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Name: __________________ Hour: ________ Date: ____________

Final Project: Teaching Unit

Final Project Directions: So far this semester we have reflected on our past experiences within the English classroom (which influence our teaching, for good or for bad), we’ve investigated current best practice methods for teaching writing/reading, and now we will look to the future and put our theory/ideas/methods into action by creating a teaching unit (worth 30% [120 points] of your final grade). This will be a three-week teaching unit, and should include the following: an overarching theme, the student goals/objectives for the unit, in-depth lesson plans for each day (15 of them), the CCSS that will be met, and it must reflect the best practices we’ve learned about.

- The overarching theme of independent thought may need to be pulled apart more (but maybe you plan to do this with the following questions). What aspects of this might you have students consider as they discuss and write during this unit? Capture those here.

Stearns Winter 2014: Adapted from – Understanding by Design Template 2.1 - © Grant Wiggins & Jay McTighe 2011

The Virtue of Independent ThoughtDesigned by: Mr. Brendan Sharp Length of Unit: 3 weeks (fifteen 45-minute class periods)

Subject: Honors English 10

Content: Analysis of censorship and equalization of society in literature using science fiction and poetry

Texts/Media to be Read/Used: “An anti-hero of one’s one – Tim Adams” (video) by Tim Adams, “Dover Beach” (poem) by Matthew Arnold, Fahrenheit 451 (novel) by Ray Bradbury, “The Hollow Men” (poem) by T.S. Eliot, Fahrenheit 451 (film) directed by Truffaut François, “At 80, Ray Bradbury still fighting the future he foresaw” (article) by Roger Moore, and “Harrison Bergeron” (short story) by Kurt Vonnegut, Jr.

Grade Level: Honors 10

Unit Overview

“The Virtue of Independent Thought” Unit Honors English 10 Mr. Brendan Sharp

Name: __________________ Hour: ________ Date: ____________

“The Virtue of Independent Thought” is a unit designed for use in an Honors English 10 classroom. Both the central novel (Fahrenheit 451 by Ray Bradbury) as well as the supplemental texts (“Dover Beach” by Matthew Arnold, “The Hollow Men” by T.S. Eliot, and “Harrison Bergeron” by Kurt Vonnegut, Jr.) consist of a number of overlapping themes and can be linked to the censorship of thought and the equalization of human beings. This unit would serve as a catalyst for getting students to consider the world they live in and question the idea of a society in which everyone has equal abilities. Additionally, it would expose them to a wide range of literary formats within the science fiction genre (both a novel and a short story) and challenge them to inspect a complex, metaphoric poem. Initially, students would give “The Hollow Men” a quick read on the first day of class. They would then be asked to make predictions as to what the themes of the following works in the unit would be based on the content and tone of poem. From there, students would read Fahrenheit 451 and “Harrison Bergeron” for homework (as well as “Dover Beach” in class) and engage in in-class discussions over the course of approximately three weeks. Ultimately, they would be asked to return to “The Hollow Men” at the end of the third week by comparing it to the other two literary works on an in-class essay exam.

Stage 1 (Desired Results)

Common Core State Standards met (standards hyperlinked to their respective CCSS website descriptions – CRTL+Click):

CCSS.ELA-Literacy.CCRA.R.1 CCSS.ELA-Literacy.CCRA.R.2 CCSS.ELA-Literacy.CCRA.R.3 CCSS.ELA-Literacy.CCRA.R.6 CCSS.ELA-Literacy.CCRA.R.9 CCSS.ELA-Literacy.CCRA.R.10 CCSS.ELA-Literacy.RL.9-10.1 CCSS.ELA-Literacy.RL.9-10.2 CCSS.ELA-Literacy.RL.9-10.3

The overarching theme/big ideas that will ground the unit: The four principal texts used in this unit (“Dover Beach” by Matthew Arnold, Fahrenheit 451 by Ray Bradbury, “The Hollow Men” by T.S. Eliot, and “Harrison Bergeron” by Kurt Vonnegut, Jr.,) all can be related to the themes of censorship and sameness. Both Bradbury and Vonnegut, Jr.’s pieces tell of suppressive, futuristic governments that attempt to equalize their respective societies. The poems of Arnold and Eliot, meanwhile, can be connected to both works; one is alluded to in Bradbury’s novel and the other is told from the viewpoint of ‘hollow men’ who appear to have been stripped of all human thought and emotion. Overall, the themes that link these works are extremely complex, and having mature, honors-level students analyze the issues contained within these pieces would serve as an ingenious way of getting them to consider their own modern-day society. Additionally, it would permit them the opportunity


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Name: __________________ Hour: ________ Date: ____________

CCSS.ELA-Literacy.RL.9-10.10 CCSS.ELA-Literacy.W.9-10.1 CCSS.ELA-Literacy.W.9-10.1.e CCSS.ELA-Literacy.W.9-10.2 CCSS.ELA-Literacy.W.9-10.2.a CCSS.ELA-Literacy.W.9-10.2.b CCSS.ELA-Literacy.W.9-10.2.f CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.10 CCSS.ELA-Literacy.SL.9-10.5 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.2

to make connections between four unique literary works written by distinct and accomplished authors, a skill essential to success in college-level English courses.

Learning Objectives: Students will…

be able to recognize the popular elements and themes within science fiction works. be able to debate effectively, both within small and large groups of peers. be able to identify and link themes that exist within each of the selected works. be able to defend their arguments/assertions using textual evidence. be able to write brief, personal responses to each section of assigned reading in a journal

format. be able to write effective commentaries comparing and contrasting literary works and their

film adaptations. be able to provide well-supported responses to questions asking them to connect the main

works in a timed essay exam format.

Unit Rationale

Unit Rationale:

I have chosen to create this unit to fulfill a variety of purposes. First and foremost, the topics of censorship and equality are extremely complex; however, they are also pertinent to the lives of high school students for a number of reasons. As children become young adults, they need to be able to analyze various situations and think critically about the society in which they live. Because students will one day become taxpaying citizens endowed with the rights of voting and influencing the world around them, it is our job as educators to best equip them with the tools they will need to thrive. One way we can accomplish this goal as secondary English teachers is by introducing our students to a wide range of rich literature that both exposes them to real-world issues and prepares them to make


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http://www.corestandards.org/ELA-Literacy/W/9-10/10/


http://www.corestandards.org/ELA-Literacy/W/9-10/2/f/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/b/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/a/


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Name: __________________ Hour: ________ Date: ____________

sound decisions based on thoughtful analysis. In this unit, I intend to introduce students to two classic works of science fiction as well as popular poems that they will be able to reference later on in their careers, whether they are studying the topics of censorship and equality in school or making informed decisions as members of society. This will accomplish Zeleman’s best practice method that advocates the concept of introducing students to quality literature (127). Consequently, it will foster an environment in which students are able to gain practical knowledge through close inspections of these works and allow them to apply it to other disciplines (Zeleman 155). For example, perceptive students reading literature such as Fahrenheit 451 might be able draw connections between the novel’s burning of books by the government as a means of equalizing society to Hitler’s slaughter of the Jews to create an Aryan race during the Holocaust. Ultimately, the skills that children would gain from analyzing classic, powerful literature would be an invaluable asset to them as they prepare to move on to college and into the real world.

Additionally, the types of activities that I intend to incorporate into this unit would be extremely beneficial for high school students as they prepare for their futures. As Appleman notes, the ways in which students respond to texts on a personal level is detrimental to their relationships with the literature they read (43). By having the students write brief, daily responses to the works studied in this unit on sticky notes, students would be actively learning about themselves as individuals. Furthermore, Blau states that such activities instill discipline in students by reinforcing routine writing (165). Ultimately, I would want my students to become motivated about writing and reading and capable of accomplishing the large amount of tasks they are presented with in today’s society. Debates regarding issues in the literature would serve as a means of allowing the students to verbalize their opinions about important themes, which might be beneficial for students who prefer speaking to writing. Additionally, allowing the students to compare Bradbury's novel to the 1966 film adaptation would expose them to another means of comparing and contrasting the different ways in which complex ideas such as censorship are represented through various mediums; consequently, the unit would be meeting one of the Common Core State Standards that asks students to analyze media (CCSS.ELA-Literacy.SL.9-10.5).

Works Cited


http://www.corestandards.org/ELA-Literacy/SL/9-10/5/

Name: __________________ Hour: ________ Date: ____________

Adams, Tim. “An anti-hero of one’s one – Tim Adams.” Online video clip. YouTube. YouTube, 13 Nov. 2012. Web. 9 Apr. 2014. <http://www.youtube.com/watch?v=MEjgDeSnBMs>.

Appleman, Deborah. Critical Encounters in High School English: Teaching Literary Theory to Adolescents. 2nd ed. New York: Teachers College Press, 2009. Print.

Arnol Arnold, Matthew. “Dover Beach by Matthew Arnold: The Poetry Foundation.” PoetryFoundation.org. Poetry Foundation, 2014. Web. 9 Apr. 2014. <http://www.poetryfoundation.org/poem/172844>.

Blau, Sheridan D. The Literature Workshop: Teaching Texts and Their Readers. Portsmouth, NH: Heinemann, 2003. Print.

Bradbury, Ray. Fahrenheit 451. New York: Del Rey Book, 1991. Print.

Eliot, T.S. “The Hollow Men Poem Text.” Schmoop.com. Shmoop University, Inc., n.d. Web. 2 Apr. 2014. <http://www.shmoop.com/hollow-men/poem-text.html>.

Every Book and Cranny, “Fahrenheit 451 and dover beach l Every nook and cranny.” EveryNookAndCranny.WordPress.com. WordPress.com, 10 Nov 17. Web. 9 Apr. 2014. <http://everybookandcranny.wordpress.com/2010/11/17/fahrenheit-451-and-dover-beach/>.

“Fahrenheit 451: Critical Essays | Comparison of the Book and Film Versions of Fahrenheit 451 | Test Prep | Study Guide | CliffsNotes.” CliffsNotes. Houghton Mifflin Harcourt, 2013. Web. 22 Apr. 2014. <http://www.cliffsnotes.com/literature/f/fahrenheit-451/critical-essays/comparison-of-the-book-and-film-versions-of-fahrenheit-451>.

Fahrenheit 451. Dir. Truffaut François. Perf. Oskar Werner, Julie Christie, Cyril Cusack. Su ̈ddt. Zeitung, 2005. DVD.

Moore, Roger. “About Ray Bradbury.” RayBradbury.com. Harper Collins Publishers, 2000. Web. 9 Apr. 2014. <http://www.raybradbury.com/articles_peoria.html>.

“Songs that describe characters in Fahrenheit 451 by Ray Bradbury?” Yahoo! Answers. Yahoo!, 2014. Web. 21 Apr. 2014. <https://answers.yahoo.com/question/index?qid=20080525114110AAq8qnu>.

Fff Vonnegut, Jr., Kurt. “Harrison Bergeron.” Tnellen.com. Tnellen, 1961. Web. 2 Apr. 2014.


Name: __________________ Hour: ________ Date: ____________

<http://www.tnellen.com/cybereng/harrison.html>.

Zemelman, Steven, and Harvey Daniels. Best Practice: Bringing Standards to Life in America's Classrooms. 4th ed. Portsmouth, NH: Heinemann, 2012. Print.

Stage II

Calendar: Outline of lessons, goals, & activities

Day Lesson Name Goal(s) Activities Assessment(s)

1 Introducing Independent Thought Introduce students to science fiction genre via PowerPoint slideshow; have students perform a brief analysis of Eliot’s poem followed by class discussion that will allow them to make predictions about the unit

In class: PowerPoint introduction to science fiction and literary works to be read during unit (20 min.); teacher models successful literary analysis (5 min.); students will then read poem to themselves and perform a quick written analysis (15 min..); class discussion about various poem interpretations (5 min.)

Homework: Read Fahrenheit 451, pgs. 3-20; sticky note reflections

Formative; written (brief poem analyses); oral (class discussion regarding poem)

2 Diving Into the Novel Test for close reading; have students work collaboratively to discuss ideas, recognize themes,

In class: Reading quiz – context quotes (10 min.); groups respond to various prompts about last night’s

Formative; written (reading quiz and responses to prompts); oral (group work and class discussion


Name: __________________ Hour: ________ Date: ____________

etc. reading/discuss sticky notes (20 min.); groups report back to class orally (15 min.)


regarding novel)

3 Ray Bradbury’s Predictions Coming True?

Test for close reading; have students make connections between 1953 novel and today’s society; help students recognize novel’s relevancy today; challenge students’ creativity by having them write letters to author

In class: Reading quiz – multiple choice (5 min.); have students silently read Roger Moore article on Bradbury (10 min.); discuss article as a class while relating it to novel (10 min.); have students write letters to Bradbury were he alive today asking him insightful questions – due at the end of class (20 min.)


