Digital Unit Plan Template

Unit Title: Be a Rebel, Read a Book

Name: Daisy Larios

Content Area: English Language Arts

Grade Level: 10-12

CA Content Standard(s)/Common Core Standard(s):

RL. 11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RL 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an objective
summary of the text.
RL 11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and
developed). CA
RL 11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
W. 11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
SL 11-12.11. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively.
21st century skills:
Communication and Collaboration/information literacy-Students will use search engine tools to research historical time periods and will use Google
Docs to collaborate of power point presentations.
Global Awarness-Students use the internet to research the history of book censorship.

Big Ideas/Unit Goals:

How does the author depict technology? What language does he use? What is he trying to say about technology?
What are the effects of censorship? Is it ever valid?
Students will understand how literature reflects time and culture.
Unit Summary:

In this unit, you will delve into the futuristic, dystopian world of Ray Bradbury's novel, Fahrenheit 451. Although published in 1953,

Fahrenheit 451 is more relevant now than ever. Using this text, you will learn how time and culture affect literature and will explore topics of
censorship, technology, and happiness. While reading, you will examine how you interact with technology in comparison to the characters in
the novel. Fahrenheit 451 is a descriptive novel, full of metaphors, analogies, symbolism and creative use of language that will challenge you
to think critically. Class discussions and presentations will give you the opportunity to develop your collaborative and communication skills.
Response to journal questions will develop your writing skills, culminating in a final analytical essay.
Assessment Plan:
Entry-Level:
A brainstorm, quick write, and a survey.

Formative:
Quick Writes, Ranking, Gaphic Organizers, Quiz
and book annotations.

Summative:
Group Presentations on history that may have
influenced the author.
Infographic concerning book bans.
Letter to a character of Fahrenheit 451.
Socratic Seminar discussing technology in the
novel.
In-class literary analysis essay.

Lesson 1
Student Learning
Objective:

Students examine the

social, cultural, and
political context of
Fahrenheit 451 and
the impact of these

Acceptable Evidence
(Assessments):

Lesson Activities:

Students can identify

political and social
issues of the 1950s,
including
McCarthyism. They

Teacher Lecture: Teacher will lecture about the 1950s, the time in which
Fahrenheit 451 was published. Students follow along using the guided notes and
turn it in after the lecture.
Quick Write: In their notebooks, students respond to the question: What aspect of

elements on the
novel. Students
consider the historical
context of novels and
its influence on the
author.

will analyze, through

group presentations,
the historical context
of Fahrenheit 451.
Students can list
events that may have
influenced Bradbury.

the 1950s stood out to you most during the teacher lecture.

Acceptable Evidence:

Lesson Activities:

Students can identify

the top three reasons
books are banned
(with examples) and
argue whether book
banning is valid.

This lesson will serve as an introduction to the unit. Although Ray Bradburys
central message was to be wary of technology, censorship is a theme that
naturally emerges in Fahrenheit 451. These lesson activities do not restrict
students to analyzing Fahrenheit 451. Instead, students are free to explore any
banned book in history. This activity introduces students to censorship and helps
them understand the power of literature.

Ranking: In their notebooks, students rank events of the 50s that may have
influenced Bradburys Fahrenheit 451, from most to least.
In Class/HW-Small Group Research Presentations. Students will research the time
in which Fahrenheit 451 was written using school computers and search engine
tools. Groups will have a full class period to create their four slide Power Point
presentation covering the topics of McCarthyism, book burnings, and other major
events in history that may have influenced the author. Students will present their
findings in the next class. Students are encouraged to create a Google Docs
page to collaborate and work on final touches before the presentation.

Lesson 2
Student Learning
Objective:

Students will
demonstrate an
understanding of why
books are challenged
and banned.

In Class-Group Censorship Activity. To understand the importance of free speech,

students will choose from a pre-approved list of historically banned books and
research the reason behind its censorship. In groups of 2 or 3, students will
research their chosen novel (preferably one they have read) and create a Venn
Diagram comparing the risks of reading banned books with the rewards. After
this, they will individually write a one paragraph summary on whether they
believe their book should be banned and why.
Quiz: Students quiz themselves on our Fahrenheit 451 Quizlet and print out the
results.
In-Class Webercise: Students complete a webercise to examine the history of
book censorship around the world.

Homework-Individual Banned Book Project. To demonstrate their understanding

of censorship and persuasive skills, students will choose a banned book and
create an advertisement, character chart, or infographic in defense or opposition
of banning their chosen book. Students will use postermywall or canva.com.
This activity allows students to unleash their creative side.
Letter: Students write a letter addressed to one of the Fahrenheit 451 characters
in which they define censorship and persuade them to read a book.
Lesson 3
Student Learning
Objective:

Students evaluate the

authors intent behind
the novel through
analysis of language,
imagery and
symbolism. Students
also demonstrate an
understanding of the
negative and positive
effects of technology
on society.

Acceptable Evidence:

Students discuss
Bradburys views on
technology, in group
discussions/individual
written assignments,
and provide textual
evidence for support.
Students identify the
effects of technology
on society.

Lesson Activities:

Ray Bradbury has been cited many times saying his main reason behind writing
Fahrenheit 451 was his fear of televisions impact on human intelligence and
interaction. This lesson is designed to challenge students views of the
technological world and how they use it every day.
At Home-Survey. To introduce students to the lesson, they will be given a survey
(SurveyMonkey) that examines how they use technology every day. Students will
return to this survey after reading Fahrenheit 451.
Graphic Organizer: Students use Microsoft Smart Tools to compare the positive
and negative effects of technology on the communication, physical and
educational aspects of society.
Socratic Seminar: Students have a full class period to discuss how technology is
depicted in Fahrenheit 451.

Lesson 4
Student Learning
Objective:
Students will write short
and extended pieces
analyzing major

Acceptable Evidence:

Lesson Activities:

Journal entries
In class discussions of
the novel

At Home Reading-Individual Learning. Students will create an annotation guide

for their assigned reading to analyze the text. Color code different elements in
the novel such as: themes, connections, figurative language, symbolism,
characterization. Annotating their books will help them find evidence faster and

concepts, themes,
language, and
symbolism in the novel.

understand the motives of the author.

Journal Entries: Questions on specific passages, key concepts and themes of the
novel.
Concentric Circles: Students move their desks to form two circles, one on the
inside and one on the outside. The inside circle faces the outside one. The
teacher asks a question and the paired students discuss it. When the timer hits,
the students in the inner circle switch one seat to the left. Teach questions may
be drawn from journal entry questions.
In-Class Essay: Students have a full period to respond to their choice of two
prompts. One on character analysis and the other discussing figurative language
in the novel. The prompts are subject to change.

Unit Resources:

History the 1950s

Biography.com provides an overview of Ray Bradburys life.
NEA Podcast explores Fahrenheit 451 ft. Ray Bradbury.
Search articles and videos on Ray Bradbury through the New York Times search page.
A list of censored books can be found on the American Library Association website.
The webercise used in Lesson 2.
Useful Websites:

Microsoft Smart Art Tools Guide

Wordle-This presentation tool allows you to create engaging word bubbles.
Canva allows you to create posters and info graphics.

The ASAP Science YouTube Channel offers a multitude of information on science. I used some of their videos to create lessons!
Crash Course YouTube Channel teaches courses in quick videos, including literature.