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Fahrenheit 451 is a significant, timeless novel that deeply analyzes some of the major issues in
our society. It is important for students to be exposed to these concepts and be able to make their
own decisions about censorship and media with the information they gather in this unit. By
allowing students to view these themes through different lens and elements it creates a real-life
learning experience for the students where they can gain knowledge, ask questions, and hopefully
a greater interest in the society they live in, all while gaining reading, writing, speaking, listening,
and language skills.
Throughout this unit, there will be a variety of teaching skills being utilized that will require
students to analyze and interact with the novel. In almost every class there will be individual,
partner, and group work which will allow students to both develop their own ideas and collaborate
with others to share ideas. Furthermore, the students will also complete various post reading
activities including worksheets, charts, creating visual representations, and researching concepts.
Towards the end of the unit they will also engage in a comprehensive review activity that will
prepare them for the final creative essay for the unit. The creative essay will ask students to write
a short essay describing a year past the end of the novel. They must include detailed
characterization, imagery, and another element of their choosing that we covered during the unit.
This will allow students to explore the themes and elements within their own writing, providing
them the best insight into these important concepts.
I believe that the best way for students to interact and gain a deeper understanding of a novel is
through the sharing of ideas. I am hoping to make this unit very discussion driven. There will be
some points when I will have the students writing quietly for certain portions, but this is with the
goal in mind that they will be able to think through the questions thoroughly and organize their
thoughts before diving into discussions. They will also be taking such a deep look into various
literary elements so that they can late incorporate them into their own creative writing. This type
of writing allows students to use their brains differently and have the opportunity to share their
own intriguing ideas in a different format.
Stage One Desired Results
What do we want the students to learn?
Massachusetts Framework Standards:
Reading- Literature
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce
a complex account; provide an objective summary of the text.
3. Analyze the impact of the authors choices regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed).
4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
6. Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
Reading- Information
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
4. Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
7. Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem.
Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Speaking and Listening
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
2. Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among
the data.
3. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
Language
4. Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Enduring Understandings:
Big Ideas: The students will understand that
Censorship can control a society
Censorship can be found in everyday life
Fighting for something important is sometimes difficult
Censorship is a major theme within many novels and is still relevant in the real world
Mass media can control a persons mind
Access to knowledge and the ability to think is the only thing that keeps a society moving
forward
Utopia are impossible and only result in dystopias
Dystopias are popular settings for science fiction novels
There are different elements that create a dystopia
The time in which the author grew up may have affected the writing of the story
Imagery is more than just visualsit deals with all five senses
Symbolism helps add layers to a text
Propaganda is used through media to control a society
Irony can be an effective tool in developing the story further
Theme is the main idea of the text
Characterization is done through words and actions
Building ideas off of peers is the best way to further a discussion
Writing creatively can be both fun and challenging
Concepts
Banned books
Censorship
Dystopia
Characterization
Imagery
Irony
Symbolism
Book Burning
Propaganda
Media
Theme
Socratic Discussion
Essential Questions:
How does censorship control a society?
How can mass media have power over human thought?
Is it ever acceptable to censor something or someone?
How do the literary elements further the themes?
How can one identify a dystopia?
How do characters change and grow throughout a story?
How can one develop an interesting and compelling creative story?
Formal
Create a short story that portrays one year later in the text including theme and other
literary elements
Complete a Complexity Wheel detailing all important aspects of the text
Lesson 1 Censorship
Lesson 2 Banned Books
Lesson 3 Dystopia
Lesson 4 Close-Reading
Lesson 5 Background on Novel and Author
Lesson 6 Imagery
Lesson 7 Symbols
Lesson 8 Propaganda and Media
Lesson 9 Mini Research Project Day 1
Lesson 10 Mini Research Project Day 2
Lesson 11 Allusions
Lesson 12 Irony
Lesson 13 Theme
Lesson 14 Characterization
Lesson 15 Skits
Lesson 16 Socratic Discussion Preparation
Lesson 17 Socratic Discussion
Lesson 18 Review Game
Lesson 19 Essay
Lesson 20 Movie
Teacher: Julia Maturo Date: September 21st, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Introduction to Fahrenheit 451 Lesson Length: 45 minutes (1/2 day)
Overview of the Lesson
Lesson Summary:
In this lesson students will engage in activities that expose them to censorship in preparation to
start the novel Fahrenheit 451. Students will also take a pre-test to assess their prior knowledge.
Lesson Objectives:
The students will be able toread and analyze articles about censorship.
The students will be able todefine censorship.
The students will be able toresearch censored items.
The students will be able toassess their prior knowledge with a pre-test.
Enduring Understandings:
Big Ideas: The students will understand that
Censorship can be found in everyday life
Music and film can have different forms of censorship
Concepts:
Censorship
Music
Film
Essential Questions:
What is censorship?
How can censorship be viewed in music/movies?
Where else have you seen censorship?
Content
Factual Content:
Students will know that censorship can affect all different types of media.
Vocabulary:
Censorship
Tier 1:
Tier 2:
Censorship
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Hook (5 Minutes)
o Have you ever been listening to the radio and youre singing along to one of your
favorite sons and all of a sudden the words are a bit different than you expect?
