Pre-reading questions for Fahrenheit 451 by Ray Bradbury

Directions: Discuss the following questions related to the Fahrenheit 451 cover your group
chose.
1. What do you think about the cover?
2. What predictions can you make about the book based on the cover?
3. What do you gather from the title of the book?
4. What role does the art or style of the cover play?
5. What do you wonder about based on the cover?

Guidelines for the dialectical journal

Dialectic means the art or practice of arriving at the truth by using conversation involving
question and answer. The dialectic was the method Socrates used to teach his students how to
be actively engaged in the struggle to obtain meaning from an unfamiliar and challenging work.
A dialectical journal is a written conversation with yourself about a piece of literature that
encourages the habit of reflective questioning. You will use a double-entry form to examine
details of a passage and synthesize your understanding of the text.
There is to be NO collaboration with other students. Any assistance from the Internet, movies, or
secondary sources such as SparkNotes or CliffNotes will be viewed as cheating. Please email me
if you have questions about format.
Instructions:

1.
2.
3.
4.

Purchase a spiral bound notebook or composition book

Fold pages in half vertically or draw a vertical line down the middle of the page
Label the top of each column: left TEXT and right RESPONSE.
In the TEXT column, cite passages verbatim from the novel, including quotation marks
and page numbers.
a. Choose two passages from each chapter
b. When should you write passages down?
i. Details that seem important to you
ii. You have an epiphany.
iii. You learn something significant about a character.
iv. You recognize a pattern (overlapping images, repetitions of idea, details,
etc.)
v. You agree or disagree with something a character says or does
vi. You find an interesting or potentially significant quotation
vii. You notice something important or relevant about the writers style
viii. You notice effective use of literary devices
5. In the RESPONSE column, reflect upon the passages.
a. Raise questions about the beliefs and values implied in the text
b. Give your personal reactions to the passage, the characters, the situation
c. Discuss the words, ideas, or actions of the author or character
d. T ell what it reminds you of from your own experiences
e. Compare the text to other characters or novels
f. Write about what it makes you think or feel
g. Argue with or speak to the characters or author
h. Make connections to any themes that are revealed to you
i. Make connections among passages or sections of the work
j. Make predictions about characters futures
k. DO NOT MEREL Y SUMMARIZE THE PLOT
6. Each RESPONSE must be at least 60 words. Please include word count at the end of each
response.
7. Write down your thoughts, questions, insights, and ideas while you read or immediately

after reading a chapter, so the information is fresh.

8. As you take notes, you should regularly reread the previous pages of notes and
comments.
9. First person is acceptable in the RESPONSE column.
10. Remember that quotations do not have to be dialogue.
Sample journal
Black Like Me by John Howard Griffin
Text
The completeness of this transformation
appalled me. It was unlike anything I had
imagined. I became two men, the observing
one and the one who panicked, who felt
negroid even into the depths of his entrails
(Griffin 11).

Response
In many movies and books, people wake up
and realize how old they truly are. I think that
the people this happens to feel the same as Mr.
Griffin does because he feels that he still a
white man; but when he looks in the mirror, he
notices that his skin color disagrees with his
thoughts. Likewise, some people feel they are
still young, but they are trapped in a body of a
person who looks old to too different to be
them. (85 words)

Grading
A = Meaningful passages, plot, and quotation selections. Thoughtful interpretation and
commentary about the text; avoids clichs. Includes comments about literary devices such as
theme, narrative voice (POV), imagery, conflict, etc. and how each contributes to the meaning of
the text. Makes insightful personal connections and asks thought-provoking questions. Coverage
of text is complete and thorough. Journal is neat, organized and looks professional. Student has
followed directions in creation of journal.
B = Less detailed, but good plot and quote selections. Some intelligent commentary, addresses
some thematic connections. Includes some literary devices, but less on how they contribute to the
meaning. Some personal connections, asks pertinent questions. Adequately addresses all parts of
reading assignment. Journal is neat and readable. Student has followed directions in the
organization of journal.
C = Few good details from the text. Most of the commentary is vague, unsupported, or plot
summary/paraphrase. Some listing of literary elements. Virtually no discussion of meaning.
Limited personal connection, asks few, or obvious questions. Addresses most of the reading
assignment, but is not very long or thorough. Journal is relatively neat, but may be difficult to
read. Student has not followed all directions for organization, loose-leaf, no columns, no pages
numbers, etc.

