Unit III: Man vs. Society Daily Outline
*Outline is tentative and subject to change*
Day 1: Introduction to Unit III: Man vs. Society. Whole class discussion on their understanding of the
topic. Connect to past readings (other courses) and firsthand knowledge. Begin student response essay
5. HW: Complete student response essay 5.
Day 2: In class discussion of student response essays. What rules/standards of behavior did students
focus on? Why? Small group readings and discussions of “With One Word” New York Times article.
Whole class discussion of article. Introduction to Fahrenheit 451. HW: Read Fahrenheit 451, pages 342. Active reading with notes, annotations and questions.
Day 3: Small group discussions of Fahrenheit 451. Focus topic: Evaluate the society Montag lives in.
Whole group discussion of what small groups discussed. HW: Read Fahrenheit 451, page 42-68. Active
reading with notes, annotations, and questions.
Day 4: Whole group discussion of Fahrenheit 451. Independent read of Faulkner’s “A Rose for Emily”.
Active reading with notes, annotations and questions. HW: Read Fahrenheit 451, pages 71-110.
Day 5: Small groups meet to discuss “A Rose for Emily”. Groups should focus on creating questions and
connections to man vs. society. Groups should also look for cross text connections to Fahrenheit 451.
Whole group discussion to follow. HW: Read Fahrenheit 451, pages 110-136.
Day 6: Whole class discussion of Fahrenheit 451. Whole class reading of Hemmingway’s “Hills Like White
Elephants”. Students should read actively with notes, annotations and questions. Read at least twice.
Discuss inference. For discussion, consider societal issues of the time period. Connections to today’s
society. HW: Read Fahrenheit 451, pages 137-179.
Day 7: Small group discussions of the end of Fahrenheit 451. Groups should focus on concepts: should
society dictate rules for its citizens and should citizens questions society/authority? Whole class
discussion of what groups discussed. HW: Read “Scopes Monkey Background”. Active reading with
notes, annotations and questions.
Day 8: Whole group discussion of “Scopes Monkey Background” homework reading. Introduction to
film and trial. Mention of the two text that drive the trial/film. Individual reading of the first sections of
“the Book of Genesis” King James Version. Active reading with notes, annotations and questions. Class
discussion. HW: Read excerpt from Darwin’s Origin of the Species. Active reading with notes,
annotations and questions.
Day 9: Small group discussion of both Origin of the Species and “the Book of Genesis”. Groups should
consider the societies that support/believe in each and why. What impact does it have on public
education at the time of the Scopes Monkey trial and present time? Whole class discussion of small
group ideas. HW: Read “Getting Religion Right in Schools”. Active reading with annotations, notes and
questions.
Day 10: Begin watching “Inherit the Wind”. Student should treat film like text, actively watch with
notes, annotations and questions. HW: Student should evaluate notes on film thus far. Consider
connections to previous readings.
Day 11: Complete viewing of “Inherit the Wind”. Small group discussion of student’s understandings
and interpretation of film. Begin whole class discussion of film. HW: Read “Desiree’s Baby” by Kate
Chopin. Student should read actively, taking notes, annotations and questions.
Day 12: Complete discussion of “Inherit the Wind”. Class discussion of “Desiree’s Baby”. Begin Student
Response Essay 6. HW: Complete Student Response Essay 6.
Day: 13: Discussion of Student response Essay 6. Individual reading of Thoreau’s “Civil Disobedience”.
Whole class discussion of reading. HW: Complete reading/discussion notes if necessary.
Day 14: Introduction to Unit III formal Essay. Use class time to work on outline. Individual studentteacher conferences about thesis statements. HW: Complete outline for Essay III.
Day 15: Rough draft workshop. Students will work on their rough drafts, teacher will conference with
students individually to examine their outlines and give feedback. HW: Continue to work on rough
drafts.
Day 16: Rough draft workshop. HW: Complete rough drafts emailed to teach and groups by 6pm.
Revision comments of ALL members must be submitted to teacher in single attachment prior to class
time tomorrow.
Day 17: Peer group revisions. Groups should discuss in detail each other’s rough drafts. If time,
students can begin working on revisions. HW: Work on final draft of essay.