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Secondary Education Lesson PlanPenn State Harrisburg

Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Introduction to Censorship, Lesson 1

Content Area/Subject: English Lit & Comp. (ELC)Unit Title: Fahrenheit 451

Lesson Duration: 1 75-minute period

Grade Level: 9th

CLASS DESCRIPTION /STUDENT PROFILE: The class is made up of 24 ethnically, racially, and linguistically diverse, college prep 9th graders studying Freshman Literature and Composition. The class is located within a large urban high school. There is one student with a vision impairment for which accommodations have been created.

RATIONALE: This lesson serves as a preliminary lesson to introduce students to the concept of censorship by reading a short story written by a multicultural, female writer.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): How do you define censorship?

LEARNING OBJECTIVES(S): Through investigating their own definitions of censorship in conjunction to the textual evidence found in “The Censor,” students will define and describe censorship in their own words.

Using textual evidence from the short story, students will work collaboratively with their partners to answer guided reading questions and to develop a discussion question. NATIONAL & PENNSYLVANIA STANDARDS: CC.1.3 Reading Literature:

-CC.1.3.9-10.B: Reading Literature: Key Ideas and Details: Text Analysis-CC.1.3.9-10.F: Reading Literature: Craft and Structure: Vocabulary

CC.1.4 Writing:-CC.1.4.9-10.S: Writing: Response to Literature

CC.1.5 Speaking and Listening:-CC.1.5.9-10.A: Speaking and Listening: Comprehension and Collaboration: Collaborative Discussion-CC.1.5.9-10.C: Speaking and Listening: Comprehension and Collaboration: Evaluating Information

Miss Warfel9th Grade ELC

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ASSESSMENT: -The teacher will determine what the students already know about censorship as he or she reads the Padlet wall of student posts from their free writing exercise.-The teacher will read students’ guided reading questions to formatively assess student understanding of the short story.Teacher will track student contributions to discussion using a seating chart graph.-The teacher will collect students’ tickets out the door to assess their final understanding of censorship. The teacher will provide written feedback to clarify student definitions as necessary.-Reading Journals are turned in weekly for review/feedback.-Edmodo Vocabulary blog are reviewed weekly by the teacher and feedback is provided.

ACADEMIC/CONTENT VOCABULARY: Censorship: the practice of officially examining books, movies, etc., and suppressing unacceptable parts.Innocuous: not harmful or offensiveSubversive: seeking or intended to disrupt an established system or institutionAstuteness: having or showing an ability to accurately assess situations or people and turn this to one's advantage

PRIOR KNOWLEDGE: Students may or may not have prior knowledge about the definition of censorship. Students already know how to use Padlet and will not require additional training. Students are also familiar with setting up a blog via Edmodo for their vocabulary words.

LESSON PROCEDURES:

INTRODUCTION (Materials: Student devices, Padlet Censorship Wall, Projector)

1. Students will free write for 60 seconds on the following prompt:a. “Based on your prior knowledge, define censorship”b. The teacher will keep track of time.

2. Students will share their ideas with the class via Padlet. The teacher will leave the list of definitions up on the board to come back to at the end of class. (assessment)

PROCEDURE: (Materials: Student Reading Journals, Copies of “The Censors,” Copies of Guided Reading Questions, Copies of Weekly Vocab handout)

1. The teacher will hand out copies of “The Censors” by: Luisa Valenzuela2. Based on their definitions of censorship, students will individually create a purpose

question in their Reading Journals that they will work to answer while reading the short story. (assessment)

3. The teacher will introduce the vocabulary words: innocuous, subversive, astuteness. The teacher will ask students to circle these words in the text when they see them (2 minutes).


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4. The teacher will read the story aloud to the class and make hints when vocabulary words are present (5 minutes).

5. While reading, students will highlight and take notes in the margin to help them answer their purpose question.

6. After the reading is complete, students will work with their elbow partner to answer the guided reading questions (15 minutes). They will turn their reading questions in to the teacher. (assessment)

7. Partners will use the story context, smart device dictionaries, or paper dictionaries to help them define each of the vocabulary words (5 minutes).

8. The teacher will add the vocabulary words to the “Words on the Street” Word Wall. Students will be expected to add the words to their Edmodo Vocabulary Blog.

9. Students will work with their partners to create a discussion question to pose to the class (2 minutes).

10. Partners will reconvene with the larger class group, and pose discussion questions to the class and examine how censorship is defined in the text using text evidence (15 minutes).

11. The teacher will guide a student discussion of defining censorship by reviewing their initial definitions and removing definitions that are not correct.

12. The teacher will ask for students’ definitions of the other vocabulary words. The teacher will guide the students to the sentences in the text that use the vocabulary and will assist students to use textual clues to define each (10 minutes). The teacher will ask students to write the words and their definitions in their Reading Journals.

13. The teacher will call on various students and have them describe and define censorship in their own words (5 minutes).

For homework: In their Reading Journals: Students will write a brief and school-appropriate story (real or made up) using the vocabulary words introduced today.

CLOSURE: (Materials: Note cards)

1. The teacher will close down the Padlet wall with censorship definitions. 2. On note cards, students will write their own definition of censorship and turn it in as their

ticket out the door.3. The teacher will read the tickets and provide feedback as necessary. (assessment)

ACCOMMODATIONS/MODIFICATIONS: Large print copies of “The Censors” will be available for the student with vision impairment.Reading questions will help facilitate note taking and close reading.

LESSON EXTENTION: If students’ understanding of censorship is very clear during their free writing exercise, we will focus more on reading with their purpose question in mind, and focus more on discovering textual evidence that supports the definition of censorship.

CONNECTIONS BEYOND THE LESSON: Connect Juan’s job to their parents’ jobs or to their future jobs.Definition of censorship will help students better understand the theme in Fahrenheit 451


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CITATION(s):

Burke, J. (2013). The English teacher's companion. (4th ed., pp. 65-203). Portsmouth: Heinemann.

PQOlson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.

Tapping into prior knowledge (p. 9) Exit Tickets (p. 141)

Valenzuela , L. (1988). The censors. Willimantic, CT: Curbstone Press.


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The CensorsLuisa Valenzuela

Poor Juan! One day they caught him with his guard down before he could even realize

what he had taken to be a stroke of luck was really one of fate’s dirty tricks. These things happen

the minute you’re careless, as one often is. Juancito let happiness- a feeling you can’t trust- get

the better of him when he received from a confidential source Mariana’s new address in Paris and

knew that she hadn’t forgotten him. Without thinking twice, he sat down at his table and wrote

her a letter. The letter. The same one that now keeps his mind off his job during the day and

won’t let him sleep at night (what had he scrawled, what had he put on that sheet of paper he sent

to Mariana?).

Juan knows there won’t be a problem with the letter’s contents, that it’s irreproachable,

harmless. But what about the rest? He knows that they examine, sniff, feel, and read between the

lines of each and every letter, and check its tiniest comma and most accidental stain. He knows

that all letters pass from hand to hand and go through all sorts of tests in the huge censorship

offices and that in the end, very few continue on their way. Usually it takes months, even years, if

there aren’t any snags; all this time the freedom, maybe even the life, of both sender and receiver

is in jeopardy. And that’s why Juan’s so troubled: thinking that something might happen to

Mariana because of his letter. Of all people, Marian, who must finally feel safe there where she

always dreamt about living. But he knows that the Censor’s Secret Command operates all over

the world and cashes in on the discount in air fares; there’s nothing to stop them from going as

far as that obscure Paris neighborhood, kidnapping Mariana, and returning to their cozy homes,

certain of having fulfilled their noble mission.

Well, you’ve got to beat them to the punch, do what every one tries to do: sabotage the

machinery, throw sand in its gears, that is to say get to the bottom of the problem to try to stop it.

This was Juan’s sound plan when he, along with many others, applied for a censor’s job-

not because he had a calling like others or needed a job: no, he applied simply to intercept his

own letter, an idea none too original but comforting. He was hired immediately, for each day

more and more censors are needed and no one would bother to check on his references.

Ulterior motives couldn’t be overlooked by the Censorship Division, but they needn’t be

too strict with those who applied. They knew how hard it would be for the poor guys to find the

letter they wanted and even if they did, what’s a letter or two compared to all the others than the


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new censor would snap up? That’s how Juan managed to join the Post Office’s Censorship

Division, with a certain goal in mind.

The building had a festive air on the outside that contrasted with its inner staidness.

Little by little, Juan was absorbed by his job, and he felt at peace since he was doing everything

he could to retrieve his letter to Mariana. He didn’t even worry when, in his first month, he was

sent to Section K where envelopes are very carefully screened for explosives.

It’s true that on the third day a fellow worker had his right hand blown off by a letter, but

the division chief claimed it was sheer negligence on the victim’s part. Juan and the other

employees were allowed to go back to their work, though feeling less secure. After work, one of

them tried to organize a strike to demand higher wages for unhealthy work, but Juan didn’t join

in; after thinking it over, he reported the man to his superiors and thus he got promoted.

You don’t form a habit by doing something once, he told himself as he left his boss’s

office. And when he was transferred to Section J, where letters are carefully checked for poison

dust, he felt he had climbed a rung in the ladder.

By working hard, he quickly reached Section E where the job became more interesting,

for he could now read analyze the letters’ contents. Here he could even hope to get hold of his

letter to Mariana, which, judging by the time that had elapsed would have gone through the other

sections and was probably floating around in this one.

Soon his work became so absorbing that his noble mission blurred in his mind. Day after

day he crossed out whole paragraphs in red ink, pitilessly chucking many letters into the censored

basket. These were horrible days when he was shocked by the subtle and conniving ways

employed by people to pass on subversive messages; his instincts were so sharp that found

behind a simple “the weather’s unsettled” or “prices continues to soar” the wavering hand of

someone secretly scheming to overthrow the Government.

His zeal brought him swift promotion. We don’t know if this made him happy. Very few

letters reached him in Section B- only a handful passed the other hurdles- so he read them over

and over again, passed them under a magnifying glass, searched for microdots with an electron

microscope, and tuned his sense of smell so that he was beat by the time he made it home. He’d

barely manage to warm up his soup, eat some fruit, and fall into bed, satisfied with having done

his duty. Only his darling mother worried, but she couldn’t get him back on the right track. She’d

say, though it wasn’t always true: Lola called, she’s at the bar with the girls, they miss you,

they’re waiting for you. Or else she’d leave a bottle of red wine on the table. But Juan wouldn’t

indulge: any distraction could make him lose his edge and the perfect censor had to be alert,


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keen, attentive, and sharp to nab cheats. He had a truly patriotic task, both self-sacrificing and

uplifting.

His basket for censored letters became the best fed as well as the most cunning in the

whole Censorship Division. He was about to congratulate himself for having finally discovered

his true mission, when his letter to Mariana reached his hands. Naturally, he censored it without

regret. And just as naturally, he couldn’t stop them from executing him the following morning,

one more victim of his devotion to his work.


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“The Censors” by: Luisa ValenzuelaGuided Reading Questions

Name: _________________________________________ Date: ______________________

1. After reading the entire story, who is Mariana and what do you think Juan wrote in his letter to Mariana?

2. Describe the Censor’s Secret Command? Who are they, what are their jobs?

3. Why does Juan want a job within the Censorship Division?

4. Describe the work Juan did in Section K:

5. Describe the work Juan did in Section J:

6. Describe the work Juan did in Section E:

7. How did Juan’s personality change since starting his new job?

8. What do you think about the worker reading and analyzing letters? Is it legal?

9. Why was Juan satisfied with his job?

10.Why does Juan censor his own letter to Mariana?


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11.What is censorship? Based on the story is it a positive or negative thing? Why?


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: The First Amendment, Lesson 2


Lesson Duration: 1-2 75-minute period(s)

Grade Level: 9th grade

CLASS DESCRIPTION /STUDENT PROFILE: The class is made up of 24 ethnically, racially, and linguistically diverse, college prep 9th graders studying Freshman Literature and Composition. The class is located within a large urban high school. There is one student with a vision impairment.

RATIONALE: Students often are not fully aware of what the freedoms outlined in the First Amendment truly mean or how those freedoms impact them as students. Two major themes discussed throughout the unit are: Social Justice, and Activism. Students must know what rights are afforded to citizens in order to understand social justice and what they can legally do as activists. Students will also build on their understanding of censorship by investigating what forms of censorship are constitutionally protected.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S):

Based on the constitutional rights afforded in the First Amendment, what forms of censorship are legal in the United States?

LEARNING OBJECTIVES(S): Students will work in collaborative groups to identify the rights outlined in the First Amendment of the Constitution.

Students will review a landmark court case, summarize key points, and present the case to the class.

Based on their knowledge of censorship and First Amendment rights, students will hypothesize who won each of the landmark court cases.

