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Topic:Introduction
to the novel Fahrenheit 451 by Ray Bradbury
Grade
Level:
Grade 8 (all tracks will be studying the novel Fahrenheit 451)
**Note** Students
are seated in groups.There are
approximately seven seating groups in the classroom.
Instructional
Objectives:
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Students
will be able to discuss the issues of censorship and book burning as encountered
within the novel.
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Students
will demonstrate a grasp of the imagery, plot, and characters from the
fist section of the novel.
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Students
will utilize prior knowledge and life experience to debate the issues of
book preservation and censorship.
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Students
will be able to convey their curiosity and attention to detail through
a reflective journal: done for homework.
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Students
will realize the role of imagery within the novel.
Materials:
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The
novel Fahrenheit 451
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Loose-leaf
paper
Concepts
addressed: Students
will address the issues of censorship, book usage and life
span, characterization, plot, and imagery.
Click
here to view lesson alignment with Pennsylvania
State Standards.
Engagement/
Anticipatory set:
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Pose
the following question: Do
we need to read literature? Given
the accessibility of modern technology, do we really need to read?
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Students
will individually think about this question and reflect for approximately
1 minute. Students will have
the option of writing down their ideas.
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Students
will discuss the pros and cons they have reflected upon.
Procedure:
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The
students will be assigned, according to their seating arrangement, either
the pro or con side of the issue. I
will pick which seating group will be what side in a random fashion.
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Students
will be told to read the numbered index card on the desk. This
will determine what role they will play in the group part of the lesson.
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On
the board, the following will be written: This
will be simplified for the students.
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Individually, write down at least four
points surrounding your issue.
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Person with the number 3: write
down your group's best points. They
will also write the name and number of each group member.
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Person with the number 1: write down
questions your group would want to ask the other side of the question.
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Remaining group members: designated
speakers, explaining what your group discussed and asks the questions.
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During
students working in groups, I will give constant time reminders to keep
them on task and focused. The
group activity should take approximately 10 minutes.
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Students
will move their chairs to either side of the room dependent upon what side,
pro or con, they were.
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The
students will take part in an informal debate. Students
will be reminded to be civil, no name calling. I
will moderate this debate, calling on students who have their hand raised. Each
group will have the opportunity to speak and ask their questions.
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I
will explain the setting of the novel and why this activity was done.
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Students
will be asked where in history the “burning of books” and belief that books
were not to be read had occurred. Additional questions can be found in
the next section.
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Students
are then asked to ponder the burning of books in a future setting. This
will lead directly into a guided reading of the novel.
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Readingà
beginning pages: I will
begin the reading for the students and then call on a student. Each
student will be required to read a page then call on another member of
the class to read. I will stop
the student periodically to ensure they understand what is going on. Question
for this can be found in the next section.
Key
discussion questions:
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Why did they decide to burn the books?
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So far, who are the characters?
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What does the term plot mean?
Make sure you write this down.
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What is imagery? Why do you think this
is a useful tool?
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How does this imagery enhance the content
of the story?
Closure:
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Review:
Questioning found in the “Key discussion questions” section. This
will get students thinking about what they will do for homework.
Extension
activity/ Homework:
Read
up to page 28.Create reflection
journal to be discussed in class tomorrow. (A sample of this journal can
be found in the General information section.I
will also draw this on the board so the students know exactly what I want.Students
will also be made aware that I will check their homework tomorrow.)
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