Formative; written (reading quiz and letters to Bradbury); oral (class discussion involving connections between novel and article)

4 Character Analysis Have students examine text critically by making them each choose the character they find most complex; allow students to assess their peers’ thinking by seeing grouped postings

In class: Have students each choose the major character they find to be the most complex at this point in the novel and write their reasons/piece of textual evidence that support their

Formative; written (most complex character selections with reasons/textual evidence and character song choices with explanations); oral (students explaining their


Name: __________________ Hour: ________ Date: ____________

on board; have students make real-world connections by having them tie themes in popular songs to the lives/personalities of major characters in Bradbury’s novel

assertions on half-sheets; then have students paste their responses on the board in corresponding character-designated columns (10 min.); class discussion asking each student to defend his or her character selection (10 min.); based on class discussion, groups of students investigate songs that would best represent each major character in Bradbury’s novel and defend their responses on guided worksheet – worksheet due at the end of class (25 min.)


selections to class and students discussing songs/reasons for choosing songs in groups)

5 Preparing to Write Critically Test for literary analysis abilities (unit exam preparation); have students work collaboratively to discuss ideas, recognize themes, etc.

In class: Reading quiz – brief essay response to one prompt (15 min.); groups respond to various prompts about last night’s reading/sticky notes (15 min.); groups report back to class orally 15 min.)

Homework: Read Fahrenheit 451, pgs. 73-89; sticky note

Formative; written (reading quiz – essay and responses to prompts); oral (group work and class discussion regarding novel)


Name: __________________ Hour: ________ Date: ____________

reflections

6 Anti-heroes Test for close reading; have students make connections between video content (universal literary themes) and novel; have students create their own Venn diagrams, which are useful comparison tools

In class: Reading quiz – context quotes (10 min.); watch Adams anti-hero video and write brief post-reflections (5 min.); have students work in groups to form lists of anti-heroes (in literature, film, etc.) (5 min.); have students draw their own Venn diagrams in journals comparing Guy Montage from Bradbury’s novel as well as another character from literature, film, etc. (10 min.); have various students draw their Venn diagrams on the board and have them explain similarities/differences as well as why they think brainwashing is such a popular topic in literature/media (15 min.)


Formative; written (reading quiz, brief video reflections, and Venn diagrams); oral (group work and students explaining their Venn diagrams and brainwashing as a universal theme)

7 Allusions and Drawing Parallels Inform students of definition of allusion as a literary device; use Arnold’s poem alluded

In class: Definition of allusion in literature via mini-PowerPoint slideshow (5 min.); have students read Arnold poem

Formative; written (students write down their thoughts in pairs); oral (pairs of students justifying


Name: __________________ Hour: ________ Date: ____________

to/quoted in Bradbury’s novel to understand purpose of allusions in literature

aloud in class, asking them to highlight/underline significant words/phrases/ideas (5 min.); ask students to work in pairs to analyze the reasons Bradbury may have alluded to this poem in his work (15 min.); have pairs of students present/explain their reasons in front of class (20 min.)


to class the reasons they believe Bradbury alluded to Arnold’s poem in his novel)

8 Making Predictions Test for close reading; have students work collaboratively to discuss ideas, recognize themes, and make predictions about what will happen in the novel

In class: Reading quiz – multiple choice (5 min.); groups respond to various prompts about last night’s reading/discuss sticky notes and make predictions about what will happen (20 min.); groups report back to class orally (20 min.)


Formative; written (reading quiz and responses to prompts); oral (group work and class discussion regarding novel predictions)


Name: __________________ Hour: ________ Date: ____________

9 Plot Twists Test for literary analysis abilities (unit exam preparation); have students work together in a creative manner; have students verbalize their thoughts about the ways in which various characters would act based on examples from Bradbury’s novel

In class: Reading quiz – brief essay response to one prompt (10 min.); time for groups to brainstorm/develop ideas for ad-libbed skits (10 min.); four-minute, ad-libbed skits and one-minute explanations from students as to why they made the characters act the ways they did based on the readings (25 min.)


Formative; written (reading quiz – essay); oral (ad-libbed skits as responses to plot twists as well as explanations from students as to why they made the characters act the ways they did based on examples from the text)

10 Literary Debates Have students engage in meaningful debates that demonstrate thorough understanding of text and ability to support claims

In class: Students assigned either the role of Montag or Mildred and asked to find quotes within the text that would exemplify that individual’s way of thinking (10 min.); students paired with opposite characters and asked to debate one another regarding beliefs/viewpoints on reading, censorship, etc. (35 min.)

Homework: Read Fahrenheit 451, pgs. 158-165; sticky note

Formative; written (students citing examples from novel to use in their debates); oral (students debating one another using text as support)


Name: __________________ Hour: ________ Date: ____________

reflections

11 Drawing More Parallels Test for literary analysis abilities (unit exam preparation)

In class: Read “Harrison Bergeron” aloud (20 min.); have students make T-Charts comparing and contrasting the characters of Montag and Bergeron (5 min.); using the T-Charts, draft mini-essays comparing and contrasting the two characters – due at the end of class (not graded; to be returned following class period with teacher comments so that students can better prepare for exam) (20 min.)

Homework: Begin to prepare for exam

Formative; written (T-Charts and mini-essays)

12 From Book to Film, Part I Challenge students to compare/contrast books and film adaptations

In class: Watch 1966 film adaptation of Bradbury’s novel (first 45 min. of 112 min. film); begin open-ended worksheet asking to compare/contrast novel and film

Homework: Continue preparing for exam

Formative; written (students compare novel and film in response to open-ended worksheet)


Name: __________________ Hour: ________ Date: ____________

13 From Book to Film, Part II Challenge students to compare/contrast books and film adaptations

In class: Continue watching 1966 film adaptation of Bradbury’s novel (second 45 min. of 112 min. film); continue open-ended worksheet asking to compare/contrast novel and film

Homework: Continue preparing for exam

Formative; written (students compare novel and film in response to open-ended worksheet)

14 Exam Prep Day Challenge students to compare/contrast books and film adaptations; evaluate student learning over the course of unit; help students prepare for unit exam

In class: Finish watching 1966 film adaptation of Bradbury’s novel (last 22 min. of 112 min. film); finish open-ended worksheet asking to compare/contrast novel and film (not graded; students can use as study tool); students spend rest of class preparing for unit exam by bringing materials to class, reviewing the literature, writing down possible essay prompts, and asking their teacher any questions they may have (23 min.)

Homework: Study for essay exam

Formative; written (students compare novel and film in response to open-ended worksheet); oral (class asks deep, meaningful questions, demonstrating their understanding of concepts/themes within the texts and how the works are related)


Name: __________________ Hour: ________ Date: ____________

15 Exam Day In an essay exam format, students will tie the four pieces of literature together; offer students extra credit opportunity

In class: Essay exam consisting of three well-supported responses to questions using textual evidence

Homework: Extra credit opportunity (optional)

Summative; written (essay exam covering all of the works studied during unit)

Daily Plans

Outline: Day 1

Title of today’s lesson: “Introducing Independent Thought”

Overview: In this lesson, students will be introduced to science fiction via PowerPoint slides. This will set the stage for the entire unit on independent thought. Afterwards, the teacher will provide a miniature refresher course that reminds students how to perform a successful literary analysis. (See example to be used on overhead below.) The teacher will then distribute to the class copies of T.S. Eliot’s poem “The Hollow Men.” Students will be expected to perform their own literary analyses using their teacher’s model as a guide; this activity will be followed by a brief class discussion so that meaningful connections can be made. Ultimately, this introductory lesson will allow students to make predictions about the unit based on what they have read and/or heard.

Example of a successful literary analysis paragraph broken down into key parts below (Note: The following literary analysis examines Eliot’s poem and would be displayed on the overhead for five minutes. During this time, the instructor would explain to students how to justify the assertions they make while citing textual evidence as support. He or she would also remind them of the importance of connecting their assertions and evidence in several descriptive sentences in the discussion portion of the paragraph.):

o Assertion: In the poem “The Hollow Men,” author T.S. Eliot appears to be critiquing the suppression of independent thought.o Proof: This is made evident from his careful choice of words. Eliot describes his narrators, who share a “headpiece filled with

straw” and in a “dry cellar,” as being oppressed by some “paralysed force” (Eliot 6, 12, 14).o Discussion of Proof: Such imagery signals that Eliot wants the reader to visualize these men as victims of a society that has

outlawed independent thinking. He juxtaposes the hollow men’s headpiece of straw (which indicates their limited thinking capacity) alongside a “dry cellar” to suggest that they are thirsting for access to individual thought. Similarly, his inclusion of


Name: __________________ Hour: ________ Date: ____________

the words “paralysed force” in the poem demonstrates hostility toward the dominance that is being unfairly exerted over the hollow men by some oppressive party.

Anticipated student conceptions or challenges to understanding: One potential challenge for students might be the difficulty level of Eliot’s poem. It is extremely metaphorical, and for that reason, students may become confused as to what “the hollow men” in the poem represent. To best help the students understand the poem, I will ask them to think about what the text is saying and to picture themselves as “the hollow men.” From there, I will ask them to ponder the possible reasons the narrators feel so depressed. Getting students to connect to the texts they are reading on a personal level can be instrumental in helping them succeed. Additionally, some students might become frustrated writing under time constraints. To qualm these students’ anxieties, I will explain that the literary analyses do not have to be perfectly accurate interpretations of the poem. I will inform them that they will likely have a better understanding of what the poem could mean after they examine the works we will read later on in the unit.

Materials/Sources:

PowerPoint slideshow on science fiction and the literary works to be examined during the lesson for teacher Copies of guided note-taking worksheet that follows PowerPoint slideshow for students Copies of full “The Hollow Men” poem by Eliot for students

Instructional Sequence:

1. PowerPoint introduction and following commentaries (20 min.) Tell students to take notes/complete questions using the guided note-taking worksheet based on PowerPoint slideshow. After slideshow is complete, tell students:

o Importance of lesson: to better understand science fiction and to critically analyze poetryo Main objective: to critically analyze poetry and to make predictions about works to be read during unito Links: understanding a new literary genre and examining new literature critically

2. Teacher models successful literary analysis (5 min.)

Tell students that they will read poem to themselves and perform a quick written analysis of the work, but first, model successful literary analysis for them, reminding them of what they have learned in previous classes/units

3. Students read poem to themselves and perform quick written analyses of the work (15 min.)


Name: __________________ Hour: ________ Date: ____________

Tell students that they have fifteen minutes to read poem to themselves and write quick literary analyses in their journals.4. Brief class discussion about students’ various poem interpretations (5 min.)

Have students share their interpretations orally. Various questions to guide discussion (if necessary):

o What was your interpretation of Eliot’s poem?o What in the text supports your analysis? How and/or why?o Based on the PowerPoint slideshow and Eliot’s poem, do you have any predictions as to what Fahrenheit 451 might be

about? Conclusion (last 2-3 minutes of class):

o Assign pages 3-20 of Fahrenheit 451 and sticky notes for homework. (Note: Silent reading time can be used as a closing activity for students IF activities described above finish early and class time remains.)

Sticky note homework: Students should produce 3-5 sticky notes in which they jot down themes, mark important quotes, etc.

o Main objective: Tell students that they should consider the possible interpretations of the poem and what it could represent.

o Link to future lessons: Tell students that they will begin to understand the reasons some individuals might feel “hollow” by reading various pieces of literature during the coming days.

Assessment: Students will be assessed formatively based on written analyses of Eliot’s poem and oral contributions to a large class discussion regarding the poem.

See attached handouts, texts, images, notes, discussion questions, PPT presentations, etc. =>

Daily Plans

Outline: Day 2

Title of today’s lesson: “Diving Into the Novel”

Overview: This lesson will begin with a reading quiz covering pages 3-20 of Fahrenheit 451. The quiz will ask students to identify the context of


Name: __________________ Hour: ________ Date: ____________

five important quotes, testing for close reading and comprehension of the novel. Students will then respond to various prompts regarding the novel in small groups of four or five. The session will conclude with groups reporting back to the rest of the class orally.

Anticipated student conceptions or challenges to understanding: One potential challenge for students might be adjusting to the science fiction genre. As a teacher, I would try to help my students learn to appreciate Bradbury’s work by encouraging them to think about how important it is to have a wide variety of writing styles in the literary canon. Additionally, students may become disgruntled when faced with the challenge of placing quotations in their context during the quiz. To put students at ease, I would explain to them that I would try to give them as many points as I could if they could demonstrate to me that they did the reading and thought about the major themes (regardless of whether or not they remembered the exact context of the quote).

Materials/Sources:

Copies of reading quizzes for students Copies of group questions for students


1. Reading quiz on context quotes (10 min.)

Tell students they have ten minutes to complete the quiz before handing it in; also inform students that the lowest quiz score from the unit will be dropped at card marking period.

After quiz is complete, tell students:o Importance of lesson: to work collaboratively to better understand themes in the novelo Main objective: to analyze themes/characters in novelo Links: picking up on important themes/ideas and continuing to examine literature critically

2. Students form groups of four to five and respond to prompts on handouts/sticky notes from last night’s reading (20 min.)

