Unit Plan Fahrenheit 451 March4 by GtQZV2

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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.
    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   Character Dynamics            Begin with a quote: “You ask why to a lot of things,                  
                                 and you can wind up very unhappy indeed if you keep at
                                 it.” P. 60. Who said it? Context?
                                  Hand out crossword puzzle for vocabulary and
                                 terminology.
                                  Handout: How characters change
                                  Lecture: Short summary of Part One
                                  Discussion: How did the characters change?
                                  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). Also have students pick one quote from the text
                 which characterizes a change in Montag’s attitude.
                  Brief, informal presentation (each group presents one
                 idea).
                  Hand out questions.
5   Technology    Opening quote (TBA)                                                
                  Brainstorming session (in small groups): what are the
                 big technological innovations of our generation? What
                 did these technologies replace?
                  How do these technologies affect interpersonal
                 relationships? Should humans control technology? Can
                 we? What is Bradbury saying about technology in the
                 book?
                  Symbolism scavenger hunt: Fund symbols of
                 technology’s effects on humans in the book (provide
                 specific questions to guide the hunt).
                  Discussion: Reality/escaping reality… Talk about the
                 drugs, the TB ‘family,’ the seashell radios. Link this to
                 contemporary entertainment devices, and it becomes
                 quite relevant.
                     - TV (or internet, etc.) as a substitute for reality
                     - Instant gratification/sensationalism in news (re:
                         the televised police chase.)
                     - Numbing, insignificant
                     - Question for the class: What is the difference
                         between how TB and books present ideas? (Is
                         there really a difference? Or does it depend on the
                         book or TV show?)
                  Hand out daily questions.
6   Reasons for Censorship in    Opening quote for discussion: “You understand that          
    F-451’s Society             our civilization is so vast that we can’t have our
                                minorities upset and stirred. As yourself, What do we
                                want in this country, above all? People want to be happy,
                                isn’t that right?”
                                 Use the quote to introduce the idea of censoring
                                anything that might be offensive to anyone
                                 Short ‘Censorship activity’: hand out articles or short
                                pieces of writing (on controversial topics) and have
                                students ‘black out’ with a marker anything that might
                                possibly offend anyone. What remains?
                                 Lecture/Discussion about the state of F-451’s society.
                                 Go over all the points that Beatty makes in his speech
                                (ask the class for input).
                                 Writing exercise: Rebuttal to Beatty’s monologue
                                (begin in class, finish for homework). The rebuttal can be
                                point-by-point, but must be in full sentences.
7   Lucidity                     Opening quote: “So now to 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 (TBA)
                                 Brief summary of literary devices: what they are and
                                how to recognize them.
                                    - Handout or overhead
                                    - Examples
                                    - Assess prior knowledge (ask students: ‘What is
                                        this literary device?’)
                                 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?
                                 Brief review of citation (how to cite in an essay)
                                 Lecture/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    Present the students with a list of quotes related to the
     it all together)        characters.
                                 - How do these quotes relate to the themes?
                              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).
                              Take up the ‘daily questions’ from the previous two
                             days
                              Hand back and take up the test.
13   Civil Disobedience       Opening quote (TBA)
                              Lecture/discussion about civil disobedience, resistance
                             and rebellion:
                                 - Is Montag a terrorist?
                                 - Nelson Mandela… Once considered a terrorist.
                              Link to current events
                                 - Show a video clip that is current and links to
                                     Fahrenheit 451’s ‘chase scene.’ (i.e. Brittany
                                     driving with a baby on her lap, COPS, etc)
                                 - Surveillance.
                              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

								
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