISH YOUR WORK
• Pick one of the following
– Blog
– News Article
– Public Service Announcement
• Re-write the piece
– Must be 1 page front and back
– Must imitate the style in which you are writing (ie- blog less formal)
– Must prove that you are knowledgeable of the text
JANUARY 5, 2016
• TSWBAT create a study guide for Fahrenheit 451
Warm Up: In your 451 notebook make a list a
characters, then write down words that you
associate with each characters.
Example: Clarisse- questioning, anti-social…
LESSON- STUDY GUIDE FOR THE TEST
Identify the importance of the quote and the allusion
Page 35
" 'You know the law,' said Beatty. 'Where's your common sense? None of those books agree with
each other.You've been locked up here for years with a regular damned Tower of Babel' "
LESSON- STUDY GUIDE FOR THE TEST
Page 49:
" And I thought about books. And for the first time I
realized that a man was behind each one of the books"
Explain the significance
LESSON- STUDY GUIDE FOR THE TEST
Page 59:
" We stand against the small tide of those who want to make
everyone unhappy with conflicting theory and thought"
Who is saying it?
What is the significance?
STUDY GUIDE
Pg. 67
"We cannot tell the precise moment when friendship is formed. As in filling a
vessel drop by drop, there is at last a drop which makes it run over; so in a
series of kindnesses there is at least one which makes the heart run over"
What book is this a quote from?
What is the significance?
STUDY GUIDE
Page 85:
" A few bombs and the "families" in the walls of all the houses, like
harlequin rats, will shut up! In the silence, our stage whisper might carry"
Who says this?
What is being warned againist?
STUDY GUIDE
Page 157:
" And some day we'll remember so much that we'll build the biggest
goddamn steam shovel in history and dig the biggest grave of all time and
shove war in and cover it up. Come on now, we're going to go build a
mirror factory first and put out nothing but mirrors for the next year and
take a long look in them"
What is happening here?
JANUARY 7, 2016
• TSWBAT analyze original writings by their peers
Warm Up: Get into groups of 3 or 4
• Use your phones to look up blogs, news paper articles, and PSAs
• Write down things that make these unique. Look at:
– structure
– language
– style
– voice
– interaction with the audience.
SWITCH PAPERS
• Editors look for the following:
Does the writing match the hallmarks of the intended style (ie- is it a blog...?)
Does the piece speak to the audience?
Does the piece have an identifiable purpose?
Does the piece correlate to the text?
Switch papers until everyone in the group has read and answered the
questions for all group members.
REVIEW THE NOTES GIVEN TO YOU
• Brainstorm how to make you piece better
• Start drafting your final copy
JANUARY 11, 2016
• TSWBAT re-write an original piece modeling the style of a blog, news article, or PSA
• WARM UP: Check out a book
LESSON
• Look at the feedback provided by your peers
• Type a final draft of your piece incorporating the changes you made
• Write a paragraph explaining how your original piece models a blog, news article, or PSA
JANUARY 12, 2016
• TSWBAT Select two allusions from the book and
analyze how they interact and develop over the
course of the text
• Warm Up: Why do author's use allusion?
LESSON
• With a partner research the topic you were
given and be prepared to share your findings
LESSON
• After listening to all the presentations:
–Use your allusion and ONE other and analyze
a. how the allusion adds to the novel
b. how well current audiences would know these allusions
c. how they interact and develop over the course of the text
CLASS DISCUSSION
• Why did Bradbury use these allusions in the text?
–What purpose do they serve (consider the reader)
–Do you think the intended reader was aware of these
references?
JANUARY 13, 2016
• TSWBAT make corrections to their 451 tests
Warm Up: Get out you books and notebooks
TEST CORRECTIONS
FOR EVERY INCORRECT ANSWER
1. Find the quote in the book and write down the page number
2. Re-write your answers so that they make sense given what is happening in
the book
Example: Quote on text “It was a please to burn”
Corrections- found on page 7
Fix answers a, b, and c.
To get more points on the summary add in any details you feel prove to me that
you read the book.
JANUARY 15, 2016
• TSWBAT analyze the language of 451
• Brainstorm some ways that language can overcome
limitations
LESSON
• Go to page 85 of the text
• List the three things that are needed in enjoy books
• Write a response to Faber’s idea
LESSON
•What are ways that language is used to
overcome limitations in 451?
JANUARY 20,2016
• TSWBAT create an outline in order to answer an essay prompt
• Warm Up: What are the first things that a student should
do when answering a an essay prompt?
