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Springfield College

Unit Plan Template

Teacher: Julia Maturo Date: September 21st- October 19th 2017


Subject: Science Fiction Grade Level: 12

Brief Summary of the Unit:


In this unit on Fahrenheit 451 students will be able to analyze and interact with the main
themes of the novel: the negative effects of censorship and excessive media on a society. They
will be able to explore these ideas through a dystopian lens while analyzing several literary
elements such as imagery, symbols, irony, and characterization. The students will then be able to
work with these themes and elements as they write their own creative short story branching off
from the end of the novel.

Fahrenheit 451 is a significant, timeless novel that deeply analyzes some of the major issues in
our society. It is important for students to be exposed to these concepts and be able to make their
own decisions about censorship and media with the information they gather in this unit. By
allowing students to view these themes through different lens and elements it creates a real-life
learning experience for the students where they can gain knowledge, ask questions, and hopefully
a greater interest in the society they live in, all while gaining reading, writing, speaking, listening,
and language skills.

Throughout this unit, there will be a variety of teaching skills being utilized that will require
students to analyze and interact with the novel. In almost every class there will be individual,
partner, and group work which will allow students to both develop their own ideas and collaborate
with others to share ideas. Furthermore, the students will also complete various post reading
activities including worksheets, charts, creating visual representations, and researching concepts.
Towards the end of the unit they will also engage in a comprehensive review activity that will
prepare them for the final creative essay for the unit. The creative essay will ask students to write
a short essay describing a year past the end of the novel. They must include detailed
characterization, imagery, and another element of their choosing that we covered during the unit.
This will allow students to explore the themes and elements within their own writing, providing
them the best insight into these important concepts.

I believe that the best way for students to interact and gain a deeper understanding of a novel is
through the sharing of ideas. I am hoping to make this unit very discussion driven. There will be
some points when I will have the students writing quietly for certain portions, but this is with the
goal in mind that they will be able to think through the questions thoroughly and organize their
thoughts before diving into discussions. They will also be taking such a deep look into various
literary elements so that they can late incorporate them into their own creative writing. This type
of writing allows students to use their brains differently and have the opportunity to share their
own intriguing ideas in a different format.
Stage One Desired Results
What do we want the students to learn?
Massachusetts Framework Standards:
Reading- Literature
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce
a complex account; provide an objective summary of the text.
3. Analyze the impact of the authors choices regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed).
4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
6. Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)

Reading- Information
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
4. Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
7. Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem.

Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Speaking and Listening
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
2. Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among
the data.
3. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.

Language
4. Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.

Enduring Understandings:
Big Ideas: The students will understand that
Censorship can control a society
Censorship can be found in everyday life
Fighting for something important is sometimes difficult
Censorship is a major theme within many novels and is still relevant in the real world
Mass media can control a persons mind
Access to knowledge and the ability to think is the only thing that keeps a society moving
forward
Utopia are impossible and only result in dystopias
Dystopias are popular settings for science fiction novels
There are different elements that create a dystopia
The time in which the author grew up may have affected the writing of the story
Imagery is more than just visualsit deals with all five senses
Symbolism helps add layers to a text
Propaganda is used through media to control a society
Irony can be an effective tool in developing the story further
Theme is the main idea of the text
Characterization is done through words and actions
Building ideas off of peers is the best way to further a discussion
Writing creatively can be both fun and challenging
Concepts
Banned books
Censorship
Dystopia
Characterization
Imagery
Irony
Symbolism
Book Burning
Propaganda
Media
Theme
Socratic Discussion

Essential Questions:
How does censorship control a society?
How can mass media have power over human thought?
Is it ever acceptable to censor something or someone?
How do the literary elements further the themes?
How can one identify a dystopia?
How do characters change and grow throughout a story?
How can one develop an interesting and compelling creative story?

Content: The students will know


Key Terms- Censorship, Dystopia, Propaganda, Media, Theme, Characterization, Imagery,
Irony, Symbolism
Elements of a dystopia
Effects of censorship
Tools needed in creative writing
Aspects of mass media and propaganda

Critical Thinking Skills: The students will be able to


Read the text for theme
Analyze literary elements
Discuss in small and large groups important aspects of the text
Write a creative short story involving theme and literary elements
Draw visual representations of different aspects of the text
Create skits based upon important concepts in the text
Stage Two Assessment Evidence
What will the students have to do in order to demonstrate their understanding of the
material?
Performance Tasks:
Informal
Participation in group discussions
Daily completion of post-reading activities such as worksheets and charts
Completion of short research projects
Creating in class group projectspresentations, skits, posters
Daily journaling of presented prompts

Formal
Create a short story that portrays one year later in the text including theme and other
literary elements
Complete a Complexity Wheel detailing all important aspects of the text

Other Evidence: quizzes, tests, prompts, etc.


Reading quizzes
Reading questions

Self-Assessments and Reflection:


Pre-Test/Post-Test
Stage Three Lesson Plans

Lesson 1 Censorship
Lesson 2 Banned Books
Lesson 3 Dystopia
Lesson 4 Close-Reading
Lesson 5 Background on Novel and Author
Lesson 6 Imagery
Lesson 7 Symbols
Lesson 8 Propaganda and Media
Lesson 9 Mini Research Project Day 1
Lesson 10 Mini Research Project Day 2
Lesson 11 Allusions
Lesson 12 Irony
Lesson 13 Theme
Lesson 14 Characterization
Lesson 15 Skits
Lesson 16 Socratic Discussion Preparation
Lesson 17 Socratic Discussion
Lesson 18 Review Game
Lesson 19 Essay
Lesson 20 Movie
Teacher: Julia Maturo Date: September 21st, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Introduction to Fahrenheit 451 Lesson Length: 45 minutes (1/2 day)
Overview of the Lesson
Lesson Summary:
In this lesson students will engage in activities that expose them to censorship in preparation to
start the novel Fahrenheit 451. Students will also take a pre-test to assess their prior knowledge.

Lesson Objectives:
The students will be able toread and analyze articles about censorship.
The students will be able todefine censorship.
The students will be able toresearch censored items.
The students will be able toassess their prior knowledge with a pre-test.

Materials/Equipment to be Used in Teaching the Lesson:


Articles
Board
Phones
Pre-Test

Massachusetts Framework Standards:


RI1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain
RI2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
RI7. Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Enduring Understandings:
Big Ideas: The students will understand that
Censorship can be found in everyday life
Music and film can have different forms of censorship

Concepts:
Censorship
Music
Film

Essential Questions:
What is censorship?
How can censorship be viewed in music/movies?
Where else have you seen censorship?
Content
Factual Content:
Students will know that censorship can affect all different types of media.
Vocabulary:
Censorship
Tier 1:

Tier 2:
Censorship
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Reading and analyzing articles
Defining censorship
Researching song and movies
Discussing important details
Collaborate within small groups

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Completion of notes on articles
Pre-Test
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Hook (5 Minutes)
o Have you ever been listening to the radio and youre singing along to one of your
favorite sons and all of a sudden the words are a bit different than you expect?
You know its not you; you know that song by heart. So the radio mustve
changed or edited out a few words. How do you feel about that?
o Does it make you mad? Are you okay with it?
o So what is that called? (Censorship)

Step One: Define Censorship (5 Minutes)


o Can anyone define censorship?
o Take some responses
o The definition of censorship is the practice of limiting access to information, ideas
or books in order to prevent knowledge or freedom of thought. (Put on board)
o Besides what weve just discussed, has anyone ever experienced or witnessed
censorship?
o Take some responses

Step Two: Article (15 Minutes)


o Censorship happens all over the place in our society. Sometimes you notice it,
sometime you dont. Today were going to take a look at censorship in songs and
movies to see if we can get a better understanding of the censorship around us.
o Youre going to be split up into groups of four and you will be assigned either
songs or movies. (Pre-assigned groups with half song and half movies)
o Each group will get two articles, one with a bit of background information on
your media subject from the National Coalition Against Censorship and another
article with a more personal take.
o Youre going to read the short articles and take note of 2-3 important ideas in
each article. Highlight them, circle them, write them down, whatever you need to
do to mark them.
o You can split up the work however you want to as long as everyone knows all
those important ideas.

Step Three: Research Song or Movie (10 Minutes)


o Now youre going to use the background information you just found in the
articles to find a song or movie that has been highly censored. Then you need to
write down the reasons why it was censored. Do this part as a group.
o Then individually, youll write a short reaction to it (about a paragraph). Are you
okay with this censorship? Is it for good reasons? Or is it never acceptable?
o Be ready to share all of your work from both reading the articles and researching
a song or movie
Step Four: Pre-Test (10 Minutes)
o To finish off today, were going to take a quick pre-test. This is only to test your
knowledge and it wont count as a grade in the grade book.
o Youll take this same little test at the end of the unit so that I can track your
progress. That one will count for a grade, but this one will not. So just try you
best.

Reflection on Lesson

a. The Lesson Plan: Directions very unclear, needed a handout and on the board directions.
Time was not well planned. Lesson flowed well in regard to ideas, but not with
transitions. It comes back to directionswhen we changed what we were doing, they
were unsure what to do.

b. Teaching Skills: Not my best, off my game, sick, tired, and slow. Needed to be better
getting students back on task. Explained concept of censorship well, but did not express
the effect of censorship well enough for students to understand it.

c. The Students: Seemed to have fun with the activities but did not completely understand
the concept. Were not able to complete activities due to short class and being off topic.
Teacher: Julia Maturo Date: Sept. 22th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Banned Books Week/Introduction to Fahrenheit 451 Lesson Length:78 minutes
Overview of the Lesson
Lesson Summary:
In this lesson the students will engage in a Banned Books Week (last week of September) activity
in which they defend banned books as librarians to the school board. The students will then
discuss censorship and how this topic will be a major theme within the next novel they will be
reading, Fahrenheit 451. They will also engage in a visual activity to prepare them for reading the
book.