NATIONAL & PENNSYLVANIA STANDARDS:


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1.2 Reading Informational Texts -CC.1.2.9-10.H: Integration of Knowledge and Ideas: Evaluating Arguments-CC.1.2.9-10.A: Key Ideas and Details: Main Ideas

1.5 Speaking and Listening -CC.1.5.9-10.A: Comprehension and Collaboration: Collaborative Discussion-CC.1.5.9-10.C: Comprehension and Collaboration: Evaluating Information-CC.1.5.9-10.D: Presentation of Knowledge and Ideas: Purpose, Audience, and Talk

ASSESSMENT: -Students will turn in the Discussion Questions and Freedom of Speech questions for the teacher to assess the students understanding of the content.-The teacher will formatively assess students by actively listening to their presentations and the questions they ask each other about the court cases.-Teacher will track student contributions to discussion using a seating chart graph.-The teacher will also formatively assess student understanding by listening to their hypotheses and explanations of which side won each court case.-Teacher will formatively assess Reading Journals weekly and provide written feedback.-Edmodo Vocabulary Blogs are reviewed weekly and written feedback is provided.

ACADEMIC/CONTENT VOCABULARY: Supreme Court: the highest judicial court in the countryFirst Amendment: an amendment to the Constitution of the United States guaranteeing the right of free expression; includes freedom of assembly/freedom of the press/ freedom of religion/ freedom of speech/ freedom to petitionConstitution: a body of fundamental principles or established precedents according to which a state is acknowledged to be governed.Ruling: an authoritative decision or pronouncement one made by a judge.

PRIOR KNOWLEDGE: Students will know how to access their email and click the links the teacher provides.

LESSON PROCEDURES:

INTRODUCTION (Materials: Mobile laptop computer lab)

1. Students will log onto their school email accounts and click the first link in the email the teacher sent them (1st link: http://usatoday30.usatoday.com/news/nation/2011-06-29-first-amendment-quiz_n.htm). (3 minutes)

2. Students will take the First Amendment Quiz and will write down their score in their Reading Journal. The teacher will remind them that they will not be graded on the quiz, and its purpose is to help them know what they need to learn about the First Amendment. (5 minutes) (assessment)

PROCEDURE: (Materials: Projector, First Amendment Worksheets, Copies of Activity Packages (Facts and Case Summary & Talking Point sections only) from US Courts Website (can be found under


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http://usatoday30.usatoday.com/news/nation/2011-06-29-first-amendment-quiz_n.htm

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each tab under First Amendment Activities at http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment/free-speech.aspx)

1. The teacher will project the U.S. Courts website link listed above.2. Students will be broken in 8 groups. Each group will select one of the Constitution

activities about the First Amendment on the U.S. Courts website. Each group must choose a different activity. (2nd link: http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment.aspx). (3 minutes)

3. Before working on the Case activity, students will work together to answer the questions on the First Amendment Worksheet (10 minutes).

4. In groups, students will read through the Facts and Case Summary and the Talking Points in their Activity Package for their selected case. They will work together to compile the necessary information in the Presentation worksheet. (20 minutes)

5. Groups will then lead a class discussion about their court case. They will use their expertise of the case and the answers to their discussion questions to help them provide the class with the background and the talking points. The class will discuss and hypothesize who should win. The group will unveil the Supreme Court’s decision and the class will discuss their thoughts. (40 minutes) (assessment)

6. As a class, students will define each of the five rights afforded to United States Citizens in the First Amendment. The teacher will write these on chart paper and post in the classroom. Students will write down the definitions to add to their Edmodo Vocabulary Blogs. The teacher will add the words to the “Words on the Street” Word Wall. (5 minutes) (assessment)

For homework: In their Reading Journals: Students will brainstorm a list of at least 5 instances (examples of content that pose grounds for banning) where they think a book could be banned from schools legally.

CLOSURE: In their Reading Journals, students will write a list of instances when censorship is legal.

ACCOMMODATIONS/MODIFICATIONS: Large print handouts will be provided.The Presentation worksheet will assist students in identifying the key facts they need to tell their classmates in order for them to make educated guess on the Supreme Court’s decisions.

LESSON EXTENSION: Lesson will likely extend to the following class period to allow all students time to present their case. The following lesson will be adjusted if necessary.

CONNECTIONS BEYOND THE LESSON: As United State citizens, students should be aware of the rights they are afforded by the constitution and they should have a thorough knowledge of how those rights can be upheld in the Supreme Court. The unit aims to help students become agents of change in their communities, so they must know what actions they can legally take to stand up for their beliefs and rights. Additionally, this lesson considers how Supreme Court decisions impact students.


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http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment.aspx

http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment.aspx

http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment/free-speech.aspx

http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment/free-speech.aspx

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CITATION(s):

Burke, J. (2013). The English teacher's companion. (4th ed., pp. 65-203). Portsmouth: Heinemann.

Reporting information to class through presentationOlson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.

Summarizing the gist (p. 25)US Courts. (2013). First Amendment Activities [Web Worksheets]. Retrieved from http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment.asp.

Links to the activities (click Download Activity Package):

Social Media and Student Rights

Freedom of the Press and School Newspapers

Protests and Flash Mobs

Free Speech and Flag Burning

Free Speech and School Conduct

Freedom of Religion

Freedom of Assembly

Freedom of Petition


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http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment.asp

http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment.asp

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First AmendmentDirections: Log onto your school email and click the second link your teacher sent to you. Answer the questions below based on the information in the US Courts website.

1. According to the US Courts website, what does Freedom of Speech mean?

2. What rights are included under Freedom of Speech?

3. What rights are not included under Freedom of Speech?


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4. What new information did you learn from this website? What surprised you?

Presentation

What case did you select? ___________________v. ________________

Year of case: ___________________

Summarize the issue presented in the case (why did this case go to court?):

Which freedom is challenged?

What key facts need to be known?

What were the discussion points and the affirmative and negative responses to each?


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How could the court decision impact all high school students?What were the lower court rulings?

What was the Supreme Court’s decision (Let your classmates make educated guesses before revealing the final decision)


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Judge a Book by its Cover, Lesson 3



Grade Level: 9th

CLASS DESCRIPTION /STUDENT PROFILE:

The class is made up of 24 ethnically, racially, and linguistically diverse, college prep 9th graders studying Freshman Literature and Composition. The class is located within a large urban high school. There is one student with a vision impairment.

RATIONALE:

This lesson serves as the introduction to the book Fahrenheit 451, which the students will be reading, discussing, analyzing, and writing about for the next 5 weeks. Students will review figurative language and how it impacts the audiences’ experience with making meaning of a text.


Based on the cover information from Fahrenheit 451, what predictions can be made about what this story will be about?

How does figurative language impact audience interaction with a text?

LEARNING OBJECTIVES(S):

Using cover details from the Fahrenheit 451 students will make initial predictions about what the novel will be about and they will share predictions with a partner and with the entire class.

Using the Padlet Application, students will construct sentence examples of the figurative language types discussed in class.

Using their notes on figurative language, students will identify instances of figurative language use in Fahrenheit 451 and will analyze the effectiveness of their use in providing meaning in the novel.


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CC.1.3 Reading Literature:-CC.1.3.9-10.F Craft and Structure: Vocabulary-CC.1.3.9-10.I Vocabulary Acquisition: Use-CC.1.3.9-10.K Range of Reading

CC.1.4 Writing-CC1.4.9-10.U Technology and Publication

CC.1.5 Speaking and Listening-CC.1.5.9-10.A Comprehension and Collaboration: Collaborative Discussion

ASSESSMENT:

-Students will share examples of figurative language using Padlet application so the teacher can formatively assess their understanding.-Teacher will track student contributions to discussion using a seating chart graph.-In the homework assignment students will use the skills they learned in class to identify an example of figurative language in the reading and then draw what is expressed. They will turn in their assignment for assessment of their understanding of figurative language.-Teacher will collect and formatively assess Reading Journal weekly and provide written feedback.

ACADEMIC/CONTENT VOCABULARY: Vocabulary will be defined in class, but students will already have a basic understanding of figurative language.

Figurative language: expressing ideas indirectly; language used in a special way to create a special effect made up of words and phrases which don’t mean what they first appear to meanSimile: comparing something with “like” or “as”Metaphor: comparing something by saying one thing is another thingHyperbole: exaggeration (i.e. the book weighs a ton)Personification: giving non-living objects life-like (human) characteristicsImagery: Sensory details used to describe settings or objects. Often use simile and metaphor.Once final definitions are decided upon, ask students to write down definitions

PRIOR KNOWLEDGE: Students have a basic understanding of figurative language types.

LESSON PROCEDURES:

INTRODUCTION:

Materials: Reading Journals, Copies of Fahrenheit 451, Copies of Prediction Log, White Board/Markers1. Students will retrieve their Reading Journals. (before bell rings)


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2. Teacher: last night you wrote a brainstorm list of when you think a book could be legally banned. The book we are going to begin reading today has been banned from schools and libraries many different times since its publication in 1953. It is pretty exciting to read such a controversial book in school, and I hope you all love it as much as I do. Before we dive into reading, we are going to literally judge this book by its cover. (1 minute)

3. Hand out copies of Fahrenheit 451 (Large-print versions available for students with vision impairment). Read aloud the title, the author, and the back cover. Teacher will write title, author, and publication date on the board. (5 minutes)

o If students have different editions have them read different covers/ critics aloud to the class. (5 minutes)

4. Open the book to the first page and read the first line: “It was a pleasure to burn.” Have students close book and read no more! (Write the line on the board)

5. Prediction #1 (: Think/Pare/Share: Take 60 seconds to independently write down initial predictions (teacher keep track of time). What is Bradbury foreshadowing in his first line? What’s burning? Why is it burning? Why 451 degrees Fahrenheit? Then, turn to your partner and discuss predictions. (1 minute)

o Students share predictions and write their first prediction and date in the appropriate section of their reading journal so we can keep track of predictions throughout the unit. (2 minutes)

6. Students will discuss using vocabulary words: What constitutional rights are violated by burning books? (5 minutes)

PROCEDURE: Materials: student devices (Smartphone, tablet, laptop), Projector for Padlet (or Post-it notes, if technology is unavailable), Padlet website, Alecia Keys Lyrics, Alecia Keys Song via YouTube.1. Teacher: I am excited about everyone’s predictions. It will be fun to read along and discover

which predictions pan out and which do not.

2. Teacher: Bradbury wrote Fahrenheit 451 in the basement of a library in the early 1950s and intended for this book to demonstrate his own passion for books and for reading. His writing is very descriptive and colorful; in order to effectively read this novel, we must be well versed in identifying figurative language and how it is used to enhance meaning.

3. Can anyone tell me an example of figurative language? Who can tell me what a simile and metaphor are? Hyperbole? Personification?

o Simile: comparing something with “like” or “as”o Metaphor: comparing something by saying one thing is another thingo Hyperbole: exaggeration (i.e. the book weighs a ton)o Personification: giving non-living objects life-like (human) characteristicso Imagery: Sensory details used to describe settings or objects. Often use simile and

metaphor.


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o Once final definitions are decided upon, ask students to write down definitions

4. Teacher will pass out lyrics and play the song “Girl on Fire” by Alecia Keys. Students will highlight examples of figurative language in the song. (5 minutes)

5. Using devices, students should log onto: http://padlet.com/wall/Simile-Metaphor and type examples of figurative language from the song (If technology is unavailable, students will be given 2 post-it notes to write examples on. They will stick their examples onto the white board for review.) (assessment)

6. Teacher will select a few from Padlet, read them aloud, and ask the class to classify them. Teacher will remind students to jot down examples if they need a reminder in their Reading Journals.

7. Teacher will read aloud the first 4 pages of FAHRENHEIT 451. Have students put a dot with their pencil next to lines in the book that demonstrate figurative language.

8. Students will share examples they found in the text. What is Bradbury saying in that sentence? Does the simile/metaphor/hyperbole/personification add meaning? Would the sentence be the same without the figurative language?

9. Homework: Students will read pages 3-18 (to the paragraph break on p. 18). o In the Reading Journal: Choose 1 sentence with rich figurative language and

create an image that depicts what it states. The image can be as simple as a quick sketch. On the image, identify what kind of figurative language is used. For example, “… and his hands were the hands of some amazing conductor playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history” (page 3). Hyperbole. Imagery.

CLOSURE:

Closure of this lesson will be an explanation of their homework assignment because it explicitly builds from the lesson. If time allows, teacher will draw a rough sketch that is described by the figurative language example provided under the homework section. Teacher will field any student questions about the assignment or today’s lesson.

If there is time, the teacher will continue reading the first section of the novel to help students become interested in reading for homework.

ACCOMMODATIONS/MODIFICATIONS:

Large-print novels are available for students with vision impairments.Prediction log is provided to all students for assistance with note organization.

LESSON EXTENTION:


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Since students will be creating images of figurative language in their homework assignment, the class will discuss a few of the figurative language examples chosen by students and will talk about what images could look like.

In the closure, the teacher will use the example of figurative language provided in the homework section and will draw a quick sketch on the board of what it could look like. Students will provide input and may be asked to join in on a class drawing.

CONNECTIONS BEYOND THE LESSON: Figurative language is found in all types of texts and students should be able to identify and consider their effectiveness in portraying meaning.

Collaboration is important to the learning process. Using Apps, like Padlet, allow students to effectively incorporate technology into collaborative discussion and idea sharing.