Tell students to use textual evidence to support their answers. Walk around room and listen in on student conversations. Provide feedback when necessary.

3. Groups report back to class orally (15 min.)

Have different groups read their responses to prompts on handouts. Jot notes on the board based on the students’ responses.


Name: __________________ Hour: ________ Date: ____________

Tell students that it might be beneficial for them to take notes on what is being discussed so that they have material to study from for the unit exam.

Conclusion (last 2-3 minutes of class):o Assign pages 21-38 of Fahrenheit 451 and sticky notes for homework. (Note: Silent reading time can be used as a

closing activity for students IF activities described above finish early and class time remains.) Sticky note homework: Students should produce 3-5 sticky notes in which they jot down themes, mark

important quotes, etc.o Main objective: Tell students that they should be thinking about how what they are reading could relate to Eliot’s

poem.o Link to future lessons: Tell students that they can use what they learned from discussion today when responding to

essay prompts on the unit exam.

Assessment: Students will be assessed formatively based on a written reading quiz asking them to put major quotes from the novel into context. They will also write informal responses to a set of prompts provided to them on a handout, and will then be assessed orally through their contributions to small and large class discussions regarding the prompts.


Daily Plans

Outline: Day 3

Title of today’s lesson: “Ray Bradbury’s Predictions Coming True?”

Overview: This lesson will begin with a multiple choice reading quiz covering pages 21-38 of Fahrenheit 451. The quiz will test for close reading and comprehension of the novel. Students will then read an article about Bradbury written by Roger Moore to themselves. From there, they will be asked to discuss the article while relating it to modern-day society and what they have read in the novel thus far. Ultimately, the students will write letters to the late Bradbury as if he were alive today. In these letters, the students should write any thought-provoking questions they may have for the author. The assignment will be due at the end of the hour and will be used as a component of the students’ final participation scores.


Name: __________________ Hour: ________ Date: ____________

Anticipated student conceptions or challenges to understanding: One potential challenge for students might be selecting the correct answers on the multiple choice reading quiz. Because selecting one correct answer is often difficult, I will encourage students to choose the option that is the most logical based on the reading. Additionally, some students might have difficulty coming up with creative questions to ask Bradbury. I will encourage them to think as if they were having a conversation with him so that they could come up with questions more easily.

Materials/Sources:

Copies of reading quizzes for students Copies of Moore article for students


1. Multiple choice reading quiz (5 min.)

Tell students they have five minutes to complete the quiz before handing it in After quiz is complete, tell students:

o Importance of lesson: to connect authorial intent to novelo Main objective: to understand Bradbury’s perspective and reasons for writingo Links: picking up on important themes/ideas and continuing to examine literature critically

2. Students read Moore article silently (10 min.)

Tell students they have ten minutes to read the Moore article silently; instruct them to highlight anything they find significant/anything that relates to the novel. Also tell students that if they finish reading the article early, they can begin reading the next section of assigned reading from Fahrenheit 451 (pages 39-55).

3. Class discussion on Moore article (10 min.)

Have various students respond to the Moore article orally. Ask them what they highlighted, what stood out to them, etc. Keep a list of running themes/key words on the board.

Various questions to guide discussion (if necessary):o What did you highlight in the article? Why?o What do you think about what Bradbury has to say about the Internet? Why?o What do you think about what Bradbury has to say about written text? Why?o Do you think we are “dumbing down” American society? Why or why not?


Name: __________________ Hour: ________ Date: ____________

o What do you think of television shows like Jeopardy and Who Wants to Be a Millionaire? Is Bradbury justified in saying that these programs lack educational value? Why or why not?

o How can we use what Moore says about Bradbury and his writing to make connections to “The Hollow Men” by T.S. Eliot?

4. Students write letters to Bradbury – to be submitted at the end of class (20 min.)

Tell students they have the last fifteen minutes to write short letters to Bradbury were he alive today. Encourage them to write thought-provoking questions based on what they have read in the novel and in the Moore article. Tell students to submit their letters at the end of class.


closing activity for students IF activities described above finish early and/or class time remains.) Sticky note homework: Students should produce 3-5 sticky notes in which they jot down themes, mark

important quotes, etc.o Main objective: Tell students that they should be thinking about how what they are reading could relate to Eliot’s

poem.o Link to future lessons: Tell students that they can use what they learned about Bradbury in the Moore articles to

better understand his purpose for writing Fahrenheit 451. Tell them to relate what they read in the Moore article to what they read in the future.

Assessment: Students will be assessed formatively based on a written reading quiz asking them to select the correct multiple choice responses. They will also write letters to Bradbury, which will assess their creativity and understanding of his purpose for writing the novel. Students will also be assessed orally through their contributions to a large class discussion regarding Moore’s article.


Daily Plans

Outline: Day 4

Title of today’s lesson: “Character Analysis”


Name: __________________ Hour: ________ Date: ____________

Overview: This lesson will begin with the teacher asking students to choose the character they find to be most complex thus far in Bradbury’s novel. (The major characters will be shown on the board, with each individual having his or her own column.) Next, students will be asked to write their reasoning on half-sheets of paper torn from their journals, providing textual evidence and page numbers as support. From there, they will be asked to use a piece of tape to paste their sheets on the board in the appropriate characters columns. A class discussion will follow; the teacher will be responsible for asking the students to defend their selections. Ultimately, the students will use what they have learned from class discussion as well as from reading the text to complete a worksheet that asks them to investigate the Internet to find songs that would best represent each of the major characters (based off of "Songs that describe;” see Works Cited). This activity would be completed in groups using laptops from the school resource room/office. Students will be expected to briefly defend their reasoning for their song choices. Each group should have one student who is responsible for filling out the worksheet; all members will be expected to contribute their ideas and write their names on the worksheet. The assignment will be due at the end of the hour and used as a component of the students’ final participation scores.

Anticipated student conceptions or challenges to understanding: Some students might have difficulty understanding what constitutes a complex character. To help them, I would direct them to the Internet and ask them to look at several definitions of the word complex as well as examples of complex characters in literature. Another difficulty some students might have could be connecting themes in songs to the characters in Bradbury’s novel. To assist these students, I would encourage them to think about music videos that depict characters in situations similar to those of the ones in Bradbury’s novel and to see if they could then make deeper connections.

Materials/Sources:

Tape for students to paste their half-sheets on the board Copies of song worksheets for students Rented laptops from resource room/office for student groups


1. Students choose most complex characters (10 min.)

Instruct students to look at the boardo There should be four columns on the board with the following labels: Guy Montag, Mildred, Captain Beatty, and


Name: __________________ Hour: ________ Date: ____________

Clarisse Tell students to choose the character from the board that they believe to be the most complex and to use a half-sheet from

their journals to support their opinions, citing textual evidence/page numbers on the sheet Tell students to use tape on teacher’s desk to paste their half-sheets under the corresponding columns on the board when

they are finished writing While students fill out half-sheets, tell them:

o Importance of lesson: to better understand Bradbury’s characterso Main objective: to analyze/assess people/major themes/motives/etc.o Links: looking at important themes/ideas and connecting literature to culture/society

2. Class discussion on complex characters (10 min.)

Tell students to look at board/variety of responses Have each student briefly explain his or her reasons for choosing the characters he or she did; have students read the

quotes/passages they used as support3. Song worksheets (based off of "Songs that describe;” see Works Cited) – to be submitted at the end of class (20 min.)

Tell students they have the last 25 minutes use the rented laptops from the resource room/office to investigate songs with themes that would best represent each of the four major characters (worksheet provided). Tell students that at least one group member is responsible for writing down answers/justifications as to why certain songs were chosen, but that all members are equally responsible for contributing to the discussion and that all members must put their name on the worksheet. Tell students that the worksheet is to be submitted at the end of the hour.

Conclusion (last 2-3 minutes of class)o Assign pages 56-72 of Fahrenheit 451 and sticky notes for homework. (Note: Silent reading time can be used as a

closing activity for students IF activities described above finish early and/or class time remains.) Sticky note homework: Students should produce 3-5 sticky notes in which they jot down themes, mark

important quotes, etc.o Main objective: Tell students that they should continue thinking about how what they are reading could relate to

Eliot’s poem.o Link to future lessons: Tell students that they can use what they learned about the characters today to make

predictions about the novel.

Assessment: Students will be assessed formatively based on their written character selections that use textual evidence to support their opinions. Additionally, they will be assessed formatively based on their written character song choices and justifications. Students will be


Name: __________________ Hour: ________ Date: ____________

assed orally through their explanations to the class as to why the characters they chose were the most complex and through their discussions of the reasons for choosing certain songs for various characters in groups.


Daily Plans

Outline: Day 5


Name: __________________ Hour: ________ Date: ____________

Title of today’s lesson: “Preparing to Write Critically”

Overview: This lesson will continue to prepare student to write critically while using the text as support. Students will begin by completing a one-question quiz over pages 56-72 of Fahrenheit 451; the type/level of responses they provide to this singular question should resemble the ones they will be expected to provide on the unit exam. As during the second session, students will then respond to various prompts regarding the novel in small groups of four or five. The hour will conclude with groups reporting back to the rest of the class orally.

Anticipated student conceptions or challenges to understanding: Students could become nervous responding to their first essay-style prompt during the quiz. To ease their fears, I would remind them that this quiz is a learning opportunity for them to assess how well they are able to support their responses using textual evidence and that it is a means of better preparing them for the unit exam. Students might also become nervous about not being able to use their books to directly cite explicit information from the text as support. Because of this, I would remind them that being able to reference scenarios within literary works without directly quoting the author(s) can be just as effective and can fulfill the same purpose.

Materials/Sources:



1. Reading quiz – response to one essay question (15 min.)

Tell students they have fifteen minutes to complete the quiz before handing it in; also inform students that the writing they do on the exam will be similar to the writing they do here.

Tell students that if they can begin to read tonight’s assignment from Fahrenheit 451 (pages 73-89) if they finish early. After quiz is complete, tell students:

o Importance of lesson: to work collaboratively to continue gaining an understanding of themes in the novelo Main objective: to analyze themes/characters in novelo Links: picking up on important themes/ideas and continuing to examine literature critically


Tell students to use textual evidence to support their answers.“The Virtue of Independent Thought” Unit Honors English 10 Mr. Brendan Sharp

Name: __________________ Hour: ________ Date: ____________

Daily Plans

Outline: Day 6

Title of today’s lesson: “Anti-heroes”

Overview: This lesson will begin with students taking a reading quiz covering pages 73-89 of Fahrenheit 451. The quiz will ask students to identify the context of five important quotes, testing for close reading and comprehension of the novel. Students will then watch the Tim Adams anti-hero video and write brief reflections following the clip. From there, they will form groups to create lists of famous anti-heroes in literature and film. Students will then return to their seats to draw their own Venn diagrams that will compare Guy Montag with another anti-hero from literature or film. Ultimately, students will volunteer to draw their Venn diagrams on the board and will be asked to explain the similarities and differences between the characters as well as why they think brainwashing is such a popular topic in literature and the media.

Anticipated student conceptions or challenges to understanding: Some students may have trouble understanding what an anti-hero is even after watching the video due to the complexity of the term. To help students better understand, I will have them get in groups so that they can further discuss the topic as well as form lists of famous anti-heroes so that they can make their own literary connections. Additionally, some students might struggle to compare and contrast Guy Montag to another anti-hero. I will help them make connections by reminding them to reference their anti-hero lists they formulate in groups and to think about what the video said about the major qualities of anti-heroes.

Materials/Sources:

Copies of reading quizzes for students Chalk/markers/erasers for students to write on/erase board


Reading quiz on context quotes (10 min.) Tell students they have ten minutes to complete the quiz before handing it in.


Name: __________________ Hour: ________ Date: ____________

After quiz is complete, tell students:o Importance of lesson: to learn to compare/contrast major themes/ideas in literature and/or filmo Main objective: to make connections between Bradbury’s novel and outside sourceso Links: continuing to advance student understanding of characters/themes in the novel and how they relate to larger

society2. Students watch Tim Adams anti-hero video clip and write brief responses (5 min.)

Tell students to pay attention to video while keeping Fahrenheit 451 in mind. Tell students to jot down any notes. Tell students to take about a minute to reflect on the video in their journals.

3. Students work in groups to form lists of famous anti-heroes (5 min.)

Have students form small groups of four to five and ask them to compose lists of famous anti-heroes in literature and/or film.4. Students draw their own Venn diagrams (10 min.)