Lesson Objectives:
The students will be able toparticipate in small group work to plan a presentation.
The students will be able togather information and evidence to support their banned book.
The students will be able topresent information to classmates about banned books.
The students will be able todiscuss the effects of censorship and how it may play into F451.
The students will be able todraw a logo that represents the firehouse in F451.

Materials/Equipment to be Used in Teaching the Lesson:


6 banned books- Harry Potter, The Absolutely True Diary of a Part-Time Indian, To Kill a
Mockingbird, Two Boys Kissing, The Adventures of Huckleberry Finn, The Catcher in the Rye
Scenario sheet for each student
Copies of F451 for each student
Computers/cell phones
Logo assignment
Paper
Art supplies
Massachusetts Framework Standards:
RI1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RI2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.

SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
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.
Enduring Understandings:
Big Ideas: The students will understand that
Censorship prevents people from gaining knowledge
Censorship damages a society
Fighting for something important is sometimes difficult
Censorship is a major theme within many novels and is still relevant in the real world
Logos can represent something bigger than themselves
Concepts:
Banned books
Censorship
Logos

Essential Questions:
What happens if we are banned from knowledge?
Why are books important?
How might censorship play a major role in F451?
How can your logo represent the fire department?

Content
Factual Content:
The students will know that many popular books that they may have read have been banned books
at some point.
Vocabulary:
Censorship, Banned
Tier 1:
Banned
Tier 2:
Censorship
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Read and analyze why the assigned book has been banned
Research and analyze reasons why the book should not be banned
Discuss and plan with group members an effective debate strategy
Present information peers about banned book
Discuss effects of censorship
Predict the effect of censorship on the novel F451
Draw a logo to represent the fire department in F451

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Participate in group discussions and presentation
Gather research in preparation for presentation
Write predictions about censorship and F451
Draw and explain logo
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Hook (5 Minutes)
o I have a question for you allwhat is your favorite book? If you dont have one
now, think back to when you were younger. Or maybe even your favorite movie?
o Call on students, get responses
o Or what about your favorite subject in school?
o Take a few more responses
o Now imagine if (x) book and (x) movie were banned? And imagine if any books
or information on (x) subject was banned? You couldnt find them in any library,
school, or even online. Imagine if no one had access to them anymore. How
would that make you feel? How would you respond?
o Take responses
o Did you know this isnt all in your imagination? Last year, 323 were challenged,
which means, someone tried to ban them, and some of those challenges were
successful, which means books were taken off the shelves of some libraries and
schools.

Step One: Banned Books Week Explanation (10 Minutes)


o Next week is actually Banned Books Week. This week is about a national
alliance of diverse organizations joined by a commitment to increase awareness of
the annual celebration of the freedom to read.
o For this years celebration, Banned Books Week will emphasize the importance of
the First Amendment, which guarantees our right to read.
o Banned Books Week was launched in 1982 in response to a sudden surge in the
number of challenges to books in schools, bookstores and libraries. More than
11,300 books have been challenged since 1982 according to the American Library
Association.
o And here is a short video about Banned Books Week and the top 10 banned books
last year.
o http://www.ala.org/bbooks/
o So have any of you read these books? How did you feel about the reasons why
they were banned?

Step Two: Defending Banned Books Activity Set Up (15 minutes)


o I am now going to hand out to you a scenario in which you will all be librarians
trying to prevent the banning of books.
o Take about 10 minutes to read through the scenario and answer the few questions
on the bottom. You can just flip the page over and write your response on the
back or get a separate piece of paper if youd like.
o After the 10 minutes of thinking on your own is done, youll share your responses
with your groups.
o Allow 10 minutesallow about 5 minutes for group discussion
o Alright, so now I want to hear what youve all talked about. What did you discuss
in your groups?
o Take responses

Step Three: Group Work (15 Minutes)


o Now that youve imagined yourself as librarians in this situation, youre going to
work in your groups to defend a certain book that I assign to you.
o Hand out books
o Whatever book you received, you job is now to research what you can about the
book to find out why it was banned. Then you need to take that information and
create a very brief presentation to the school board (the rest of the class) as to why
the book should not be banned. Or if you really think it should be banned, Im all
ears as long as you have some really solid reasons.
o You will have 15 minutes to research and create about a 1-2 minute speech as to
why your book should not (or possibly should) be banned.

Step Four: Presentations (10 minutes)


o Now its time to present your findings and defend your book! While you present,
the school board will be listening and will vote if they are convinced of your
argument. The right to read is on the linelets see how you do
o Have students presenthave students vote

Step Seven: Logo Design (30 Minutes)


o Were going to do a short activity with the book before we finish up today. So
were going to read together the first three pages.
o Read first three pages.
o Now were going to create a logo for the fire department.
o Hand out sheet and read through background information and directions.
o Please now create your logo and make sure to provide an explanation with that
drawing.
o Be as creative as you can and there are no wrong answers as long as you can
provide a logical explanation.

Homework/Extension Activities:
o As for homework, please read to page 28. You will have questions to answer.

Reflection on Lesson

d. The Lesson Plan: Well planned with good timing.

e. Teaching Skills: Clearer directions and explanations, but needed to emphasize the effect
of banned books.

f. The Students: Enthusiastic about the activities but fooled around a bit too much and
made a joke of it a little bit. This stems from them not fully understanding the
importance of the topic.
Teacher: Julia Maturo Date: Sept. 25th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Utopia Versus Dystopia Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson the students will discuss and define the qualities of a dystopia and watch short clips
of dystopian films to analyze how Fahrenheit 451 is a dystopian novel.

Lesson Objectives:
The students will be able todescribe their own utopia.
The students will be able todefine dystopia and discuss dystopian elements.
The students will be able toanalyze dystopian film trailers to identify elements of dystopias.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Perfect City Group Work
Dystopia Chart
Element Chart
Board
Computer for videos

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RL2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.

RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).

W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences

SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
Enduring Understandings:
Big Ideas: The students will understand that
A true utopia does not exist
There are different types of dystopian worlds
Dystopias are popular settings for science fiction novels
There are different elements that create a dystopia
Concepts:
Utopia
Dystopia

Essential Questions:
What is the difference between a utopia and a dystopia?
How can one identify a dystopia?
Why is F451 a dystopian novel?

Content
Factual Content:
The students will know that there are many novels that have dystopia settings and will determine if
F451 has that setting.
Vocabulary:
Utopia, Dystopia
Tier 1:

Tier 2:
Utopia, Dystopia
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Describe and write about a utopia
Discuss differences between a utopia and dystopia
Determine the type of dystopia in F451
Analyze passages that support the claim of F451 as a dystopian novel
Analyze dystopian film trailers to identify elements of dystopias.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Written explanation of personal utopia
Participation of group discussions on dystopias
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Hook (15 Minutes)


o I hope you all enjoyed the beginning of F451 last night. To start off todays class
Id like you all to do a quick write for about 10 minutes. The topic is utopias. I
would like you to describe in your own words with many details what your
perfect world would be like. (Put journal on board)
o Make it as personal and extravagant as youd like. There are no rules. I want to
hear about a few of these when youre all done writing.
o After the time is up, ask some students to share their utopias.

Step One: Utopia Group Work- Perfect City Part 1 (20 Minutes)
o Now that youve made your own utopia, youre going to work in groups to create
a more detailed perfect world plan.
o You should discuss the ideas you came up with on your own, and try to combine
some of those ideas to create a new utopia.
o Hand out worksheet, go through directions.
o You dont need to answer all the questions, theyre just there to help you
brainstorm.
o Allow 10 minutes for them to work
o Ask students to present the basic idea of their perfect world with 4 of the most
important detailswrite this direction on board
o Give prizes to group with most ideas

Step Two: Dystopia Group Work- Perfect City Part 2 (15 Minutes)
o Those all sound like awesome places to live
o But, would this world you just created ever be possible? Why not?
o So if its not possible, is any utopia possible?
o And does anyone know what the opposite of a utopia? (dystopia)
o What do you think a dystopia would be like?
o List qualities of dystopia from students on board
o So what happens when a utopia crosses over to a dystopia?
o Youre going to take a look at that by completing the second worksheet all about
your perfect world.
o Read directions for Perfect City Part 2
o Allow 10 minutes to complete

Step Three: Dystopia Definition (10 Minutes)


o So what exactly is a dystopia?
o Take some responses
o Lets watch a short video to figure out if youre right
o https://ed.ted.com/lessons/how-to-recognize-a-dystopia-alex-gendler
o So what are your thoughts on that video?
o Lets get a solid definition for dystopia
o Its a futuristic, imagined universe in which oppressive societal control and the
illusion of a perfect society are maintained through corporate, bureaucratic,
technological, moral, or totalitarian control. Dystopias, through an exaggerated
worst-case scenario, make a criticism about a current trend, societal norm, or
political system.
o Theres also a few different types of dystopias, this chart here can show this
o Pass out chart
o Based upon what youve read so far, what type of dystopia do you think F451 will
be? (Regular dystopia)

Step Four: Elements of a Dystopia (5 minutes)


o Just like there are many types of dystopias, there are many elements that make up
dystopic literature.
o Hand out chart, read through with students.
o Youre going to see these elements a lot in our readings, so youre going to want
to keep this in a safe place where you can reference it

Step Five: Dystopia Film Clips (15 Minutes)


o And one of the first times youre going to want to reference it is in our next
activity where we will be watching dystopian film trailers.
o Its your job to fill out a chart documenting the elements that you see.
o Show clips
Elysium Trailer:
http://youtu.be/LNhdDDTY6Lk?list=PLOMsq6qKKJICnVUagbK-
y5wtG8YKCSfr1
Short film Sight:
https://www.youtube.com/watch?v=lK_cdkpazjI&index=2&list=PLOMs
q6qKKJICnVUagbK-y5wtG8YKCSfr1
Divergent Trailer: https://www.youtube.com/watch?v=sutgWjz10sM
1984 Trailer: https://www.youtube.com/watch?v=Z4rBDUJTnNU
Scene from Wall-E: https://www.youtube.com/watch?v=h1BQPV-iCkU
Coca Cola Security Cameras:
https://www.youtube.com/watch?v=yOXzgLx4i0Y

Closure: Wrapping Up (5 minutes)


o So what were your thoughts on those clips?
o Any predictions about more dystopian elements to see in F451?
o Keep that element chart handy with you as you read to stay aware of more
dystopian elements you may come across.
Reflection on Lesson

g. The Lesson Plan: Flowed well from concept to concept and activity to activity. Good
timing for each activity. Not enough time for all activitieswished we had more time
for final activityshould have made decision to continue to next class.

h. Teaching Skills: Clearly and slowly explained directions. Provided both a handout and
board directions. Kept students on task. Shut down students side comments towards
other students.

i. The Student: Interested in creating utopias and seeing how they can turn into dystopias.
Loved the film clips and had some great comments on what they thought were dystopian
elements. Expressed a clear understanding of the topic.
Teacher: Julia Maturo Date: September 26th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Close Reading Analysis Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary: In this lesson students will analyze passages within F451 to gain a better
understanding of literary devices and language. The students will then take this new knowledge
and put it into practice by finding passages rich with literary devices.

