Fahrenheit 451 English 10 Day 1 Sit in

Fahrenheit 451 English 10

Day 1: Sit in your Color Groups • SWBAT: Demonstrate their understanding of the “Allegory of the Cave” by creating a coming strip. • Group reading of Aot. C • Group work time • Reflection: How do you feel like this short play was a metaphor for you? Do you think it is good to be in a cave? Do you think that we sometimes are looked at differently for understanding ideas that others do not or for having a different view on life than others do? • Summary

Group Reading • With your color group choose to be Socrates, Glaucon, or the narrator (read the italicized words) • Read Aot. C, stopping at the end of each section or page to annotate and summarize what is happening. You will need 1— 12 events that you have noted from the entire play. YOU MUST COVER THE ENTIRE PLAY!!! DO NOT HAVE 12 EVENTS FROM THE FIRST PAGE!!! • When you have finished, create a T-Chart where you choose three similarities between the play and real life. Write these on the Right Side of your notebook. This will be a grade!!!!

Comic Strip Activity • Today, you will create a 10 -12 box comic strip highlighting the events that you noted on the right side. • You have one class periods to do this, so you need to work together and assign duties so that everyone works together. You CANNOT TAKE THIS HOME!!! That wouldn’t be fair because you don’t live in the same house as your group members. • Have FUN!!!! • ***Note: a suggestion would be to number 1 -10 and then choose which events you will highlight. • ***Make sure that you don’t leave any important parts of the story out of your comic strip • ***Use your time wisely. Do not spend so much time on your coloring and drawing that you do not finish. What you have completed will be what is graded (and displayed in the hallway)

Fahrenheit Day 2: Sit in your Number Groups Objective: SWBAT understand the vocabulary of F 451. • Vocab 1 &2 • Reflection: What are your initial feelings vocabulary? Were there any words that you didn’t know? Do you think that it is important to learn new words consistently? Why/Not? • Summary

451 Vocab #1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Abyss Cower Distilled Mausoleum Noncombustible Pagan Rationalize Ravenous Trajectory Titillation

451 Vocab List 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Chaos Discourse Invigorate Linguist Oracle Profusion Suffuse Teem Verbiage Welter

Fahrenheit Day 3: Sit in your Sticker Groups • Objective: SWBAT understand the dangers of cell phone addiction. • Ao. W • Check out F 451 • HW: pg 1 -15 and notes topics for day 5 • Reflection: Ao. W • Summary

Take Notes on these Ideas for Fahrenheit • Symbols • Burning/fire • Colors: red, white, yellow, • Cheshire Cat Smiles • Wind, rain, sun, stars, • Smells • 451 • Light/dark • Warmth/coldness • Books • Starting from the beginning • Sand/Sieve • The Bible • Phoenix • Time/clocks/counting • Eyes • Themes • In order to see clearly, one’s eyes must be completely open. • The more that technology becomes essential, the less that people become important. • When individual thought is compromised, control is optimized. • Speaking does not necessarily equal conversing. • Archetypes • Christ • Good Girl • Bad Boy • Mentor • Tragic Hero • Antiquated Character • Cold Wife

• Places • Outside • Montag and Mildred’s bedroom • The Fire station • The Woman on Elm’s house • Characters • • Montag Clarisse Mildred Hound Captain Beatty Woman on Elm Faber Mildred’s friends (Mrs. Bowles, Mrs. Phelps)

Day 4: Sit in your Color Groups • SWBAT: debate their ideas regarding technology addiction • Debate/discussion • Reflection: What were some of the ideas that you agreed with during the discussion? What were some ideas that you disagreed with? Have your ideas changed at all after reading this article? Why/not? • Summary

Day 5: Sit in your Sticker Groups • SWBAT: Decide whether too much technology is a good thing. • RQ • Journal • Discussion • Reflection: Do you identify more with Clarisse or Montag or Mildred? • Summary

Journal #1 • Compose five or more sentences about one or more questions from the following prompt. Do you think that technology addiction is an epidemic? Do you feel that you or members of your group are addicted to their technology? Do you feel that you are more like Montag or Clarisse with your views of technology?