Tell students to return to their seats. Quickly review the components of a Venn diagram on the board. Model what a Venn diagram looks like as well. (See quick

example that could be drawn on the board below.) Instruct students to draw their own Venn diagrams comparing Guy Montag from Fahrenheit 451 and another major anti-hero

from literature and/or film.o Basic example of a Venn diagram below (on next page):


Guy Montagfrom Fahrenheit 451 by Ray Bradbury*Runs away at the end of novel; gives hope for society

Name: __________________ Hour: ________ Date: ____________

5. Students volunteer to draw their Venn diagrams on board (15 min.)

Ask students to volunteer to draw their Venn diagrams on the board. Have students explain their Venn diagrams (similarities, differences, etc.) and also ask them why they feel brainwashing is

such a popular topic in literature. Conclusion (last 2-3 minutes of class):



o Main objective: Tell students that they should continue thinking about how what they are reading could relate to Eliot’s poem and that they should be constantly making comparisons between Bradbury’s text and other pieces of literature due to the importance of the topics being discussed.

o Link to future lessons: Tell students that they should become extremely familiar with the characters in the novel to better understand their motivations later on in the novel.

Assessment: Students will be assessed formatively based on a written reading quiz on context quotes, brief video reflections, lists of anti-heroes, and Venn diagrams, some of which will be drawn on the board for the entire class to see. All students will be assessed orally through a


Name: __________________ Hour: ________ Date: ____________

group work activity, and some will have the opportunity to present their Venn diagrams to the class and explain why brainwashing is such a universal theme in literature as well.


Daily Plans

Outline: Day 7

Title of today’s lesson: “Allusions and Drawing Parallels”

Overview: In this lesson, students will be introduced to the allusion as a literary device via PowerPoint slides. From there, they will take turns reading Matthew Arnold’s poem “Dover Beach” aloud. During this time, the students will be expected to highlight/underline any significant words, phrases, and/or ideas in the text. The teacher will then ask the students to break into pairs and to discuss the reasons why Bradbury may have referred to this poem in Fahrenheit 451. Ultimately, the pairs of students will be required to present their reasons to the class orally.

Anticipated student conceptions or challenges to understanding: Students may have trouble making connections between Arnold’s metaphorical poem and Fahrenheit 451. To help students make connections, I would ask them to look for language in the poem that might suggest why Bradbury included it in his novel. Furthermore, some students might struggle to convey their thoughts to the class orally. To assist them, I would encourage them to talk about the connections they made as if they were talking directly with a friend.

Materials/Sources:

Copies of full “Dover Beach” poem by Arnold for students


1. Introduction to allusions (5 min.)


Name: __________________ Hour: ________ Date: ____________

Introduce students to the allusion as a literary device via miniature PowerPoint slideshow. After slideshow is complete, tell students:

o Importance of lesson: to understand why authors allude to other texts within their workso Main objective: to make connections between the works of Bradbury and Arnold and to understand why Bradbury

incorporated the Arnold text in his novelo Links: helping students understand the importance of literary devices such as the allusion

2. Students read Arnold poem aloud (5 min.)

Tell students to take turns reading the Arnold poem aloud. Ask them to highlight/underline any significant phrases/words/ideas, and also instruct them to begin thinking about how the poem relates to Bradbury’s novel.

Tell students to jot down any notes in the margins of the poem handout.3. Students work in pairs to discover text’s relevance in Fahrenheit 451 (15 min.)

Have students form pairs to discuss the reasons Bradbury may have included Arnold’s poem in his work. Ask them to take notes so that they can both report back to the class.

4. Pairs of students report to class (20 min.)

Tell students to return to their seats and to listen as each pair of students gets up in front of the class and explains their reasons as to why Bradbury might have included the Arnold poem in his novel.

Give students your own reasons as to why Bradbury might have included the poem in the novel after all of the groups have reported their findings (last 5 minutes of activity).




Eliot’s poem and that they should analyze how Bradbury uses various literary devices such as the allusion in his work to express his opinions.

o Link to future lessons: Tell students that they should keep literary techniques such as the allusion in mind while reading the novel because they may want to refer to these devices on the unit exam.

Assessment: Students will be assessed formatively through written responses they will conduct in pairs as to why Bradbury might have


Name: __________________ Hour: ________ Date: ____________

included Arnold’s poem in his novel. They will also be evaluated orally, as each pair of students will be expected to justify their reasons in front of the class.


Daily Plans

Outline: Day 8

Title of today’s lesson: “Making Predictions”

Overview: In this lesson, students will continue to write critically while using the text as support for their answers. They will begin by completing a multiple choice quiz over pages 107-123 of Fahrenheit 451. This quiz will test for close reading and comprehension of the novel. As during the second and fifth sessions, students will then respond to various prompts regarding the novel in small groups of four or five; student will also be asked to make predictions about what will happen in the novel based on the author’s attitudes/opinions. The hour will conclude with groups reporting back to the rest of the class orally.

Anticipated student conceptions or challenges to understanding: Some students may have difficulty making predictions based on what we have learned about Bradbury. To help them, I would try to remind them of what we read about the author in the article to help them predict potential outcomes. Additionally, some students may struggle to understand the importance of responding to sets of prompts that ask them to closely examine the text. To help students recognize the significance of this activity, I would encourage them to consider how their understanding of the novel has been influenced at this point based on the close readings they have done in class sessions prior to this one.

Materials/Sources:



Name: __________________ Hour: ________ Date: ____________


1. Multiple choice reading quiz (5 min.)

Tell students they have five minutes to complete the quiz before handing it in After quiz is complete, tell students:

o Importance of lesson: to continue to analyze major themes in the novel and to make predictions about what is going to happen based on what is known about Bradbury’s attitudes/opinions

o Main objective: to understand Bradbury’s perspective and reasons for writing and to make predictionso Links: continuing to analyze important themes/ideas and to make predictions based on authorial intent


Tell students to use textual evidence to support their answers. Walk around room and listen in on student conversations. Provide feedback when necessary.

3. Groups report back to class orally (20 min.)

Have different groups read their responses to prompts on handouts and also share their predictions about what will happen in novel.

Jot notes on the board based on the students’ responses. Tell students that it might be beneficial for them to take notes on what is being discussed so that they have material to study

from for the unit exam. Conclusion (last 2-3 minutes of class):



o Main objective: Tell students that they should continue thinking about how what they are reading could relate to Eliot’s poem and that they should be making predictions about what will happen in the novel based on Bradbury’s attitudes and opinions.

o Link to future lessons: Tell students that they should continue to make predictions about the literature they read and that they should continue analyzing major themes and characters so that they are prepared for the unit exam.


Name: __________________ Hour: ________ Date: ____________

Assessment: Students will be assessed formatively through a written reading quiz asking them to select the correct multiple choice responses as well as through written responses to prompts provided to them on a handout. They will be assessed orally through group work and class discussion regarding their predictions for the novel.


Daily Plans

Outline: Day 9

Title of today’s lesson: “Plot Twists”

Overview: This lesson will begin similarly to the fifth session. The class period will begin with students completing a one-question quiz over pages 124-140 of Fahrenheit 451; the type/level of responses they provide to this singular question should resemble the ones they will be expected to provide on the unit exam. The rest of the class period will be time for groups consisting of four or five students to quickly think up scenarios based on prompts given to them by their teacher. These prompts will include plot twists and will ask the students to make predictions as to what would have happened had the author actually written the book that way. Eventually, each group will perform ad-libbed skits in front of the rest of the classroom; additionally, each student will be expected to explaining the reasoning behind the way his or her character acted based on evidence from the text. This activity will serve as a means of helping students think critically about the creativity necessary for writing science fiction and will also continue to reinforce the importance of supporting claims with textual examples.

Anticipated student conceptions or challenges to understanding: Some students might be nervous about acting out roles from Bradbury’s novel in front of the class. To encourage these students to become less inhibited, I would motivate them to pretend as if they were actually in Bradbury’s novel. Additionally, some students might be uncomfortable ad-libbing. Due to time restraints, however, it would be impossible to have each group write out scripts; therefore, I would tell students that I would not be grading them on this activity. I would inform them that the purpose of the activity is to help them think about plot twists and the creativity that is necessary on the author’s part.


Name: __________________ Hour: ________ Date: ____________

Materials/Sources:

Copies of reading quizzes for students


1. Reading quiz – response to one essay question (10 min.)

Tell students they have fifteen minutes to complete the quiz before handing it in; also inform students that the writing they do on the exam will be similar to the writing they do here.

Tell students that if they can begin to read tonight’s assignment from Fahrenheit 451 (pages 141-157) if they finish early. After quiz is complete, tell students:

o Importance of lesson: to work collaboratively to help students recognize the creativity necessary to write/produce science fiction and to help students back up their claims with textual evidence

o Main objective: to get students to think creatively under time constraints and to have students demonstrate their understanding of characters based on the text

o Links: acknowledging the beauty of creativity and the talent necessary for writing/producing science fiction works as well as the need for supporting claims with evidence

2. Time for groups to brainstorm/develop ideas for ad-libbed skits (10 min.)

Tell students that they have 10 minutes to brainstorm in groups of three to five before they are expected to perform ad-libbed response skits to prompts listed on the board. After groups of three to five have been formed, tell students that each member within the groups must assume a different role as one of the characters in Bradbury’s novel. Next, instruct the groups to choose a prompt from the board and to develop ideas so that they can put on short, four-minute, non-scripted skits that serve as responses to the prompts. The scenarios/plot twists, which will be written on the board, include the following:

o Act out what might have happened if Montag had never yelled at Mildred and her friends (Mrs. Bowles and Mrs. Phelps)/what might have happened if he had never read “Dover Beach” to them.

o Act out what might have happened if Clarisse had not died/disappeared.o Act out what might have happened if Montag had never met Faber.o Act out what might have happened if Mildred had not reported Montag to the firemen.o Act out what might have happened if Captain Beatty had killed Montag instead of the other way around.

Tell students that multiple groups can choose the same scenario to respond to in front of the class.


Name: __________________ Hour: ________ Date: ____________

3. Ad-libbed skits (25 min.)

Each group will have approximately four minutes to act out a response skit to one of the prompts given. Tell students that one member of each group should inform the class as to which prompt his or group has chosen to respond to before the skit begins. Also tell students that they have one minute after the four-minute skit has finished to explain to the class why they chose to act the ways they did based on evidence from the text.




Eliot’s poem. Also remind them to consider the talent it takes to write science fiction and to make predictions about what will happen in the novel based on Bradbury’s writing/attitudes/ opinions.

o Link to future lessons: Tell students that they should continue to appreciate the different types of literature they read, that they should continue to support their claims with textual evidence, and that they should continue to analyze how the relationships between the different characters make the novel so unique.

Assessment: Students will be assessed formatively based on a written reading quiz asking them to respond to one essay-style prompt. They will also be assessed orally through their interpretations of the ways in which they believe various characters would act were there various plot twists in Bradbury’s novel. Students will both act out the ways they think the characters would respond to the given plot twists as well as explicitly explain to their teacher why they chose to make the characters act the ways they did.


Daily Plans

Outline: Day 10

Title of today’s lesson: “Literary Debates”


Name: __________________ Hour: ________ Date: ____________

Overview: In this lesson, students will learn to argue effectively while using textual evidence to support their claims. Each student will be assigned either the role of Guy Montag or Mildred. Next, they will be asked to find quotes within the text that exemplify that individual’s way of thinking based on a prompt given by the teacher. Students will then be placed in opposing pairs (Montags with Mildreds and vice versa), and from there, literary debates will ensue. The Montags and Mildreds will face off against one another in front of the class for 30-second intervals, and the winning challenger will be determined based on a class vote. Ultimately, one student will win the entire debate.

Anticipated student conceptions or challenges to understanding: Some students might be nervous about debating orally in front of their peers. To help ease their fears, I will remind them that one of the intentions of the assignment is to help students overcome public speaking fears by allowing them to debate in an informal setting. I will also encourage them to have fun and to act out the parts they are playing to convince the voting audience. Additionally, some students might find it difficult to vote for the student who best represents his or her character’s point-of-view (as opposed to the student with the argument they agree with the most). To handle this issue, I will remind students that the purpose of the debate is not to find the most convincing argument, but rather to find the most effective demonstration of a full understanding of either Montag or Mildred.

Materials/Sources:

Timer for teacher


1. Students given a simple prompt and asked to find textual evidence to support their answers/claims (5 min.)

Prompt (to be written on the board): Should books be burned? Why or why not? Tell students they will have to respond to that prompt as either Montag or Mildred in front of the class. Assign each student either the role of Montag or Mildred. Tell students they have ten minutes prior to the debate to research/write down any textual evidence that would support their

answers. While students investigate, tell them:

o Importance of lesson: to learn to effectively debate and support claims orallyo Main objective: to help students become comfortable debating in front of their peers


Name: __________________ Hour: ________ Date: ____________

o Links: getting students excited about debating/comparing/contrasting2. Literary debates (35 min.)

Have one Montag student and one Mildred student come to the front of the room. Have them debate the question for 30 seconds. Ask the class to vote for the winner. Tell students that they will vote for the student who argues the most realistically/who

rationalizes the most like the character assigned based on the text. (The vote, therefore, will NOT necessarily be determined based on the better argument, but will rather be based on the more realistic/convincing argument based on that character’s description/actions in the text.