Lesson Objectives:
The students will be able toread and analyze passages from F451.
The students will be able todiscuss diction, figurative language, and tone.
The students will be able toselect passages to be used as strong evidence from the text.

Materials/Equipment to be Used in Teaching the Lesson:


Close reading worksheet
Proof is in the Word Pudding worksheet
Board
Computer

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RL4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.

W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

Enduring Understandings:
Big Ideas: The students will understand that
Figurative language and diction can determine the tone of a passage
There are many small details in writing that make up a larger meaning
Some passages can serve as better evidence than others

Concepts:
Figurative Language
Diction
Tone
Evidence
Essential Questions:
What does the language of a passage reveal to its reader?
What are some examples of figurative language found in the passages?
What is the tone of the passage?
How can you determine if a passage can serve as strong evidence?

Content
Factual Content:
The students will know that there are many literary elements within passages that they will need to
analyze to find a deeper meaning.
Vocabulary:
Figurative language, simile, metaphor, personification, symbol, symbolism, imagery, diction, tone
Tier 1:

Tier 2:
Figurative language, simile, metaphor, personification, symbol, symbolism, imagery
Tier 3:
Diction, Tone
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Read and analyze passages
Write about the elements of the passage
Identify strong evidence
Discuss passages with many literary elements

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Completion of close reading worksheet
Completion of proof is in the pudding worksheet
Participation in sharing ideas from each activity
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Review of Diction, Figurative Language, Tone (10 Minutes)


o Today were going to be practicing some close reading and then well be doing
some more work with finding good passages.
o But first, lets have a little review of diction, figurative language, and tone.
o Put up on board- ask students about each part

Step Two: Close Reading (40 Minutes)


o So now that were familiar with these terms, lets take a look at our close reading
activity. (Hand out)
o Read through directions with students.
o Read through first passage and do each step with students.
o Partner students up by rows and ask them to do the second part together.
o Check in with students along the way, give about 10-15 minutes.
o Ask for responses before moving onto last passage, which they will complete
individually.
o Check in with students along the way, give about 10-15 minutes.
o Ask for responses again before moving on to next activity.

Step Three: Proof is in the Word Pudding (35 Minutes)


o Now that youve analyzed some passages, were going to find some passages you
could analyze. So throwback to last week when we did the Proof is in the Word
Pudding activity. Its always good to get some more practice with finding
evidence.
o Lets do a quick review of what makes a strong passage.
o Ask students for input on each one.
o Model briefly for students, but this is more of a review
o Circle around to students
o Allow as much time as needed, check in with how much time they need
o If time allows, ask for responses

Homework/Extension Activities
o Read pgs 29-49there will be a quiz
Reflection on Lesson

j. The Lesson Plan: Really great timing and spacing. Background information well planned
for what students need to know. Just enough work assigned for them today.

k. Teaching Skills: Directions were very clear and background information was explained well
before we even started any activities. Kept students on track with small reminders
throughout class. Was able to have fun with students while remaining in control.

l. The Students: Loved the review portion, got them laughing and thinking of examples.
Seemed comfortable with close reading by the third passage. They did not seem to get bored
or overwhelmed with the amount of workstayed involved and completed work.
Teacher: Julia Maturo Date: Sept. 27th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Background on Novel and Author Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will be able to gather background information on the novel and the author,
as well as the time period it came out of to gain a greater understanding of the text. They will also
start a small project that will help with reading comprehension.
Lesson Objectives:
The students will be able towatch a video about the time period the novel came out of.
The students will be able todiscuss the reasons why Bradbury may have written the book and
reasons why it was so popular.
The students will be able toread an article about Bradbury to gather information on the
influences to writing F451.
The students will be able tocreate a complexity wheel to use for reading comprehension.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Reading Quiz
Video Worksheet
Complexity Wheel
Board
Computer for videos
Article

Massachusetts Framework Standards:


RL8. Analyze a work of fiction, poetry, or drama using a variety of critical lenses (e.g., formal,
psychological, historical, sociological, feminist).

RI1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RI2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.

RI3. Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.

RI6. Determine an authors point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text.
Enduring Understandings:
Big Ideas: The students will understand that
There were some major events in the 1950s that affected written works.
Communism may have been a factor
The time in which the author grew up may have affected him
Hitler may have been a factor

Concepts:
Communism
Nazism
Book Burning

Essential Questions:
How did the events of the 1950s affect the writing of F451?
How did the time period of when Ray Bradbury grew up affect how the book was written?

Content
Factual Content:
The students will know that there are many outside influences that may affect an author and how
they write their stories.
Vocabulary:
Influences, Communism, Nazism, Book Burning
Tier 1:

Tier 2:
Influences, Book burning
Tier 3:
Communism, Nazism
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Discuss influencing factors
Write a response to important events in different time periods
Read an article including an interview
Watch and take notes on a video
Create a complexity wheel

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Journal response
Participation in group discussions
Completion of complexity wheel
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Reading Quiz (20 Minutes)


o Hand out quiz, explain how they must answer in 2-6 complete sentences and that
they are allowed to skip one question.

Step Two: Time Period Journal (10 Minutes)


o Read journal and directions.
o Ask students for ideas.

Step Three: Watch Conversation with Ray Bradbury Video (10 Minutes)
https://www.youtube.com/watch?v=EzD0YtbViCs

o Were now going to take a look at two videos that will help us figure out of you
were right about some of those historical events.
o Hand out worksheet and explain directions.
o Show video
o Allow time to write

Step Four: Watch 1950s History Video (10 Minutes)


http://www.history.com/topics/1950s

o Show video
o Allow time to write

Step Five: Response and Discussion (10 Minutes)


o Explain second part of worksheet
o Allow time to write
o Ask students what they chose

Step Six: Create and Work on Complexity Wheel (25 Minutes)


o For the rest of class, we will be creating a small project that you will be using for
the rest of this unitit is a complexity wheel.
o Hand out materials
o On this wheel are several different categories with several different questions.
Each question requires you to use some sort of textual evidence. Answering all
these questions will help you gain a better understanding of the novel, which will
later help you will our review of the whole story as well as the creative essay
youll write at the end.
o Every day in class you will get about 10 minutes to work on the questions and it
will be due at the end of the unit, October 12th.
o So today well make the wheel and you can get started on a few of the questions.
Reflection on Lesson

m. The Lesson Plan: Allowed as much time as needed for quiz. Flowed really well, even when
I had to replace one of the videos with a mini presentation since it did not load. I would use
the Prezi presentation in the future since it fit in so well with the lesson without even
planning that part.

n. Teaching Skills: Very clear with directions. Asked for different students to answer
questions. Prompted students who were stuck on a question.

o. The Students: Interested in the history behind the book, laughing along with the humorous
video I showed. Participated in group discussion well enough, could have been better.
Seemed happy to be working with their hands for the project at the end of class.
Teacher: Julia Maturo Date: Sept. 28th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Imagery Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will be able to review and analyze imagery. They will then find imagery
quotes that they will then draw into pictures to represent the image the text creates.
Lesson Objectives:
The students will be able toanalyze imagery within the text.
The students will be able toselect a quote with imagery to work with.
The students will be able todraw the image they see in their imagery quote.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Board
Computer
Writing Descriptively Practice
F451 Imagery Worksheet
Imagery Drawing Directions

Massachusetts Framework Standards:


RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
RL4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.
W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

Enduring Understandings:
Big Ideas: The students will understand that
Imagery is a great tool in creating interesting passages
Imagery is more than just visualsit deals with all five senses
Drawing can help one visual the events that occur on the page

Concepts:
Imagery
Senses
Drawing
Essential Questions:
What are some examples of imagery that can be found in F451?
How does the imagery enhance the text?
How can you create an image from the imagery you found in the text?
Content
Factual Content:
The students will know that imagery is a commonly used tool in writing to create more interesting
passages.
Vocabulary:
Imagery, Drawing, Senses
Tier 1:
Drawing, senses
Tier 2:
Imagery
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Discuss imagery as a tool
Analyze imagery in the text
Select imagery quotes from the text
Draw an image from the imagery quote
Explain the rationale behind the drawing

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Participation in class discussion
Creation of drawing and written explanation
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Review of Imagery (5 Minutes)


o Today we will be working with imagery, so were going to do a quick review.
o Who knows what imagery is?
o Take responses
o Put review up on board
o Read definition, explain picture

Step Two: Practice with Imagery (20 Minutes)


o Before we really get into things today, lets do a bit of fun practice with imagery.
o Here is a video about writing really descriptively
o https://www.youtube.com/watch?v=RSoRzTtwgP4
o Of course Im not expecting you to write an incredible full length novel, but we
are going to do some work with writing creatively using imagery.
o Hand out worksheet
o Read directions
o Provide example
o Allow 15 minutes of work
o Ask for examples of work from students

Step Three: Imagery in F451 (20 Minutes)


o Now were going to look at some imagery from F451.
o Hand out paper, read directions.
o Do first example together.