You know its not you; you know that song by heart. So the radio mustve
changed or edited out a few words. How do you feel about that?
o Does it make you mad? Are you okay with it?
o So what is that called? (Censorship)
Reflection on Lesson
a. The Lesson Plan: Directions very unclear, needed a handout and on the board directions.
Time was not well planned. Lesson flowed well in regard to ideas, but not with
transitions. It comes back to directionswhen we changed what we were doing, they
were unsure what to do.
b. Teaching Skills: Not my best, off my game, sick, tired, and slow. Needed to be better
getting students back on task. Explained concept of censorship well, but did not express
the effect of censorship well enough for students to understand it.
c. The Students: Seemed to have fun with the activities but did not completely understand
the concept. Were not able to complete activities due to short class and being off topic.
Teacher: Julia Maturo Date: Sept. 22th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Banned Books Week/Introduction to Fahrenheit 451 Lesson Length:78 minutes
Overview of the Lesson
Lesson Summary:
In this lesson the students will engage in a Banned Books Week (last week of September) activity
in which they defend banned books as librarians to the school board. The students will then
discuss censorship and how this topic will be a major theme within the next novel they will be
reading, Fahrenheit 451. They will also engage in a visual activity to prepare them for reading the
book.
Lesson Objectives:
The students will be able toparticipate in small group work to plan a presentation.
The students will be able togather information and evidence to support their banned book.
The students will be able topresent information to classmates about banned books.
The students will be able todiscuss the effects of censorship and how it may play into F451.
The students will be able todraw a logo that represents the firehouse in F451.
RI2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
Essential Questions:
What happens if we are banned from knowledge?
Why are books important?
How might censorship play a major role in F451?
How can your logo represent the fire department?
Content
Factual Content:
The students will know that many popular books that they may have read have been banned books
at some point.
Vocabulary:
Censorship, Banned
Tier 1:
Banned
Tier 2:
Censorship
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Hook (5 Minutes)
o I have a question for you allwhat is your favorite book? If you dont have one
now, think back to when you were younger. Or maybe even your favorite movie?
o Call on students, get responses
o Or what about your favorite subject in school?
o Take a few more responses
o Now imagine if (x) book and (x) movie were banned? And imagine if any books
or information on (x) subject was banned? You couldnt find them in any library,
school, or even online. Imagine if no one had access to them anymore. How
would that make you feel? How would you respond?
o Take responses
o Did you know this isnt all in your imagination? Last year, 323 were challenged,
which means, someone tried to ban them, and some of those challenges were
successful, which means books were taken off the shelves of some libraries and
schools.
Homework/Extension Activities:
o As for homework, please read to page 28. You will have questions to answer.
Reflection on Lesson
e. Teaching Skills: Clearer directions and explanations, but needed to emphasize the effect
of banned books.
f. The Students: Enthusiastic about the activities but fooled around a bit too much and
made a joke of it a little bit. This stems from them not fully understanding the
importance of the topic.
Teacher: Julia Maturo Date: Sept. 25th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Utopia Versus Dystopia Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson the students will discuss and define the qualities of a dystopia and watch short clips
of dystopian films to analyze how Fahrenheit 451 is a dystopian novel.
Lesson Objectives:
The students will be able todescribe their own utopia.
The students will be able todefine dystopia and discuss dystopian elements.
The students will be able toanalyze dystopian film trailers to identify elements of dystopias.
RL2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences
Essential Questions:
What is the difference between a utopia and a dystopia?
How can one identify a dystopia?
Why is F451 a dystopian novel?
Content
Factual Content:
The students will know that there are many novels that have dystopia settings and will determine if
F451 has that setting.
Vocabulary:
Utopia, Dystopia
Tier 1:
Tier 2:
Utopia, Dystopia
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Step One: Utopia Group Work- Perfect City Part 1 (20 Minutes)
o Now that youve made your own utopia, youre going to work in groups to create
a more detailed perfect world plan.
o You should discuss the ideas you came up with on your own, and try to combine
some of those ideas to create a new utopia.
o Hand out worksheet, go through directions.
o You dont need to answer all the questions, theyre just there to help you
brainstorm.
o Allow 10 minutes for them to work
o Ask students to present the basic idea of their perfect world with 4 of the most
important detailswrite this direction on board
o Give prizes to group with most ideas
Step Two: Dystopia Group Work- Perfect City Part 2 (15 Minutes)
o Those all sound like awesome places to live
o But, would this world you just created ever be possible? Why not?
o So if its not possible, is any utopia possible?
o And does anyone know what the opposite of a utopia? (dystopia)
o What do you think a dystopia would be like?
o List qualities of dystopia from students on board
o So what happens when a utopia crosses over to a dystopia?
o Youre going to take a look at that by completing the second worksheet all about
your perfect world.
o Read directions for Perfect City Part 2
o Allow 10 minutes to complete
g. The Lesson Plan: Flowed well from concept to concept and activity to activity. Good
timing for each activity. Not enough time for all activitieswished we had more time
for final activityshould have made decision to continue to next class.
h. Teaching Skills: Clearly and slowly explained directions. Provided both a handout and
board directions. Kept students on task. Shut down students side comments towards
other students.
i. The Student: Interested in creating utopias and seeing how they can turn into dystopias.