CITATION(s): Bradbury, R. (1953). Fahrenheit 451. New York: Ballantine Books.Burke, J. (2013). The English teacher's companion. (4th ed., pp. 65-203). Portsmouth:

Heinemann. Preview of text and Prediction (p. 175) Figurative language questions/ homework assignment inspired by (p. 270)

Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson. Tapping into prior knowledge (p. 9) Making predictions/ preliminary interpretations (p. 10-11) Creating community with online sharing on Padlet (p. 75)


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Prediction LogDate: Prediction: Evidence to support prediction? (quotes or

summaries & page #)


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"Girl On Fire"Alecia Keys

She's just a girl and she's on fireHotter than a fantasy, lonely like a highway

She's living in a world and it's on fireFilled with catastrophe, but she knows she can fly away

Ohhhh oh oh oh ohShe got both feet on the ground

And she's burning it downOhhhh oh oh oh oh

She got her head in the cloudsAnd she's not backing down

This girl is on fire...This girl is on fire...

She's walking on fire...This girl is on fire...

Looks like a girl, but she's a flameSo bright, she can burn your eyes

Better look the other wayYou can try but you'll never forget her name

She's on top of the worldHottest of the hottest girls say

Ohhhh oh oh ohWe got our feet on the ground

And we're burning it downOhhhh oh oh oh oh

Got our head in the cloudsAnd we're not coming down



Everybody stares, as she goes by'Cause they can see the flame that's in her eyes

Watch her when she's lighting up the nightMiss Warfel

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Nobody knows that she's a lonely girlAnd it's a lonely world

But she gon' let it burn, baby, burn, baby



Oh, oh, oh, oh ohhhhh oh oh oh ohhh oh oh oh ohhhh... [4x]

She's just a girl and she's on fire


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Banning Books, Lesson 4

Content Area/Subject: English Lit & Comp (ELC)Unit Title: Fahrenheit 451


Grade Level: 9th

CLASS DESCRIPTION /STUDENT PROFILE: The class is made up of 24 ethnically, racially, and linguistically diverse, college prep 9th graders studying Freshman Literature and Composition. The class is located within a large urban high school. There is one student with vision impairment.

RATIONALE: Students have been learning about censorship and First Amendment rights. They have also learned that Fahrenheit 451 has been banned. To expand student understanding, students must see how often famous books are challenged and banned and the reasons schools and people use to ban the books. Students will be able to apply their knowledge of the First Amendment to determine if various book bans are constitutionally supported. They will also translate this knowledge to a form of censorship they encounter daily- school web site filter restrictions.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): What are constitutionally legal reasons to ban a book in school?

How are school website restrictions a form a censorship? Why are they necessary?

LEARNING OBJECTIVES(S): Students will connect what they have learned about the first amendment and censorship to analyze if the reasons for banning books are constitutionally legal.

Students will learn about the banning of Fahrenheit 451 in history and will identify patterns in the reasons schools use to ban books.

Students will read an informational text and critique website filters at school based on what they know about censorship.

Students will compare website filters to book banning in school and create a comment to post in response to the informational text online.


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NATIONAL & PENNSYLVANIA STANDARDS: 1.2 Reading Information Texts

-CC.1.2.9-10.A: Key Ideas and Details: Main Ideas-CC.1.2.9-10.I: Integration of Knowledge and Ideas: Analysis Across Texts

1.4 Writing-CC.1.4.9-10.A: Informative/Explanatory Writing-CC.1.4.9-10. B: Informative/ Explanatory: Focus-CC.1.4.9-10.C: Informative/ Explanatory: Content-CC.1.4.9-10.D: Informative/ Explanatory: Organization-CC.1.4.9-10.E: Informative/ Explanatory: Style-CC.1.4.9-10.U: Technology and Publication

1.5 Speaking and Listening-CC.1.5.9-10.A: Comprehension and Collaboration: Collaborative Discussion-CC.1.5.9-10.C: Comprehension and Collaboration: Evaluating Information

ASSESSMENT: -Students will post ideas in Padlet about when it would be constitutionally just to ban a book. The teacher will read and listen to their explanations to formatively assess their understanding.-Teacher will track student contributions to discussion using a seating chart graph.-Students will post comments in response to the informational text read in class. The teacher will assess their comments for understanding of censorship and First Amendment freedoms.-Reading Journals will be collected weekly and written feedback will be provided.

ACADEMIC/CONTENT VOCABULARY: Web Site Restriction Filters

PRIOR KNOWLEDGE: Students will have a basic understanding of censorship and the First Amendment rights.

LESSON PROCEDURES:

INTRODUCTION (Materials: Student devices, Projector, Padlet Wall (http://padlet.com/wall/bookban)

1. Students will turn in their drawings from last night’s homework. (before bell rings) (assessment)

2. The teacher will write the Padlet wall address on the board and instruct students to use their device to log on and post an idea from their homework.

3. Students will reference their brainstorm lists of instances when they think a book could be legally banned from a school. Students will share their ideas using the online Padlet Wall at the link listed above. (4 minutes) (assessment)

4. The teacher will lead the class in a brief discussion on their ideas of book banning. (4 minutes)


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PROCEDURE:(Prezi (link: http://prezi.com/ukoxregtp8rs/edit/#10_13415665), laptops, Comment Directions handouts)

1. The teacher will pull up the Banned Books that Shaped America page on bannedbooksweek.org (link: http://www.bannedbooksweek.org/censorship/bannedbooksthatshapedamerica). The teacher will review some of the most famous books on the list and ask students to read the description of the ban (10 minutes).

2. Based on their knowledge from the First Amendment, students will discuss if the bans are constitutionally just. They will also identify patterns of reasons schools use to ban books (5-10 minutes).

3. The teacher will hone in on Fahrenheit 451. The teacher will ask students what they think would need to be included in Fahrenheit 451 to warrant a ban. Students will be asked to support their answers using information learned about censorship and the first amendment (10 minutes).

4. The teacher will go through the Prezi (link above) and videos associated with banning books in history and the banning of Fahrenheit 451 (20 minutes).

5. Students will discuss what information is banned in their lives inside and outside of school (5-10 minutes).

6. Students will read the New York Times opinion piece titled, “Are the Web Filters at Your School too Restrictive?” (link: http://learning.blogs.nytimes.com/2011/09/27/are-the-web-filters-at-your-school-too-restrictive/?_r=0) (3 minutes)

7. Students will compose a comment to post at the conclusion of the article that aligns with the Comment Directions handout. (assessment)

For homework: Students will read pages 18-41 and keep track of character details using textual evidence in the Main Character Details worksheet.

CLOSURE:

Student will work on their comments in class, if time allows. If they finish before the end of class, the teacher will begin reading the section from Fahrenheit 451 that students will finish for homework.

ACCOMMODATIONS/MODIFICATIONS: Large print copies of handouts are available. Graphic organizer is provided to facilitate note taking while reading.

LESSON EXTENSION: Students could begin locating a book they would be interested in reading during their independent reading post-Fahrenheit 451.

CONNECTIONS BEYOND THE LESSON:


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http://learning.blogs.nytimes.com/2011/09/27/are-the-web-filters-at-your-school-too-restrictive/?_r=0

http://learning.blogs.nytimes.com/2011/09/27/are-the-web-filters-at-your-school-too-restrictive/?_r=0

http://www.bannedbooksweek.org/censorship/bannedbooksthatshapedamerica

http://prezi.com/ukoxregtp8rs/edit/#10_13415665

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This lesson ties the concept of censorship of books, to the censorship of Internet webpages in students’ personal lives inside and outside of the classroom. Students will assess the necessity of web restriction filters and determine if they are a form of censorship.

CITATION(s):Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.

-Online sharing community (padlet) (p.75)-Online discussion formats (p. 269)

Schulten, K. (2011). Are the website filters at your school too restrictive?. NY Times, Retrieved

from http://learning.blogs.nytimes.com/2011/09/27/are-the-web-filters-at-your-school-

too-restrictive/?_r=2.


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“Are the Web Site Filters too Restrictive at your School?”

Comment Directions: Use these requirements to plan your comment!

Post should clearly state your position. (What is your position?)

Post should tie website restriction to censorship.

Post should refer to Fahrenheit 451. Cite the novel at least once!

Post should be at least 5 sentences. Proper spelling & grammar is a must!


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*Post is worth 15 points!

Main Character DetailsDirections: while reading pages 18-41 for homework, keep track of the characteristics mentioned for each character. Make sure to include page numbers for your reference!

Montag Mildred Clarisse Beatty Hound


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Character Stances, Lesson 5


Lesson Duration: 1 Period

Grade Level: 9th


RATIONALE: Students will analyze the characters in the novel by bringing them to life in visual depictions. Students will later critique the society within Fahrenheit 451 and first need to have a strong understanding of the characters and their beliefs, as the characters shed light on the society.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): What beliefs do the characters hold?

How can visual representations of characters help readers to understand a novel?

How do we determine who is the protagonist and the antagonist in this dystopian society?


Students will work in their collaborative groups to create visual representations of each of the main characters.

Students will compare the characters and will assess how the visuals develop their understanding of character traits.


1.3 Reading Literature-CC.1.3.9-10.B: Key Ideas and Details: Text Analysis


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1.4 Writing-CC.1.4.9-10.S: Response to Literature-CC.1.4.9-10.X: Range of Writing: Write Routinely

1.5 Speaking and Listening-CC.1.5.9-10.A: Comprehension and Collaboration: Collaborative Discussion-CC.1.5.9-10.F: Integration of Knowledge and Ideas: Multimedia

ASSESSMENT: -Teacher will formatively assess students understanding of the characters in the novel based on their drawings and discussion of the character traits.-Teacher will track student contributions to discussion using a seating chart graph.-Reading Journals are collected weekly and written comments are provided.

ACADEMIC/CONTENT VOCABULARY: Compare

PRIOR KNOWLEDGE: Students are familiar with identifying character traits in a novel. They also have prior experience with character analysis.

LESSON PROCEDURES:

INTRODUCTION:(Materials: Reading Journals, timer)

1. In the Free Writing section of their Reading Journals, Students will free write for 90 seconds about which character they most identify with and why. (2 minutes)

2. The teacher will keep track of time and ask a few students to share their ideas after the time is up (3 minutes).

PROCEDURE: (Materials: Large Chart paper, markers, tape, Vocabulary Collaborative Story Quizzes)

1. Students will be broken up into their collaborative groups and will be assigned a group color.

2. Students will get out their Main Character Details chart that they completed for homework.

3. There will be 5 stations around the room; one for each of the main characters (Montag, Mildred, Clarisse, Beatty, Hound).

4. Groups will be given 4 minutes at each station and will draw the characters or add details representing their beliefs and physical traits. Students are encouraged to create symbols for the characters that represent them (23 minutes).

5. The teacher will keep track of time and let groups know when they must move on to the next station.

6. Once all groups have been to each of the stations, the students will be seated (1 minute).7. The teacher will move to each of the stations and select a color to start the discussion on

the character traits. Each group (noted by the color marker) will have the opportunity to


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rationalize what they added to the characters and how those additions help to complete the “picture” of the character (20 minutes). (assessment)

8. Students will discuss each character’s beliefs and whether they are considered a protagonist/antagonist? Can a character be a protagonist even if they conduct illegal activity? (5 minutes) (assessment)

9. Students will compare character traits of different characters and identify which traits are unique to a specific character and which traits are shared (10 minutes).

10. Students will be given the opportunity to ask one another clarifying questions about the drawings. (5 minutes)

11. After discussing characters, students will remain in their collaborative groups and will be given their vocabulary quiz for the week. The students will be writing a collaborative story using the words from the week. They will be assessed based on their effective use of the words. (assessment, may move online if time doesn’t permit it)

CLOSURE: (Materials: Projector)Teacher will pull up various banned books lists. For homework, students will select a banned book to read for their post-Fahrenheit 451 independent reading assignment and will write a 1-paragraph rationale. Students can begin working on homework if there is time.

ACCOMMODATIONS/MODIFICATIONS: Preferential seating. Large print handout.Directions read aloud.Using drawings and discussions accommodates multiple learning styles.

LESSON EXTENTION: The teacher may need to take time to explain protagonist/ antagonist. The students should understand these words as they have had prior experience, but may need to be reminded.

If time runs short, students will write their own stories using vocabulary on their Edmodo Vocabulary Blogs.

CONNECTIONS BEYOND THE LESSON: Students will consider which character traits and beliefs are most like their own.

CITATION(s): Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.

Vocabulary stories (p. 315-316) Drawing to visualize (p. 156)

Burke, J. (2013). The English teacher's companion. (4th ed.). Portsmouth: Heinemann. Visualizing (p. 173)


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Words on the Street: Vocabulary StoryDirections: Write a story about the characters in FAHRENHEIT 451 using the vocabulary words of the week. One student will begin the story with the first vocabulary word. Each student after will expand and develop the story using the vocabulary words listed. Keep passing the story until all the words are utilized. Make sure to provide closure at the end!

WRITE YOUR NAME!