Discussion “Well, ” she said, “I’m seventeen and I’m crazy. My uncle says the two always go together… I like to smell and look at things, and sometimes stay up all night, walking, and watch the sun rise” (Bradbury 5). “’Bet I know something else you don’t. There’s dew on the grass in the morning. ’ He suddenly couldn’t remember if he had known this or not, and it made him quite irritable” (Bradbury 7). “He did not wish to open the drapes and open the French windows, for he did not want the moon to come into the room. So with the feeling of a man who will die in the next hour for lack of air, he felt his way toward his open, separate, and therefore cold bed” (Bradbury 10).

Fahrenheit Day 6: Sit with your Color Groups • SWBAT: understand the risks of individuality. • RQ • Journal • Discussion • Reflection: Do you think that it is better to stand out in the crowd like Clarisse or fit in like Mildred? • Summary

Journal #2 • Compose five or more sentences about one or more questions from the following prompt. What happens when a person stands out from the crowd? Is individuality a recipe for bullies? What about a reason for seclusion and exclusion? Why are new ideas often disregarded as strange? Why do we choose to keep our true selves hidden?

15 -32 Discussion • Life v. Death

Discussion • With an elbow partner, locate three quotes that deal with individualism or the lack of individualism. Analyze those quotes and relate them to your journals. Are we different or the same as the firemen or Clarisse or Montag?

Fahrenheit Day 7: Sit in your Number Groups • SWBAT: understand the deterioration of Montag’s marriage. • RQ • Journal • Discussion • Do you think that Mildred and Montag understand what love is? Do you think that Clarisse’s ability to ask hard questions is helping or harming Montag? • Summary

Journal 3 • Compose five or more sentences about one or more questions from the following prompt. Do you think that there is anything or anyone that you would put yourself in harm’s way in order to protect it/them? What was so powerful about the woman on Elm’s silent protest? In what way did it make Montag or the reader reevaluate their understanding of love?

Life and death continued….

Discussion • With an elbow partner, connect the following characters to their “loves. ” Be sure you have a quote to support each of your examples, as well as two sentences of analysis to support your reasoning. You will be presenting these to the class during the final 15 minutes. • Characters: Beatty, Montag, Woman on Elm, Mildred, Clarisse

Fahrenheit Day 8: Sit in you Sticker Groups • SWBAT: understand the changes in Montag. • RQ • Notes topics part 2 • Questions • Beatty Discussion • Reflection: Do you think that we have fallen into the trap of fake news and useless information? Why do we get our information from Twitter instead of a newspaper? • Summary

Discussion Analyze Beatty’s lecture (beginning on pg 51 and ending on pg 58). What are the advantages and disadvantages to having a mind of useless information? Have we become a society built on trivia and surface observations? What does Beatty “call” upon Montag to do (indirectly) and what is Montag’s response? Pg 59 -61

Fahrenheit Day 9: Sit in your Color Groups • SWBAT: understand the analogy of the sand the sieve • RQ • Questions • Journal • Discussion • Reflection: When have you ever had a sand sieve moment? Did you react like Montag did? Explain. • Summary

Journal #4 (5 sentences) • Have you ever been in a situation where people talk around an issue instead of getting to the point? How did that make you feel? Did you want to leave that group? What happens when the values or norms of a group are no longer acceptable? Do you stay with the group because that’s what you’ve always done, or do you leave the group, even if it means losing some friendships along the way?

Allegory of the Cave Connection Aot. C Montag

Discussion • Page 74 “Once a child…” to pg 76 “The train vanished in its hole” • What is happening here? What are the lilies? Where does that symbol live? How does that contradict Denham’s Dentrifrice? How does this relate to the Allegory of the Cave and to Montag’s relationship with Millie and Beatty? How are all of these ideas a dilemma between abstract ideas and concrete ideas?