Loved the film clips and had some great comments on what they thought were dystopian
elements. Expressed a clear understanding of the topic.
Teacher: Julia Maturo Date: September 26th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Close Reading Analysis Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary: In this lesson students will analyze passages within F451 to gain a better
understanding of literary devices and language. The students will then take this new knowledge
and put it into practice by finding passages rich with literary devices.
Lesson Objectives:
The students will be able toread and analyze passages from F451.
The students will be able todiscuss diction, figurative language, and tone.
The students will be able toselect passages to be used as strong evidence from the text.
RL4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.
W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Enduring Understandings:
Big Ideas: The students will understand that
Figurative language and diction can determine the tone of a passage
There are many small details in writing that make up a larger meaning
Some passages can serve as better evidence than others
Concepts:
Figurative Language
Diction
Tone
Evidence
Essential Questions:
What does the language of a passage reveal to its reader?
What are some examples of figurative language found in the passages?
What is the tone of the passage?
How can you determine if a passage can serve as strong evidence?
Content
Factual Content:
The students will know that there are many literary elements within passages that they will need to
analyze to find a deeper meaning.
Vocabulary:
Figurative language, simile, metaphor, personification, symbol, symbolism, imagery, diction, tone
Tier 1:
Tier 2:
Figurative language, simile, metaphor, personification, symbol, symbolism, imagery
Tier 3:
Diction, Tone
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Read and analyze passages
Write about the elements of the passage
Identify strong evidence
Discuss passages with many literary elements
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework/Extension Activities
o Read pgs 29-49there will be a quiz
Reflection on Lesson
j. The Lesson Plan: Really great timing and spacing. Background information well planned
for what students need to know. Just enough work assigned for them today.
k. Teaching Skills: Directions were very clear and background information was explained well
before we even started any activities. Kept students on track with small reminders
throughout class. Was able to have fun with students while remaining in control.
l. The Students: Loved the review portion, got them laughing and thinking of examples.
Seemed comfortable with close reading by the third passage. They did not seem to get bored
or overwhelmed with the amount of workstayed involved and completed work.
Teacher: Julia Maturo Date: Sept. 27th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Background on Novel and Author Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will be able to gather background information on the novel and the author,
as well as the time period it came out of to gain a greater understanding of the text. They will also
start a small project that will help with reading comprehension.
Lesson Objectives:
The students will be able towatch a video about the time period the novel came out of.
The students will be able todiscuss the reasons why Bradbury may have written the book and
reasons why it was so popular.
The students will be able toread an article about Bradbury to gather information on the
influences to writing F451.
The students will be able tocreate a complexity wheel to use for reading comprehension.
RI1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RI2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
RI3. Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
RI6. Determine an authors point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of
the text.
Enduring Understandings:
Big Ideas: The students will understand that
There were some major events in the 1950s that affected written works.
Communism may have been a factor
The time in which the author grew up may have affected him
Hitler may have been a factor
Concepts:
Communism
Nazism
Book Burning
Essential Questions:
How did the events of the 1950s affect the writing of F451?
How did the time period of when Ray Bradbury grew up affect how the book was written?
Content
Factual Content:
The students will know that there are many outside influences that may affect an author and how
they write their stories.
Vocabulary:
Influences, Communism, Nazism, Book Burning
Tier 1:
Tier 2:
Influences, Book burning
Tier 3:
Communism, Nazism
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Discuss influencing factors
Write a response to important events in different time periods
Read an article including an interview
Watch and take notes on a video
Create a complexity wheel
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Step Three: Watch Conversation with Ray Bradbury Video (10 Minutes)
https://www.youtube.com/watch?v=EzD0YtbViCs
o Were now going to take a look at two videos that will help us figure out of you
were right about some of those historical events.
o Hand out worksheet and explain directions.
o Show video
o Allow time to write
o Show video
o Allow time to write
m. The Lesson Plan: Allowed as much time as needed for quiz. Flowed really well, even when
I had to replace one of the videos with a mini presentation since it did not load. I would use
the Prezi presentation in the future since it fit in so well with the lesson without even
planning that part.
n. Teaching Skills: Very clear with directions. Asked for different students to answer
questions. Prompted students who were stuck on a question.
o. The Students: Interested in the history behind the book, laughing along with the humorous
video I showed. Participated in group discussion well enough, could have been better.
Seemed happy to be working with their hands for the project at the end of class.
Teacher: Julia Maturo Date: Sept. 28th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Imagery Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will be able to review and analyze imagery. They will then find imagery
quotes that they will then draw into pictures to represent the image the text creates.
Lesson Objectives:
The students will be able toanalyze imagery within the text.
The students will be able toselect a quote with imagery to work with.
The students will be able todraw the image they see in their imagery quote.
