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Fahrenheit 451 Fahrenheit 451 Original Materials: Revised by: Alex Gordin Original Introduction 2 A Combustible Narrative Fahrenheit 451 Curriculum Revision “It was a pleasure to burn” (3). Thus begins the dustpan story of a futuristic society, Fahrenheit 451 written by Ray Bradbury. This powerful novel and accompanying curriculum have been designed for the 10th grade level. The unit has undergone at least three revisions by Portland Public School Language Arts Teachers. This unit, magnanimous in scope, was selected as one of the core units for the 2010-11 school year and will be available for sophomore teachers of 10th grade classrooms as part of a pilot project. The special focus on the literary unit was articulated through the creative lens of Grant Wiggins and Jay McTighe’s, text, Understanding by Design, an innovative set of learning ideas whose main premise, Backwards Design, is illustrated by the template created at the beginning of this unit. Also, in this set of “deliverables” include a table of contents, lessons of the learning plan labeled with academic priority standards, a pre- assessment, two culminating assessments in student-friendly language, differentiated possibilities, and a list of literary terms that have been used in the unit. Finally, a resources section has been added for additional textual selections that may be helpful for the teacher or student learner. Importantly, the 10th Grade Write Source and the 10th Grade Holt Anthology were extensively referenced to assist the teacher and student in the composition of the two possible assessments. Essential questions that provided the impetus for the curricular unit are as follows: How does the story affect individuals in society? How do people engage in social protest? What is the importance of books? What is a theme learned from the text? The culminating assessment and alternative culminating assessments or final projects are focused on expository writings. The traditional culminating piece is the thematic essay and the alternative assessment is a research project on a theme that connects to today’s society. Consistent with the Backwards by Design model, the larger goals are explored, followed by the specific learning practices that allow the student to create and make connections to the text, all, with an organized and punctual format in 3 mind. Strategies are specified to allow the student to reflect on the text and review some of the ideas that have been already presented in the classroom. Pre Assessment strategies introduce the student to the culminating project; the writing process scaffolds and leads to the final writings. Poignantly, there is a differentiated example of the thematic essay that has been included for students having a challenging time. A Revision and Editing handout has been added to aid the student in writing process. Connections have been made to the 10th Grade Write Source to provide easier access to this powerful novel that the Portland Public School System has adopted. Lastly, there is a student reflection designed so that students may review the writing traits and learning process. The study and written investigation of themes of Fahrenheit 451 is not only useful in the classroom but a significant benchmark for thinkers everywhere. 4 Fahrenheit 451 Template Stage 1: Desired Outcomes Priority Standards: (number and description) Reading 10.01. Analyze figurative expressions, comparisons and analogies 10.07. Draw conclusions about reasons for actions/beliefs and support assertions. Literature 10.09:Students will identify the development of themes. 10.11: Describe the function and effect upon a literary work of common literary devices such as symbolism, and irony. 10.15: Evaluate how literary elements (conflict, point of view, and setting are used to establish mood, place, time period, and cultures, and contribute to there development of its theme. Writing 10.16.1: Establish a context where appropriate 10.17: Writing Conventions such as roots, bases, prefixes, suffixes, correct use of pronouns. 10.18.1: Develop a thesis. 10.18.2. Support a position with precise and relevant examples. Optional: Use effective note taking techniques to ensure proper documentation. Understandings: Essential Questions: Students will understand that… How does this story affect individuals The narrative elements of the novel. and society in the 21sst century? The identification of literary devices How do people engage in social and their effect on the meaning of the protest? story. What is the importance of literacy in How to compose a literary essay. society? Discuss key episodes, events, and ideas What is the importance of books? Why and interpret them on a literal, read? interpretive, and universal level What is a point or theme learned from the story or narrative? Students will know: Students will be able to: the levels of questioning compose a thesis and compose a literary essay. the story and narrative by Ray apply ideas of the text to higher Bradbury. applications. literary elements and particularly focus on figurative language such as metaphor, simile and symbolism. Stage 2: Assessment Evidence Culminating Assessment Other Evidence (learning task) Students will write a literary analysis essay. Students may create a brochure on a related social justice issue around related topics of banned books, or a controversial literacy topic. 