Step Four: Find Imagery in F451 (15 Minutes)


o It is now your job to find a great example of imagery from the text. Look for
something to appeals to as many senses as possible. You can look in the text up
to page 65.
o When you find the passage you would like to use, please copy it down. Then
when you have finished with that, answer the second question. Think about what
senses your imagery appeals to and what makes it such an effective piece of
imagery.

Step Five: Draw Image (15 Minutes)


o Finally, youre going to draw the imagery that you selected. Try to depict exactly
how you imagined it in your head. Use tons of color and creativity to help bring
this image alive.

Step Six: Complexity Wheel (10 Minutes)


o As promised, if you finish, you can use class time to work on the complexity
wheel.
Reflection on Lesson

p. The Lesson Plan: Had to change things up today since they seemed confused on plot and
some characters after grading their quizzes. Started off today with a plot review activity and
I believe everyone is now on the same page. However, by adding something, I had to take
something away. So I did not get to the drawing of imagery, which is fine because they did
very well with the other activities today.

q. Teaching Skills: Better directions and modeling are the key to this class. Every time we do a
new activity I give directions orally, on the board, and on a handout. Every time I also model
exactly how they should do it for the first onetoday we even did an example as a class.
Tried to keep an upbeat and energetic tone for most of class since it was the end of the day
and so hot. Seemed to have a decent effect on students.

r. The Students: Very engaged in the descriptive writinggot several students who are
generally apathetic to be excited to share their writing in class. Bit cranky today due to the
heat, had to settle some side comments a few times, but generally well behaved and did their
work.
Teacher: Julia Maturo Date: September 29th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Symbolism in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will complete several activities working with symbolism to see how it is
used in the novel Fahrenheit 451.

Lesson Objectives:
The students will be able toplay charades to discover how symbols can be used.
The students will be able todiscuss common, universal symbols.
The students will be able toanalyze symbols within Fahrenheit 451.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Common Symbols Worksheet
Board
Computer
Large Paper
Markers
Prizes
Massachusetts Framework Standards:
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
RL4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively
Enduring Understandings:
Big Ideas: The students will understand that
Symbols represent a bigger idea than the literal meaning
Symbolism helps add layers to a text
Different objects can be different symbols in different texts
There are universal symbols which almost all people recognize due to their commonality

Concepts:
Symbols
Universal symbols
Essential Questions:
What is symbolism?
How is symbolism used in literature?
What are some common symbols?
What are some symbols in F451? What do those symbols represent?

Content
Factual Content:
Students will know that symbolism is very common and useful in both literature and society.
Vocabulary:
Symbolism
Tier 1:

Tier 2:
Symbolism
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Acting out charades
Discussing common symbols
Drawing and explaining common symbols
Analyzing symbols from the novel

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Participation in charades and discussions
Completion of common symbol worksheet
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Hook- Charades (10 Minutes)


o To start off class were going to play a quick game of charades.
o Split the class in half
o Explain rules of charades
No talking, use fingers to show number of words
o There will be three rounds, whichever side wins (2/3) will get a prize
o Ask for a representative from each side for each round (new person each time)
o Topics
Raking Leaves
Snowball Fight
Giving a dog a bath

Step One: Introduction to Symbolism (10 Minutes)


o So what did you have to do in charades to win? What did your representative
have to do so that your team could understand?
o (Had to use symbols and act something out since they couldnt talk)
o This was actually a mild form of using symbols. That is what we are going to be
working with today.
o So what is symbolism?
o https://www.youtube.com/watch?v=8Vwek28P9Gk (Stop at 48 seconds)

Step Two: Flag Example (5 Minutes)


o Lets look at another example.
o One of the most common symbols that you can see all over the place is the
American flag. Its a real object, but it represents some very important ideas.
o Take one minute to talk to your partner about what the flag could symbolize.
o Think about the colors, the shapes; try to think about all the other things it could
represent.
o Answers:
50 stars are the 50 states
13 stripes are first 13 original colonies
White represents innocence and purity
Red represents valor and bravery
Blue represents perseverance and justice.

Step Three: Common Symbols (15 Minutes)


o Lets do some work with some more common, universal symbols. These are
symbols that almost everyone can recognize.
o You and your partner will get a common symbol. Every pair will get a different
one. All that will be on the page is the name of the symbolthe word itself.
Your job is to draw the symbol and write what it represents.
o You will present what you come up with to the class.
o Symbols:
Dove
Chains
Red rose
Skull and cross bones
Bald eagle
Pink ribbon
Lion
Rain
Olympic rings
4 Leaf Clover
Dog
Raised fist
Yin-Yang

Step Four: Symbols in F451 (45 Minutes)


o Now that weve seen how symbols can be used in regular life, lets take a look at
how they are used in Fahrenheit 451.
o All around the room there are large sheets of paper with different symbols from
the novel.
o You and your partner will be paired with another set of partners to create a group
of four. You will travel with your group to each of the posters.
o At the first poster you are assigned to, you must explain what the symbol
represents in the story. For example, if your symbol was a heart, you might write
down how it represents love or happiness.
o Then you would find an example from the text that proves the heart represents
love or happiness. So there are two parts for each poster.
o After 5 minutes, you will move to the next poster.
o You can add details to the last groups explanation of their symbol if you think
you have a better explanation. So say you get to the next poster and its a Nike
symbol. Maybe they said that the Nike symbol represents the company Nike; you
might want to add that it also represents the mentality of Just do it.
o You would then find a different example from the text that proves what that
symbol represents.
o When you rotate all the way through and you get back to your original poster,
youll share three great comments or examples from your poster.
o Examples:
Fire
Phoenix
Salamander
Nature
Mirrors
Mechanical Hound
Seashells
Homework: Read to page 89 for Tuesday, there will be a quiz.

Reflection on Lesson

s. The Lesson Plan: Good introduction to the lesson, fun and new idea for them. Well
timed and good flow from one activity to the next. Explanation of definition couldve
gone a bit better.

t. Teaching Skills: Good directions, nice and clear. Couldve told them to wait until they
moved so that there was no confusion.

u. The Students: Pretty well engaged with the activity. They liked moving around,
especially after so much sitting and writing yesterday. They liked sharing what they
found with the common symbols and the poster comments.
Teacher: Julia Maturo Date: October 2nd, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Propaganda and Media in Fahrenheit 451 Lesson Length: 62 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze how propaganda and media affect society in Fahrenheit 451 as
well as our own society.

Lesson Objectives:
The students will be able toanalyze propaganda images.
The students will be able todiscuss the dangers of propaganda.
The students will be able tocreate their own representation of propaganda.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Propaganda Images on Large Paper
Computer
Board
Propaganda Assignment
Paper
Markers/Crayons
Art supplies
Complexity Wheel

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.

SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively
Enduring Understandings:
Big Ideas: The students will understand that
Propaganda is used through media to control a society
Propaganda can be spoken, written, or drawn
Propaganda can be found in our own society

Concepts:
Propaganda
Media
Essential Questions:
How is propaganda used in Montags society?
How is media used in Montags society?
How can you control a group of people?

Content
Factual Content:
Students will know that propaganda is a tool used to control a large group of people; it is often
done through media.
Vocabulary:
Media, Propaganda
Tier 1:
Media
Tier 2:
Propaganda
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Analyze propaganda images
Write responses
Discuss with peers
Create propaganda song or poster

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Participation in gallery walk
Quiz grade for propaganda creation
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

In Class Time to Work on Complexity Wheel (15 Minutes)

Hook (5 Minutes)
o Lets talk a bit about control
o What is the best way to control someone?
o What is the best way to control a society?
o Possible answer: brainwash
o But how do you do that? Propaganda

Step One: Propaganda Presentation (10 minutes)


o Go through definition and presentation.
o After each example, ask students if they have seen other examples

Step Two: Gallery Walk (20 Minutes)


o All around the room there are some pictures about propaganda.
o At each picture, you must write a reaction to the image and write how it connects
to Fahrenheit 451.
o Think about what the image is trying to say and look at how media might to used
to push that message.
o We will be doing this silently so that everyone has a chance to think on their own.
o Write right on the poster with your own marker.
o You can move at your own pace, we will be doing this for about 15 minutes.
o Hand out markers
o Allow about 15 minutes
o So what were some of the important things that you saw on your gallery walk?

Step Three: Create Own Propaganda (12 Minutes)


o You will now work with a partner to create a propaganda song or poster.
o Put yourself in the shoes of the government in Fahrenheit 451. You must use
propaganda to control your society. Think of one of the important issues in the
book, such as preventing knowledge, and show how the government would
approach that issue.
o You must use one of the seven propaganda techniques.
o If you choose to create a song, it must be at least 12 lines. It should rhyme since
you want it to be catchy.
o If you choose to create a poster, you should cover an entire piece of paper with
your image and you should have a solid slogan.
o I am looking for creativity, originality, and effort.
Step Four: Presentations (15 Minutes)
o Each partnership will present
o They do not have to sing if they do not want to but they must read it
o Students will vote on best song or poster

Homework pgs 67-89there will be a quiz

Reflection on Lesson

v. The Lesson Plan: Smooth, natural and fun. It worked out well to allow the students to
work on their projects. The designated time helped make it clear that they needed to
work for that short time period and take advantage of the opportunity. PowerPoint
worked well in presenting the information and images worked well as discussion points.
Shortened class due to assembly, so we only had about 15 minutes today to work on their
projects, so we will continue to work on them tomorrow.

w. Teaching Skills: Very fun and energized today. Intrigued the students with jumping off
point of control. Good job explaining the directions and expectations today as well as
catching their attention for other classroom announcements.

x. The Students: They all seemed to enjoy the PowerPoint presentation as well as the
images. They laughed along with the propaganda examples and had great responses to
the images. Some students who typically dont speak were eager to share their thoughts.
This lesson was really able to connect to them with the media aspect tied in. Most
students seemed intrigued by the mini project and I believe they will create great pieces
of propaganda.
Teacher: Julia Maturo Date: October 3rd, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Great Thinkers of the Past Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will research an important thinker from the past and analyze how the world
be affected if that great thinker was forever forgotten.