Enduring Understandings:
Big Ideas: The students will understand that
Imagery is a great tool in creating interesting passages
Imagery is more than just visualsit deals with all five senses
Drawing can help one visual the events that occur on the page
Concepts:
Imagery
Senses
Drawing
Essential Questions:
What are some examples of imagery that can be found in F451?
How does the imagery enhance the text?
How can you create an image from the imagery you found in the text?
Content
Factual Content:
The students will know that imagery is a commonly used tool in writing to create more interesting
passages.
Vocabulary:
Imagery, Drawing, Senses
Tier 1:
Drawing, senses
Tier 2:
Imagery
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
p. The Lesson Plan: Had to change things up today since they seemed confused on plot and
some characters after grading their quizzes. Started off today with a plot review activity and
I believe everyone is now on the same page. However, by adding something, I had to take
something away. So I did not get to the drawing of imagery, which is fine because they did
very well with the other activities today.
q. Teaching Skills: Better directions and modeling are the key to this class. Every time we do a
new activity I give directions orally, on the board, and on a handout. Every time I also model
exactly how they should do it for the first onetoday we even did an example as a class.
Tried to keep an upbeat and energetic tone for most of class since it was the end of the day
and so hot. Seemed to have a decent effect on students.
r. The Students: Very engaged in the descriptive writinggot several students who are
generally apathetic to be excited to share their writing in class. Bit cranky today due to the
heat, had to settle some side comments a few times, but generally well behaved and did their
work.
Teacher: Julia Maturo Date: September 29th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Symbolism in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will complete several activities working with symbolism to see how it is
used in the novel Fahrenheit 451.
Lesson Objectives:
The students will be able toplay charades to discover how symbols can be used.
The students will be able todiscuss common, universal symbols.
The students will be able toanalyze symbols within Fahrenheit 451.
Content
Factual Content:
Students will know that symbolism is very common and useful in both literature and society.
Vocabulary:
Symbolism
Tier 1:
Tier 2:
Symbolism
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Reflection on Lesson
s. The Lesson Plan: Good introduction to the lesson, fun and new idea for them. Well
timed and good flow from one activity to the next. Explanation of definition couldve
gone a bit better.
t. Teaching Skills: Good directions, nice and clear. Couldve told them to wait until they
moved so that there was no confusion.
u. The Students: Pretty well engaged with the activity. They liked moving around,
especially after so much sitting and writing yesterday. They liked sharing what they
found with the common symbols and the poster comments.
Teacher: Julia Maturo Date: October 2nd, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Propaganda and Media in Fahrenheit 451 Lesson Length: 62 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze how propaganda and media affect society in Fahrenheit 451 as
well as our own society.
Lesson Objectives:
The students will be able toanalyze propaganda images.
The students will be able todiscuss the dangers of propaganda.
The students will be able tocreate their own representation of propaganda.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Concepts:
Propaganda
Media
Essential Questions:
How is propaganda used in Montags society?
How is media used in Montags society?
How can you control a group of people?
Content
Factual Content:
Students will know that propaganda is a tool used to control a large group of people; it is often
done through media.
Vocabulary:
Media, Propaganda
Tier 1:
Media
Tier 2:
Propaganda
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Hook (5 Minutes)
o Lets talk a bit about control
o What is the best way to control someone?
o What is the best way to control a society?
o Possible answer: brainwash
o But how do you do that? Propaganda
Reflection on Lesson
v. The Lesson Plan: Smooth, natural and fun. It worked out well to allow the students to
work on their projects. The designated time helped make it clear that they needed to
work for that short time period and take advantage of the opportunity. PowerPoint
worked well in presenting the information and images worked well as discussion points.
Shortened class due to assembly, so we only had about 15 minutes today to work on their
projects, so we will continue to work on them tomorrow.
w. Teaching Skills: Very fun and energized today. Intrigued the students with jumping off
point of control. Good job explaining the directions and expectations today as well as
catching their attention for other classroom announcements.
x. The Students: They all seemed to enjoy the PowerPoint presentation as well as the
images. They laughed along with the propaganda examples and had great responses to
the images. Some students who typically dont speak were eager to share their thoughts.
This lesson was really able to connect to them with the media aspect tied in. Most
students seemed intrigued by the mini project and I believe they will create great pieces
of propaganda.
Teacher: Julia Maturo Date: October 3rd, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Great Thinkers of the Past Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will research an important thinker from the past and analyze how the world
be affected if that great thinker was forever forgotten.
Lesson Objectives:
The students will be able torecognize an allusion.
The students will be able toresearch an important thinker from the past.
The students will be able todescribe the affect of that person and their actions being forgotten.
Concepts:
Allusions
Research
Essential Questions:
How did your person affect the world?
What would happen if everyone forgot your person and their contributions?
Content
Factual Content:
The students will know that the text references important people and research can help them
greater understand a topic.