5 Stage 3: Learning Plan – Fahrenheit 451 Activity Title Priority Standards This Original Guide Guide Lesson #1: 10.07. Draw conclusions about reasons for 9 9 Essential actions/beliefs and support assertions. 10.09:Students will identify the development of Question -- themes. What if? Lesson #2: A 10.07. Draw conclusions about reasons for 11 12 Pleasure to actions/beliefs and support assertions. 10.09:Students will identify the development of Burn themes. Lesson #3: 10.07. Draw conclusions about reasons for 13 14 Using Active actions/beliefs and support assertions. 10.09:Students will identify the development of Notes themes. 10.11: Describe the function and effect upon a literary work of common literary devices such as symbolism, and irony. 10.15: Evaluate how literary elements (conflict, point of view, and setting are used to establish mood, place, time period, and cultures, and contribute to there development of its theme. Lesson #4: Pre- 10.07. Draw conclusions about reasons for 16 assessment actions/beliefs and support assertions. 10.09:Students will identify the development of themes. 10.16.1: Establish a context where appropriate 10.17: Writing Conventions such as roots, bases, prefixes, suffixes, correct use of pronouns. 10.18.1: Develop a thesis. 10.18.2. Support a position with precise and relevant examples. Lesson #5: 10.07. Draw conclusions about reasons for 19 26 Burn all, burn actions/beliefs and support assertions. 10.09:Students will identify the development of everything themes. Lesson #6: 10.07. Draw conclusions about reasons for 23 Tiered Lesson actions/beliefs and support assertions. 10.09:Students will identify the development of themes. 10.11: Describe the function and effect upon a literary work of common literary devices such as symbolism, and irony. 10.15: Evaluate how literary elements (conflict, point of view, and setting are used to establish 6 Activity Title Priority Standards This Original Guide Guide mood, place, time period, and cultures, and contribute to there development of its theme. 10.18.1: Develop a thesis. Lesson #7: 10.11: Describe the function and effect upon a 34 52 Motifs literary work of common literary devices such as symbolism, and irony. 10.15: Evaluate how literary elements (conflict, point of view, and setting are used to establish mood, place, time period, and cultures, and contribute to there development of its theme. Culminating 10.09: Identify the development of theme 36 Assessment 10.16.2: Use organizational structures such as introduction, body, and conclusion 10.16.3: Provide transitions to link paragraphs. 10.18.1: Develop a thesis 10.18.2: Support a position with relevant examples Lesson #8: 10.16.2: Develop organizational structures 39 Introduction such as introduction, body, and conclusion Lesson #9: 10.16.2: Develop organizational structures 40 Body such as introduction, body, and conclusion Lesson #10: 10.16.2: Develop organizational structures 41 Conclusion such as introduction, body, and conclusion Alternative 10.18.1:Develop a thesis 42 Culminating 10.18.2: Support ideas with precise Assessment examples and documentation 10.16: Develop ideas into paragraphs 10.16.3: Include transitions 10.17: Conventions Lesson #11: 10.18.2: Support ideas with precise 45 Outline, note examples card, Use effective note taking techniques to information ensure proper documentation. gathering Lesson #14: 47 Unit Reflection Resources 49 7 Academic Vocabulary The vocabulary used extensively in this unit on Fahrenheit 451: Allegory Passage Epigram Allegory Imagery Symbolism Metaphor Simile Motif Theme Archetype Allusion Alliteration Assonance Characterization Blocking Setting Dialogue Protagonist Subtext Personification Metonymy Theme Thesis Connotation Denotation 8 Lesson #1: Essential Questions – What if? Overview: This lesson asks students to engage with the idea of speculative literature like this novel. 9 10 Lesson #2: A Pleasure to Burn Overview: this lesson will introduce students to the close reading approach we will be taking through the study of this novel. 11 The Opening of Fahrenheit 451 12 Lesson #3: Using Active Notes Overview: Introduce students to the ways that they will take notes during the study of the novel. 13 14 15 Lesson #4: Pre-Assessment on the Literary Analysis Overview: Identify students’ strengths and weaknesses with literary analysis writing Duration: 50 minutes Academic Priority Standards: 10.09: Identify and analyze themes 10.13: Evaluate subtleties of the text. 10.18: Develop a thesis 10.18.2: Support a position with precise and relevant examples. Steps: 1. Be sure to explain students about the purpose of a pre-assessment. Its goal is only to give the teacher and student a sense of the student’s current abilities with literary analysis: There will no penalty for not doing well, so long as it is completed.
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