Word Sentence:

Student 1(Beginning)

Censorship

Student 2 Constitutional

Right

Student 3 Freedom ofReligion

Student 4 Speech

Student 5 Press

Student 6 Assembly

Student 7(End!)

Petition


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Social Justice in FAHRENHEIT 451, Lesson 6

Content Area/Subject: English Lit & Comp.Unit Title: Fahrenheit 451 Lesson Duration: 1 Period

Grade Level: 9th


RATIONALE: Social justice is an abstract concept and students will explore this theme through emotionally-charged historical photos.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): How can photography help us understand social justice and injustice?

LEARNING OBJECTIVES(S): Using pictorial clues, students will define words associated with social justice.

Students will apply social justice concepts, and First Amendment rights, in conjunction with Fahrenheit 451 to critique whether Montag’s society is socially just.

Students will apply social justice concepts to formulate social changes needed in Montag’s society.

NATIONAL & PENNSYLVANIA STANDARDS: 1.2 Reading Informational Texts

-CC.1.2.9-10.I: Integration of Knowledge and Ideas: Analysis Across Texts1.3 Reading Literature

-CC.1.3.9-10.B: Key Ideas and Details: Text Analysis-CC.1.3.9-10.F: Craft and Structure: Vocabulary

ASSESSMENT:


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- Teacher will formatively assess students’ present understanding of social justice by reading their posts on Padlet.

- Vocabulary will be assess via Edmodo Vocabulary blogs and provide digital comments weekly.

- Teacher will track student contributions to discussion using a seating chart graph.

- Teacher will formatively assess students’ understanding of social justice by their discussion on justice and injustice in Fahrenheit 451.

- Teacher will collect and formatively assess Reading Journals weekly and provide written feedback.

ACADEMIC/CONTENT VOCABULARY: Social Justice

PRIOR KNOWLEDGE:Students are familiar with examining and analyzing photos.

LESSON PROCEDURES:

INTRODUCTION:1. In their Reading Journals, students will free write for 2 minutes. Teacher will track time.

a. Prompt: what does social justice look like in a society? What characteristics would be present?

2. Students will share some of their ideas via Padlet (link: http://padlet.com/wall/sociallyjust), so the teacher can formatively assess their current understanding of social justice. (assessment)

3. The teacher will go through student contributions and ask students to clarify or explain if posts are unclear.

PROCEDURE: (Materials: Words on the Street worksheet, Is Fahrenheit 451 Socially Just chart, image of Elizabeth Eckford, Copies of Eckford history (link: http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=721)

1. The teacher will introduce the “words on the street” for the week: social justice, equality, solidarity, justice, human rights, dignity, and will hand out the Words on the Street worksheet.

2. Using the pictorial clues on the handout, the class will work together to define each of the words. The teacher will use guiding questions to help the students refine their definitions. (10 minutes)

3. When students have defined all of the words correctly, the teacher will ask students to put their worksheets in their Reading Journal to reference during the present lesson and throughout the week. Teacher will remind them they must have their Edmodo Vocabulary Blogs updated by the end of the week. (assessment)

4. Teacher: Today we are going to learn about social justice through a historical photo.


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http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=721

http://padlet.com/wall/sociallyjust

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5. Teacher will project the image:

6. With elbow partners, students will answer the questions on the Historical Photo work sheet and read the Eckford history article. (15 minutes)

7. Once completed, students will join the larger class group for a discussion of their hypotheses and what they learned about social justice. (10 minutes)

8. In groups of 3, students will use their new vocabulary word definitions in conjunction with Fahrenheit 451 to make a case of whether the society in Fahrenheit 451 is socially just or not, using the provided chart. Students will locate textual evidence to support their claim. Students will also come up with at least 5 suggestions of improving Montag’s society (20 minutes).

9. Students will report their ideas back to the class so the teacher can formatively assess their understanding of the new vocabulary and their understanding of the text. (assessment)

10. In their Reading Journal Prediction Logs, Students will predict whether changes will be made to the society in Fahrenheit 451. The teacher will ask for a few predictions and will add them to the class Prediction List.

For homework: Students will read pages 41-68 and will track instances in the novel that led to Montag’s transformation.

CLOSURE: The teacher: Montag realizes his society is socially unjust, but before his transformation of beliefs, he was just like everyone else. In your homework tonight, you should read the assigned pages, but you should also recall instances throughout all that you’ve read that led to his change of heart. Locate those instances in the novel and jot them down with the page numbers in your Reading Journal. You will need to have these prepared for class tomorrow. Students may begin reading for homework if time permits.

ACCOMMODATIONS/MODIFICATIONS: Handouts in large print.Preferential seating.

LESSON EXTENTION: Students will begin working on their homework.



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Through the image, students can begin to see that social injustices are not just in novels, they exist in our world.

CITATION(s): Burke, J. (2013). The English teacher's companion. (4th ed.). Portsmouth: Heinemann.

- Predictions/hypothesis (p. 175)Jenkins, J. (1957). United Press International/Bettmann Corbis, [photo]. Retreived from: http://www.nybooks.com/multimedia/view-photo/1777

Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.- Online sharing community (p. 75) (padlet)


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Name:_______________________________________ Date: _______________________

Word on the Street: Social JusticeUsing your prior knowledge and the pictorial clues, define each of the words below.

Equality Solidarity

Human rights Dignity

Social Justice:

How do human rights differ from constitutional rights?Miss Warfel


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Name:_____________________________________________ Date:______________________

Historical Photos

Examine the photo. With a partner, write a list of hypotheses about the photo. Use these questions to guide you:

1. Who is the young woman ahead of the crowd carrying a book?2. Why does the crowd behind her seem angry?3. What do you think is happening in this photo?4. What else do you notice about the photo?

Hypothesis:

Collect the article from your teacher and answer the following questions:

1. What historical event was taking place when this photo was captured?

2. How was your hypothesis correct and incorrect?

3. What does this image teach you about social justice in the United States? (no one right answer)


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Is the Society in Fahrenheit 451 Socially Just?

Characteristic of the Society in FAHRENHEIT 451

Page # reference Does this characteristic show FAHRENHEIT 451 as socially just or

unjust? Why?

What changes would improve the social justice of Montag’s society? (at least 5)


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Montag’s Transformation, Lesson 8


Grade Level: 9th


RATIONALE: Students have considered the character traits of the lead characters in the novel. Students will closely analyze Montag’s transformation and identify how their own lives have been transformed.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): What makes a moment life-changing?

LEARNING OBJECTIVES(S): Students will draw conclusions about Montag’s transformation in the novel through citing textual evidence that relates to his change.

Students will connect the idea of transformation to their own life and write a personal story that led to their own transformation.

NATIONAL & PENNSYLVANIA STANDARDS: 1.3 Reading Literature

-CC.1.3.9-10.B: Key Ideas and Details: Text Analysis-CC.1.3.9-10.D: Craft and Structure: Point of View

1.4 Writing- CC.1.4.9-10.M: Narrative-CC.1.4.9-10.T: Production and Distribution of Writing: Writing Process-CC.1.4.9-10.X: Range of Writing: Write Routinely

ASSESSMENT: Miss Warfel


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-Teacher will assess students’ close reading of Montag’s transformation through reading their Padlet posts.-Students will share their writing plans with the teacher for approval and for assessment of meeting activity objectives.-Teacher will track student contributions to discussion using a seating chart graph.-Students will turn in their final draft for assessment. Teacher will provide written feedback.

ACADEMIC/CONTENT VOCABULARY: NarrativeEssayPoem

PRIOR KNOWLEDGE: Students know appropriate conventions for narrative, essay, and poem writing. Students are familiar with brainstorming, planning, and drafting papers, and have each identified processes that work for them individually.

LESSON PROCEDURES:

INTRODUCTION 1. Using their homework as a guide, students will share via padlet (link:

http://padlet.com/wall/life-change) instances in the book that influence Montag’s transformation of beliefs.

2. The teacher will read through the examples and ask students to explain why they think different instances impacted Montag’s change of heart. (assessment)

PROCEDURE: 1. Students will listen to David Grey’s song titled “A Moment Changes Everything” and

follow along with the lyrics. (4 minutes)2. While listening, students will take notes in the margins of different instances in their own

life when they learned a life lesson, or when their life or beliefs were changed dramatically. (5 minutes)

3. Using the A Moment Changed Everything guide, students will plan how they will share their story- either through narrative, essay, or poem. (25 minutes)

4. The teacher will review students’ plans and provide approval. Students with approval will begin drafting their autobiographies. (assessment)

5. Students will begin drafting their narrative, essay, or poem.6. Students who have questions or challenges will be invited to stay after class.

For homework: Students will take home their brainstorming and planning documents and will complete their narrative, essay, or poem for homework. Handwritten or typed drafts will be accepted for submission. (assessment)

CLOSURE: The teacher will ask the students if they think Montag’s transformation is a valuable story? The teacher will remind the students that everyone has valuable stories to share and of the importance of reflecting on life events that shape us into who we are.


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ACCOMMODATIONS/MODIFICATIONS: Large print handouts are available. Song will be played so students can listen rather than read the lyrics.

LESSON EXTENTION: Lesson may be extended to a second class period if students are struggling to complete their planning guide, or if students’ plans need drastically re-worked, based on the formative assessment of the teacher approval process.

CONNECTIONS BEYOND THE LESSON: This lesson uses Montag’s transformation as an inspiration to value our own life-changing stories.


-Communicating with song (p.128)Grey, D. (2010). A moment changes everything. On A Moment. (Digital download). UK:

Polydor Recording.Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.

-Reflecting and relating (p. 10)


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"A Moment Changes Everything"David Grey

Come on, come on, come onCome on, come on, come on

The stolen glances, broken threadsThe visions looming in our headsThe years spent running parallelTo everything that might of been

No longer possible to hideThe feeling welling up inside

Ain't never been this close beforeAin't never felt so far away

When a momentA moment changes everything


When a moment, it changes everything

The summer sky is blushing pinkThe heart is running out of sync

Could this just be the day, I thinkWhen anything is possible

Well, hey now you've been here beforeTo see your face and slam the doorAnd waiting for the floor to drop

Feel like time is standing still


[x3]When a moment, it changes everything

Come on, come on, come onCome on, come on, come on

[x2]

A moment, a moment changes everything[x4]

Then a momentA moment changes everything

A moment


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Name: _____________________________________ Date:_________________________

A Moment Changed EverythingDirections: Select an instance from your brainstorming list that changed your life dramatically. Either you learned a life lesson, or your life or beliefs were impacted and changed forever. Use this guide to help you brainstorm and plan the first draft of an autobiographical narrative, essay, or poem. Check in with your teacher before proceeding to the drafting phase. Final draft should be at least 1 page in length. Turn in this sheet with your draft to earn full points.

What was the moment that changed you?

Who was involved?

How did it change you? What was the life-lesson, new belief, or change in your life?

Why is the change significant?

How could your story impact your audience’s life?


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Will you write a narrative, an essay, or a poem?

Outline the organization of your narrative, essay, or poem. What will you say first, second, third, last? How will you make your story compelling?

Teacher approval: _____________________Miss Warfel


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A Moment Changed Everything- RubricMastery 5pts. Average 3pts. * Needs Improvement

1pt.

Narrative, Essay, or Poem story format

The paper masterfully employs the conventions of the chosen format.

The paper uses some of the conventions of selected format.

The paper does not maintain appropriate format.

Focus/ Clarity

The paper identifies the life-changing instance, the moral/lesson learned, and its importance to the student’s life.

The paper is missing one of the following criteria: life changing event, moral/lesson learned, and the importance to the student’s life.

The paper does not discuss a life-changing event, the moral/lesson learned, or its important to the student’s life.

Brainstorming and Planning

There is strong evidence that the student brainstormed and planned for their story.

There is some evidence that the student brainstormed and planned.

There is little or no evidence that the student brainstormed and planned.

Grammar and Spelling

The story is virtually free of grammar and spelling errors.

The story has 3 grammar and/or spelling errors.

The story has more than 5 grammar and/or spelling errors.

Total Points: ___________/20

Comments:

* Students who receive a “Needs Improvement” for any category will be required to submit a revised draft.


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Beatty’s Point of View, Lesson 8


Grade Level: 9th


RATIONALE: This lesson employs close reading to understand Beatty’s argument for the state of his society.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): What issue are you really bothered about? What actions could you take to call others to action?

LEARNING OBJECTIVES(S): Students will work with a partner to critique Captain Beatty’s speech and synthesize it into three main arguments.

Students will use Capt. Beatty’s argument to compare his society with their own.


-CC.1.3.9-10.B: Key Ideas and Details: Text Analysis-CC.1.3.9-10.D: Craft and Structure: Point of View

1.4 Writing-CC.1.4.9-10.S: Response to Literature

1.5 Speaking and Listening-CC.1.5.9-10.A Comprehension and Collaboration: Collaborative Discussion

ASSESSMENT: -Students will complete a classroom copy of the Captain Beatty Speech handout so the teacher can assess if all students have a good understanding of his argument.-Teacher will track student contributions to discussion using a seating chart graph.-Students will also complete a journal entry in the Reading Journal that will be reviewed by the teacher for formative assessment.