Vocabulary:
Allusion, research
Tier 1:
Tier 2:
Research
Tier 3:
Allusion
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Discuss Allusions in the text
Identify an important thinker they would like to research
Research important thinker from the past
Create an informational poster on important thinker
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Reflection on Lesson
y. The Lesson Plan: Poor planning. Too much quiet writing and sitting time. The quiz went
much, much longer than expected and it threw me off. Next time, I will have them start
the journal if they finish with the quiz so that their work mode is one fluid motion. If
some students take much longer on the quiz, give them the journal as a handout for
homework. This will hopefully help the discussion be more lively next time.
z. Teaching Skills: Not the greatest at leading the discussion. When things fell flat I
couldnt pick it back up well. However, great direction when they were working on their
projects, kept the noise level down and kept them working.
aa. The Students: Not very engaged for the journal and discussion. They seemed annoyed
with how long the quiz and journal took. However, they worked very well on their
projects.
Teacher: Julia Maturo Date: October 4th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Great Thinkers of the Past Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will research an important thinker from the past and analyze how the world
be affected if that great thinker was forever forgotten.
Lesson Objectives:
The students will be able torecognize an allusion.
The students will be able toresearch an important thinker from the past.
The students will be able todescribe the affect of that person and their actions being forgotten.
Concepts:
Allusions
Research
Essential Questions:
How did your person affect the world?
What would happen if everyone forgot your person and their contributions?
Content
Factual Content:
The students will know that the text references important people and research can help them
greater understand a topic.
Vocabulary:
Allusion, research
Tier 1:
Tier 2:
Research
Tier 3:
Allusion
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Discuss Allusions in the text
Identify an important thinker they would like to research
Research important thinker from the past
Create an informational poster on important thinker
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read to pg 106, there are questions to answer. Due Thursday
Reflection on Lesson
bb. The Lesson Plan: Well planned and timed, had just enough time for everything. The super
brief introduction to allusions worked well; they definitely understood the concept and got
into the idea of being in Montags shoes.
cc. Teaching Skills: Clear with instructions, low and slow. Kept chatting down to a minimum
with complexity wheel and computer lab time. However, made a bad judgment call with a
student. He got a phone call at the beginning of class and looked very worried: it was his
dad. I told him he could answer it in the hallway but he answer it in class as he walked
outside and all the students were shocked and upset that he was on his phone. Even my
teacher seemed a bit upset over my decision. No phones means no phones; I must remain
firm.
dd. The Students: Enjoyed being in the library working on their mini-research projects. Very
quiet and focused, they seemed to like the project and bought into the idea that they were in
Montags shoes and they needed to project this book/person. It was interesting to see that
unfold.
Teacher: Julia Maturo Date: October 4th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Allusions and Irony in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze how irony is used in Fahrenheit 451 and how it affects the text.
They will also analyze the allusion to the poem Dover Beach through a close reading and
discussion.
Lesson Objectives:
The students will be able toanswer questions from their complexity wheel.
The students will be able toidentify different types of irony.
The students will be able todiscuss how irony is used in the novel.
The students will be able toanalyze the poem Dover Beach as an allusion in the novel.
RL6. Analyze a case in which grasping point of view requires distinguishing what is directly stated
in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Enduring Understandings:
Big Ideas: The students will understand that
There are several different types of irony
Irony can be an effective tool in developing the story further
Dover Beach is an important allusion within the text
Concepts:
Irony- Verbal, Situational, Dramatic
Allusion
Essential Questions:
What is the difference between verbal irony, situational irony, and dramatic irony?
How is irony used in the novel?
What affect does irony have on the story?
Why is the poem Dover Beach included in Fahrenheit 451?
Why does Montag read the poem and how do the women react?
Content
Factual Content:
Students will know that irony exists in three different forms and can often be found in literature.
Vocabulary:
Irony- Verbal, Situational, Dramatic
Tier 1:
Tier 2:
Irony- Verbal, Situational, Dramatic
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Read to page 130 for Friday. Quiz on Friday.
Reflection on Lesson
ee. The Lesson Plan: Of course, once again, we did not get to everything. I decided that
they needed some more time with the close reading so that we could have a better
discussion. I also decided that instead of just briefly going over what they wrote; it
should turn into a more thorough discussion. This went well because the students wrote a
lot, so they clearly had a lot to say. I will move irony to tomorrow.
ff. Teaching Skills: Monitored the progress of students well to know how much time they
needed. Had good prompting questions to get the discussion moving. Very clear
instructions and very clear with expectations. Guided class through the poem together
after they had all worked on it so that they could view a class version of their work
they seemed to like that. Kept students focused by giving reminders about the task and
the time they had to do it in.
gg. The Students: Worked great with their partners creating quality work. They were
familiar with this activity so it was easy for them to dive right in and understand what to
do. The more close readings they do, the better they get. They seemed comfortable and
confident in the small discussion today, some students who dont usually share did speak,
and they were eager about it. This clearly interested themmaybe we should do some
more work with poetry, they liked this allusion.
Teacher: Julia Maturo Date: October 6th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Irony in Fahrenheit 451 Lesson Length: 62 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze how irony is used in Fahrenheit 451 and how it affects the text.
Lesson Objectives:
The students will be able toanswer questions from their complexity wheel.
The students will be able toidentify different types of irony.