Lesson Objectives:
The students will be able torecognize an allusion.
The students will be able toresearch an important thinker from the past.
The students will be able todescribe the affect of that person and their actions being forgotten.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Reading Quiz
Great Thinkers Assignment
Reading Questions (Due Thursday)

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
RI1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain
RI7. Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
W2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
W7. 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.
Enduring Understandings:
Big Ideas: The students will understand that
Allusions can provide great background information to a text
All different types of thinkers have affected how our world is today and it is important to
remember all of them

Concepts:
Allusions
Research
Essential Questions:
How did your person affect the world?
What would happen if everyone forgot your person and their contributions?

Content
Factual Content:
The students will know that the text references important people and research can help them
greater understand a topic.
Vocabulary:
Allusion, research
Tier 1:

Tier 2:
Research
Tier 3:
Allusion
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Discuss Allusions in the text
Identify an important thinker they would like to research
Research important thinker from the past
Create an informational poster on important thinker

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Reading Quiz
Presentation of Creative Propaganda Project (from previous day)
Create an informational poster
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Reading Quiz (20)


o Pass out quiz, read directions.

Step Two: Journal on Mechanical Hound (15 Minutes)


o Put up on board.
o Allow 10 minutes, discuss
The Hound represents government control and manipulation of
technology. Originally, dogs served as the rescuers for firemen. They were
given the job of sniffing out the injured or weak. However, in this
dystopia, the Hound has been made into a watchdog of society.

Technology has been adapted to be harmful instead of helpfulthe hound


is a marvel of engineering but is used to kill

No conscious mindlike many of the citizensit is programmed by the


gov. and they are programmed by TVs

Callous nature of oppressive government

Ever existing, omnipresent threat against rebellion (thought)

Step Three: Create Own Propaganda (20 Minutes)


o Continue to work on projects

Step Four: Presentations (10 Minutes)


o Each partnership will present
o They do not have to sing if they do not want to but they must read it
o Students will vote on best song or poster

Step Five: Introduce Allusions and Project (5 Minutes)


o When Montag and Faber speak, they mention several important thinkers from the
past such as Shakespeare, Plato, Thomas Jefferson, and Thoreau.
o This is an allusion- a reference to a person, place, or event outside of the text.
o Allusions can often give us some great background information and insight into
the text.
o Today we will be working with some of these great thinkers and others to get a
better understanding of Fahrenheit 451.

Step Six: Great Thinkers Research Project (15 Minutes)


o Hand out instructions and read through directions with students.
o Move to computer lab to have students complete project.
Homework
o Read to pg 106, there are questions to answer. Due Thursday

Reflection on Lesson

y. The Lesson Plan: Poor planning. Too much quiet writing and sitting time. The quiz went
much, much longer than expected and it threw me off. Next time, I will have them start
the journal if they finish with the quiz so that their work mode is one fluid motion. If
some students take much longer on the quiz, give them the journal as a handout for
homework. This will hopefully help the discussion be more lively next time.

z. Teaching Skills: Not the greatest at leading the discussion. When things fell flat I
couldnt pick it back up well. However, great direction when they were working on their
projects, kept the noise level down and kept them working.

aa. The Students: Not very engaged for the journal and discussion. They seemed annoyed
with how long the quiz and journal took. However, they worked very well on their
projects.
Teacher: Julia Maturo Date: October 4th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Great Thinkers of the Past Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will research an important thinker from the past and analyze how the world
be affected if that great thinker was forever forgotten.

Lesson Objectives:
The students will be able torecognize an allusion.
The students will be able toresearch an important thinker from the past.
The students will be able todescribe the affect of that person and their actions being forgotten.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Complexity Wheel
Great Thinkers Assignment
Reading Questions (Due Thursday)

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
RI1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain
RI7. Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
W2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
W7. 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.
Enduring Understandings:
Big Ideas: The students will understand that
Allusions can provide great background information to a text
All different types of thinkers have affected how our world is today and it is important to
remember all of them

Concepts:
Allusions
Research
Essential Questions:
How did your person affect the world?
What would happen if everyone forgot your person and their contributions?

Content
Factual Content:
The students will know that the text references important people and research can help them
greater understand a topic.
Vocabulary:
Allusion, research
Tier 1:

Tier 2:
Research
Tier 3:
Allusion
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Discuss Allusions in the text
Identify an important thinker they would like to research
Research important thinker from the past
Create an informational poster on important thinker

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Reading Quiz
Presentation of Creative Propaganda Project (from previous day)
Create an informational poster
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Complexity Wheel (15 Minutes)


o Students will have 15 minutes to work on their complexity wheel in class
o They should be working independently and silently

Step One: Introduce Allusions and Project (5 Minutes)


o When Montag and Faber speak, they mention several important thinkers from the
past such as Shakespeare, Plato, Thomas Jefferson, and Thoreau.
o This is an allusion- a reference to a person, place, or event outside of the text.
o Allusions can often give us some great background information and insight into
the text.
o Today we will be working with some of these great thinkers and others to get a
better understanding of Fahrenheit 451.

Step Two: Great Thinkers Research Project (65 Minutes)


o Hand out instructions and read through directions with students.
o Move to computer lab to have students complete project.

Homework
o Read to pg 106, there are questions to answer. Due Thursday

Reflection on Lesson

bb. The Lesson Plan: Well planned and timed, had just enough time for everything. The super
brief introduction to allusions worked well; they definitely understood the concept and got
into the idea of being in Montags shoes.

cc. Teaching Skills: Clear with instructions, low and slow. Kept chatting down to a minimum
with complexity wheel and computer lab time. However, made a bad judgment call with a
student. He got a phone call at the beginning of class and looked very worried: it was his
dad. I told him he could answer it in the hallway but he answer it in class as he walked
outside and all the students were shocked and upset that he was on his phone. Even my
teacher seemed a bit upset over my decision. No phones means no phones; I must remain
firm.

dd. The Students: Enjoyed being in the library working on their mini-research projects. Very
quiet and focused, they seemed to like the project and bought into the idea that they were in
Montags shoes and they needed to project this book/person. It was interesting to see that
unfold.
Teacher: Julia Maturo Date: October 4th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Allusions and Irony in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze how irony is used in Fahrenheit 451 and how it affects the text.
They will also analyze the allusion to the poem Dover Beach through a close reading and
discussion.

Lesson Objectives:
The students will be able toanswer questions from their complexity wheel.
The students will be able toidentify different types of irony.
The students will be able todiscuss how irony is used in the novel.
The students will be able toanalyze the poem Dover Beach as an allusion in the novel.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Computer Lab
Complexity Wheel
Board
Computer
Irony Worksheet
Dover Beach Worksheet

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RL6. Analyze a case in which grasping point of view requires distinguishing what is directly stated
in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.

Enduring Understandings:
Big Ideas: The students will understand that
There are several different types of irony
Irony can be an effective tool in developing the story further
Dover Beach is an important allusion within the text

Concepts:
Irony- Verbal, Situational, Dramatic
Allusion
Essential Questions:
What is the difference between verbal irony, situational irony, and dramatic irony?
How is irony used in the novel?
What affect does irony have on the story?
Why is the poem Dover Beach included in Fahrenheit 451?
Why does Montag read the poem and how do the women react?

Content
Factual Content:
Students will know that irony exists in three different forms and can often be found in literature.
Vocabulary:
Irony- Verbal, Situational, Dramatic
Tier 1:

Tier 2:
Irony- Verbal, Situational, Dramatic
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Analyzing irony in the text
Searching for irony in the text
Discussing irony
Analyzing Dover Beach

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Irony Worksheet
Dover Beach Worksheet
Participation in discussions
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Complexity Wheel (15 Minutes)


o Students will have 15 minutes to work on their complexity wheel in class
o They should be working independently and silently

Step One: Close Reading of Dover Beach (30 Minutes)


o We talked a bit about allusions yesterday. There is one huge allusion from the
text that we need to talk about.
o That allusion is the poem Dover Beach by Matthew Arnold.
o Bradbury includes this important poem for a reason. Lets take a look at it.
o Read through poem together.
o Id like you to do a close reading on this poem like weve done before.
o You can work with the person sitting next to you.
o After the close reading there are a few questions to answer as well.

Step Two: Different Types of Irony (10 Minutes)


o There is another important thing that we need to cover with this book. Irony.
o There is irony all throughout this book.
o There are three types of irony. What are the three types?
o Situational- https://www.youtube.com/watch?v=tqg6RO8c_W0
o Dramatic- https://www.youtube.com/watch?v=RZFYuX84n1U
o Verbal- https://www.youtube.com/watch?v=IiR-bnCHIYo

Step Three: Irony in Fahrenheit 451 (30 Minutes)


o You are now going to work with a partner to find 6 examples of irony in the book.
o You must find two examples of each type of irony.
o For each example, find a quote and explain how the irony is used.
o Provide example for first one
Mildred calls the people on the walls her family but does not call
Montag her husband.
And the uncles, the aunts, the cousins, the nieces, the nephews, that lived
in those walls, the gibbering packsaid nothing, nothing, nothing and
said it loud, loud, loud (41).
This is ironic because Mildred feels more of a connection to characters in
a show than the man she has married. This is the exact opposite of what
you would expect from a married woman.