Day 10: Sit in your Number Groups • SWBAT: Understand Montag’s plan for comprehension and change. • RQ • Questions • Journal • Discussion • Reflection: Do you follow the three rules for comprehension when you read? What do you need to do in order to understand what you read more easily? • Summary

Journal #5 (5 sentences) • Have you ever had an experience when you struggled to understand how to do something? Was it for school? A sport? An activity? What did you do to comprehend your new task? What advice do you have for someone who is also struggling with that task?

Discussion • Review the three rules for comprehension according to Faber (pgs 7981). What do those rules mean? Why are they important to understanding? • How do these three ideas play into Faber and Montag’s plan to destroy the structure of the firemen?

Book of Job: Page 89 • Theme: God’s justice in the face of human suffering • “The Lord giveth and the Lord taketh away…”

Day 11: Sit in your Sticker Groups • SWBAT: Debate whether or not Beatty forced Montag into a trap. • Quiz • Dover Beach • Reflection: Have you ever put on a Cheshire cat smile? Why is this such an important recollection for Montag? • Summary

Symbolism • Cheshire cats (89) vs. statues of the saints (91 -92) • What is the difference between these two symbols? • Book disposal? ? • Sound of silence…. .

Dover Beach • Poem by Matthew Arnold • About the place that Arnold and his wife spent on their honeymoon • Work together to analyze the poem and then compare the two stanzas. How does that poem connect to Montag and/or Millie and her friends? • Why did Mrs. Phelps cry? ? ?

Day 12: Sit in your Color Groups • SWBAT: Understand the relationship of Dover Beach to the human suffering that Beatty was feeling. • RQ • Discussion • Reflection: Has anyone ever driven you to your breaking point? How does this compare to Montag’s snapping moment? • Summary

Beatty, his legacy, and his end • Pg 108 -109 “What a dreadful surprise…” to “…it’s too late, isn’t it Montag? ” • Burning… compare the first paragraph to the middle paragraph on 110. What are the similarities and differences in the way that Bradbury describes the burning? What is important to understand about the way that Montag burns? • The Climax of the story…….

Beatty wanted to die!!! • Why? ? ? ? • What is Montag’s purpose in life now? ? • Will he succeed on his quest and honor what Beatty wasn’t strong enough to do? ?

Discussion • Burning • Different emotions • Beatty • Pleasure to burn • Realizations • Beatty • Faber

Day 13: Sit in your Number Groups • SWBAT understand the struggle for renewal that Montag feels. • RQ • Journal • Discussion • Reflection: In what ways can you connect to Montag’s journey down the river? What journeys have you ever taken into the unknown? • Summary

Journal #6 • Have your ever tried to remake yourself? Maybe it was your style, your friend group, etc? Why did you morph into something/someone different? What about other people who remake themselves? Can we ever successfully become a new person, or are there always remnants of our past selves alive within?

Discussion Alive Dead

Day 14: Sit in your Sticker Groups • SWBAT: decide whether or not Fahrenheit 451 is a book about censorship. • RQ • Discussion • Reflection: In what way was Ecclesiastes 3 appropriate for Guy to remember? Do you agree that there is a time and place for everything? • Summary

Discussion: For each quote…. . Beginning of the book: Middle of the book: End of the book: What it means to society as Montag/we know it:

Discussion • Revolution of fire: “The fire was gone, then back again…. ” pg 139. • Society’s need for entertainment: “The innocent man stood bewildered…. ” pg 142. • Importance of waiting: “If not, we’ll just have to wait…. ” pg 146. • On leaving a legacy: “Granger stood looking back with Montag…. ” pg 149. • Death of the city: “The concussion knocked the air…. ” 153. • On Faber’s words: “Montag watched the great dust settle…. ” pg 154. • Back to Job: Top of page 154 “And while none of it will be me when it goes in…. ” • Phoenix: “There was a silly damn bird……” pg 156 • Ecclesiastes 3: “’Now, let’s get on upstream, ’. . . ” pg 156 -157.