Determine the winner of that round. Have the losing student sit down and a challenger from the opposite side come up to the front of the class. Continue the game until one winner has been decided upon by the class.



important quotes, etc.o Main objective: Tell students to consider how the content debated relates to the themes in Eliot’s poem.o Link to future lessons: Tell students to continue to make connections between the novel and Eliot’s poem and to think

about how they will write about characters on the unit exam.

Assessment: Students will be assessed formatively though written investigations concerning the characters of Montag and Mildred in the beginning of the class session. The majority of the assessment will be oral, however, as students will spend most of the class period debating one another while using the notes they took as support.


Daily Plans

Outline: Day 11


Name: __________________ Hour: ________ Date: ____________

Title of today’s lesson: “Drawing More Parallels”

Overview: In this lesson, students will read another piece of science fiction (Kurt Vonnegut, Jr.’s short story “Harrison Bergeron”) that will allow them to make thematic connections between the work and Bradbury’s novel. After reading Vonnegut, Jr.’s piece aloud, students will be to create T-Charts in their journals comparing the characters of Guy Montag from Fahrenheit 451 and Harrison Bergeron from “Harrison Bergeron.” Using these T-Charts as frames of reference, the students will then be asked to draft miniature essays comparing and contrasting the two characters. The essays, which will be due at the end of the hour, will be redistributed to the students during the next class session. They will be marked with the teacher’s commentaries to better help the students prepare for the unit exam.

Anticipated student conceptions or challenges to understanding: Several students might find Vonnegut, Jr.’s metaphoric text difficult to understand. To help students better comprehend the messages within the story, I would encourage them to think about what we have already discussed regarding Bradbury’s novel, which obviously has similar themes to Vonnegut, Jr.’s piece. Additionally, some students might find it challenging to compare and contrast the two characters assigned (Montag and Bergeron) without looking to the Internet for help. I would try to get them to make connections on their own by asking them to look back at their notes on Fahrenheit 451 and analyzing the major characteristics of Montag that might also be true of Bergeron.

Materials/Sources:

Copies of full “Harrison Bergeron” text by Vonnegut, Jr. for students


1. Students read Vonnegut, Jr. story aloud (20 min.)

Tell students to take turns reading Vonnegut, Jr. story aloud Before students volunteer to read, tell them:

o Importance of lesson: to continue to understand overlapping themes in literature, specifically science fictiono Main objective: to help students connect major themes in the literature they reado Links: getting students ready to write about literature and compare different literary works

2. Students make T-Charts (5 min.)

Briefly model the components of a T-Chart on the board. (See quick example that could be drawn on the board below.)“The Virtue of Independent Thought” Unit Honors English 10 Mr. Brendan Sharp

Name: __________________ Hour: ________ Date: ____________

Daily Plans

Outline: Day 12

Overview: In this lesson, students will watch the first portion of Truffaut François’s 1966 film adaptation of Bradbury’s novel Fahrenheit 451. They will take notes on a guided worksheet that gives them several prompts asking them to note key differences between the novel and the film, and will also be reminded that they will have to compare and contrast the novel and the film on the unit exam. This is the first section of a two-and-a-half day unit.

Anticipated student conceptions or challenges to understanding: Some students may have difficulties comparing and contrasting between Bradbury’s novel and François’s film. As a result, I have provided them with prompts I have derived from an online website (“Fahrenheit 451: Critical Essays;” see Works Cited) to help them pick up on some of the major differences between the two works. Additionally, some students might struggle to understand the purpose of comparing literature and film. To help them recognize the purpose of the assignment, I will remind them that examining multiple representations of different themes is a key way of analyzing how different people view major topics such as those discussed in Bradbury’s work.

Materials/Sources:

1966 film adaptation of Fahrenheit 451 on VHS/DVD for teacher to show to students Copies of ‘Book versus Film’ worksheet for students


1. Students watch 1966 film adaptation of Fahrenheit 451 in class (first 45 min. of 112 min. film)

Before film is shown, tell students:o Importance of lesson: to learn to effectively compare and contrast books and their film adaptationso Main objective: to help students recognize why directors might make certain changes in their film adaptations of


Name: __________________ Hour: ________ Date: ____________

bookso Links: comparing and contrasting how major themes are represented in literature and film

Tell students they will be watching 1966 film adaptation of Fahrenheit 451 in class for the next two-and-a-half sessions. Distribute ‘Book versus Film’ worksheet to students and tell them to take notes/respond to the various prompts based off of

website content (“Fahrenheit 451: Critical Essays;” see Works Cited), reminding them that one of the questions on the exam will ask them to compare and contrast the novel and the film. Ask students to bring the worksheet to the next two class sessions as well.

Show first 45 minutes of film. Conclusion (last 2-3 minutes of class):

o Tell students to continue to review for the unit exam for homework.o Main objective: Tell students to consider how both Bradbury’s novel is represented differently as a film.o Link to future lessons: Tell students to think about how they would compare and contrast the novel and the film in an

essay on the unit exam.

Assessment: Students will be assessed formatively through written responses on worksheets that will ask them to compare Bradbury’s novel and its 1966 film adaptation. This activity will prepare them for one of the essay questions on the unit exam.


Daily Plans

Outline: Day 13

Title of today’s lesson: “From Book to Film, Part II”Overview: In this lesson, students will watch the second portion of Truffaut François’s 1966 film adaptation of Bradbury’s novel Fahrenheit 451. They will continue to take notes on a guided worksheet that gives them several prompts asking them to note key differences between the novel and the film, and will also be reminded that they will have to compare and contrast the novel and the film on the unit exam. This is the second section of a two-and-a-half day unit.

Anticipated student conceptions or challenges to understanding: As mentioned in the previous lesson plan, some students may have difficulties comparing and contrasting between Bradbury’s novel and François’s film. As a result, I have provided them with prompts I have


Name: __________________ Hour: ________ Date: ____________

derived from an online website (“Fahrenheit 451: Critical Essays;” see Works Cited) to help them pick up on some of the major differences between the two works. Additionally, some students might struggle to understand the purpose of comparing literature and film. To help them recognize the purpose of the assignment, I will remind them that examining multiple representations of different themes is a key way of analyzing how different people view major topics such as those discussed in Bradbury’s work.

Materials/Sources:

1966 film adaptation of Fahrenheit 451 on VHS/DVD for teacher to show to students Copies of ‘Book versus Film’ worksheet for students


1. Students watch 1966 film adaptation of Fahrenheit 451 in class (second 45 min. of 112 min. film)

Before film is shown, tell students:o Importance of lesson: to continue to learn to effectively compare and contrast books and their film adaptationso Main objective: to continue to help students recognize why directors might make certain changes in their film

adaptations of bookso Links: continuing to compare and contrast how major themes are represented in literature and film

Tell students they will continue watching 1966 film adaptation of Fahrenheit 451 in class for the next one-and-a-half sessions. Tell students to take out their ‘Book versus Film’ worksheets and to continue to take notes/respond to the various prompts

based off of website content (“Fahrenheit 451: Critical Essays;” see Works Cited), reminding them that one of the questions on the exam will ask them to compare and contrast the novel and the film. Ask students to bring the worksheet to the next class session as well.

Show second 45 minutes of film. Conclusion (last 2-3 minutes of class):

o Tell students to continue to review for the unit exam for homework.o Main objective: Tell students to continue to consider how both Bradbury’s novel is represented differently as a film.o Link to future lessons: Tell students to continue to think about how they would compare and contrast the novel and

the film in an essay on the unit exam.


Name: __________________ Hour: ________ Date: ____________

Assessment: Students will be assessed formatively through written responses on worksheets that will ask them to compare Bradbury’s novel and its 1966 film adaptation. This activity will prepare them for one of the essay questions on the unit exam.


Daily Plans

Outline: Day 14


Name: __________________ Hour: ________ Date: ____________

Title of today’s lesson: “Exam Prep Day”

Overview: This lesson will begin with students watching the third and final portion of Truffaut François’s 1966 film adaptation of Bradbury’s novel Fahrenheit 451. They will continue to take notes on a guided worksheet that gives them several prompts asking them to note key differences between the novel and the film, and will also be reminded that they will have to compare and contrast the novel and the film on the unit exam. This is the final section of a two-and-a-half day unit. The time that remains during the lesson will be devoted to distributing a brief study guide to students and asking if they have any questions about the following day’s exam over the entire unit.

Anticipated student conceptions or challenges to understanding: As mentioned in the previous two lesson plans, some students may have difficulties comparing and contrasting between Bradbury’s novel and François’s film. As a result, I have provided them with prompts I have derived from an online website (“Fahrenheit 451: Critical Essays;” see Works Cited) to help them pick up on some of the major differences between the two works. Additionally, some students might struggle to understand the purpose of comparing literature and film. To help them recognize the purpose of the assignment, I will remind them that examining multiple representations of different themes is a key way of analyzing how different people view major topics such as those discussed in Bradbury’s work. Thirdly, some students may become overwhelmed when asked to connect the various pieces we have studied throughout the semester. Since I have not explicitly connected Eliot’s poem from the beginning of the unit to the texts we have read, it is their job to make inferences based on what they have read. To help ease their fears, I will allow them to ask me any questions they may have about the works/exam and will provide them with a general review guide to help focus their studying efforts.

Materials/Sources:

1966 film adaptation of Fahrenheit 451 on VHS/DVD for teacher to show to students Copies of general study guide for tomorrow’s comprehensive unit exam for students


1. Students watch 1966 film adaptation of Fahrenheit 451 in class (final 22 min. of 112 min. film)

Before film is shown, tell students:o Importance of lesson: to continue to learn to effectively compare and contrast books and their film adaptations and to


Name: __________________ Hour: ________ Date: ____________

bring unit full circleo Main objective: to continue to help students recognize why directors might make certain changes in their film

adaptations of books and to be able to connect major themes/ideas in works of literatureo Links: continuing to compare and contrast how major themes are represented in literature and film and being able to

effectively compare and contrast major themes within important works of literature Tell students they will finish watching 1966 film adaptation of Fahrenheit 451 for the first portion of class. Tell students to take out their ‘Book versus Film’ worksheets and to continue to take notes/respond to the various prompts

based off of website content (“Fahrenheit 451: Critical Essays;” see Works Cited), reminding them that one of the questions on the exam will ask them to compare and contrast the novel and the film.

Tell students that they will receive a general study guide after the film is complete and inform them that the remaining time will be dedicated to asking the teacher any questions they may have about the comprehensive unit exam.

Show final 22 minutes of film.2. Distribute general study guide to students and review for comprehensive unit exam (23 min.)

Distribute the general study guide to students and ask them for questions regarding the comprehensive unit exam. The teacher should model his or her thinking on the board. For example, if a student needs clarification, the teacher should be

writing examples on the board. Conclusion (last 2-3 minutes of class):

o Tell students to finish reviewing for the exam using the study guide for homework.o Main objective: Tell students to consider the overlapping themes that tie all of the works together.o Link to future lessons: Tell students to refer to old handouts, notes, the review guide, and online study tools to

prepare for comparing and contrasting characters and themes on tomorrow’s comprehensive unit exam.

Assessment: Students will be assessed formatively through written responses on worksheets that will ask them to compare Bradbury’s novel and its 1966 film adaptation. This activity will prepare them for one of the essay questions on the unit exam. Students will also be assessed orally by asking meaningful questions during time dedicated to reviewing for the comprehensive unit exam. This will allow them to demonstrate their understanding of major concepts and themes within the texts and how the works are related.



Name: __________________ Hour: ________ Date: ____________

Daily Plans

Outline: Day 15

Overview: Students will take the unit exam for the entire duration of this final session of the unit. They will not be permitted to use outside resources for time purposes. After submitting their exams, students are welcome to pick up an extra credit opportunity, which will be outlined on a worksheet.

Anticipated student conceptions or challenges to understanding: Some students may become frustrated having to write about complex topics under short time constraints. To help students move along at a fair pace, I will record the amount of time remaining on the board in 20-minute intervals. I will also alert the students as to when five minutes remain in the period. Additionally, some students may feel the need to directly quote the works on the exam. Since they are not able to use the texts due to time constraints, I will tell them to simply refer to examples from the works in the directions I provide on the exam. This should ease any anxieties students may have about directly citing sources.

Materials/Sources:

Copies of comprehensive unit exam for students Copies of extra credit opportunity for students


1. Students take comprehensive unit exam (45 min.)

As exam is being distributed, tell students:o To pick up the optional extra credit opportunity after they are done with the exam if they are interested in gaining

additional points.o Importance of lesson: to compare and contrast major themes within literary and to effectively write about literature

and filmo Main objective: for students to communicate to their teacher that they know how to write well-supported responses


Name: __________________ Hour: ________ Date: ____________

that effectively answer the questions presentedo Links: preparing students for future exams and/or essays

Allow students the entire 45-minute period to take the exam. Keep track of the time and record how much time remains on the board using 20-minute intervals.

