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Unit Plan for ENG 3C
Title of Unit: No. of Periods: 15
Unit Expectations: The Students shall:
1. Compare ideas, values, and perspectives in texts.
2. Analyze the influence of social, cultural, and economic factors on the themes and interpretations of texts.
3. Analyze how elements of a variety of literary works are used to enhance meaning (extensive study).
4. Select specific and significant evidence from texts to support judgements and arguments.
5. Analyze and assess ideas, issues, and explicit and implicit information in texts.
6. Analyze how authors use a variety of literary and rhetorical devices to enhance meaning in texts.
7. Use essay structure to present ideas.
Lesson # Title/Topic of Lesson Strategy Expectations addressed
1 2 3 4 5 6 7 8
1 Introduction to Censorship Introductory quote (TBA)
Hook: A short video on censorship:
http://youtube.com/watch?v=kWk92gwUsuo
Concept mapping around the word ‘Censorship.’
Discussion: What is censorship?
Lecture: Introduce the general history of book burning,
by governments, school boards, etc. Mention popular
banned books and Nazi book burning.
Follow-up discussion: Is there any justification for
banning certain books? If so, what would your criteria
be?
Hand out daily questions.
2 Fahrenheit 451: Context Begin with a quote from the text (TBA); ask students if
they can identify the quote. What does it mean to them?
Short Lecture on the particular history behind the
writing of Fahrenheit 451
- McCarthy era mentality
- The birth of television
- Information about the author
Video on Sen. Joseph McCarthy
( http://video.google.ca/videoplay?docid=513971131904
0083472&q=senator+joseph+mccarthy)
Brainstorming: Give 5 minutes for students to write
down ideas about how these issues are relevant today
Class Discussion.
Hand out daily questions.
3 Genre: Science Fiction and Quote from the novel (relating to genre): Who said it?
Dystopian Fiction Context?
Show covers from various sci-fi novels, and ask the
class: What genre is this, and what are its characteristics?
Does Fahrenheit 451 belong to this genre? What other
books have you read in this genre?
Introduction to Utopias/ Dystopias: Have students write
down their idea of the best possible world (utopia).
Following this, students will write the opposite
(dystopia).
Discussion: Is Fahrenheit 451 utopian or dystopian?
Or, could it be either one, depending on your point of
view?
Group work: Each group is given a ‘hot topic’ related
to censorship. They are responsible for writing down 3
arguments for and against that topic
Each group presents their topic, and their strongest
argument from either side.
Jeopardy review.
4 The Evolution of Character Begin with a quote: “He was not happy…(etc.)” P. 12.
Who said it? Context?
Question-based précis discussion of The Hearth and the
Salamander
Split into groups, and have students brainstorm the
events which lead Montag from his ‘happiness’ to his
rebellion (Clarisse, Millie’s suicide attempt, the old lady
burning).
Brief, informal presentation (each group presents one
idea).
Hand out questions.
5 The Seduction of Anticipatory Set: What book, idea, association would
Censorship you most like to see banned?
Guided reading of the penultimate scene in F451 pp 52-
63
Writing activity: Defend the book, idea, association
you want to see banned.
Review questions.
6 Technology in Fahrenheit Opening quote: The television, that insidious beast, that
451 Medusa which freezes a billion people to stone every
night, staring fixedly, that Siren which called and sang
and promised so much and gave, after all, so little.”
read write think Technology Survey and discussion.?
- Mini-lesson on technology in F-451
Jeopardy review.
7 Lucidity Opening quote: “So now do you see why books are
hated and feared? They show the pores in the face of life.
The comfortable people want only wax moon faces,
poreless, hairless, expressionless.”
Hand out a sheet with a number of ‘controversial
statements’ and have students read them over and check
off where they stand (Agree, strongly agree, Disagree,
strongly disagree).
Pick several of the statements for a Four Corners
activity:
- “Happiness is the absence of conflict and
suffering.”
- “Television makes people dumb.”
- “Ignorance is bliss.”
- “People who read books are better than
everybody else.”
- “Offensive or upsetting material should not be
published.”
- “Bradbury’s predictions in Fahrenheit 451 were
generally accurate.
- “In today’s society, people are disposable.”
- “The written word has more value than other
media.”
Post-activity discussion:
- Enormously seductive power conspiring to make
people passive and shallow.
- Responsibility is on the people: they decided not
to read; the government only intervened later.
- Numbness
Hand out daily questions.
8 If Ignorance is Bliss… Lecture/discussion: Revisit the character of Montag.
How has he changed? Go back to the worksheet and add
new information.
Socratic lecture/discussion on key issues and events in
Part Two.
- Faber and his explanation of the structure of
society, as well as his opinion on books.
- Is your higher duty to the truth, or to happiness?
- Is the painful truth better than numb happiness?
- Two types of censorship: (1) Threatens political
order (2) Threatens comfort.
- Millie’s lady friends
- Confrontation with Beatty in the fire house
- Motif of suicide; meaninglessness of life.
Hand out daily questions.
9 Review Day Take up daily questions.
Take up vocabulary crossword.
Review for the test.
10 Test Test on Parts 1 and 2.
11 Literary Devices Opening quotation “It’s perpetual motion; the thing
man wanted to invent but never did…It’s a mystery…Its
real beauty is that it destroys responsibility and
consequences…clean, quick, sure; nothing to rot later.
Antibiotic, aesthetic, practical.
Brief summary of literary devices: what they are and
how to recognize them.
Small group work: identifying literary devices from the
text.
Assign each student three pages from the novel. They
are responsible for finding one of the literary devices
discussed in class.
- Have students write down quotations and put
them up on the wall (a quote bank)
- Students present their findings to the class.
- Ask students: How was their device used in the
book? How does it add to their understanding of
the book? What is its impact?
Follow-up discussion about the major symbols,
imagery and motifs in Fahrenheit 451
- Fire, death, suicide, the mechanical hound
(technology), the TV ‘family,’ the seashell radios
(numbing), mirrors.
Hand out daily questions.
12 Revisiting Themes (Tying Opening quote: “You always said, don’t face a
it all together) problem, burn it. Well, now I’ve done both. Good-bye
Captain.”
Brainstorming activity: main themes from the novel.
Tableau activity (group work)
- Students design tableaux to represent the
beginning, middle and end of the book. These can
track character change or mood. They can be
symbolic or represent a specific scene.
- After students present their tableaux, they are
responsible for giving an explanation and
justification. (Check for understanding).
Hand back and take up the test.
Hand out daily questions.
13 Making Connections Opening quote: “We know the damn silly thing we just
did. We know all the damn silly things we’ve done for a
thousand years and as long as we know that and always
have it around where we can see it, someday we’ll stop
making the goddamn funeral pyres and jumping in the
middle of them.”
Link to current events
- Show a video clip of a chase scene from “COPS”
- Read aloud from the chase scene from the novel.
Group brainstorm/ concept map on links between
themes in text and current events.
Socratic discussion/ photo and video display
- Discuss links between themes and current events.
Show photos and videos of current events that
link with themes in novel.
Introduce the summative assignment “Becoming a
Book.” Go over the assignment and give essay writing
tips.
14 In class essay, Day 1
15 In class essay, Day 2