D = Hardly any good details from the text. All notes are plot summary or paraphrase. Few
literary elements, virtually no discussion on meaning. Limited personal connections, no good
questions. Limited coverage of the text; way too short. Did not follow directions in organizing
journal; difficult to follow or read. No pages numbers.
F = Did not complete or plagiarized
1. Points will be deducted on the TEXT side for failure to document accurately and
completely according the model provided
2. Points will be deducted on the RESPONSE side for superficial and/or incomplete
responses.

The Cat in the Hat by Dr. Seuss

Directions: Use the following excerpt from The Cat in the Hat to complete the
characterization worksheets. Please cite textual evidence in your examples.
The sun did not shine.
It was too wet to play.
So we sat in the house
All that cold, cold, wet day.
I sat there with Sally.
We sat there, we two.
And I said, How I wish
We had something to do!
Too wet to go out
And too cold to play ball.
So we sat in the house.
We did nothing at all.
So all we could do was to
Sit! Sit! Sit! Sit!
And we did not like it.
Not one little bit.
And then
Something went BUMP!
How that bump made us jump!
We looked!
Then we saw him step in on the mat!
We looked!
And we saw him!
The Cat in the Hat!
And he said to us,
Why do you sit there like that?
I know it is wet
And the sun is not sunny.
But we can have
Lots of good fun that is funny!
I know some good games we could play,
Said the cat.
I know some new tricks,
Said the Cat in the Hat.
A lot of good tricks.
I will show them to you.
Your mother
Will not mind at all if I do.
Then Sally and I
Did not know what to say.
Our mother was out of the house

For the day.

But our fish said, No! No!
Make that cat go away!
Tell that Cat in the Hat
You do NOT want to play.
He should not be here.
He should not be about.
He should not be here
When your mother is out!
Now! Now! Have no fear.
Have no fear! said the cat.
My tricks are not bad,
Said the Cat in the Hat.
Why, we can have
Lots of good fun, if you wish,
With a game that I call
UP-UP-UP with a fish!
Put me down! said the fish.
This is no fun at all!
Put me don! said the fish.
I do NOT wish to fall!
Have no fear! said the cat.
I will not let you fall.
I will hold you up high
As I stand on a ball.
With a book on one hand!
And a cup on my hat!
But that is not ALL I can do!
Said the cat...

Defining Characterization
Characterization is the process by which the writer reveals the personality of a character.
Characterization is revealed through direct characterization and indirect characterization.
Direct Characterization tells the audience what the personality of the character is.
Example:

The patient boy and quiet girl were both well mannered and did not disobey their
mother.
Explanation: The author is directly telling the audience the personality of these two children. The
boy is patient and the girl is quiet.
Indirect Characterization shows things that reveal the personality of a character. There are five
different methods of indirect characterization:

Speech
Thoughts
Effect on others
toward the
character.

Actions
Looks
TIP #1:
TIP #2:

What does the character say? How does the character speak?
What is revealed through the characters private thoughts and feelings?
What is revealed through the characters effect on other people? How do
other characters feel or behave in reaction to the character?
What does the character do? How does the character behave?
What does the character look like? How does the character dress?

Use the mnemonic device of STEAL to remember the five types of indirect characterization
Use indirect characterization to analyze visual media:
Film: Look at how the character dresses and moves. Note the facial expressions when the
director moves in for a close-up shot.
Drama: Pay attention to the way that the characters reveal their thoughts during a soliloquy.

Examples of Indirect Characterization from The Cat in the Hat

Type of Indirect
Characterization

Examples

Explanation

Speech

Many of the words spoken by the cat at the

beginning of the story have an upbeat
connotative meaning. For instance, the cat
says to the children, But we can have /
Lots of fun that is funny! (7).
So all we could do was to
Sit!
Sit!
Sit!
Sit!
And we did not like it.
Not one little bit (3).
Throughout the first three quarters of the
story, three different illustrations portray
the fish scowling at the cat (11, 25, and 37)
immediately after each of the cats
activities. When the cat returns to clean up
his mess at the end of the story the fish is
shown with a smile on his face (57).
On page 18, the cat engages in UP-UP-UP
with a fish an activity that involves the cat
standing on a ball while balancing seven
objects. Later in the story, the cat releases
two things that fly kites inside the house.
Throughout the first three-quarters of the
story, the cat is shown with a smile on his
face. Towards the end of the story,
however, when the cat is told to leave, he is
shown leaving the house with slumped
shoulders and a sad face.