Homework
o Read to page 130 for Friday. Quiz on Friday.
Reflection on Lesson

ee. The Lesson Plan: Of course, once again, we did not get to everything. I decided that
they needed some more time with the close reading so that we could have a better
discussion. I also decided that instead of just briefly going over what they wrote; it
should turn into a more thorough discussion. This went well because the students wrote a
lot, so they clearly had a lot to say. I will move irony to tomorrow.

ff. Teaching Skills: Monitored the progress of students well to know how much time they
needed. Had good prompting questions to get the discussion moving. Very clear
instructions and very clear with expectations. Guided class through the poem together
after they had all worked on it so that they could view a class version of their work
they seemed to like that. Kept students focused by giving reminders about the task and
the time they had to do it in.

gg. The Students: Worked great with their partners creating quality work. They were
familiar with this activity so it was easy for them to dive right in and understand what to
do. The more close readings they do, the better they get. They seemed comfortable and
confident in the small discussion today, some students who dont usually share did speak,
and they were eager about it. This clearly interested themmaybe we should do some
more work with poetry, they liked this allusion.
Teacher: Julia Maturo Date: October 6th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Irony in Fahrenheit 451 Lesson Length: 62 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze how irony is used in Fahrenheit 451 and how it affects the text.

Lesson Objectives:
The students will be able toanswer questions from their complexity wheel.
The students will be able toidentify different types of irony.
The students will be able todiscuss how irony is used in the novel.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Computer Lab
Complexity Wheel
Board
Computer
Irony Worksheet
Reading Quiz

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RL6. Analyze a case in which grasping point of view requires distinguishing what is directly stated
in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.

Enduring Understandings:
Big Ideas: The students will understand that
There are several different types of irony
Irony can be an effective tool in developing the story further

Concepts:
Irony- Verbal, Situational, Dramatic

Essential Questions:
What is the difference between verbal irony, situational irony, and dramatic irony?
How is irony used in the novel?
What affect does irony have on the story?
Content
Factual Content:
Students will know that irony exists in three different forms and can often be found in literature.
Vocabulary:
Irony- Verbal, Situational, Dramatic
Tier 1:

Tier 2:
Irony- Verbal, Situational, Dramatic
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Analyzing irony in the text
Searching for irony in the text
Discussing irony

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Irony Worksheet
Participation in discussions
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Quiz (20 Minutes)

Step Two: Different Types of Irony (10 Minutes)


o There is another important thing that we need to cover with this book. Irony.
o There is irony all throughout this book.
o There are three types of irony. What are the three types?
o Situational- https://www.youtube.com/watch?v=tqg6RO8c_W0
WATCHED YESTERDAY
o Dramatic- https://www.youtube.com/watch?v=RZFYuX84n1U
o Verbal- https://www.youtube.com/watch?v=IiR-bnCHIYo

Step Three: Irony in Fahrenheit 451 (30 Minutes)


o You are now going to work with a partner to find 6 examples of irony in the book.
o You must find two examples of each type of irony.
o For each example, find a quote and explain how the irony is used.
o Provide example for first one
Mildred calls the people on the walls her family but does not call
Montag her husband.
And the uncles, the aunts, the cousins, the nieces, the nephews, that lived
in those walls, the gibbering packsaid nothing, nothing, nothing and
said it loud, loud, loud (41).
This is ironic because Mildred feels more of a connection to characters in
a show than the man she has married. This is the exact opposite of what
you would expect from a married woman.

Homework
o Finish book and work on complexity wheelthese will serve as your questions
Reflection on Lesson

hh. The Lesson Plan: Well paced and great movement from silent individual work to partner
work. Interesting new quiz that should help their grades. Great supports available such
as the If you get stumped worksheet.

ii. Teaching Skills: Very clear on expectations and directions. Made a mistake on the quiz,
calmly told students of the mistake and ensured that they understood the question.
Provided an example to get students started and then let them work in partners.
Reminded students that I was there to help them throughout the activity. Held high
expectations while still supporting the needs of students.

jj. The Students: Interested in the videos and did well working in partners. Seemed engaged
with the irony activitymost students like the idea of irony and how it works in the
novel. Worked through the quiz quicker than beforethat was my hope since it was a
different format.
Teacher: Julia Maturo Date: October 10th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Theme in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze theme in Fahrenheit 451 and create theme tweets to reflect
those themes.

Lesson Objectives:
The students will be able toanalyze theme in the novel.
The students will be able tocreate theme tweets.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Reading Quiz
Computer
Board
Theme Tweet Worksheet
Complexity Wheel

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
RL4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively
Enduring Understandings:
Big Ideas: The students will understand that
Theme is the main idea of the text
Theme is what the author is trying to prove to their readers
Theme is a concise statement

Concepts:
Theme
Essential Questions:
What are some important topics in Fahrenheit 451?
What is the theme of Fahrenheit 451?
Content
Factual Content:
Students will know that theme is an important aspect within the text.
Vocabulary:
Theme
Tier 1:

Tier 2:
Theme
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Analyze main ideas from the text
Create theme statements

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Theme Tweets Worksheet completed
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Complexity Wheel (15 Minutes)

Step Two: Introduction to Theme (10 Minutes)


o What can anyone tell me about theme?
o Video- https://www.youtube.com/watch?v=rIuKNVny9cM
o Stop at 4:43
o So were going to be working with themes in F451 today.

Step Three: Mini Lesson on Theme (10 Minutes)


o PowerPoint Presentation

Step Four: Theme Tweets (25 Minutes)


o Were going to do that by creating some tweets.
o Just like tweets, theme statements should be clear and concise.
o Hand out worksheet
o As you can see, there are two boxes on this sheet. One is for you to compose and
edit your tweet; the other is to post your final theme tweet.
o One of the best ways to create a theme statement is to start thinking about some of
the topics. Then you need to pick one topic (or two) to work with.
o Then a really easy way to start off your statement is to say The author believes
that
o This will help you get thinking about what the author is trying to say or do with
their work.
o Then all you need to do for the second box it to get rid of The author believes
that so that it becomes your own statement.
o Make sure to clean it up and make it as interesting as possibleyou want to get
tons of likes and retweets right?
o In your second box, Id also like you to include two hashtags and two emojis that
express your theme.
o Remember, these are tweets, so they need to be 140 characters or less
o Allow students to work for 15-20 minutes
o Share some tweets

Step Five: Respond to Tweets (25 Minutes)


o Now that weve made some theme tweets, we need to prove them.
o What youre going to do is copy down your theme onto the Retweet Sheet.
o As you can see, theres a second spot on that worksheet. Youre going to need
another theme; one other than yours.
o Youre going to leave your theme tweet on your desk and that should be the only
thing on your deskclear everything else off.
o Youre now going to take a silent trip around the room to scroll through your
twitter feedwhich is now all the tweets in the class.
o You need to find one other theme tweet that you agree with or that you find
interesting and write it down.
o Once you do that, go back to your desk and you will need to find two pieces of
evidence for each theme statement.

Reflection on Lesson

kk. The Lesson Plan: Very fun and well planned. Great directions and transitionshelped
everything flow together. Also a good break up of silent individual work, chatting
partner work, and whole class moving around work.

ll. Teaching Skills: Fun and joking demeanor while also ensuring that students were getting
work done. Gave reminders and redirection to students who needed it. Supported
students with an engaging video (that actually got them to laugh). I couldve been a tad
bit clearer on a small part of the theme explanationit caused some confusion with some
students, but I was able to reexplain and fix any problems they were having.

mm. The Students: Bought into the activity and worked really wellbetter than they
have in awhile. Followed directions well and participated in partner and class work.
Need to still work on theme statements, but a great start.
Teacher: Julia Maturo Date: October 11th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Characterization in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze different characters and the characterization done by Bradbury
in Fahrenheit 451 and create skits based upon those characters.

Lesson Objectives:
The students will be able toanalyze characters in the novel.
The students will be able towrite and perform a skit.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Computer
Board
Character Worksheet
Complexity Wheel

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
SL4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.

Enduring Understandings:
Big Ideas: The students will understand that
Each character has different, important aspects
Characterization is done through words and actions

Concepts:
Characterization
Essential Questions:
How does an author use characterization?
How does Bradbury develop his characters?
How can you describe Montags character?

Content
Factual Content:
Students will know that characters and characterization are major parts of every story.
Vocabulary:
Characterization
Tier 1:

Tier 2:
Characterization
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Analyze characters in the text
Create skits based upon the characters

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Completed character worksheet
Skit performance
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Journal (15 Minutes)


o Write a reaction to the ending of the novel. Were you surprised? Did you see that
coming? What do you think Montags future might be like?

Hook (5 Minutes)
o What are a few words you would use to describe yourself?
o I would describe myself as thoughtful and sarcastic.
o Take responses
o Right now, we are characterizing ourselves. We are designating recognizable
characteristics to ourselves. We are the characters in our own stories.

Step One: Review of Characterization (5 Minutes)


o Hand out characterization handoutread over with students
o Play Breakfast Club and Mean Girls clips
o https://www.youtube.com/watch?v=u3mupIlFIYQ&list=PLW9Us1WvPTxp6jCT
J1hIyYBuGOt3-nhZd&index=1
o What did we learn about the characters? How?

Step Two: Worksheets in Groups (30 Minutes)


o Were now going to do some work with characterization in the novel. Well be
working with Montag, Beatty, Faber, Clarisse, and Mildred.
o Each group will complete 2 out of 3 worksheets. Everyone will complete the
Montag worksheet. It is then up to each group to decide if they want to work with
Beatty and Faber, or Clarisse and Mildred.
o Make a careful decision about this because you will be working with these
characters later. You want to pick characters that you are interested in and your
think you could portray well.
o Make groups and hand out worksheets.
o Every person needs to hand in their own worksheet. You can all write the same
thing, but you all need to write.