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-Students will complete a class copy of the handout so the teacher can formatively assess their understanding of Beatty’s argument.-Teacher will provide written and oral feedback as necessary.

ACADEMIC/CONTENT VOCABULARY: ArgumentComparePathos/ Logos/ Ethos

PRIOR KNOWLEDGE: Students are familiar with Padlet and have read Beatty’s Speech.

LESSON PROCEDURES:

INTRODUCTION 1. Students will free write for 2 minutes in response to the quote: “We need to be really

bothered once in a while. How long is it since you were really bothered? About something important, about something real?” (p. 52) The teacher will track time (2 minutes)

2. Students will be reminded that they must keep discussion school appropriate. Students will answer the essential question, using Padlet (link: http://padlet.com/wall/bothered). (6 minutes) (assessment)

3. The teacher will read through student issues and students will be invited to talk about their post more, if they choose. (3 minutes)

PROCEDURE: 1. The teacher will hand out the graphic organizer that students will complete after the

reading is finished. (1 minute)2. The teacher will write the following words on the board: pathos, ethos, and logos. The

teacher will ask if anyone has heard of these words before and if anyone can define them.3. Teacher will define them and write them on the board if the students are not sure:

a. Pathos: appeal to audiences’ emotionsb. Ethos: appeal to audiences’ ethicsc. Logos: logical appeal

4. The teacher will re-read Captain Beatty’s Speech (p. 53-62) and students will take notes about what they think are his three main arguments. Students should also look for pathos, ethos, and logos examples. (10 minutes)

5. After the reading in complete, the class will determine Beatty’s 3 main arguments. (5 minutes) (assessment)

6. Students will work individually to complete the graphic organizer, which organizes Capt. Beatty’s Speech in three main arguments. (15 minutes)

7. Students will then share their ideas with the elbow partner to ensure their organizers are complete. (5 minuteS)

8. The teacher will project a copy of the worksheet on the board and students will fill it in with the information they put on their own worksheets. The teacher and the students will


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work together to cross unnecessary items out and to add needed information. (15 minutes) (assessment)

For homework: Students will read pages 71-93.

CLOSURE: In their Reading Journals, students will brainstorm ideas of how Capt. Beatty’s speech could be applied to modern day society. How is the society within FAHRENHEIT 451 comparable to our own modern day society? What are the similarities and differences? (3 minutes)

ACCOMMODATIONS/MODIFICATIONS: Handouts are available in large print.Direction will be read aloud.

LESSON EXTENTION: Students will begin reading for homework.

CONNECTIONS BEYOND THE LESSON: This lesson considers Beatty’s point of view on the society in Fahrenheit 451. It is important for students to listen and understand others’ points of view, even if their beliefs are wildly different and even opposing to their own. By understanding Beatty’s argument, the students can begin to understand why the society is the way it is. Students can also begin to make connections to their own lives and society.


-During Reading- note, conclude, ask questions (p. 154)

Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.-Online sharing community (padlet) (p. 175)


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Name:_________________________________________ Date: ________________________

Captain Beatty’s Speech (p. 53-61)

You have kept a list of Captain Beatty’s points in your Reading/Writing Journal. As a class we determined 3 of Beatty’s major points. Use your list and our discussion as a reference! Build on what you know!

Directions:o Write each of Beatty’s 3 argument points in the table headingso Write down direct quotes that support each of his 3 major points. Make sure to include

page numbers for reference.1. 2. 3.

Consider: How did society change? What advancements changed things?

Consider: Whose fault? The government or the people?

Consider: What is the big deal with happiness and sports? What is the new job of the firemen?


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Your Name: Ms. Hannah Warfel Lesson Title & # in Sequence: Beatty’s POV Continued, Lesson 9


Grade Level: 9th


RATIONALE: Students will compare Beatty’s point of view to their modern society. They will explore Bradbury’s potential purpose of writing a cautionary tale.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): How does our modern society compare to Fahrenheit 451?How is Fahrenheit 451 a cautionary tale?

LEARNING OBJECTIVES(S): Students will summarize the key implications of our modern society choosing to not read.

After reading an informational text on the implication of not reading, students will compare the society in Fahrenheit 451 to their own modern society.


-CC.1.2.9-10.A: Key Ideas and Details: Main Ideas-CC.1.2.9-10.H: Integration of Knowledge and Ideas: Evaluating Arguments-CC.1.2.9-10.I: Integration of Knowledge and Ideas: Analysis Across Texts-CC.1.2.9-10.J: Vocabulary Acquisition and Use

ASSESSMENT: - The teacher will formatively assess the students comprehension of the informational text

through listening to their contributions to the chart.- Teacher will track student contributions to discussion using a seating chart graph.- The teacher will formatively assess students ability to compare FAHRENHEIT 451 to

their own society.- Teacher will assess students drawings of Fahrenheit 451 as a Cautionary tale.


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- Written and oral feedback will be provided.

ACADEMIC/CONTENT VOCABULARY: Formidable: inspiring fear or respect through being impressively large, powerful, or capableDisparate: so unlike there is no basis for comparisonCorrelation: a mutual relationship or connection between two or more thingsCivic: pertaining to citizenship or relating to a city or town (its municipal or administration)Implication: a conclusion that can be drawn from something

PRIOR KNOWLEDGE: Students have already read Captain Beatty’s speech twice.LESSON PROCEDURES:

INTRODUCTION (Materials: Copies of the Preface, student devices, Words on the Street handouts)

1. Teacher will introduce the “words on the street”: formidable, disparate, correlation, civic, implication.

2. Students will independently read the “Preface” of To Read or Not to Read by Dana Gioia. (5 minutes)

3. While reading, students are to highlight the implications of not reading and the vocab words. (3 minutes)

4. Students will share the implications and the teacher will create a chart on the board. (10 minutes) (assessment)

5. Students will use textual evidence from the reading in conjunction with digital dictionaries to define each vocab word. (15 minutes)

6. The teacher will go over all the correct definitions of the words.

PROCEDURE: (Materials: Copies of the Preface, Copies of Brainstorming worksheet, Copy of Look Both Ways: A Cautionary Tale, paper, markers, colored pencils)

1. Students will work within their collaborative groups and will compare Capt. Beatty’s Speech to the “Preface” they just read. Students will keep notes on how Capt. Beatty’s speech is relevant today using the provided Brainstorming helper. (15 minutes) (assessment)

2. Groups will provide examples of how our modern society is similar to the one Capt. Beatty describes. (10 minutes)

3. Groups will reconvene with the whole class and will share their ideas for each of the 3 argument points. (10 minutes) (assessment)

4. Students will look at the cover of “Look Both Ways: A Cautionary Tale” and determine what the story cautions its readers.

5. Students will draw a cartoon of how Fahrenheit 451 is a cautionary tale. The teacher will quickly draw a cartoon on the board to model what is expected.

6. Students will turn in their cautionary cartoons for formative assessment and 5 completion points. They will add this to their Reading Journal binder.


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For homework: Students will re-read page 78 and write a brief description of what the sieve and the sand symbolize. Students will also bring in a school appropriate object from home that symbolizes them. They will prepare to talk about their symbol in front of the class.

CLOSURE: Teacher: Bradbury wrote a story of a futuristic society. Today we realized that though his story seems a little farfetched, it actually mirrors our own society in many ways. Fahrenheit 451 could be viewed as a cautionary tale and I am so excited to see how your depicted it.

ACCOMMODATIONS/MODIFICATIONS: Large print text Prefaces will be available.

LESSON EXTENTION: Students will start brainstorming symbols for their homework.Teacher will give the storybook to student to view up close/ Preferential seating.

CONNECTIONS BEYOND THE LESSON: After reading and comparing FAHRENHEIT 451 to Dana Gioia’s Preface, students will begin to tie the traits of FAHRENHEIT 451 to their own society. They will begin to see how Bradbury’s predictions were not far from the truth.


- Drawing conclusion (p. 154)- Visualizing (p. 173)

Gioia, D. (2007). To read or not to read. (pp. 5-6). Washington, D.C.: National Endowment of the Arts.


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Brainstorming: What parallels and differences do you see between Capt. Beatty’s society and our own society?

Consider:o Beatty’s 3 points- does our society look similar or dissimilar?o Do we enjoy snap ending and abbreviations? Instant gratification?o Do most people look down on intellectuals, especially in high school? o Are we surrounded by sports, technology and fun?

*** Be specific, what concrete examples can you give from our society that are similar (or vastly different) to the society in FAHRENHEIT 451?

Point #1: ____________________________________________________________Examples in our society (minimum 5):




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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Life Symbols, Lesson 10


Grade Level: 9th

CLASS DESCRIPTION /STUDENT PROFILE: The class is made up of 24 ethnically, racially, and linguistically diverse, college prep 9th graders studying Freshman Literature and Composition. The class is located within a large urban high school. There is one student with vision impairment and one student with an IEP for an emotional disorder.

RATIONALE: Fahrenheit 451 is riddled with symbolism. This lesson provides a kinesthetically pleasing activity for students to actively compare the literary concept of symbolism to their life.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): How can the literary concept of symbolism by extended to our own lives?

LEARNING OBJECTIVES(S): Students will present their chosen object to the class and explain how the object symbolizes them.


-CC.1.3.9-10.C: Key Ideas and Details: Literary Elements1.5 Speaking and Listening

-CC.1.5.9-10.F: Integration of Knowledge and Ideas: Multimedia

ASSESSMENT: -the teacher will formatively assess their understanding of symbolism in the novel through reading their Padlet posts.-Teacher will track student contributions to discussion using a seating chart graph.-the teacher will formatively assess the students understanding of symbolism by watching them present and listening to their explanations. Teacher will also read their reflections for assessment.-Teacher will provide written and oral feedback.

ACADEMIC/CONTENT VOCABULARY: Symbolism


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PRIOR KNOWLEDGE: Students are familiar with symbolism as a literary concept. They are also familiar with Padlet.

LESSON PROCEDURES:

INTRODUCTION (materials: student devices, projector, Padlet)

1. Students will begin sharing their ideas for what the sieve and the sand symbolize in the novel via Padlet (link: http://padlet.com/wall/sievesand) (2 minutes)

2. Students will discuss their ideas and as a class, determine what the two things do indeed symbolize in the novel. (5 minutes)

PROCEDURE: (Materials: teacher object)

1. The teacher will explain how in the book symbols represent an idea or theme and in our lives, symbols can represent a part of who we are.

2. The teacher will present his or her own object of symbolism and provide a brief explanation to model what is expected of the students’ presentations.

2. Students will individually share their chosen objects with the class and describe in 1-2 minutes how the symbol represents them.

3. Classmates will be given time (about 2 minutes after each presentation) to ask questions about the presenter’s symbol or to pass the object around for closer look.

4. The teacher will keep track of student symbols and formatively assess their understanding of symbolism.


CLOSURE: Students will reflect on their object choice and how it symbolizes them in a brief paragraph. Students will answer the following questions in their reflection: How does my symbol represent me? What other objects could I use to symbolize me?

Students will turn in their reflections so the teacher can further formatively assess their understanding of symbolism.

ACCOMMODATIONS/MODIFICATIONS: Some of the objects will be passed around so they can be viewed up close.

LESSON EXTENTION: If student presentations do not take the entire class, the teacher will write the names of the main characters of the novel on the board. Students will brainstorm and call out objects that could symbolize each.



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This lesson extends the literary concept of symbolism to their own lives.

CITATION(s):

Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.-symbolic story representation (adaptation- life symbols) (p. 165)


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Idea Sharing in the Technology Age, Lesson 11


Grade Level: 9th


RATIONALE: Students will consider activism through a TedTalk about spreading ideas and through a politically charged song. This multimodal approach will help students begin to brainstorm effective activism.


As technology continues to infuse every aspect of our lives, how do we effectively share news and information?

What are effective forms of activism?


Students will collect ideas about sharing information and then formulate their own nontraditional ideas of information sharing.

Students will listen to a song and analyze its meaning and how it relates to spreading information. NATIONAL & PENNSYLVANIA STANDARDS:1.5 Speaking and Listening

-CC.1.5.9-10.C: Comprehension and Collaboration: Evaluating Information-CC.1.5.9-10.F: Integration of Knowledge and Ideas: Multimedia

ASSESSMENT: -Teacher will assess students as they share how they access information.-Teacher will review students’ answers in their viewing guide.


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-Teacher will assess their understanding in discussion-Teacher will track student contributions to discussion using a seating chart graph.-Reading Journals will be collected weekly for review and feedback.-Teacher will provide written and oral feedback.

ACADEMIC/CONTENT VOCABULARY: Social justice, activism

PRIOR KNOWLEDGE: Students are familiar with social justice, and activism.