The students will be able todiscuss how irony is used in the novel.
RL6. Analyze a case in which grasping point of view requires distinguishing what is directly stated
in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Enduring Understandings:
Big Ideas: The students will understand that
There are several different types of irony
Irony can be an effective tool in developing the story further
Concepts:
Irony- Verbal, Situational, Dramatic
Essential Questions:
What is the difference between verbal irony, situational irony, and dramatic irony?
How is irony used in the novel?
What affect does irony have on the story?
Content
Factual Content:
Students will know that irony exists in three different forms and can often be found in literature.
Vocabulary:
Irony- Verbal, Situational, Dramatic
Tier 1:
Tier 2:
Irony- Verbal, Situational, Dramatic
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o Finish book and work on complexity wheelthese will serve as your questions
Reflection on Lesson
hh. The Lesson Plan: Well paced and great movement from silent individual work to partner
work. Interesting new quiz that should help their grades. Great supports available such
as the If you get stumped worksheet.
ii. Teaching Skills: Very clear on expectations and directions. Made a mistake on the quiz,
calmly told students of the mistake and ensured that they understood the question.
Provided an example to get students started and then let them work in partners.
Reminded students that I was there to help them throughout the activity. Held high
expectations while still supporting the needs of students.
jj. The Students: Interested in the videos and did well working in partners. Seemed engaged
with the irony activitymost students like the idea of irony and how it works in the
novel. Worked through the quiz quicker than beforethat was my hope since it was a
different format.
Teacher: Julia Maturo Date: October 10th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Theme in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze theme in Fahrenheit 451 and create theme tweets to reflect
those themes.
Lesson Objectives:
The students will be able toanalyze theme in the novel.
The students will be able tocreate theme tweets.
Concepts:
Theme
Essential Questions:
What are some important topics in Fahrenheit 451?
What is the theme of Fahrenheit 451?
Content
Factual Content:
Students will know that theme is an important aspect within the text.
Vocabulary:
Theme
Tier 1:
Tier 2:
Theme
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Reflection on Lesson
kk. The Lesson Plan: Very fun and well planned. Great directions and transitionshelped
everything flow together. Also a good break up of silent individual work, chatting
partner work, and whole class moving around work.
ll. Teaching Skills: Fun and joking demeanor while also ensuring that students were getting
work done. Gave reminders and redirection to students who needed it. Supported
students with an engaging video (that actually got them to laugh). I couldve been a tad
bit clearer on a small part of the theme explanationit caused some confusion with some
students, but I was able to reexplain and fix any problems they were having.
mm. The Students: Bought into the activity and worked really wellbetter than they
have in awhile. Followed directions well and participated in partner and class work.
Need to still work on theme statements, but a great start.
Teacher: Julia Maturo Date: October 11th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Characterization in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze different characters and the characterization done by Bradbury
in Fahrenheit 451 and create skits based upon those characters.
Lesson Objectives:
The students will be able toanalyze characters in the novel.
The students will be able towrite and perform a skit.
Enduring Understandings:
Big Ideas: The students will understand that
Each character has different, important aspects
Characterization is done through words and actions
Concepts:
Characterization
Essential Questions:
How does an author use characterization?
How does Bradbury develop his characters?
How can you describe Montags character?
Content
Factual Content:
Students will know that characters and characterization are major parts of every story.
Vocabulary:
Characterization
Tier 1:
Tier 2:
Characterization
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Hook (5 Minutes)
o What are a few words you would use to describe yourself?
o I would describe myself as thoughtful and sarcastic.
o Take responses
o Right now, we are characterizing ourselves. We are designating recognizable
characteristics to ourselves. We are the characters in our own stories.
Reflection on Lesson
nn. The Lesson Plan: Good timing and spacing. Videos worked well for bringing the
students into the lesson and they were able to view the concept clearly. It was also a
good choice to let them choose 2/3 of the worksheets to do. Everyone is doing the same
amount of work, but they have some choice in the matter and they seemed to appreciate
that.
oo. Teaching Skills: Clear directions, good energy, stern reminders to get back on task. Kept
the lesson going even when there was a dispute with two students that had to be dealt
with.
pp. The Students: Not as focused as they typically arethis is always a risk with group work.
But for this lesson to work, group work was the best option. They seem to be intrigued
with the skitI have a few outgoing, dramatic students who seem to want to jump at this
opportunity. Im glad to have decided to go with a bit of a different assessing format.
Teacher: Julia Maturo Date: October 12th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Characterization in Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will analyze different characters and the characterization done by Bradbury
in Fahrenheit 451 and create skits based upon those characters.
Lesson Objectives:
The students will be able toanalyze characters in the novel.
The students will be able towrite and perform a skit.
Enduring Understandings:
Big Ideas: The students will understand that
Each character has different, important aspects
Characterization is done through words and actions
Concepts:
Characterization
Essential Questions:
How does an author use characterization?
How does Bradbury develop his characters?
How can you describe Montags character?
How can you portray your characters?
Content
Factual Content:
Students will know that characters and characterization are major parts of every story.