Ecclesiastes 3 A Time for Everything 1 There is a time for everything, and a season for every activity under the heavens: 2 a time to be born and a time to die, a time to plant and a time to uproot, 3 a time to kill and a time to heal, a time to tear down and a time to build, 4 a time to weep and a time to laugh, a time to mourn and a time to dance, 5 a time to scatter stones and a time to gather them, a time to embrace and a time to refrain from embracing, 6 a time to search and a time to give up, a time to keep and a time to throw away, 7 a time to tear and a time to mend, a time to be silent and a time to speak, 8 a time to love and a time to hate, a time for war and a time for peace.

Day 15: Sit in your Color Groups • SWBAT: understand the dangers of the overuse of technology. • RQ • Discussion • Reflection: Compare the children in “The Veldt” with those from F 451. Do you think that watching too much TV desensitizes us? • Summary

The Veldt RQ 1. Who are George and Lydia? 2. What is in the nursery? 3. How does dinner get prepared in their house? 4. What is the problem with the nursery when George returns to it? 5. Who are Peter and Wendy? 6. Who is David Mc. Clean? 7. What does Mr. Mc. Clean advise the parents to do? 8. How do Peter and Wendy react? 9. What does George find in the veldt that disturbs him? 10. What do the children do at the end of the story?

The Veldt Key 1. Parents in the story 2. A veldt 3. The house does it 4. The lions are gone/the veldt doesn’t exist 5. The children in the story 6. The psychologist 7. Shut the nursery off 8. They throw temper tantrums 9. Bloody wallet/scarf 10. Kill their parents/ask Mr. Mc. Clean for tea

The danger of the Ipad…… • Temper tantrums • Weak parenting • Limited consequences • Lack of responsibility

Connections to F 451? ?

Day 16: Sit in your Number Groups • Objective: Students will understand the implications of the aftermaths of war in life and in “There Will Come Soft Rains. ” • Quiz • Journal • Discussion • Reflection: What happens to the world if there is no one left living in it? • Summary

TWCSR RQ 1. What are two examples of evidence that proves that no one is at home? 2. What has happened to the people of the city? 3. How do we know that the family is dead? 4. What happens to the house? 5. Why is the story named after the Sara Teasdale poem?

TWCSR RQ KEY 1. No one ate the food/no kids went to school/no one played cards/no one played in the nursery 2. They died in an atomic/nuclear war 3. Their images have been burned into the side of the house (like an old fashioned camera) 4. It starts on fire/burns to the ground 5. The world doesn’t end even if people aren’t there to live in it. Spring doesn’t care that there has been a war…the rain will come softly no matter what

Journal #8 It has been said that even after a bad day, the sun still rises. Why do we as humans sometimes feel like this isn’t true? Why do we stress about things that we cannot change?

Story Analysis • What is the central idea of the poem? • Is it true? • What is ironic about the story?

Day 17: Sit in your Number Groups • SWBAT: Understand characterization as they pull specific evidence from “Harrison Bergeron. ” • LS/RS set up • Activity Foldable

LS RS Foldable Reflection: How would you compare yourself to Harrison? Do you find him heroic? Why do you think the Handicapper General Summary: was so afraid of Harrison? What does this say about the necessity to conform in society?

Day 18: Sit in your Sticker Groups • SWBAT: Review MLA and begin to compose the outline for their summer reading essay. • MLA Review • Citations • Quotations • Essay Handout • Reflection: How confident are you with composing essays? What are your strengths and weaknesses? What part of essay composition do you need the most help with? • Work time • Summary

In-Text Citations • “……. ” (Author’s last name pg#). ***Example “…. . ” (Luehrs 22). ***If there are no standard page numbers, (not a book or PDF of an article, then use paragraph numbers (Luehrs par. 4). • According to Christina Luehrs, “………” (22). ***Notice you do not need author’s last name if it is in the preceding sentence with the quotation. • “…” (First real word of the article if there is not author pg). ***Example: “…” (Thinking 34).