LESSON PROCEDURES:

INTRODUCTION (Materials: board, markers)

1. Think/Pare/Share: In their Reading Journals, students will take 2 minutes to brainstorm a list of ways they access information- news and media. They will write down what types of information catches their attention. Teacher will track time. (2 minutes)

2. They will turn to their elbow partner and share their ideas. They may add and change items in their lists. (3 minutes)

3. Students will then quickly share with the class and the teacher will write down different ways students access information. (3 minutes) (assessment)

PROCEDURE: (Materials: TED Talk, Projector, K’naan’s lyrics, Watching Guides)

1. The teacher will open up a discussion asking: how do ideas spread in our technology age? Students will share their ideas in an open discussion format. (7 minutes)

2. The teacher will handout Watching Guides and play Seth Godin’s TED Talk titled How to get your ideas to spread. (link: http://www.ted.com/talks/seth_godin_on_sliced_bread.html) (12 minutes)

3. After the video is over, the teacher will remind students that their ideas are important and will ask students to finish the Watching Guide in the next 3 minutes. (3 minutes)

4. Students will share the ideas they wrote down while watching the talk. The teacher will ask for examples of other creative ways ideas could be spread. (6 minutes)

5. The teacher will pass out the lyrics and play K’naan’s song titled “Wavin’ Flag” (link: http://www.youtube.com/watch?v=BgyJY9yndv4). Students will keep notes in the margins of what they think the message is saying. (4 minutes)

6. Students will share their ideas about the songs message and teacher will briefly discuss K’naan activism in Somalia and how his songs helped move his message. (7 minutes)

For homework: In Reading Journals, students will brainstorm at least 5 ways Montag could spread awareness among his corrupt society.

CLOSURE: Teacher: Today we witnessed a variety of catchy ways to spread information. In our technology age, information must be attention grabbing if it wants to make it in the limelight. The other day


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you free wrote on issues that bothered you. Take a few moments in reflective thought right now and consider how you could start acting in favor of your issue. Write a few ideas down.

ACCOMMODATIONS/MODIFICATIONS: Transcript of TedTalk will be provided if needed.

LESSON EXTENTION: Students will begin working on their homework in class as it directly ties into the day’s lesson.

CONNECTIONS BEYOND THE LESSON: This lesson considered creative ways that ideas can be spread. It is anticipated that since students are so plugged in digitally, that they might begin spreading their ideas in creative ways.


-Communicating with song (p. 128)-Think/Pare/Share


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Name:_________________________________________ Date: __________________

Watching GuideTED TALK: How to get your ideas to Spread

By Seth Godin1. What happened when sliced bread was invented?

2. What is “at the heart of spreading ideas?” Do you agree?

3. How much money do companies spend on advertisement?

4. How often does Coke Japan come up with a new product?

5. What does the purple cow example suggest?

6. List at least 3 clever ways companies spread ideas and products:

7. Brainstorm a list of other ways ideas could be spread.


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Wavin’ FlagBy K’naan

Give me freedomGive me fire


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Give me reasonTake me higher

See the champions, take the field nowYou define us

Make us feel proud

Singing forever youngSinging songs underneath that sunLets rejoice in the beautiful game

And together at the end of the day we all say

When I get older I will be strongerThey'll call me freedom, just like a wavin' flag

When I get older, I will be strongerThey'll call me freedom just like a wavin' flagAnd then it goes back, and then it goes back

And then it goes back, oh

Born to a throne, stronger than RomeA violent prone, poor people zone

"Wavin' Flag"K’naan (feat. David Bisbal)

Give me freedom, give me fire, give me reason, take me higherSee the champions, take the field now, you define us, make us feel proud

In the streets our heads are lifting, as we lose our inhibition,Celebration, its around us, every nations, all around us

Singing forever young, singing songs underneath that sunLets rejoice in the beautiful game,And together at the end of the day.

We all say

[chorus:]When I get olderI will be stronger

They'll call me 'Freedom'just like a wavin' flag

and then it goes back, and then it goes backand then it goes back, and then it goes . . .

Born to a throne, stronger than Romebut violent-prone, poor people zone,


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But it's my home, all I have knownWhere I got grown, streets we would roam

Out of the darkness, I came the farthestAmong the hardest survival

Learn from these streets, it can be bleakAccept no defeat, surrender, retreat

So we struggling, fighting to eatAnd we wondering when we'll be free

So we patiently wait for that fateful dayIt's not far away, but for now we say

When I get older I will be strongerThey'll call me freedom just like a wavin' flagAnd then it goes back, and then it goes back


So many wars, settling scoresBringing us promises, leaving us poor

I heard them say 'love is the way''Love is the answer,' that's what they say

But look how they treat us, make us believersWe fight their battles, then they deceive us

Try to control us, they couldn't hold us'Cause we just move forward like Buffalo Soldiers

But we struggling, fighting to eatAnd we wondering, when we'll be free

So we patiently wait for that faithful dayIt's not far away but for now we say


And then it goes back, and then is goes


And then it goes back, and then it goesAnd then it goes


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And everybody will be singing itAnd you and I will be singing it

And we all will be singing it


And then it goes back, and then it goes



When I get older, when I get olderI will be stronger just like a wavin' flag

Just like a wavin' flag, just like a wavin' flagFlag, flag, just like a wavin' flag

K'naan - Wavin' Flag Lyrics | MetroLyrics


Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Desperate Housewives/Firemen, Lesson 12


Grade Level: 9th



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RATIONALE: Students will further explore how the society of Fahrenheit 451 is similar to our own through creating comics of the female characters’ lives.


How are the characters in FAHRENHEIT 451 similar and dissimilar to us?

LEARNING OBJECTIVES(S): After conducting a close reading in the novel, students will generate a comic strip that details an average day in the life of one of the female characters.


CC.1.3.9-10.A: Key Ideas and Details: Theme CC.1.3.9-10.B: Key Ideas and Details: Text Analysis CC.1.3.9-10.C: Key Ideas and Details: Literary Elements CC.1.3.9-10.D: Craft and Structure: Point of View

1.4 Writing CC.1.4.9-10.S: Response to Literature CC.1.4.9-10.T: Production and Distribution of Writing: Writing Process

1.5 Speaking and Listening CC.1.5.9-10.F: Integration of Knowledge and Ideas: Multimedia

ASSESSMENT:-Teacher will assess the collaborative list of effective ways Montag could spread awareness. Teacher will ask clarifying questions and provide oral feedback as necessary.-Teacher will track student contributions to discussion using a seating chart graph.-the teacher will formatively assess their comic strips and provide written feedback.

ACADEMIC/CONTENT VOCABULARY: antagonist

PRIOR KNOWLEDGE: Students are familiar with the characters’ traits and have read the novel.

LESSON PROCEDURES:

INTRODUCTION 1. Students will write one idea on their board from their brainstorm list they completed as

homework.


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2. Each student will have the opportunity to explain their idea and why they think it would be an effective way to spread awareness among Montag’s society.

PROCEDURE: (Materials: Copies of blank Comic Strips, Comic Strip directions, projector, markers, crayons, colored pencils, timers, Technology Track Sheet)

1. When considering how to spread awareness, it is important to recognize how society members spend their time and what types of media they consume.

2. Students will each choose one of the “antagonistic” characters from the novel ( Mrs. Phelps, Mildred, Mrs. Bowles, Beatty).

3. Students will analyze their characters’ conversations throughout the novel and create a comic strip about their characters beliefs, and how they spend their average day. Students must use textual evidence as support. (30 minutes)

4. Students will turn in their comic strips and the teacher will display them around the room. (assessment)

For homework: Using timers and a track sheet, students will keep track of the time they spend using technology (phone, tv, computer, iPod, iPad, internet, radio, etc) and what they are consuming or creating digitally over the course of a 24 hour period. Students may take more than one track sheet, if they think it is necessary

CLOSURE: The teacher will describe the homework assignment and how it will help them analyze if their own behaviors are similar to those in Fahrenheit 451.

ACCOMMODATIONS/MODIFICATIONS: Large print worksheet available.

LESSON EXTENTION: The students will collaborate to generate a chart showing how the characters spend their time (technology, sleeping, eating, socializing, etc).

CONNECTIONS BEYOND THE LESSON: Students will link the characters lives to their own once they complete the homework and see how closely their time-use is similar to the antagonistic females’ time-use.


-Visualizing


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NAME:_________________________ DATE:___________Desperate Housewives/Firemen Comic Strip

Directions: Using the comic strip outline provided, create a comic about the character assigned: Mildred, Mrs. Phelps, or Mrs. Bowles, Capt. Beatty.

In the strip:

1. Identify how the character occupies his/ her time2. Identify how the character feels about books3. Identify the characters beliefs about politics, child-rearing, and/or

education4. Identify any other key traits5. Use text quotations from the novel in the callout bubbles6. Title your comic strip and identify the character


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Title:

Character:____________________________________________________

Name:________________________________ Date:______________Technology Track Sheet


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Type of technology:Phone, tv, radio, iPod, iPad, internet, computer, etc.

How long did you use it?

# minutes # hours

What were you consuming?

News, social network, photos, tv show, music,

games, etc.

What were you creating?

Blog, post, photo, video, etc.


Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Consumers of Technology, Lesson 13


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Grade Level: 9th


RATIONALE: Students will put together their technology trackers and the teacher will create a chart to show them a visual of how closely they are similar (or dissimilar) to the antagonist female characters.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): How similar is our society to that in FAHRENHEIT 451?How were Bradbury’s predictions of the future society accurate?Do you believe books can change your life?

LEARNING OBJECTIVES(S): The data charts for the female characters and their own, students will compare their time-use to that found in the novel.

Students will brainstorm and share better uses of time and better uses of technology.


CC.1.2.9-10.A: Key Ideas and Details: Main Ideas CC.1.2.9-10.B-C: Key Ideas and Details: Text Analysis CC.1.2.9-10.I: Integration of Knowledge and Ideas: Analysis Across Texts CC.1.2.9-10.L: Range of Reading

1.3 Reading Literature CC.1.3.9-10.A: Key Ideas and Details: Theme CC.1.3.9-10.B: Key Ideas and Details: Text Analysis

1.4 Writing CC.1.4.9-10.G: Opinion/ Argumentative CC.1.4.9-10.K: Opinion/ Argumentative: Style

ASSESSMENT: -Teacher will read Reading Journals weekly and assess/ provide written feedback.-Teacher will assess students’ contributions to discussion.-Teacher will track students’ participation in seating chart graph.


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ACADEMIC/CONTENT VOCABULARY: ConsumerInfographic

PRIOR KNOWLEDGE: Students are using their prior knowledge of how the characters spend their time in the novel.

LESSON PROCEDURES:

INTRODUCTION (Materials: student devices or calculators,

1. The teacher will draw a chart on the front board with the following columns: Total Time using Technology/ Amount of Time Consuming/ Amount of Time Creating/ Authoring.

2. Students will add up their time from their track sheet and write their times on the board. (5 minutes

3. The teacher will calculate the totals for the entire class as well as the average for the class.

4. Students will discuss if the results accurately reflect their typical technology use. How accurate was their data collection?

PROCEDURE: 1. The teacher will display “The Millennial Teenager” infographic (link:

http://mashable.com/2012/05/03/teenager-infographi/) and read through all of the statistics. (3 minutes)

2. The teacher will stop after startling statistics and question students if they think the numbers represent them (students will respond with thumbs up, thumbs down, or neutral).

3. After reading through the infographic, the teacher will draw a line from number1-10 on the board. Students will each put a tally next to the number that represents how closely they believe their society is comparable to FAHRENHEIT 451 with 1=strongly dissimilar and 10=almost identical.

a. If there is 4 or more students on the 1 end, separate the class between students who tallied between 1-5 vs. students who tallied 6-10. Each side will have 5 minutes to prepare an argument lines to support their position using text evidence. The two teams will participate in a debate so persuade the other. Remind students to be respectful of others. (20 minutes)

b. If most students believe their society is rather similar, ask the students who believe they are dissimilar to explain why they think it’s dissimilar. Then, play devil’s advocate and ask questions: What about the walls? Mildred refers to them as her family and she is consumed with them because they provide so much stimulation and little critical thought. Is that kind of like facebook? We spend so much time reading through people’s lives as they appear on a screen. We also spend hours watching reality tv shows. We watch other people live strange or meaningless lives as we waste away watching them on our couches. (5 minutes)


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4. We are watching other people live their lives on a screen, and that impacts how we live our lives and how we perceive people. Isn’t that sort of like indoctrination? Indoctrination means that learners are taught to fully accept the ideas, opinions, and beliefs of a particular group without question- its kind of like brainwashing. But, is our media trying to brainwash us into believing that we should live certain ways? (images of women, expectations of adolescents (Glamorizing 16 and Pregnant, Scary News- fear, etc.) (5 minutes)

5. Teacher: ask students if this bothers them? How does it make them feel? How does it feel to even be comparable to a story like Fahrenheit 451? Are we doomed? Or is there hope? (5-10 minutes)

6. Teacher: We briefly discussed the idea of a cautionary tale earlier in the unit. Can anyone remind us what a cautionary tale is? (Make sure to give enough wait time before giving clues) (3 minutes)

7. Students will then write a 1 page paper explaining: what cautionary message is FAHRENHEIT 451 sending, what lesson is it trying to teach, how could we heed the warning? (15 minutes) (formative assessment)

8. In their Reading Journals, students will respond with 1-paragraph to the prompt: Can books change your life? Explain. (5 minutes)


CLOSURE: Students will be told that they will share their cautionary messages to their class in Open Mic fashion.