Conclusion (last 5 minutes of class):o Tell students that five minutes remain in the class period.o Main objective: Tell students to consider the overlapping themes we have studied when completing the extra credit

assignment.o Link to future lessons: Tell students to use creativity to help them complete the extra credit assignment so that they

will be well-prepared to tackle college-level assignments in the future.

Assessment: Students will be assessed in a summative fashion based on their abilities to craft well-written responses to essay exam prompts covering the works studied in the unit. Additionally, students have the opportunity to be assessed in a summative fashion based on their potential extra credit submissions.



Name: __________________ Hour: ________ Date: ____________

Day 1: Introduction to Science Fiction Note-Taking Guide

Directions: Based on the PowerPoint slideshow, complete the following handout. This will serve as a study resource for the unit exam.

1. What is science fiction?

2. List five common elements in science fiction writing.a.b.c.d.e.

3. List five common themes in science fiction writing.a.b.c.d.e.

4. Why did Ray Bradbury title his novel Fahrenheit 451?

5. What were some motivating factors behind Bradbury’s decision to write Fahrenheit 451?

'

6. “Harrison Bergeron” by Kurt Vonnegut, Jr. consists of __________, __________ sentences so as to be __________________________.

7. “Harrison Bergeron” is a commentary on ____________________________________________.


Name: __________________ Hour: ________ Date: ____________

Day 1: “The Hollow Men” by T.S. Eliot [full text]

Directions: Read the following poem and perform a brief literary analysis in your journal based on the model provided in class. Be prepared to discuss your analysis with the class.

Mistah Kurtz—he dead.

A penny for the Old Guy

IWe are the hollow menWe are the stuffed menLeaning togetherHeadpiece filled with straw. Alas!Our dried voices, whenWe whisper togetherAre quiet and meaninglessAs wind in dry grassOr rats' feet over broken glassIn our dry cellar

Shape without form, shade without colour,Paralysed force, gesture without motion;

Those who have crossedWith direct eyes, to death's other KingdomRemember us—if at all—not as lostViolent souls, but onlyAs the hollow menThe stuffed men.

IIEyes I dare not meet in dreamsIn death's dream kingdomThese do not appear:There, the eyes areSunlight on a broken columnThere, is a tree swingingAnd voices areIn the wind's singingMore distant and more solemnThan a fading star.

Let me be no nearerIn death's dream kingdomLet me also wearSuch deliberate disguisesRat's coat, crowskin, crossed stavesIn a field

Behaving as the wind behavesNo nearer—

Not that final meetingIn the twilight kingdom

IIIThis is the dead landThis is cactus landHere the stone imagesAre raised, here they receiveThe supplication of a dead man's handUnder the twinkle of a fading star.

Is it like thisIn death's other kingdomWaking aloneAt the hour when we areTrembling with tendernessLips that would kissForm prayers to broken stone.

IVThe eyes are not hereThere are no eyes hereIn this valley of dying starsIn this hollow valleyThis broken jaw of our lost kingdoms

In this last of meeting placesWe grope togetherAnd avoid speechGathered on this beach of the tumid river

Sightless, unlessThe eyes reappearAs the perpetual starMultifoliate roseOf death's twilight kingdomThe hope onlyOf empty men.

VHere we go round the prickly pear


Name: __________________ Hour: ________ Date: ____________

Prickly pear prickly pearHere we go round the prickly pearAt five o'clock in the morning.

Between the ideaAnd the realityBetween the motionAnd the actFalls the ShadowFor Thine is the Kingdom

Between the conceptionAnd the creationBetween the emotionAnd the responseFalls the ShadowLife is very long

Between the desireAnd the spasmBetween the potencyAnd the existenceBetween the essenceAnd the descentFalls the ShadowFor Thine is the Kingdom

For Thine isLife isFor Thine is the

This is the way the world endsThis is the way the world endsThis is the way the world endsNot with a bang but a whimper.

*Text taken from: <http://www.shmoop.com/hollow-men/poem-text.html>


Name: __________________ Hour: ________ Date: ____________

Day 2: Reading Quiz, pgs. 3-20 – Context Quotes

Directions: Provide a 1-3 sentence explanation of the context surrounding the following quotes from Fahrenheit 451. 3 pts. each, 12 pts. total

1. “There was only the girl walking with him now, her face bright as snow in the moonlight, and he knew she was working his questions around, seeking the best answers she could possibly give” (Bradbury 7).

2. “They had this machine. They had two machines, really. One of them slid down into your stomach like a black cobra down an echoing well looking for all the old water and the old time gathered there…The operator stood smoking a cigarette. The other machine was working, too” (Bradbury 14-15).

3. “She was an expert at lip reading from ten years of apprenticeship at Seashell ear thimbles. She nodded again. She set the toaster clicking away at another piece of bread” (Bradbury 18).

4. “‘I just told you. There are these people named Bob and Ruth and Helen’” (Bradbury 20).


Name: __________________ Hour: ________ Date: ____________

Day 2: Group Discussion Guide, pgs. 3-20

Directions: Respond to the following questions based on what we have read of Fahrenheit 451 thus far. Be sure to use evidence from the text to support your ideas. Provide page numbers when necessary.

1. What do you think of the novel’s opening line? Is it effective? Why does Bradbury start the novel in this way?

2. Why do you think Guy Montag is fascinated by Clarisse? What does she provide for him?

3. How does Bradbury’s use of adjectives affect his writing and overall purpose? Provide examples.

4. Is Montag truly content as he claims? What in the text leads you to believe this or not to believe this?

5. What “marionette show” does Bradbury write about on page 11? What is he implying here?

6. How would you characterize the scene in which Mildred is saved by the two medical professionals? Why is what they say about the M.D. alarming? How does this fit in the context of the novel?

7. How would you summarize the marriage between Montag and Mildred? Is it successful? Why or why not?

8. Why does Bradbury have Mildred repeat that she is hungry? What could this represent?


Name: __________________ Hour: ________ Date: ____________

Day 3: Reading Quiz, pgs. 21-38 – Multiple Choice [with Answers/Answer Key]

Directions: Select the best answer based on last night’s reading from Fahrenheit 451. 2 pts. each, 14 pts. total

1. Which character makes the following remark?: “‘I guess it’s the last of the dandelions this year. I didn’t think I’d find one on the lawn this late. Have you ever heard of rubbing it under your chin? Look’” (Bradbury 21).

a. The Mechanical Houndb. Guy Montagc. Mildredd. Clarisse

2. Who wants to know why Clarisse goes outside to hike and watch birds? (Bradbury 23)a. Montagb. Mildredc. The psychiatristd. The teacher

3. Which character does the following passage describe?: “Light flickered on bits of ruby glass and on sensitive capillary hairs in the nylon-brushed nostrils of the creature that quivered gently, gently, its eight legs spidered under it on rubber-padded paws” (Bradbury 24).

a. The Mechanical Houndb. Montagc. Mildredd. Clarisse

4. What does Captain Beatty ask Montag? (Bradbury 27)a. If he has ever read a bookb. If he has a guilty consciencec. If he is content in his marriage to Mildredd. If he likes the Mechanical Hound

5. What does Clarisse say old leaves smell like? (Bradbury 29)a. Cinnamonb. Applesc. Mintd. Pears

6. According to the firemen’s rulebooks, who was the first fireman? (Bradbury 34)a. George Washingtonb. Abraham Lincolnc. Thomas Jeffersond. Benjamin Franklin

7. Why is the woman’s house being burned at the end of the reading? (Bradbury 37)a. The woman tried to kill someone.b. The woman kept books.c. The woman accidentally forgot to turn off her stove.


Name: __________________ Hour: ________ Date: ____________

d. The woman dropped a cigarette on the carpet.


Name: __________________ Hour: ________ Date: ____________

Day 3: “At 80, Ray Bradbury still fighting the future he foresaw” by Roger Moore [full text]

Directions: Read the following article and highlight information that interests you. Be prepared to discuss the article as a class.

Author of prescient 'Fahrenheit 451' sees some of his biggest fears coming true

A nation sits, transfixed before a box, lured by interactive infotainment that invites viewers to apply, join in, become a cutthroat "survivor" or be meekly "voted off" by their compliant peers. We tap out bloodless conversations at our keyboards, removed from genuine human interaction. We sit in the hot seat, ready and willing to spit out facts without context or face the consequences.

What an odd way to celebrate Ray Bradbury's 80th birthday. At least we aren't burning books. Today.

"I don't try to describe the future," Bradbury has often said. "I try to prevent it."

Bradbury, America's most celebrated science-fiction writer, finds a lot worth preventing these days.

"I'm working to prevent a future where there's no education," Bradbury said from his Los Angeles home. "The system we have has gone to hell, so I'm trying to encourage teachers and parents to rebuild it. We're not teaching kids to read and write and think."

The author of "Fahrenheit 451" reaches back to his most famous novel for his coup de grace.

"There's no reason to burn books if you don't read them."

Bradbury, a Waukegan native and the man The New York Times called "the world's greatest science-fiction writer," creator of such seminal works as "The Martian Chronicles," "Dandelion Wine," "The Illustrated Man" and "Something Wicked This Way Comes" turned 80 on August 22. After 60-plus years of creating, he's still incredibly active, with a backlog of work assembled just in the time since he had a stroke last November.

"I've just finished two novels and a new short story, all while I was sick," he said, with more than a hint of defiance in his voice. "To hell with it."

His colleague, science and science-fiction writer Ben Bova, author of "Return to Mars and Venus," laughed upon hearing that. Bova describes Bradbury as "one of the great writers, and one of the few stylists, of science fiction. Most science fiction is written in a very naturalistic prose, but Ray has always been distinctive in the way he uses the language."

That style comes through, even in the titles of many of Bradbury's best works-"Dark They Were, and Goldeneyed" and "Here There Be Tygers." His gift for sliding big themes into short stories is unmatched, such as when a family deals with the consequences of leaving gadgetry to raise its children in "The Veldt."


Name: __________________ Hour: ________ Date: ____________

His ability to move the reader to the edge of his or her seat rivals Stephen King's in such tales as "The Wind," about a man people regard as mad because he thinks he has learned the secrets of the weather gods and is pursued across the globe by deadly storms.

Talking to Bradbury, you get the distinct impression that he has kind of gone off the idea of the future. And, truth be told, he was never the serious futurist that Bova and British science-fiction writer Arthur C. Clarke are. He truly wasn't trying to envision Tomorrow with a capital T.

"He's always been a writer who wanted to improve the human condition by showing the way people really behave," Bova said. "He's not interested in rocket ships and ray guns except as a means of putting people in a different milieu."

Rereading Bradbury's fiction makes clear that he was always as interested in preserving or illuminating the past as pondering the future. Still, his attitudes about change can come as a shock to one familiar only with his fame and not his writing.

On the Internet: "This thing is bound to fail. Napster's out there, stealing everyone blind. They're stealing people's work. They should be put in jail, all of them."

"All this electronic stuff is remote, removed from you. The Internet is just a big scam the computer companies cooked up to make you get a computer into every home."

On the written word: "I still love books. Nothing a computer can do can compare to a book. You can't really put a book on the Internet. Three companies have offered to put books by me on the Net, and I said, 'If you can make something that has a nice jacket, nice paper with that nice smell, then we'll talk.' All the computer can give you is a manuscript. People don't want to read manuscripts. They want to read books. Books smell good. They look good. You can press it to your bosom. You can carry it in your pocket."

On the "dumbing down" of America: "We've got to dumb America back up again… You grade the teachers, starting at the kindergarten level. Get the kids off to a better start so that teachers in the later grades don't have to go back to square one with them."

His biggest current project? Another big step toward the past, a radio drama series on NPR.

But lest you think he has become an old stick in the mud, consider these words from "Dandelion Wine," published in 1957:

"It is the privilege of old people to seem to know everything. But it's an act and a mask."

From the same novel: "The first thing you learn in life is you're a fool. The last thing you learn in life is you're the same fool."

Bradbury's philosophy is contained in his books. Take his undisputed masterpiece, 1953's 'Fahrenheit 451,' a novel about a future in which TV has spread to three walls of the house, is totally interactive and has replaced the stored knowledge of books. Bored teens cruise the streets, shooting people for kicks. Bored adults watch and participate in TV or slip on their personal stereos-25 years before the WalkMan, drive-by shootings or interactive TV.


Name: __________________ Hour: ________ Date: ____________

Books are forbidden, objects to be feared and burned by "firemen" like the book's protagonist, Guy Montag. The title? That's the temperature at which paper ignites, a fact that was pretty much unknown before the book came out. Now it's ingrained in the culture.

"I see 'Fahrenheit' all over the place, these days," Bradbury said. "Programs like 'Jeopardy' and 'Who Wants to Be a Millionaire' are ridiculous. They're the stupidest shows in history. They're making us dumber. They don't give us information, they give us facts, factoids. You don't learn who Napoleon was and how he was motivated. You learn what year he was born, and when he died. That's useless."