Step Three: Skits in Groups (20 Minutes)


o You are now going to create skits with the characters you just worked with.
o You must use Montag, and you can pick between the two other characters you
worked with. So if you did the Faber and Beatty worksheet, youll pick one of
them. If you did the Clarisse and Mildred worksheet, youll pick one of them.
o Your skit should be a conversation or an event including the two characters. You
can take something from the book, or you can get really creative and make up
something newbut it must make sense in portraying the characters.
o You must portray 3 characteristics of each character someway, somehow. Maybe
you want to portray Montag as braveyou might want to show him with a puffed
chest and shoulders back, looking intense. Or if you want to show how he is
passionate, you might write a passionate line for Montag to say.
o Your skit should be about 2 minutes long.
o After each skit, you will list the characteristics you were trying to show and
identify how you did it.
o Since there are only two characters to work with, not everyone in your group will
present. But everyone should be working on this. People who are not presenting
should help write the skit or explanation.
o If anyone would like some extra credit, you can include the third character you
worked with. For instance you can do Montag, Faber, and Beatty, or Montag,
Clarisse, and Mildred.

Step Four: Presentations (10 Minutes)


o Students will present.

Reflection on Lesson

nn. The Lesson Plan: Good timing and spacing. Videos worked well for bringing the
students into the lesson and they were able to view the concept clearly. It was also a
good choice to let them choose 2/3 of the worksheets to do. Everyone is doing the same
amount of work, but they have some choice in the matter and they seemed to appreciate
that.

oo. Teaching Skills: Clear directions, good energy, stern reminders to get back on task. Kept
the lesson going even when there was a dispute with two students that had to be dealt
with.

pp. The Students: Not as focused as they typically arethis is always a risk with group work.
But for this lesson to work, group work was the best option. They seem to be intrigued
with the skitI have a few outgoing, dramatic students who seem to want to jump at this
opportunity. Im glad to have decided to go with a bit of a different assessing format.
Teacher: Julia Maturo Date: October 12th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Characterization in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze different characters and the characterization done by Bradbury
in Fahrenheit 451 and create skits based upon those characters.

Lesson Objectives:
The students will be able toanalyze characters in the novel.
The students will be able towrite and perform a skit.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Computer
Board
Character Worksheet

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
SL4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.

Enduring Understandings:
Big Ideas: The students will understand that
Each character has different, important aspects
Characterization is done through words and actions

Concepts:
Characterization

Essential Questions:
How does an author use characterization?
How does Bradbury develop his characters?
How can you describe Montags character?
How can you portray your characters?

Content
Factual Content:
Students will know that characters and characterization are major parts of every story.
Vocabulary:
Characterization
Tier 1:

Tier 2:
Characterization
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Analyze characters in the text
Create skits based upon the characters

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Skit performance
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Review Skit Directions (5 Minutes)


o You are now going to create skits with the characters you just worked with.
o You must use Montag, and you can pick between the two other characters you
worked with. So if you did the Faber and Beatty worksheet, youll pick one of
them. If you did the Clarisse and Mildred worksheet, youll pick one of them.
o Your skit should be a conversation or an event including the two characters. You
can take something from the book, or you can get really creative and make up
something newbut it must make sense in portraying the characters.
o You must portray 3 characteristics of each character someway, somehow. Maybe
you want to portray Montag as braveyou might want to show him with a puffed
chest and shoulders back, looking intense. Or if you want to show how he is
passionate, you might write a passionate line for Montag to say.
o Your skit should be about 2 minutes long.
o After each skit, you will list the characteristics you were trying to show and
identify how you did it.
o Since there are only two characters to work with, not everyone in your group will
present. But everyone should be working on this. People who are not presenting
should help write the skit or explanation.
o If anyone would like some extra credit, you can include the third character you
worked with. For instance you can do Montag, Faber, and Beatty, or Montag,
Clarisse, and Mildred.

Step Two: Finish Skits (15 Minutes)


o Students will finish working on skits and prepare to present them.

Step Three: Presentations (15 Minutes)


o All groups will present their skits.

Step Four: Essay Workshop (50 Minutes)Run by Kristin


o Kristin will work with students on editing their essays to rewrite for a better grade
since they just received the grades back, a progress report was just posted, and
many students grades are suffering due to the essay grade.
o Kristin asked if she could work with them for this since she assigned the original
assignment.
o I will assist Kristin and students when needed, but she will lead.
Reflection on Lesson

qq. The Lesson Plan: It was good to review what they needed to do. I added in some
information on how they would be graded and I think this helped guide their work. Gave
them more time as I realized the point that they were at and I think this was appropriate.
Kristins part went very wellshe needed to do this part since she is the one who
assigned and graded all the papers.

rr. Teaching Skills: Clear and concise with directions. Energetic about the skits to help get
the students hyped up for it. Gave good reminders on how much time they had left as we
moved through the lesson.

ss. The Students: Very into the skits, even the groups that seemed nervous at first got into it
and seemed to enjoy the process. I think they liked the variety in this activity since it not
something we do often. They worked well after hearing exactly how they would be
graded.
Teacher: Julia Maturo Date: October 13th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Socratic Discussion Preparation Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will participate in an essay workshop and prepare for a Socratic discussion
where they analyze the end of the novel Fahrenheit 451.

Lesson Objectives:
The students will be able toanalyze the end of the novel and support claims with text evidence.
The students will be able toanalyze problems with their own papers to rewrite and improve their
work.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Discussion Worksheet
Discussion Cards
Essays

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
SL4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.

Enduring Understandings:
Big Ideas: The students will understand that
Building ideas off of peers is the best way to further a discussion
A productive discussion needs text evidence as well as individual ideas
Disagreements can propel a discussion even better than agreements

Concepts:
Discussion
Agree
Disagree
Text Evidence
Essential Questions:
How plausible is the future envisioned in this novel?
Does he gain any benefit from books?
Since the government is so opposed to readers, thinkers, walkers and slow drivers, why does it
allow the procession of men along the railroad tracks to exist?
Why does the government purposely capture an innocent man in his place instead of tracking
down the real Montag?
Do you think the books that the men have memorized will make a difference?
What is the significance of the war?
Content
Factual Content:
The students will know that a Socratic discussion involves both writing and speaking.
Vocabulary:
Socratic
Tier 1:

Tier 2:

Tier 3:
Socratic
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Writing responses to questions
Reading for Text Evidence
Discussing Questions
Responding to Peers

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Graded Socratic Discussion- both written and verbal
Edits on their own essay
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Essay Workshop (45 Minutes)


o Kristin will work with students on editing their essays to rewrite for a better grade
since they just received the grades back, a progress report was just posted, and
many students grades are suffering due to the essay grade.
o Kristin asked if she could work with them for this since she assigned the original
assignment.
o I will assist Kristin and students when needed, but she will lead.

Step Two: Answer Questions (30 Minutes)


o Today we will be preparing to have a graded Socratic discussion like we have in
the past.
o You will be split into two groups. Group A will answer questions 1, 3, and 5.
Group B will answer questions 2, 4, and 6.
o You will have 30 minutes to complete your questions.
o Remember that you do not need full sentences of beautiful language. You should
be writing what will help you in the discussion. It is also a great idea to have text
evidence ready since that can get you quite a few points.
o While the language does not need to be perfect, you should still be responding to
each question with at least 200 words to get full credit on that portion.

Step Three: Complexity Wheel (10 Minutes)


o For the remainder of class, you will be working on your complexity wheels.
o They are due next Friday (October 20th).

Reflection on Lesson

tt. The Lesson Plan: Timing was a bit offwe only had time for the essay workshop today,
which Kristin mostly lead since she assigned and graded the essays they were rewriting.
However, the structure of the workshop was great. Group work transferred to whole
class discussions and it was effective.

uu. Teaching Skills: Monitored students work and reminded them to stay on task.

vv. The Students: Very engaged in task and enjoyed viewing peers work.
Teacher: Julia Maturo Date: October 16th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Socratic Discussion for Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will participate in a Socratic discussion where they analyze the end of the
novel Fahrenheit 451.

Lesson Objectives:
The students will be able toanalyze the end of the novel and support claims with text evidence.
The students will be able todiscuss major questions pertaining to the text.
The students will be able toagree and disagree with peers over major questions.
Materials/Equipment to be Used in Teaching the Lesson:
Fahrenheit 451
Discussion Worksheet
Discussion Cards
Computer
Board
Film Clip
Massachusetts Framework Standards:
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
SL4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.

Enduring Understandings:
Big Ideas: The students will understand that
Building ideas off of peers is the best way to further a discussion
A productive discussion needs text evidence as well as individual ideas
Disagreements can propel a discussion even better than agreements

Concepts:
Discussion
Agree
Disagree
Text Evidence
Essential Questions:
How plausible is the future envisioned in this novel?
Does he gain any benefit from books?
Since the government is so opposed to readers, thinkers, walkers and slow drivers, why does it
allow the procession of men along the railroad tracks to exist?
Why does the government purposely capture an innocent man in his place instead of tracking
down the real Montag?
Do you think the books that the men have memorized will make a difference?
What is the significance of the war?
Content
Factual Content:
The students will know that a Socratic discussion involves both writing and speaking.
Vocabulary:
Socratic
Tier 1:

Tier 2:

Tier 3:
Socratic
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Writing responses to questions
Reading for Text Evidence
Discussing Questions
Responding to Peers

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Graded Socratic Discussion- both written and verbal
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Essay Workshop Closing (30 Minutes)


o Students will review the grades that they gave the essays on Friday and will then
find out what the grades really were.
o They will then discuss this.
o Kristin will run this (her assignment and her grading)

Step Two: Preparation for Discussion (5 minutes)


o We are about to have our Socratic discussion, so I would like you all to take five
minutes to review your notes or add any details you might need for the discussion.

Step Three: Group A (25 Minutes)


o Move desks into position.
o Read directions and point system to students.
o Begin discussion, about 8 minutes per question.
o Track students points on teacher chart.

Step Four: Group B (25 Minutes)


o Group A moves out and Group B moves in.
o Read directions and point system to students.
o Begin discussion, about 8 minutes per question.
o Track students points on teacher chart.