ACCOMMODATIONS/MODIFICATIONS: Teacher will use large print on the board.

LESSON EXTENTION: Students will begin reading for homework, if time allows.

CONNECTIONS BEYOND THE LESSON: Students are literally comparing FAHRENHEIT 451 to their own society and critiquing their own use of time and technology.

CITATION(s):Burke, J. (2013). The English teacher's companion. (4th ed.). Portsmouth: Heinemann.


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: The Chase, Lesson 14

Content Area/Subject: English Lit & Comp.Unit Title: Fahrenheit 451 Lesson Duration: 2 75-minute class periods

Grade Level: 9th


RATIONALE: Students will use their understanding of censorship, social justice, and activism, to create Montag’s famous last words.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): What compelling words could change Montag’s society?

LEARNING OBJECTIVES(S): Based on their knowledge of the society in which Montag lives, students will brainstorm the length of time he would have to deliver his last words.

Using their understanding of Montag’s society and creative ways for spreading ideas, students will develop a short film depicting Montag’s famous last words.


CC.1.2.9-10.A: Key Ideas and Details: Main Ideas CC.1.2.9-10.B-C: Key Ideas and Details: Text Analysis

1.4 Writing CC.1.4.9-10.O: Narrative: Content CC.1.4.9-10.Q: Narrative: Style CC.1.4.9-10.R: Narrative: Conventions of Language CC.1.4.9-10.S: Response to Literature CC.1.4.9-10.T: Production and Distribution of Writing: Writing Process CC.1.4.9-10.U: Technology and Publication

1.5 Speaking and ListeningMiss Warfel


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CC.1.5.9-10.A: Comprehension and Collaboration: Collaborative Discussion CC.1.5.9-10.C: Comprehension and Collaboration: Evaluating Information CC.1.5.9-10.D: Presentation of Knowledge and Ideas: Purpose, Audience, and Talk CC.1.5.9-10.F: Integration of Knowledge and Ideas: Multimedia CC.1.5.9-10.G: Conventions of Standard English

ASSESSMENT: -The teacher will assess students’ understanding by watching their films. Teacher will provide written and oral feedback.-The teacher will track student contributions to discussion using a seating chart graph.-The teacher will formatively assess students’ viewing guides.

ACADEMIC/CONTENT VOCABULARY: Compelling/ Effective

PRIOR KNOWLEDGE: students are familiar with using their devices to create videos. They are also familiar with uploading onto our class YouTube account.

LESSON PROCEDURES:

INTRODUCTION(Materials: Padlet, projector, class volunteer)

1. Using Padlet, students will estimate how much time Montag would have for his last words during the chase(link: http://padlet.com/wall/lastwords) (2 minutes)

2. A student volunteer will calculate the class average response. (2 minutes)

PROCEDURE: (Materials: Copies of Famous Last Words Guidelines and Rubric, Student devices)

1. Based on the timeframe agreed upon during the introduction, students will work in groups of 3 to brainstorm, plan, and film a short video clip of Montag’s famous last words. (25 minutes)

2. Students will upload their videos onto our class’s private YouTube account. (10 minutes)3. The teacher will stream the videos together and they will be viewed in class. (20 minutes)4. Students will rate the films from 1-5 based on their effectiveness. (10 minutes)


CLOSURE: Students will journal for 3 minutes on what made the most effective video the most effective. Students will begin reading for homework.

ACCOMMODATIONS/MODIFICATIONS: Large print handouts.Directions read out loud by teacher.


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LESSON EXTENTION: If time remains after all procedures are completed, students will brainstorm how characters would react to their own videos. They will write a paragraph answering the question: Would Mildred find my version of Montag’s last words compelling enough to make changes in her life?

CONNECTIONS BEYOND THE LESSON: Students will use technology to share ideas, just like they learned in the TedTalk.

CITATION(s):

Burke, J. (2013). The English teacher's companion. (4th ed.). Portsmouth: Heinemann


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: The Chase, Lesson 15- continued

Content Area/Subject: English Lit & Comp.Unit Title: Fahrenheit 451 Lesson Duration: 2 75-minute class periods

Grade Level: 9th


RATIONALE: Students will use their understanding of censorship, social justice, and activism, to create Montag’s famous last words. During this second day, students will share their videos and rate one another on effectiveness.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): What compelling words could change Montag’s society?What makes a statement compelling?

LEARNING OBJECTIVES(S): Based on their knowledge of the society in which Montag lives, students will brainstorm the length of time he would have to deliver his last words.

Using their understanding of Montag’s society and creative ways for spreading ideas, students will develop a short film depicting Montag’s famous last words.


CC.1.2.9-10.A: Key Ideas and Details: Main Ideas CC.1.2.9-10.B-C: Key Ideas and Details: Text Analysis

1.4 Writing CC.1.4.9-10.O: Narrative: Content CC.1.4.9-10.Q: Narrative: Style CC.1.4.9-10.R: Narrative: Conventions of Language


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CC.1.4.9-10.S: Response to Literature CC.1.4.9-10.T: Production and Distribution of Writing: Writing Process CC.1.4.9-10.U: Technology and Publication

1.5 Speaking and Listening CC.1.5.9-10.A: Comprehension and Collaboration: Collaborative Discussion CC.1.5.9-10.C: Comprehension and Collaboration: Evaluating Information CC.1.5.9-10.D: Presentation of Knowledge and Ideas: Purpose, Audience, and Talk CC.1.5.9-10.F: Integration of Knowledge and Ideas: Multimedia CC.1.5.9-10.G: Conventions of Standard English

ASSESSMENT: -The teacher will assess student progress by checking in with them while they workshop and create their videos.-The teacher will assess students’ understanding by watching their films. Teacher will provide written and oral feedback.-The teacher will formatively assess students’ viewing responses in their Reading Journals.- The teacher will also formatively assess student responses on compelling statements in their Reading Journals. - The teacher will provide written and oral comments as necessary.

ACADEMIC/CONTENT VOCABULARY: Compelling/ Effective

PRIOR KNOWLEDGE: students are familiar with using their devices to create videos. They are also familiar with uploading onto our class YouTube account.

LESSON PROCEDURES:

INTRODUCTION1. Teacher will find out which groups are completed with their videos and who still needs

some time. The teacher will give students up to 15 minutes to complete their videos and upload them onto the class’s private YouTube channel.

2. Students will finish their videos or help other groups to finish and upload.

PROCEDURE: (Materials: Copies of Famous Last Words Guidelines and Rubric, Student devices)

3. Students will upload their videos onto our class’s private YouTube account. (10 minutes)4. The teacher will stream the videos together and they will be viewed in class. (20 minutes)5. Students will rate the films from 1-5 based on their effectiveness. (10 minutes)


CLOSURE: Students will journal for 3 minutes on what made the most effective video the most effective. Students will begin reading for homework.


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ACCOMMODATIONS/MODIFICATIONS: Large print handouts.Directions read out loud by teacher.

LESSON EXTENTION: If time remains after all procedures are completed, students will brainstorm how characters would react to their own videos. They will write a paragraph answering the question: Would Mildred find my version of Montag’s last words compelling enough to make changes in her life?

CONNECTIONS BEYOND THE LESSON: Students will use technology to share ideas, just like they learned in the TedTalk.

CITATION(s):

Burke, J. (2013). The English teacher's companion. (4th ed.). Portsmouth: Heinemann


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Montag’s Famous Last WordsVideo Guidelines

Directions: Within the timeframe agreed upon, develop a short film depiction of Montag declaring his famous last words before being captured by the Hound. Upload your video to our class’s YouTube channel. Your group must also turn in a 1-page rationale explaining why your words would capture the audience’s heart.

The film must be no longer than: _____________________________

What are Montag’s famous last words? What would compel his audience to listen and/or take action? What words could change characters like Mildred, Mrs. Phelps, or Mrs. Bowles?

Brainstorm ideas for the last words:

Planning:

What camera angle will you use? (tilt up, tilt down)

Will there be movement?

Who will play Montag?

Who will record the video?

What classroom props could you use?


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: Scapegoat, “The Lottery,” Lesson 16

Content Area/Subject: English Lit & Comp.Unit Title: Fahrenheit 451 Lesson Duration: 2 Periods

Grade Level: 9th


RATIONALE: Students will expand their understanding of the chase scene in Fahrenheit 451 by reading another short story that employs a scapegoat.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): Why do societies use scapegoating?Why should we question traditions?

LEARNING OBJECTIVES(S): Students will compare the society’s history and practices in “The Lottery” with Fahrenheit 451.

After reading, students will brainstorm the greater purpose scapegoats have for society.


CC.1.3.9-10.A: Key Ideas and Details: Theme CC.1.3.9-10.B: Key Ideas and Details: Text Analysis CC.1.3.9-10.C: Key Ideas and Details: Literary Elements CC.1.3.9-10.K: Range of Reading

1.4 Writing CC.1.4.9-10.S: Response to Literature CC.1.4.9-10.X: Range of Writing: Write Routinely

1.5 Speaking and Listening CC.1.5.9-10.A: Comprehension and Collaboration: Collaborative Discussion


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CC.1.5.9-10.C: Comprehension and Collaboration: Evaluating Information

ASSESSMENT: -Teacher will assess student understanding of the term scapegoating during introduction.Teacher will track student contributions to discussion using a seating chart graph.-Teacher will read students’ Reading Journals weekly for assessment and written feedback.-Teacher will formatively assess their comprehension of the two texts while students share their writing via Open Mic.

ACADEMIC/CONTENT VOCABULARY: Scapegoat

PRIOR KNOWLEDGE: Students will use their knowledge of Fahrenheit 451 to discuss “The Lottery.” Students are familiar with the process of Open Mic sharing.

LESSON PROCEDURES:

INTRODUCTION:(copies of The Lottery- link: http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf, student devices, projector)

1. The teacher will write the word scapegoat on the board and project the following image:

2. Students will collect all handouts upon entering class.3. The teacher will ask the class if someone can define “scapegoat.” The teacher will

reference the cartoon and tell the class it provides a good hint to the definition. (3 minutes)

4. Once students have defined it (through clue, or smart devices), the teacher will write its definition on the board. (1 minute) Teacher will add it to word wall “Words on the Street” and students will add to Edmodo Vocab Blog.

5. Students will free write for 3 minutes on an instance either in history or in their personal life where scapegoating existed. The teacher will keep track of time.

6. Students will share what events come to mind when thinking of that word. (4 minutes)


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http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf

http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf

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7. The teacher will ask: What event(s) in Fahrenheit 451 incorporated a scapegoat? (3 minutes)

PROCEDURE: 1. The teacher will explain that many events come to mind because scapegoating is quite

common in the literature, history, and even present day events. It seems like we always want someone else to blame.

2. The teacher will explain that they focused specifically on the chase scene in Fahrenheit 451 yesterday and that today, the class will read a short story about another society.

3. The teacher will ask students to pull out their copy of “The Lottery” by Shirley Jackson. 4. The teacher will begin reading the story aloud and then invite students to participate in

reading. (20 minutes)5. After reading, the teacher will pose the following questions: a) why do societies use

scapegoats? b) are all traditions worth keeping? c) why should we question how “have always done things?” d) How is the society in “The Lottery” similar to that in FAHRENHEIT 451? (15 minutes)

6. Students will work with their elbow partners to answer the questions.7. Students will share their ideas with the class in an open discussion format. (15 minutes)

CLOSURE: Students will determine one life lesson and its significance they could take away after reading “The Lottery” and Fahrenheit 451. Students will write this lesson in their Reading Journals. If students say they didn’t learn a life lesson, have them write on a moral from the stories and its significance. Students will share their lessons/morals via Open Mic style the second day.

ACCOMMODATIONS/MODIFICATIONS: Large print text available.Preferential seating.

LESSON EXTENTION: Students will begin brainstorming their perfect ending to Fahrenheit 451, if time permits.

CONNECTIONS BEYOND THE LESSON: Students are connecting the idea of scapegoating to their own lives and history.

CITATION(s): Jackson, S. (1991). “The Lottery.” The Lottery and Other Stories. New York, NY: Farrar. 291-

302. Morris, J. (Artist). I'll give you more responsibility [Web Cartoon].


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: The Perfect Ending, Lesson 17


Grade Level: 9th


RATIONALE: Students have finished the novel and will use their understanding of censorship, social justice, and activism to develop a sequel.

GUIDING QUESTION(S)/ (ESSENTIAL QUESTION(S): How could a sequel to the story address the major themes discussed during this unit?

How does an unsatisfying ending impact the audience?

LEARNING OBJECTIVES(S): Students will develop a sequel to the novel that address the themes discussed throughout the unit: censorship, social justice, activism.

Students will brainstorm, plan, and draft their sequel with visuals and descriptions.