"'Millionaire' gives you questions that are so dumb that I can't believe they're going to give anyone a million dollars for telling me where Poughkeepsie is."

Is Bradbury's vision of a totalitarianism borne of TV-inspired stupidity, a history that rulers can alter at will because nothing is written down, that far off the mark?

"Who but Bradbury saw ahead the abbreviated world according to USA Today and People Magazine?" film scholar Gerald Peary has observed.

The Internet's free flow of information may make it harder for dictators to suppress and inhibit access to that information. But, as Bradbury points out, the ephemeral nature of Net data-alterable, erasable-could render the truth something just as fluid.

But Bradbury remains, as always, the optimist. He says he remains an ever-hopeful student of human nature and an idealist at heart.

Reprinted with permission of Knight Ridder/Tribune Information Services.From the Peoria Journal StarAugust 2000

*Text taken from: <http://www.raybradbury.com/articles_peoria.html>


Name: __________________ Hour: ________ Date: ____________

Day 4: Character Song Selection Activity

Directions: Using the rented laptops, choose at least one song that fits the personality of the following major characters from Fahrenheit 451. Be sure to justify the songs you choose in 1-3 sentences. Although one group member is responsible for writing down the group’s responses, all members are expected to contribute. Due at the end of the hour; participation grade.

Guy Montag

Song/Artist: “____________________” by ___________________

Justification:

Mildred

Song/Artist: “____________________” by ___________________

Justification:

Captain Beatty

Song/Artist: “____________________” by ___________________

Justification:

Clarisse

Song/Artist: “____________________” by ___________________

Justification:


Name: __________________ Hour: ________ Date: ____________

*Activity idea taken from: <https://answers.yahoo.com/question/index?qid=20080525114110AAq8qnu>


Name: __________________ Hour: ________ Date: ____________

Day 5: Reading Quiz, pgs. 56-72

Directions: Respond to the following short essay prompt using examples from Fahrenheit 451 to support your answer. 15 pts.

Based on last night’s reading (and the preceding readings as well), how does Ray Bradbury characterize Captain Beatty? Is he a protagonist or an antagonist? What sorts of things does Captain Beatty say that would indicate this? (Hint: Is he sarcastic? Ironic? Contradictory?)


Name: __________________ Hour: ________ Date: ____________



1. What does Captain Beatty’s questioning of Guy Montag do for his character? How is their relationship characterized here?

2. What purpose does Bradbury achieve by alluding to the U.S. Constitution? Is this effective?

3. What role does repletion play during the conversation between Montag and Captain Beatty about the history of books on pages 59-60? What words are repeated often? Why?

4. Take note of Bradbury’s imagery in this section. Can you list a few effective examples that highlight/illustrate a certain theme?

5. Why are the words “how” and “why” italicized on page 60? What point is Bradbury trying to make?

6. What effect does the technology in the book have on the characters? Why? Cite specific examples.

7. Why does Montag continue to repeat the following passage from a book he finds? Why does it speak to him personally?: “‘We cannot tell the precise moment when friendship is formed. As in filling a vessel drop by drop, there is at last a drop which makes it run over; so in a series of kindnesses there is at last one which makes the heart run over’” (Bradbury 71).


Name: __________________ Hour: ________ Date: ____________

8. Compare and contrast the characters of Mildred and Clarisse. Which individual is a greater threat to Montag? Why?


Name: __________________ Hour: ________ Date: ____________

Day 6: Reading Quiz, pgs. 73-89 – Context Quotes

Directions: Provide a 1-3 sentence explanation of the context surrounding the following quotes from Fahrenheit 451. 3 pts. each, 12 pts. total

1. “‘Books aren’t people. You read and I look all around, but there isn’t anybody!’” (Bradbury 73).

2. “‘Nobody listens anymore. I can’t talk to the walls because they’re yelling at me...I just want someone to hear what I have to say. And maybe if I talk long enough, it’ll make sense. And I want you to teach me to understand what I read” (Bradbury 82).

3. “‘Number one: Do you know why books such as this are so important? Because they have quality. And what does the word quality mean? To me it means texture. This book has pores. It has features’” (Bradbury 83).

4. “‘Books can be beaten down with reason. But with all my knowledge and skepticism, I have never been able to argue with one-hundred-piece symphony orchestra, full color, three dimensions, and being in and part of those incredible parlors. As you see, my parlor is nothing but four plaster walls’” (Bradbury 20).


Name: __________________ Hour: ________ Date: ____________

Day 7: “Dover Beach” by Matthew Arnold [full text]

Directions: Read the following poem and highlight/underline any significant words/phrases/ideas. Also keep in mind the reasons Bradbury may have alluded to this text in Fahrenheit 451. Be prepared to report back to the class.

The sea is calm tonight. The tide is full, the moon lies fair Upon the straits; on the French coast the light Gleams and is gone; the cliffs of England stand, Glimmering and vast, out in the tranquil bay. Come to the window, sweet is the night-air! Only, from the long line of spray Where the sea meets the moon-blanched land, Listen! you hear the grating roar Of pebbles which the waves draw back, and fling, At their return, up the high strand, Begin, and cease, and then again begin, With tremulous cadence slow, and bring The eternal note of sadness in.

Sophocles long ago Heard it on the Ægean, and it brought Into his mind the turbid ebb and flow Of human misery; we Find also in the sound a thought, Hearing it by this distant northern sea.

The Sea of Faith Was once, too, at the full, and round earth’s shore Lay like the folds of a bright girdle furled. But now I only hear Its melancholy, long, withdrawing roar, Retreating, to the breath Of the night-wind, down the vast edges drear And naked shingles of the world.

Ah, love, let us be true To one another! for the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love, nor light, Nor certitude, nor peace, nor help for pain; And we are here as on a darkling plain Swept with confused alarms of struggle and flight, Where ignorant armies clash by night.

*Text taken from: <http://www.poetryfoundation.org/poem/172844>


Name: __________________ Hour: ________ Date: ____________

Day 8: Reading Quiz, pgs. 107-123 – Multiple Choice [with Answers/Answer Key]

Directions: Select the best answer based on last night’s reading from Fahrenheit 451. 2 pts. each, 14 pts. total

1. What game are the firemen playing? (Bradbury 108)a. Tagb. Operationc. Pokerd. Monopoly

2. Captain Beatty makes the following remark: “Here we go to keep the world __________, Montag!” (Bradbury 109).

a. safeb. happyc. protectedd. young

3. What kind of car do Guy Montag and Mildred drive? (Bradbury 114).a. Beetleb. Bugc. Cadillacd. Oldsmobile

4. Who does Captain Beatty place under arrest? (Bradbury 117)a. Montagb. Mildredc. Faberd. Clarisse

5. Who does Montag kill? (Bradbury 119)a. Mildredb. Captain Beattyc. Faberd. Clarisse

6. What does the following passage refer to?: “Even now it seemed to want to get back at him and finish the injection which was now working through the flesh of his leg” (Bradbury 120).

a. The Seashell Radiob. The Salamanderc. The Electronic-Eyed Snaked. The Mechanical Hound

7. Who/what does Montag rescue from the house? (Bradbury 122)a. Mildredb. Clothesc. Furnitured. Book


Name: __________________ Hour: ________ Date: ____________



1. Is Captain Beatty’s bullying of Guy Montag on page 107 effective? Why or why not?

2. Comment on the imagery that Bradbury uses in this section. Does a bat seem like a fitting representation of Captain Beatty (as written on page 109)? Why or why not?

3. Why does Bradbury choose to have Mildred say the following in fragmented speech?: “‘Poor family, poor family, oh everything gone, everything, everything gone now’” (Bradbury 114). Is this effective? Why or why not?

4. Do you find it surprising that Mildred reported her husband? What about her character leads you to feel this way?

5. What does Montag mean when he says the following?: “‘We never burned right’” (Bradbury 119). Justify your answer.

6. How would you characterize Faber based on this section of reading? Is he braver than Montag or more cowardly? Why do you feel this way?

7. Had Beatty really wanted to die as Montag suggests? How do you know this? (Bradbury 71).

8. Where do you think Montag will go now that he is without a job and homeless? What in the text leads you to make this prediction?


Name: __________________ Hour: ________ Date: ____________

Day 9: Reading Quiz, pgs. 124-140

Directions: Respond to the following short essay prompt using examples from Fahrenheit 451 to support your answer. 15 pts.

As seen in last night’s reading (and the preceding readings as well), Ray Bradbury often attributes human qualities to several inanimate objects (“The beetle was roaring” on page 127; “The house was silent” on page 129, etc.). Why might he use personification? How does it affect/enhance the story?


Name: __________________ Hour: ________ Date: ____________

Day 11: “Harrison Bergeron” by Kurt Vonnegut, Jr. [full text]

Directions: Volunteer to read fragments of the following short story aloud.

THE YEAR WAS 2081, and everybody was finally equal. They weren't only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General.

Some things about living still weren't quite right, though. April for instance, still drove people crazy by not being springtime. And it was in that clammy month that the H-G men took George and Hazel Bergeron's fourteen-year-old son, Harrison, away.

It was tragic, all right, but George and Hazel couldn't think about it very hard. Hazel had a perfectly average intelligence, which meant she couldn't think about anything except in short bursts. And George, while his intelligence was way above normal, had a little mental handicap radio in his ear. He was required by law to wear it at all times. It was tuned to a government transmitter. Every twenty seconds or so, the transmitter would send out some sharp noise to keep people like George from taking unfair advantage of their brains.

George and Hazel were watching television. There were tears on Hazel's cheeks, but she'd forgotten for the moment what they were about.

On the television screen were ballerinas.

A buzzer sounded in George's head. His thoughts fled in panic, like bandits from a burglar alarm.

"That was a real pretty dance, that dance they just did," said Hazel.

"Huh" said George.

"That dance-it was nice," said Hazel.

"Yup," said George. He tried to think a little about the ballerinas. They weren't really very good-no better than anybody else would have been, anyway. They were burdened with sashweights and bags of birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face, would feel like something the cat drug in. George was toying with the vague notion that maybe dancers shouldn't be handicapped. But he didn't get very far with it before another noise in his ear radio scattered his thoughts.

George winced. So did two out of the eight ballerinas.


Name: __________________ Hour: ________ Date: ____________

Hazel saw him wince. Having no mental handicap herself, she had to ask George what the latest sound had been.

"Sounded like somebody hitting a milk bottle with a ball peen hammer," said George.

"I'd think it would be real interesting, hearing all the different sounds," said Hazel a little envious. "All the things they think up."

"Um," said George.

"Only, if I was Handicapper General, you know what I would do?" said Hazel. Hazel, as a matter of fact, bore a strong resemblance to the Handicapper General, a woman named Diana Moon Glampers. "If I was Diana Moon Glampers," said Hazel, "I'd have chimes on Sunday-just chimes. Kind of in honor of religion."

"I could think, if it was just chimes," said George.

"Well-maybe make 'em real loud," said Hazel. "I think I'd make a good Handicapper General."

"Good as anybody else," said George.

"Who knows better than I do what normal is?" said Hazel.

"Right," said George. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison, but a twenty-one-gun salute in his head stopped that.

"Boy!" said Hazel, "that was a doozy, wasn't it?"

It was such a doozy that George was white and trembling, and tears stood on the rims of his red eyes. Two of the eight ballerinas had collapsed to the studio floor, were holding their temples.

"All of a sudden you look so tired," said Hazel. "Why don't you stretch out on the sofa, so's you can rest your handicap bag on the pillows, honeybunch." She was referring to the forty-seven pounds of birdshot in a canvas bag, which was padlocked around George's neck. "Go on and rest the bag for a little while," she said. "I don't care if you're not equal to me for a while."

George weighed the bag with his hands. "I don't mind it," he said. "I don't notice it any more. It's just a part of me."

"You been so tired lately-kind of wore out," said Hazel. "If there was just some way we could make a little hole in the bottom of the bag, and just take out a few of them lead balls. Just a few."

"Two years in prison and two thousand dollars fine for every ball I took out," said George. "I don't call that a bargain."

"If you could just take a few out when you came home from work," said Hazel. "I mean-you don't compete with anybody around here. You just sit around."


Name: __________________ Hour: ________ Date: ____________

"If I tried to get away with it," said George, "then other people'd get away with it-and pretty soon we'd be right back to the dark ages again, with everybody competing against everybody else. You wouldn't like that, would you?"

"I'd hate it," said Hazel.

"There you are," said George. The minute people start cheating on laws, what do you think happens to society?"

If Hazel hadn't been able to come up with an answer to this question, George couldn't have supplied one. A siren was going off in his head.

"Reckon it'd fall all apart," said Hazel.

"What would?" said George blankly.

"Society," said Hazel uncertainly. "Wasn't that what you just said?

"Who knows?" said George.

The television program was suddenly interrupted for a news bulletin. It wasn't clear at first as to what the bulletin was about, since the announcer, like all announcers, had a serious speech impediment. For about half a minute, and in a state of high excitement, the announcer tried to say, "Ladies and Gentlemen."