LESSON
• work on outline together
JANUARY 21, 2016
• TSWBAT use an essay outline to write body paragraphs of an essay
• Warm Up: Finish writing your introduction and be prepared to
share
LESSON
• Using facts from yesterday write 2 body paragraphs and a
conclusion
JANUARY 27,2016
• TSWBAT read a short story by Bradbury and determine the theme
• Warm Up: Write a paragraph or more response to the “Connect to Life” on
page 71.
JANUARY 28
• TSWBAT analyze “A Sound of Thunder” and determine Bradbury's
message
• Warm Up: Create a prediction for how you think the story will
end.
LESSON- JANUARY 27/28
• Read “ A Sound of Thunder”
• With a partner answer questions 1(including the comprehension
check)-5
FEBRUARY 1, 2016
• TSWBAT identify the theme of ‘A Sound of Thunder”
• Warm Up: Why do you think your answer to number 5 is
correct? Use evidence from the story.
LESSON
• Review the questions
• With a partner create a list of main events
• From the list you created write a 5 sentence summary if
“A Sound of Thunder”
• Share your summaries
• Discuss the ending of the book and create a tag line
FEBRUARY 2, 2016
• TSWBAT create summaries of Bradbury short
stories
• Warm Up: Complete the Connect to Life on
page 86 (Respond by writing a paragraph)
• Turn your paragraph into a 10 word statement.
LESSON
• Share your summaries from “…Thunder” with a partner
• Add anything you think you need
• Now, make it a two sentence summary
• Now make it a 15 word summary!
LESSON
•Make the Reader’s Notebook Chart on
the bottom of page 86
•Read the story and complete the chart
FEBRUARY
3
2016
TSWBAT: compare “There Will Come Soft
Rain” to 451
Warm Up: finish reading or review “There will
Come Soft Rains”
LESSON
•Answer questions 2 and 3
•Write paragraph answers to 6 and 7
LESSON
• With a partner compare “There will come Soft Rains” to
451
FEBRUARY 4, 2016
• TSWBAT compare Bradbury's writing style across his short stories and novel.
• Warm Up. Analyze this picture
SENTENCE STRUCTURE
• Simple- One Independent Clause
• Compound- Two+ Independent Clauses
• Compund-Complex- Two+ Independent Clauses, One Dependent Clause
• Complex- One Independent clause, One + dependent clause
• Independent clause- subject and verb (can stand alone)
• Dependent clause- subject and verb (cannot stand alone)
1.Simple Sentence: One (subject + verb)
•Twenty Freeport citizens protested the ban against smoking.
2.Compound Sentence: Two independent clauses joined by
a comma + coordinate conjunction (FANBOYS)
LESSON
• (Twenty Freeport citizens protested the smoking ban), but (the newspaper
failed to cover the story).
3. Complex Sentence: A sentence with one independent clause and at least one
dependent clause.
(After Mary added up all the sales), (she discovered that the lemonade stand was
32 cents short).
4. Complex-Compound Sentence: A sentence with multiple independent
clauses and at least one dependent clause.
Catch-22 is widely regarded as Joseph Heller's best novel, and because Heller
served in World War II, which the novel satirizes, the zany but savage wit of the
novel packs an extra punch.
LESSON
Copy this sentence“To enter out into that silence that was the city at eight o'clock of a
misty evening in November, to put your feet upon that buckling
concrete walk, to step over grassy seams and make your way, hands
in pockets, through the silences, that was what Mr. Leonard Mead
most dearly loved to do.”
Circle all Subjects and Verbs
Identify the clauses
What type of sentence is this?
LESSON
“To enter out into that silence that was the city at eight o'clock of a misty
evening in November, to put your feet upon that buckling concrete walk, to step
over grassy seams and make your way, hands in pockets, through the silences,
that was what Mr. Leonard Mead most dearly loved to do.”
LESSON
“(To enter out) (into that silence that was the city at eight o'clock of a misty
evening in November), (to put your feet upon that buckling concrete walk), (to
step over grassy seams) and (make your way, hands in pockets, through the
silences), (that was what (Mr. Leonard Mead most dearly loved) to do).”
LESSON
• Write a simple sentence, compound sentence, complex
sentence, and complex compound sentence the picture in
the warm up.
FEBRUARY 5, 2016
• TSWBAT identify the connection between “The
Pedestrian” and 451
Warm up: Look at the pictures in the story on page 96.
Make a prediction about this story.
LESSON
• Read pages 96-100
• As you read keep notes on
–Imagery (sensory)
–Syntax
LESSON
• Answer questions 1-6
LESSON
Make a chart comparing “The Pedestrian” to 451
Compare Leonard to a character in 451
Compare the settings
Compare the themes
Compare the police to the firemen
Use Evidence from the texts to support your answer