Vocabulary:
Characterization
Tier 1:
Tier 2:
Characterization
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
qq. The Lesson Plan: It was good to review what they needed to do. I added in some
information on how they would be graded and I think this helped guide their work. Gave
them more time as I realized the point that they were at and I think this was appropriate.
Kristins part went very wellshe needed to do this part since she is the one who
assigned and graded all the papers.
rr. Teaching Skills: Clear and concise with directions. Energetic about the skits to help get
the students hyped up for it. Gave good reminders on how much time they had left as we
moved through the lesson.
ss. The Students: Very into the skits, even the groups that seemed nervous at first got into it
and seemed to enjoy the process. I think they liked the variety in this activity since it not
something we do often. They worked well after hearing exactly how they would be
graded.
Teacher: Julia Maturo Date: October 13th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Socratic Discussion Preparation Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will participate in an essay workshop and prepare for a Socratic discussion
where they analyze the end of the novel Fahrenheit 451.
Lesson Objectives:
The students will be able toanalyze the end of the novel and support claims with text evidence.
The students will be able toanalyze problems with their own papers to rewrite and improve their
work.
Enduring Understandings:
Big Ideas: The students will understand that
Building ideas off of peers is the best way to further a discussion
A productive discussion needs text evidence as well as individual ideas
Disagreements can propel a discussion even better than agreements
Concepts:
Discussion
Agree
Disagree
Text Evidence
Essential Questions:
How plausible is the future envisioned in this novel?
Does he gain any benefit from books?
Since the government is so opposed to readers, thinkers, walkers and slow drivers, why does it
allow the procession of men along the railroad tracks to exist?
Why does the government purposely capture an innocent man in his place instead of tracking
down the real Montag?
Do you think the books that the men have memorized will make a difference?
What is the significance of the war?
Content
Factual Content:
The students will know that a Socratic discussion involves both writing and speaking.
Vocabulary:
Socratic
Tier 1:
Tier 2:
Tier 3:
Socratic
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Writing responses to questions
Reading for Text Evidence
Discussing Questions
Responding to Peers
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Reflection on Lesson
tt. The Lesson Plan: Timing was a bit offwe only had time for the essay workshop today,
which Kristin mostly lead since she assigned and graded the essays they were rewriting.
However, the structure of the workshop was great. Group work transferred to whole
class discussions and it was effective.
uu. Teaching Skills: Monitored students work and reminded them to stay on task.
vv. The Students: Very engaged in task and enjoyed viewing peers work.
Teacher: Julia Maturo Date: October 16th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Socratic Discussion for Fahrenheit 451 Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will participate in a Socratic discussion where they analyze the end of the
novel Fahrenheit 451.
Lesson Objectives:
The students will be able toanalyze the end of the novel and support claims with text evidence.
The students will be able todiscuss major questions pertaining to the text.
The students will be able toagree and disagree with peers over major questions.
Materials/Equipment to be Used in Teaching the Lesson:
Fahrenheit 451
Discussion Worksheet
Discussion Cards
Computer
Board
Film Clip
Massachusetts Framework Standards:
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
SL4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
Enduring Understandings:
Big Ideas: The students will understand that
Building ideas off of peers is the best way to further a discussion
A productive discussion needs text evidence as well as individual ideas
Disagreements can propel a discussion even better than agreements
Concepts:
Discussion
Agree
Disagree
Text Evidence
Essential Questions:
How plausible is the future envisioned in this novel?
Does he gain any benefit from books?
Since the government is so opposed to readers, thinkers, walkers and slow drivers, why does it
allow the procession of men along the railroad tracks to exist?
Why does the government purposely capture an innocent man in his place instead of tracking
down the real Montag?
Do you think the books that the men have memorized will make a difference?
What is the significance of the war?
Content
Factual Content:
The students will know that a Socratic discussion involves both writing and speaking.
Vocabulary:
Socratic
Tier 1:
Tier 2:
Tier 3:
Socratic
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Writing responses to questions
Reading for Text Evidence
Discussing Questions
Responding to Peers
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Reflection on Lesson
ww. The Lesson Plan: Well timed for prepping and for both groups to have plenty of
time with their assigned questions. Having them prepare for the discussion before
seemed to help them a lot. Should have written more notes on how to encourage students
who didnt want to speakwill next time.
xx. Teaching Skills: Quietly encouraged students and stepped into discussion when
necessary. Gave students time warnings of when they would be moving on to the next
question. Reminded students who had not spoken and reminded students of built up
points.
yy. The Students: Group A was apathetic and Group B was enthusiastic. Unfortunately, 4
students from Group A were absent and they are the most talkative. That group suffered
without them. I still wish that someone stepped up. Group B worked well off each other
by sharing ideas, agreeing and disagreeing, and answered the posed questions. However,
both groups took directions well.
Teacher: Julia Maturo Date: October 17th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Review Game for Fahrenheit 451 Lesson Length:85 minutes
Overview of the Lesson
Lesson Summary:
In this lesson the students will participate in a review game of Fahrenheit 451 to prepare for the
creative essay they will be writing for the end of this unit.