Reflection on Lesson

ww. The Lesson Plan: Well timed for prepping and for both groups to have plenty of
time with their assigned questions. Having them prepare for the discussion before
seemed to help them a lot. Should have written more notes on how to encourage students
who didnt want to speakwill next time.

xx. Teaching Skills: Quietly encouraged students and stepped into discussion when
necessary. Gave students time warnings of when they would be moving on to the next
question. Reminded students who had not spoken and reminded students of built up
points.

yy. The Students: Group A was apathetic and Group B was enthusiastic. Unfortunately, 4
students from Group A were absent and they are the most talkative. That group suffered
without them. I still wish that someone stepped up. Group B worked well off each other
by sharing ideas, agreeing and disagreeing, and answered the posed questions. However,
both groups took directions well.
Teacher: Julia Maturo Date: October 17th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Review Game for Fahrenheit 451 Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson the students will participate in a review game of Fahrenheit 451 to prepare for the
creative essay they will be writing for the end of this unit.
Lesson Objectives:
The students will be able topose and write discussion questions.
The students will be able toparticipate in a game to create a class discussion.
Materials/Equipment to be Used in Teaching the Lesson:
Fahrenheit 451
Soccer ball
List of questions
Slips of paper
Hat to pick out of

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RL2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.

RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).

RL4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.

W2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.

SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
Enduring Understandings:
Big Ideas: The students will understand that
Creating discussion questions prompts students critical thinking
Class discussions dont always have to be boring or intimidating, they can be easy going
and fun
Preparing for a discussion makes it more likely to be a success
Concepts:
Selecting soccer ball
Discussion

Essential Questions:
What is one question you have now that the novel has ended?
(All questions from question sheet)

Content
Factual Content:
The students will know that there are several ways to discuss a novel and analyze key elements.
Vocabulary:
Discussion
Tier 1:
Discussion
Tier 2:

Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Write an open ended question regarding the novel
Discuss different views of the same question

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Written open ended question
Participation in soccer ball discussion
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Hook (5 Minutes)
o Now that our unit is coming to an end, were going to play a little review game to
get us thinking about all the things we covered in our unit.
o Were going to be preparing for the creative writing piece you will be doing in
class tomorrow. Well go over that more towards the end of class to make sure
you all feel prepared.
o But to prepare for our game, Id like you to come up with one great open ended
question that youd like to hear the class discuss. It can be from any part of the
novel and be about any idea or literary device or anything.
o Once you have your question written down, you can come up here to fold it up
and drop it in the hat. We will be using them later.

Step One: Soccer Ball Discussion (25 minutes)


o So now Id like everyone to get in a big circle.
o Ive got this soccer ball here. As you can see, there are white spots and stars.
There are 20 white spots and 12 stars.
o Each white spot has a number.
14 of those numbers are review questions.
6 of those numbers are actions.
o Each star will represent a student questionthe questions you just wrote.
o So well toss the ball underhand to each other and catch it with two hands. (Toss
ball in air) When you catch it, look for the spot closest to your right thumb.
o If its a number, then well discuss the question. If its a star, then you get to pick
a student question out of the hat. You read the question aloud and well discuss
that question.
o Remember, 6 of those white spots are actions, so if you get one of those, Ill tell
you what to do.
o Well take turns tossing it all around the circle so that everyone gets a turn.
o If we get any repeats, then just pick the next closest spot.
o Any questions?
o Toss ball and go through process
o Finish after doing all questions/actions/all students have answered

Step Two: Post Test (10 Minutes)


o Now that weve just done a review, dont you think it would be great timing to
take that quick post quiz that you did in the beginning of the unit?
o Thats what were going to right now; it should only take a few minutes.
o Remember to try your best; this will count as a quiz grade.
Step Three: Introduction to Creative Essay Assignment (10 Minutes)
o Tomorrow, you will all be writing a short creative essay in class. You will have
one class period to answer the prompt in 700-900 words. I will be asking you to
think creatively about the ending of Fahrenheit 451.
o You will need to include several of the literary devices that we discussed during
this unit.
o You wont know the specifics until tomorrow, but you should be reviewing the
book and the work weve done with the book so far. Any of those topics might be
in the prompt.

Step Four: Watch Equilibrium (Movie) (35 Minutes)


o We will now be continuing Equilibrium and you will continue it on Thursday
while Mrs. Hall and I are on a field trip with the sophomores.

Homework
o Prepare for essay tomorrow

Reflection on Lesson

zz. The Lesson Plan: Well paced to include all of these different review/end of unit activities.
Got a ton done without it feeling like things were rushed or shoved together. They
flowed well one right into the next.

aaa. Teaching Skills: Super clear with the directions and rules. I made it clear that if
they did not follow the rules they would sit silently and answer all the questions. They
responded well and followed all the rules. I kept it a fun atmosphere while making sure
that they were still reviewing all the material they needed to. Told students what we were
moving towards, their essay tomorrow and it gave the review game some more purpose
for them.

bbb. The Students: Seemed to have fun and were well engaged with the questions.
Even the quieter students seemed alright with answering and being involved. They all
completed the post quiz fairy quickly and I believe that is because the game went so well.
Teacher: Julia Maturo Date: October 18th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Creative Short Story for Fahrenheit 451 Lesson Length:85 minutes

Overview of the Lesson


Lesson Summary:
In this lesson the students will write a creative short story culminating their experience with the
novel Fahrenheit 451 and their work with the numerous literary devices within this unit.

Lesson Objectives:
The students will be able toplan and organize for a creative essay.
The students will be able towrite a creative short story.
The students will be able toedit and polish their creative short story.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Paper
Pens/Pencils
Assignment Sheet

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
RL4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.
RL5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.
W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
W4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Enduring Understandings:
Big Ideas: The students will understand that
Writing creatively can be both fun and challenging
Creative writing can go in many different directions
Literary devices are significant to developing a text
Concepts:
Creative writing
Short story
Characterization
Imagery
Dystopian elements
Symbol
Metaphor
Simile
Essential Questions:
What would the world within Fahrenheit 451 look like one year into the future?

Content
Factual Content:
The students will know that writing creatively is a different, sometimes difficult, sometimes fun
task.
Vocabulary:
Creative writing, characterization, imagery, dystopia, symbol, metaphor, simile
Tier 1:

Tier 2:
Creative writing, characterization, imagery, dystopia, symbol, metaphor, simile
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Write an open ended question regarding the novel
Discuss different views of the same question

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Formal Summative Essay: 700-900 word creative short story
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Hand Out Assignment and Explain Directions (5 Minutes)


o Today you will be writing a creative short story about Fahrenheit 451 one year
after the novel ends. Essentially, you will be writing a short sequel.
o This short story should be 700-900 words. That is approximately 2-3 hand
written pages.
o Within this short story, you will need to include a number of literary devices that
we have discussed and worked with during this whole novel.

Step Two: Silent Writing (80 Minutes)


o Students will work silently for the rest of class until they have finished their work.

Reflection on Lesson

a. The Lesson Plan: Very simple and straightforward. I explained the directions to them,
ensured they had no questions, and then got them working right away. They had this
whole class period to finish it.

b. Teaching Skills: Periodically I scanned the room to ensure there was no talking or
cheating. I made the decision to allow students to listen to music if they wanted to, so I
checked to ensure no one was texting if their phones were out on the desk. I also
periodically reminded them of how much time they had left in the period while also
assuring them they had plenty of time to get this work done.

c. The Students: Very quiet and engaged in their work. Almost all students were writing
diligently and seemed prepared for this essay. I had a few students come ask me
questions about what they should be doing or where to get ideas, and from that I
determined that they neither read the book nor prepared for this essay. But the majority
of students was working hard and seemed to enjoy the creative short story topic.
Teacher: Julia Maturo Date: October 19th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Equilibrium Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will watch the movie Equilibrium and answer questions on how it
connects to the novel Fahrenheit 451.

Lesson Objectives:
The students will be able towatch a film.
The students will be able toanalyze how it connects to the novel.

Materials/Equipment to be Used in Teaching the Lesson:


Fahrenheit 451
Equilibrium
Blade Runner
Film Questions for each movie

Massachusetts Framework Standards:


RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
RL7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production
of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Enduring Understandings:
Big Ideas: The students will understand that
Film can be a great portrayal of a novel
Sometimes films do not follow the exact story
The same themes can be portrayed across many mediums

Concepts:
Film
Theme
Medium
Essential Questions:
How does this film represent and connect to Fahrenheit 451?
(All questions from film questions sheet)
Content
Factual Content:
The students will know that film can be a great representation of the text or a theme.
Vocabulary:
Film, Theme, Medium
Tier 1:
Film
Tier 2:
Theme, Medium
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)


Watch the film
Analyze the film
Write responses to questions

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)


Complete film questions worksheet
Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Step One: Equilibrium (Approximately 60 Minutes)


o Students will continue watching and finish the film Equilibrium.
o They will also continue and Finish answering the film questions.

Step Two: Blade Runner (Approximately 25 Minutes)


o If the students finish Equilibrium, have them watch Blade Runner
o This film is to prepare you all to watch the new Blade Runner on our field trip
next Tuesday. This provides a great set up to the new film and they both connect
to the new novel we will be starting, Do Androids Dream of Electric Sheep?

Homework
o If the class finishes Equilibrium, they must finish the film questions if they did
not finish in class.

Reflection on Lesson

d. The Lesson Plan: They were able to both finish the movie and start the next one, so it was
well planned. This lesson was also well placed after their essay yesterday. It gave them a
good break and a well deserved reward for putting in so much work in this unit.

e. Teaching Skills: Ensured that students stayed quiet and not chatting during the film. I also
made sure that they were answering and turning in their questions for the film.

f. The Students: Great way to end the unit for them. This film connects well to Fahrenheit 451
and they seemed to enjoy seeing that connection. Good reaction overall from them for both
films. They also seemed excited to see the next Blade Runner on Tuesday based upon their
enjoyment of this film. Overall were quiet and watched the films like they should have.

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