This reveals that the cats character is an

upbeat character that likes to have fun.

Thoughts

Effect on others

Actions

Looks

These are the thoughts of the narrator as

he stares out the window on a rainy day.
These thoughts reveal that this character
is not happy about his current situation.

The scowls on the fishs face support the

argument that the cats behavior at the
beginning of the story is not acceptable to
the fish. The fishs smile at the end of the
story reveals that the cat is engaging in
behavior that is now acceptable to the
fish.
These activities are outrageous, dangerous
and should not be conducted in the house.
They reveal that the cats character is not
concerned about rules related to safety
and appropriateness.
The smiles reveal that the cat is enjoying
himself and is not apologetic for his
outrageous behavior. The frown and
slumped shoulders at the end of the story
show that he is not enjoying himself
anymore.

Examples of Indirect Characterization from The Cat in the Hat

Character: The Cat
Type of Indirect
Characterization

Speech

Thoughts

Effect on others

Actions

Looks

Examples

Explanation

Examples of Indirect Characterization from The Cat in the Hat

Character: The Fish
Type of Indirect
Characterization

Speech

Thoughts

Effect on others

Actions

Looks

Examples

Explanation

Examples of Indirect Characterization from The Cat in the Hat

Character: The Narrator and Sally
Type of Indirect
Characterization

Speech

Thoughts

Effect on others

Actions

Looks

Examples

Explanation

Name: ____________________
Date: ____________________
Period: ____________________
K-W-L chart related to the anti-hero
Directions: In the following table, write down what you know and what you want to know
about the anti-hero. (It is OK to leave some of the boxes blank.) Then watch the Ted-Ed
video titled An antihero of ones own Tim Adams. After you watch the video, write
down what you learned. Be prepared to share your thoughts.
What I know

What I want to know

What I learned

Name: ____________________
Date: ____________________
Period: ____________________
Examples of Guy Montag as the antihero
Directions: Read independently for 15 minutes. While reading, write down three examples
of Guy Montag as the antihero. Feel free to refer back to your K-W-L chart. Explain the
examples you choose, and provide textual evidence for each one.
1. ________________________________________________________________________
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Example of a mind map

Below is an example of a mind map, including a students drawings and explanations with
textual evidence. Please model your own mind map after this example.

Name: ____________________
Date: ____________________
Period: ____________________
Mind map of Guy Montag
Directions: Use the outline of the head below to explore what the character Guy Montag is thinking by
drawing symbols of the ideas, questions, plans and/or motives that are in his mind. Include at least four
symbols. Below the mind map, describe your drawing and why you chose to include certain symbols. Connect
the symbols to the book, citing the text.

Explanation of symbols:

Name: ____________________
Date: ____________________
Period: ____________________
Venn diagram comparing and contrasting characters in Fahrenheit 451
Directions: In a group of three students, complete the Venn diagram below, comparing and contrasting three
characters from Fahrenheit 451. (Remember: EVERY student will turn in his or her own Venn diagram.)
You must include Guy Montag as one of the characters, drawing on your mind maps and K-W-L charts. You
can choose the other two characters from the following list: Mildred Montag, Clarisse McClellan, Captain
Beatty, Mrs. Phelps and Mrs. Bowles, and Faber. Focus on the characterization of each character in relation
to others.

Name: ____________________
Date: ____________________
Period: ____________________
FINAL PROJECT: Science fiction narratives
Directions:
For the final project, you will create your own science fiction narrative, similar to Fahrenheit
451. You will draw on all of the lessons from the unit, including characterization, themes and
plot, to construct your own science fiction narrative. You must have at least two pages, but there
is no page limit. Your writing MUST be entirely your own, or you will receive a zero on this
assignment. This assignment is worth 100 points. These are your only requirements. Be creative!
In class, we will brainstorm science fiction narrative ideas. Please jot down three ideas you have
as a result of the discussion:
1. ________________________________________________________________________
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2. ________________________________________________________________________
________________________________________________________________________
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3. ________________________________________________________________________
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EXTRA CREDIT OPPORTUNITY: Write four or more pages for your science fiction narrative.
Develop characterization, themes and plot more over the course of these extra pages.
In the next week, there will be time for you to discuss your ideas and progress with your
classmates and me. This assignment is due on the last day of the Fahrenheit 451 unit. Please let
me know if you have any additional questions.