Lesson Objectives:
The students will be able topose and write discussion questions.
The students will be able toparticipate in a game to create a class discussion.
Materials/Equipment to be Used in Teaching the Lesson:
Fahrenheit 451
Soccer ball
List of questions
Slips of paper
Hat to pick out of
RL2. Determine two or more central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
RL3. Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
RL4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.
W2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
Essential Questions:
What is one question you have now that the novel has ended?
(All questions from question sheet)
Content
Factual Content:
The students will know that there are several ways to discuss a novel and analyze key elements.
Vocabulary:
Discussion
Tier 1:
Discussion
Tier 2:
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Hook (5 Minutes)
o Now that our unit is coming to an end, were going to play a little review game to
get us thinking about all the things we covered in our unit.
o Were going to be preparing for the creative writing piece you will be doing in
class tomorrow. Well go over that more towards the end of class to make sure
you all feel prepared.
o But to prepare for our game, Id like you to come up with one great open ended
question that youd like to hear the class discuss. It can be from any part of the
novel and be about any idea or literary device or anything.
o Once you have your question written down, you can come up here to fold it up
and drop it in the hat. We will be using them later.
Homework
o Prepare for essay tomorrow
Reflection on Lesson
zz. The Lesson Plan: Well paced to include all of these different review/end of unit activities.
Got a ton done without it feeling like things were rushed or shoved together. They
flowed well one right into the next.
aaa. Teaching Skills: Super clear with the directions and rules. I made it clear that if
they did not follow the rules they would sit silently and answer all the questions. They
responded well and followed all the rules. I kept it a fun atmosphere while making sure
that they were still reviewing all the material they needed to. Told students what we were
moving towards, their essay tomorrow and it gave the review game some more purpose
for them.
bbb. The Students: Seemed to have fun and were well engaged with the questions.
Even the quieter students seemed alright with answering and being involved. They all
completed the post quiz fairy quickly and I believe that is because the game went so well.
Teacher: Julia Maturo Date: October 18th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Creative Short Story for Fahrenheit 451 Lesson Length:85 minutes
Lesson Objectives:
The students will be able toplan and organize for a creative essay.
The students will be able towrite a creative short story.
The students will be able toedit and polish their creative short story.
Content
Factual Content:
The students will know that writing creatively is a different, sometimes difficult, sometimes fun
task.
Vocabulary:
Creative writing, characterization, imagery, dystopia, symbol, metaphor, simile
Tier 1:
Tier 2:
Creative writing, characterization, imagery, dystopia, symbol, metaphor, simile
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Reflection on Lesson
a. The Lesson Plan: Very simple and straightforward. I explained the directions to them,
ensured they had no questions, and then got them working right away. They had this
whole class period to finish it.
b. Teaching Skills: Periodically I scanned the room to ensure there was no talking or
cheating. I made the decision to allow students to listen to music if they wanted to, so I
checked to ensure no one was texting if their phones were out on the desk. I also
periodically reminded them of how much time they had left in the period while also
assuring them they had plenty of time to get this work done.
c. The Students: Very quiet and engaged in their work. Almost all students were writing
diligently and seemed prepared for this essay. I had a few students come ask me
questions about what they should be doing or where to get ideas, and from that I
determined that they neither read the book nor prepared for this essay. But the majority
of students was working hard and seemed to enjoy the creative short story topic.
Teacher: Julia Maturo Date: October 19th, 2017
Subject: Science Fiction Grade Level: 12
Title of Lesson: Equilibrium Lesson Length: 85 Minutes
Overview of the Lesson
Lesson Summary:
In this lesson students will watch the movie Equilibrium and answer questions on how it
connects to the novel Fahrenheit 451.
Lesson Objectives:
The students will be able towatch a film.
The students will be able toanalyze how it connects to the novel.
Enduring Understandings:
Big Ideas: The students will understand that
Film can be a great portrayal of a novel
Sometimes films do not follow the exact story
The same themes can be portrayed across many mediums
Concepts:
Film
Theme
Medium
Essential Questions:
How does this film represent and connect to Fahrenheit 451?
(All questions from film questions sheet)
Content
Factual Content:
The students will know that film can be a great representation of the text or a theme.
Vocabulary:
Film, Theme, Medium
Tier 1:
Film
Tier 2:
Theme, Medium
Tier 3:
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Homework
o If the class finishes Equilibrium, they must finish the film questions if they did
not finish in class.
Reflection on Lesson
d. The Lesson Plan: They were able to both finish the movie and start the next one, so it was
well planned. This lesson was also well placed after their essay yesterday. It gave them a
good break and a well deserved reward for putting in so much work in this unit.
e. Teaching Skills: Ensured that students stayed quiet and not chatting during the film. I also
made sure that they were answering and turning in their questions for the film.
f. The Students: Great way to end the unit for them. This film connects well to Fahrenheit 451
and they seemed to enjoy seeing that connection. Good reaction overall from them for both
films. They also seemed excited to see the next Blade Runner on Tuesday based upon their
enjoyment of this film. Overall were quiet and watched the films like they should have.