CC.1.3.9-10.A: Key Ideas and Details: Theme CC.1.3.9-10.B: Key Ideas and Details: Text Analysis CC.1.3.9-10.C: Key Ideas and Details: Literary Elements CC.1.3.9-10.D: Craft and Structure: Point of View CC.1.3.9-10.F: Craft and Structure: Vocabulary CC.1.3.9-10.K: Range of Reading

1.5 Writing CC.1.4.9-10.M: Narrative


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CC.1.4.9-10.O: Narrative: Content CC.1.4.9-10.Q: Narrative: Style CC.1.4.9-10.R: Narrative: Conventions of Language CC.1.4.9-10.S: Response to Literature CC.1.4.9-10.T: Production and Distribution of Writing: Writing Process CC.1.4.9-10.X: Range of Writing: Write Routinely

1.6 Speaking and Listening CC.1.5.9-10.D: Presentation of Knowledge and Ideas: Purpose, Audience, and Talk CC.1.5.9-10.F: Integration of Knowledge and Ideas: Multimedia CC.1.5.9-10.G: Conventions of Standard English

ASSESSMENT: - Teacher will formatively assess students’ progress during each workshop day to gauge

how many are needed.- Teacher will formatively assess students when giving approval for brainstormed/planned

ideas.- Teacher will summatively assess students on their comprehension of the novel and the

themes through grading their final projects. Written feedback will be provided. (positive oral feedback will be provided when students share their writing.)

ACADEMIC/CONTENT VOCABULARY: Sequel

PRIOR KNOWLEDGE: Students will use their knowledge of the novel Fahrenheit 451 as well as the themes (censorship, social justice, activism) discussed throughout the unit to write a synopsis of their imagined sequels. Students are familiar with sharing their work via Open Mic.

LESSON PROCEDURES:

INTRODUCTION1. Class will begin with an open discussion on student thoughts and feelings about the

ending of the book. (10 minutes)2. The teacher will ask them if they were satisfied with how it ended. What questions are

left unanswered? Is there a sense of closure? (3 minutes)

PROCEDURE: (Manila folders (covers), crayons, markers, construction paper, glue, other art supplies, computers, printer)

1. The teacher will post some questions on the board: Do Montag and the Professors just wander through the woods forever? Does the war end? Do the firemen catch Montag? What happens to the society? Are any books remaining? Is Faber alive?

2. Students will brainstorm for 5 minutes on the perfect ending.3. The teacher will handout the final project guidelines and read through them with the

class.


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4. Teacher will model a manila folder (the cover of project) that can be used as a guide for setting up their project. The teacher is open to students’ creatively setting up their project so long as it is organized in an audience-friendly way and it adheres to the requirements. Must gain teacher-approval.

5. Students will begin brainstorming ideas and will seek teacher approval once they have a plan.

6. Students will develop a synopsis and cover to the sequel and will adhere to the requirements listed in the assignment prompt.

7. Students will share their sequel synopses to the class via Open Mic.8. Students will turn in their final project for assessment. Synopsis will be typed. The

Teacher will have the sequels displayed in the library before being hung around the classroom.

CLOSURE: The teacher will check in with all students during each workday to see how far along they are and to plan how many more work-days are required.

Once the first students begin to finish, all others will have one more period to complete it. Early finishers will begin develop PQs and reading their choice novel (from the banned books list) that they selected earlier in the unit.

All students will share their final synopses with the class via open mic.

After students turn in their project, they will produce a 1-page reflection.

Closure to this unit will consist of an open reflective discussion where students provide feedback on what they liked, didn’t like, learned, etc. The community is used to providing feedback in this manner. Students who do not participate in the discussion will write a reflection and turn it in before the end of class.

ACCOMMODATIONS/MODIFICATIONS: Large print handouts available. Teacher is open to other assessment options if students have a creative idea.

LESSON EXTENTION: This lesson will likely span 3-4 days.

CONNECTIONS BEYOND THE LESSON: Students are using what they’ve learned throughout this unit to become authors of their own fine ending, the sequel to Fahrenheit 451. Essentially, students have compared the society to their own in multiple ways and thus will be telling the story of their own societal resolutions.


- Visualizing


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Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.-Reflection

Final ProjectFahrenheit 451: The Sequel

The ending of Fahrenheit 451 leaves its audience with many questions and few resolutions. Do Montag and the Professors just wander through the woods forever? Does the war end? Do the firemen catch Montag? What happens to the society? To the world? Imagine the perfect ending… now write it.

Directions: You will brainstorm, plan, organize, and draft a 3+ page synopsis of the sequel to Fahrenheit 451. The synopsis must include major details from the sequel that could foreseeably follow and conclude the novel. Additionally, you will create a cover for your sequel including a front and back cover, inner covers, and images depicting scenes from your sequel.

*** YOU MUST HAVE YOUR BRAINSTORMING AND PLANNING PHASES APPROVED WITH TEACHER SIGNATURE BEFORE DRAFTING!

Requirements:Synopsis: -At least 3 typed, double-spaced pages(50 pts) -Provides closure/resolution to unanswered questions

-Provides detailed description of at least 2 scenes-Is a logical sequel to Fahrenheit 451, and references the major themes discussed during the unit: censorship, social justice, activism-Organized and written for an audience-Proper grammar and spelling (bonus pts for use of vocab.

words!)

Front Cover: -Title(10 pts) -Author (YOU!)

-Publishing Company (real or made up)-Cover Art relating to the sequel

Back Cover: -Descriptive details about the sequel(10 pts) -Description of the author, try to include a photo of YOU!

Front inner: -Discuss how sequel handles Censorships(10 pts) -Discuss how sequel handles Social Justice

-Discuss how sequel handles Activism

Back inner: -4 (or more) pictures of scenes from the sequel


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(10 pts)

Evidence of process -All brainstorming & planning work must be submitted with teacher approval

(10 pts) -1 page reflection


Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: The Perfect Ending, Lesson 18 (Workshop, Day 2)


Grade Level: 9th






Students will brainstorm, plan, and draft their sequel with visuals and descriptions.


CC.1.3.9-10.A: Key Ideas and Details: Theme CC.1.3.9-10.B: Key Ideas and Details: Text Analysis CC.1.3.9-10.C: Key Ideas and Details: Literary Elements CC.1.3.9-10.D: Craft and Structure: Point of View CC.1.3.9-10.F: Craft and Structure: Vocabulary


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CC.1.3.9-10.K: Range of Reading1.7 Writing

CC.1.4.9-10.M: Narrative CC.1.4.9-10.O: Narrative: Content CC.1.4.9-10.Q: Narrative: Style CC.1.4.9-10.R: Narrative: Conventions of Language CC.1.4.9-10.S: Response to Literature CC.1.4.9-10.T: Production and Distribution of Writing: Writing Process CC.1.4.9-10.X: Range of Writing: Write Routinely



how many workshops are needed.- Teacher will formatively assess students when giving approval for brainstormed/planned

ideas.- Teacher will formatively assess students each day by observing and reading what they

have created.


PRIOR KNOWLEDGE: Students will use their knowledge of the novel Fahrenheit 451 as well as the themes (censorship, social justice, activism) discussed throughout the unit to write a synopsis of their imagined sequels. Students are familiar with reader-response peer revision.

LESSON PROCEDURES:

INTRODUCTION(Materials needed: laptop computer lab)

1. The teacher will check in with the students to gauge how far they are in their projects. The teacher will talk to the students who have not sought out teacher approval for their ideas. The teacher will help them make some decisions, if necessary.

2. Students will collect materials needed for their projects.


1. Students will use this day as a workshop day to complete their final project. Students are expected to work independently, but discussion about the project is permitted.

2. The teacher will check in with all the students to find out their progress.


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3. As students complete their drafts, they should work with other students who are complete to engage in a reader-response peer revision.

Process students should follow: Brainstorm, plan, organize and draft a rough draft of the synopsis to the sequel. Create visual images of 2 scenes described in the synopsis. Write descriptions on how the sequel handles the themes of censorship, social justice, and

activism (scapegoating may also be described). Create cover art and author description.

CLOSURE: The teacher will check in with all students during each workday to see how far along they are and to plan how many more work-days are required.

Once the first students begin to finish, all others will have one more period to complete it. Early finishers will begin develop PQs and reading their choice novel (from the banned books list) that they selected earlier in the unit.

Teacher will remind students that all students will share their final synopses with the class via open mic.


LESSON EXTENTION: Workshops will likely last 3-4 days.



- Visualizing Olson, C. B. (2011). The reading/ writing connection. (3rd ed.). Boston: Pearson.

-Reflection


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: The Perfect Ending, Lesson 19 (Workshop, Day 3)


Grade Level: 9th






Students will brainstorm, plan, and draft their sequel, with visuals and descriptions.


CC.1.3.9-10.A: Key Ideas and Details: Theme CC.1.3.9-10.B: Key Ideas and Details: Text Analysis CC.1.3.9-10.C: Key Ideas and Details: Literary Elements CC.1.3.9-10.D: Craft and Structure: Point of View


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CC.1.3.9-10.F: Craft and Structure: Vocabulary CC.1.3.9-10.K: Range of Reading

1.9 Writing CC.1.4.9-10.M: Narrative CC.1.4.9-10.O: Narrative: Content CC.1.4.9-10.Q: Narrative: Style CC.1.4.9-10.R: Narrative: Conventions of Language CC.1.4.9-10.S: Response to Literature CC.1.4.9-10.T: Production and Distribution of Writing: Writing Process CC.1.4.9-10.X: Range of Writing: Write Routinely





have created.


PRIOR KNOWLEDGE: Students will use their knowledge of the novel Fahrenheit 451 as well as the themes (censorship, social justice, activism) discussed throughout the unit to write a synopsis of their imagined sequels. Students are familiar with reader-response peer revision.

LESSON PROCEDURES:

INTRODUCTION(Materials needed: laptop computer lab)

3. The teacher will check in with the students to gauge how far they are in their projects. The teacher will talk to the students who have not sought out teacher approval for their ideas. The teacher will help them make some decisions, if necessary.

4. Students will collect materials needed for their projects.


4. Students will use this day as a workshop day to complete their final project. Students are expected to work independently, but discussion about the project is permitted.

5. The teacher will check in with all the students to find out their progress.


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6. As students complete their drafts, they should work with other students who are complete to engage in a reader-response peer revision.

Process students should follow: Brainstorm, plan, organize and draft a rough draft of the synopsis to the sequel. Create visual images of 2 scenes described in the synopsis. Write descriptions on how the sequel handles the themes of censorship, social justice, and

activism (scapegoating may also be described). Create cover art and author description.

CLOSURE: The teacher will remind students they must have their projects completed for the following class period, where they will share them via Open Mic style.


LESSON EXTENTION: Workshops will likely last 3-4 days.




-Reflection


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Your Name: Mrs. Hannah Mackay Lesson Title & # in Sequence: The Perfect Ending, Lesson 20 (Open Mic presentations)


Grade Level: 9th


RATIONALE: Students have finished the novel and will use their understanding of censorship, social justice, and activism to develop a sequel. Students will share their work with their classmates and teacher.




Students will brainstorm, plan, and draft their sequel in their choice mode.


CC.1.3.9-10.A: Key Ideas and Details: Theme CC.1.3.9-10.B: Key Ideas and Details: Text Analysis


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CC.1.3.9-10.C: Key Ideas and Details: Literary Elements CC.1.3.9-10.D: Craft and Structure: Point of View CC.1.3.9-10.F: Craft and Structure: Vocabulary CC.1.3.9-10.K: Range of Reading

1.11 Writing CC.1.4.9-10.M: Narrative CC.1.4.9-10.O: Narrative: Content CC.1.4.9-10.Q: Narrative: Style CC.1.4.9-10.R: Narrative: Conventions of Language CC.1.4.9-10.S: Response to Literature CC.1.4.9-10.T: Production and Distribution of Writing: Writing Process CC.1.4.9-10.X: Range of Writing: Write Routinely





have created.- The teacher will summatively assess student comprehension by grading their final

projects. Teacher will provide written comments.


PRIOR KNOWLEDGE: Students will use their knowledge of the novel Fahrenheit 451 as well as the themes (censorship, social justice, activism) discussed throughout the unit to write a synopsis of their imagined sequels. Students are familiar with Open Mic sharing.

LESSON PROCEDURES:

INTRODUCTION1. Students will arrive with their complete projects.

PROCEDURE: 2. Students will share their projects with the class via Open Mic style, which consists of

students going up in front of the room and sharing their projects when they feel compelled to do so. No pre-selected order is established. If students fail to go up to share the teacher will begin randomly selecting presenters. Students are familiar with this process.


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3. Students will read their synopses aloud and describe the visuals they created. 4. Once finished with sharing, students will pass their finished projects around for

classmates to view more closely.5. Students will turn in their projects.

CLOSURE:

After students turn in their project, they will produce a 1-page reflection.

Closure to this unit will consist of an open reflective discussion where students provide feedback on what they liked, didn’t like, learned, etc. The community is used to providing feedback in this manner. Students who do not participate in the discussion will write a reflection and turn it in before the end of class.


LESSON EXTENTION: If time allows, students will select their choice book (from the banned books list) and write a 1-paragraph proposal for reading it.




-Reflection


FAHRENHEIT 451 Unit

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