He finally gave up, handed the bulletin to a ballerina to read.

"That's all right-" Hazel said of the announcer, "he tried. That's the big thing. He tried to do the best he could with what God gave him. He should get a nice raise for trying so hard."

"Ladies and Gentlemen," said the ballerina, reading the bulletin. She must have been extraordinarily beautiful, because the mask she wore was hideous. And it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred pound men.

And she had to apologize at once for her voice, which was a very unfair voice for a woman to use. Her voice was a warm, luminous, timeless melody. "Excuse me-" she said, and she began again, making her voice absolutely uncompetitive.

"Harrison Bergeron, age fourteen," she said in a grackle squawk, "has just escaped from jail, where he was held on suspicion of plotting to overthrow the government. He is a genius and an athlete, is under-handicapped, and should be regarded as extremely dangerous."

A police photograph of Harrison Bergeron was flashed on the screen-upside down, then sideways, upside down again, then right side up. The picture showed the full length of Harrison against a background calibrated in feet and inches. He was exactly seven feet tall.


Name: __________________ Hour: ________ Date: ____________

The rest of Harrison's appearance was Halloween and hardware. Nobody had ever born heavier handicaps. He had outgrown hindrances faster than the H-G men could think them up. Instead of a little ear radio for a mental handicap, he wore a tremendous pair of earphones, and spectacles with thick wavy lenses. The spectacles were intended to make him not only half blind, but to give him whanging headaches besides.

Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a military neatness to the handicaps issued to strong people, but Harrison looked like a walking junkyard. In the race of life, Harrison carried three hundred pounds.

And to offset his good looks, the H-G men required that he wear at all times a red rubber ball for a nose, keep his eyebrows shaved off, and cover his even white teeth with black caps at snaggle-tooth random.

"If you see this boy," said the ballerina, "do not - I repeat, do not - try to reason with him."

There was the shriek of a door being torn from its hinges.

Screams and barking cries of consternation came from the television set. The photograph of Harrison Bergeron on the screen jumped again and again, as though dancing to the tune of an earthquake.

George Bergeron correctly identified the earthquake, and well he might have - for many was the time his own home had danced to the same crashing tune. "My God-" said George, "that must be Harrison!"

The realization was blasted from his mind instantly by the sound of an automobile collision in his head.

When George could open his eyes again, the photograph of Harrison was gone. A living, breathing Harrison filled the screen.

Clanking, clownish, and huge, Harrison stood - in the center of the studio. The knob of the uprooted studio door was still in his hand. Ballerinas, technicians, musicians, and announcers cowered on their knees before him, expecting to die.

"I am the Emperor!" cried Harrison. "Do you hear? I am the Emperor! Everybody must do what I say at once!" He stamped his foot and the studio shook.

"Even as I stand here" he bellowed, "crippled, hobbled, sickened - I am a greater ruler than any man who ever lived! Now watch me become what I can become!"

Harrison tore the straps of his handicap harness like wet tissue paper, tore straps guaranteed to support five thousand pounds.

Harrison's scrap-iron handicaps crashed to the floor.


Name: __________________ Hour: ________ Date: ____________

Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar snapped like celery. Harrison smashed his headphones and spectacles against the wall.

He flung away his rubber-ball nose, revealed a man that would have awed Thor, the god of thunder.

"I shall now select my Empress!" he said, looking down on the cowering people. "Let the first woman who dares rise to her feet claim her mate and her throne!"

A moment passed, and then a ballerina arose, swaying like a willow.

Harrison plucked the mental handicap from her ear, snapped off her physical handicaps with marvelous delicacy. Last of all he removed her mask.

She was blindingly beautiful.

"Now-" said Harrison, taking her hand, "shall we show the people the meaning of the word dance? Music!" he commanded.

The musicians scrambled back into their chairs, and Harrison stripped them of their handicaps, too. "Play your best," he told them, "and I'll make you barons and dukes and earls."

The music began. It was normal at first-cheap, silly, false. But Harrison snatched two musicians from their chairs, waved them like batons as he sang the music as he wanted it played. He slammed them back into their chairs.

The music began again and was much improved.

Harrison and his Empress merely listened to the music for a while-listened gravely, as though synchronizing their heartbeats with it.

They shifted their weights to their toes.

Harrison placed his big hands on the girls tiny waist, letting her sense the weightlessness that would soon be hers.

And then, in an explosion of joy and grace, into the air they sprang!

Not only were the laws of the land abandoned, but the law of gravity and the laws of motion as well.

They reeled, whirled, swiveled, flounced, capered, gamboled, and spun.

They leaped like deer on the moon.

The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it.

It became their obvious intention to kiss the ceiling. They kissed it.


Name: __________________ Hour: ________ Date: ____________

And then, neutraling gravity with love and pure will, they remained suspended in air inches below the ceiling, and they kissed each other for a long, long time.

It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit the floor.

Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on.

It was then that the Bergerons' television tube burned out.

Hazel turned to comment about the blackout to George. But George had gone out into the kitchen for a can of beer.

George came back in with the beer, paused while a handicap signal shook him up. And then he sat down again. "You been crying" he said to Hazel.

"Yup," she said.

"What about?" he said.

"I forget," she said. "Something real sad on television."

"What was it?" he said.

"It's all kind of mixed up in my mind," said Hazel.

"Forget sad things," said George.

"I always do," said Hazel.

"That's my girl," said George. He winced. There was the sound of a rivetting gun in his head.

"Gee - I could tell that one was a doozy," said Hazel.

"You can say that again," said George.

"Gee-" said Hazel, "I could tell that one was a doozy."

"Harrison Bergeron" is copyrighted by Kurt Vonnegut, Jr., 1961.

*Text taken from: <http://www.tnellen.com/cybereng/harrison.html>


Name: __________________ Hour: ________ Date: ____________

Days 12, 13, and 14: Fahrenheit 451 – Book versus Film

Directions: One of the questions on the unit exam will ask you to compare and contrast author Ray Bradbury’s Fahrenheit 451 (1953) and director Truffaut François’s 1966 film adaptation of the novel. Take notes on the following worksheet, using the prompts as guides as to what might be asked on the unit exam. Feel free to use the back side to take notes as well.

Actress Julie Christie plays both Mildred (whose name has been changed to Linda in the film) and Clarisse. Why might François have chosen to have the same individual to play both parts?

Clarisse dies in the novel but does not die in the film. Comment on the impacts her death and her living have on the novel and the film, respectively.

The character of Faber is omitted from the film. Does this impact the story? Does another character assume his role? Is this effective? Why or why not?

*Activity prompt ideas derived from: < http://www.cliffsnotes.com/literature/f/fahrenheit-451/critical-essays/comparison-of-the-book-and-film-versions-of-fahrenheit-451>


http://www.cliffsnotes.com/literature/f/fahrenheit-451/critical-essays/comparison-of-the-book-and-film-versions-of-fahrenheit-451

http://www.cliffsnotes.com/literature/f/fahrenheit-451/critical-essays/comparison-of-the-book-and-film-versions-of-fahrenheit-451

Name: __________________ Hour: ________ Date: ____________

Day 14: Comprehensive Unit Exam General Study Guide

Directions: Use the following review guide to help focus your studying for tomorrow’s comprehensive unit exam. The exam is worth 100 points overall (20 pts. per essay, five essays total). Responses will be graded based on two major factors: 1.) your ability to refer to textual evidence to support your claims and 2.) the overall effectiveness of your responses (clarity, spelling, transitions, strength of ideas, etc.).

Works to be covered on the exam: “Dover Beach,” poem alluded to in Fahrenheit 451, written by Matthew Arnold Fahrenheit 451, science fiction novel written by Ray Bradbury “The Hollow Men,” poem written by T.S. Eliot Fahrenheit 451, film adaptation of Bradbury’s novel, directed by Truffaut François “At 80, Ray Bradbury still fighting the future he foresaw,” article about Ray Bradbury,

written by Roger Moore “Harrison Bergeron,” science fiction short story written by Kurt Vonnegut, Jr.

Exam format: five essays; dedicate approximately nine minutes to each essay; teacher will mark on the board the number of minutes remaining in 20-minute intervals and will also inform you as to when five minutes remain in the period

Resources to be used during the exam: none; be able to refer to events/themes within stories without directly quoting/citing the works, as you will not be allowed to use the texts on the exam for time purposes

Possible topics/questions for exam essay responses: Connect the narrators of Eliot’s poem to the societies described in the works of Bradbury

and Vonnegut, Jr. What literary devices does Bradbury use in his novel? What is his purpose for using

them? Why does Bradbury allude to Arnold’s poem in his novel? Based on what we have read, how might Bradbury react to a student who would rather

read SparkNotes summaries than a full novel in order to pass an exam? Which major female character (Mildred or Clarisse) is a greater threat to Guy Montag in

Fahrenheit 451? Why? What are some reasons François may have made changes to his film adaptation of

Bradbury’s novel? How are the common elements/themes of science fiction we learned about at the

beginning of the unit manifested in the works of Bradbury and Vonnegut, Jr.? Compare and contrast the characters of Montag from Bradbury’s novel and Harrison

Bergeron from Vonnegut, Jr.’s short story.


Name: __________________ Hour: ________ Date: ____________

Day 15: Comprehensive Unit Exam

Directions: Complete the following comprehensive exam, worth a total of 100 points (20 pts. per essay). Responses will be graded based on two major factors: 1.) your ability to refer to textual evidence to support your claims and 2.) the overall effectiveness of your responses (clarity, spelling, transitions, strength of ideas, etc.). You have 45 minutes to complete the exam. Try to spend about nine minutes on each essay. Note that the teacher will mark on the board the number of minutes remaining in 20-minute intervals. You will also be informed as to when five minutes remain in the period.

1. Based on what we learned at the beginning of the unit, how are the major themes and common elements of science fiction writing manifested in Ray Bradbury’s novel Fahrenheit 451 and Kurt Vonnegut, Jr.’s short story “Harrison Bergeron”? Use concrete examples from the text to justify your response and specifically state which theme(s)/element(s) you are commenting on in your essay. (20 pts.)


ENG 398 Final Project: Teaching Unit120 points

2. Based on what we read in Roger Moore’s article “At 80, Ray Bradbury still fighting the future he foresaw,” how do you think Ray Bradbury would respond to a modern-day teenager who would rather read SparkNotes summaries instead of a full novel to pass an exam? Use examples from Fahrenheit 451 and Moore’s article to justify your assertions. (20 pts.)



3. Ray Bradbury alludes to a fragment of Matthew Arnold’s poem “Dover Beach” in his novel Fahrenheit 451 during a scene where Guy Montag is yelling at Mildred and her friends for criticizing poetry. Why does he refer to the Arnold’s work at this critical point in the novel, and what in the poem might indicate his reasoning for doing so? Provide examples from both texts to justify your response. (20 pts.)



4. How do the narrators of T.S. Eliot’s poem “The Hollow Men” resemble the societies described in Ray Bradbury’s novel Fahrenheit 451 and Kurt Vonnegut, Jr.’s short story “Harrison Bergeron”? Justify your response by referring to specific examples from each of the three texts. (20 pts.)



5. Director Truffaut François alters several parts of Ray Bradbury’s Fahrenheit 451 in his 1966 film adaptation of the novel. In an essay, explain his possible reasons for making these changes. Use examples from both the film and the novel to support your claims. (20 pts.)


ENG 398 Final Project: Teaching Unit120 pointsDay 15: Extra Credit Opportunity – Continuing to Connect the Works (Optional)

Directions: Choose one of the following options for extra credit. A maximum total of five points can be earned for addition onto your final score for the semester. The amount of creativity and effort demonstrated will be reflected in the amount of points rewarded. This is an optional assignment.

Texts: Fahrenheit 451 by Ray Bradbury “The Hollow Men” by T.S. Eliot “Harrison Bergeron” by Kurt Vonnegut, Jr.

Extra credit options (choose only one):A.) Create a miniature collage on a poster board that connects one of the central themes in Fahrenheit 451, “Harrison Bergeron,” and “The Hollow Men.” Use newspaper clippings, photos from the Internet, etc. Write a typed, one-paragraph explanation explaining your collage and attach it to the back of your poster.

B.) Write a typed, two-page, double-spaced journal entry as if you, along with Guy Montag and Harrison Bergeron, were narrators of “The Hollow Men.” Explain how the three of you feel about the government and what you all plan to do about it.

C.) Film a three-minute video clip in which you pretend to be one of the characters from Fahrenheit 451. Act as if he or she is having a Skype chat with Harrison Bergeron. Upload your video clip to a flash drive, burn it to a disk, and/or email it to me at the address listed on the course syllabus.


ENG 398 Final Project: Teaching Unit120 pointsSlide show #1 (Day 1):


ENG 398 Final Project: Teaching Unit120 pointsSlide show #2 (Day 7):


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