Quotations: All must have citations!!!!!! • Direct: Word for word from the text • Paraphrased: In your own words • Summarized: Broken down from large paragraph • Fragmented: only a few words are used

General rules to follow • No first person pronouns…. unless you are writing a personal narrative or reflection. • No questions within your essay. If you ask a question, then the reader assumes that you are uneducated. • No “I think” “I feel” “I believe” “In conclusion” phrases…they are understood. • Spell out numbers 1 -10 • Do not refer to the assignment: “Today, I was asked to write an essay about …. ” • Be specific!!! Watch your pronoun usage—don’t say “stuff” “things” etc. • Watch your verb tenses: if you start in past tense, stay in past tense

MLA Heading Last Name # Your First and Last Name Ms. Baumeister English 10 Due Date Title of Your Essay

Topic or Main Idea 1 st Idea or Reason 2 nd Idea or Reason 3 rd Idea or Reason Thesis: Main idea plus three reasons (Don’t forget to introduce book and author)

Introduction: • Hook (Attention Getter) plus 3 or more sentences to explain hook and connect to the idea of your essay Thesis: Copy from your last section

Topic Sentence with Transition (Ex: The first reason why…… is because …. ) Introduce and explain topic of paragraph with general examples from the book Quote with signal phrase before (Susie said, “……” (cite 22). ) and citation afterward Explain what the quote means Analyze (This is important because……) Connect back to thesis and paragraph topic

Conclusion topic sentence (sum up the main idea that the reader should now understand) Remind the reader about the three points that you already discussed. Do not repeat or copy them Frame your paper: go back to your hook and connect this sentence to it using the ideas from your paper as well. EX: if you had an interesting fact as your hook or a profound statement, explain again why that fact or statement applied to your paper and how it was important.

Day 19: Sit in your Color Groups • SWBAT: Use their summer reading novel to synthesize their ideas and place them in their graphic organizer and begin to compose their essays. • GO work time • Reflection: What was the easiest part of your graphic organizer? What are your roadblocks with composing your essay? How confident do you feel about writing at this point in the process? Why?

Day 20: Sit in your Number Groups • SWBAT: Compose an introduction and conclusion, as well as integrate signal phrases into their paragraphs. • Intro/conclusion notes • GO/RD work time • Reflection: What major difference do you see when you add signal phrases into your paragraphs? How do you feel about your introduction/conclusion at this point?

Introductions • Step 1: Hook • Can be an interesting term that is defined or explained • Example: “One of the greatest strengths a person can have is courage…. ” • Example: “One may define a rebel as someone who…. . ” • Can be a quote from a famous person • Example: “Mother Theresa once said, ’………’. In other words, …. . ” • Example: “When Abraham Lincoln gave his most famous speech (enter title of speech), he said ‘……. . ’. That meant that……”

• Step 2: Connecting hook to paper idea • You must connect the main idea from your hook to the main idea of your paper. • Build upon the hook idea to introduce the main ideas from your book • Example: “Having courage is not just for famous people or nuns. Courage is a behavior or trait that can be found in everyday people. (Insert character name) demonstrated courage in multiple ways. (Insert thesis).

Day 21/22: Sit with your Number Groups. You don’t need to copy this slide in your notebook • SWBAT: Compose their essays • Rubric analysis • Writing time • Work Time (Start your essay on the LS, continue on RS, then LS/RS of next pages)

Day 23: Sit with your Choice Groups • SWBAT: Peer revise their essays • Reflection: What was the value of peer revision? What were some of the common mistakes that you saw while reading essays? What were some of the biggest strengths that you saw in the essays that you read? • RS: Three goals to work on for your final draft