Lesson 3 | Fahrenheit 451 | 10th Grade English

Objective

Analyze how Bradbury uses characterization of Montag and Clarisse to introduce larger ideas about this society.

Readings and Materials

Book: Fahrenheit 451 by Ray Bradbury pp. 1 – 7 — "Part 1: The Hearth and the Salamander"

Fishtank Plus

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Discussion & Writing Prompt

Analyze how Bradbury uses diction, imagery, and/or figurative language to contrast Montag and Clarisse’s characters. Then, explain what larger ideas about this society Bradbury introduces through their contrasting characterization.

Criteria for Success

Identifies that the diction, imagery, and/or figurative language reveal that Montag and Clarisse are direct contrasts to one another.
- Explains that Montag is associated with destructive, dark imagery.
- Explains that Clarisse is associated with light, warm imagery.
Connects the contrasting descriptions of characters to ideas about the society they are living in.

Sample Response

An example response to the Target Task at the level of detail expected of the students.

Create a free account or sign in to view Sample Response

Key Thinking

Key thinking students do about today's reading.

Close Read Questions

How do the diction, imagery, and figurative language in the opening scene on pages 1–2 characterize Montag and how he feels about his job? Provide specific examples from the text and carefully explain your thinking.

How does the diction, imagery, and figurative language Bradbury uses to describe Clarisse on page 3 characterize her? What other details from pages 4–5 contribute to this characterization? Provide specific examples from the text and carefully explain your thinking.

What does the conversation between Montag and Clarisse reveal about each of them as well as the society in which they live? Provide specific examples from the text and carefully explain your thinking.

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Literary Terms

epigraph

a quote usually placed at the beginning of a book or a chapter of text

diction

the choice and use of words and phrases in speech or writing

simile

the comparison of two unlike things using “like” or “as” to indicate what is being compared in order to provide the reader with a deeper understanding of one of those things

metaphor

the direct comparison of two unlike things (does not use "like" or "as") in order to provide the reader with a deeper understanding of one of those things

personification

a literary device where non-human beings or things are given human characteristics/qualities

Text-based

hearth

(p. 1)

the floor of a fireplace

venomous

adj.

(p. 1)

poisonous, toxic

stolid

adj.

(p. 1)

(of a person) calm, dependable, and showing little emotion or animation

gorging

adj.

(p. 1)

eat a large amount greedily; fill oneself with food

Homework

Reading and/or task to be completed at home in preparation for the next lesson.

Read pp. 8–28 and answer the following questions:

While reading, answer the following questions.

What does Montag realize about himself after his first interaction with Clarisse?
Why does Mildred need help when Montag gets home?
What help does Mildred receive?
How does Mildred react after she wakes up from the previous night's experience?
How does Mildred spend her days?
What is the Mechanical Hound? How does it react to Montag?
Why is Clarisse considered "anti-social"?

Annotation Focus

Note moments that reveal aspects of the society in which Montag lives.

Notes for Teachers

The homework reading references suicide and death by gun violence. Be mindful of how this content might impact students.

Enhanced Lesson Plan

Fishtank Plus Content

Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.

Standards

RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Reading Standards for Literature

RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Reading Standards for Literature

RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Reading Standards for Literature

RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.9-10.1

L.9-10.6

RL.9-10.1

RL.9-10.10

SL.9-10.1

SL.9-10.6

W.9-10.9

W.9-10.10

Lesson 2

Lesson 4

Lesson Map

Allegory of the Cave
“Plato's Allegory of the Cave” — Ted-Ed

Analyze how Plato uses symbolism to convey ideas about ignorance and knowledge.

RL.9-10.2 RL.9-10.4

Fahrenheit 451 — pp. xi – xii — "Introduction" by Neil Gaiman
“Why Teens Find the End of the World So Appealing”
“The Pedestrian”

Analyze how Bradbury uses characterization and imagery to convey his central message about technology in the short story "The Pedestrian."

RL.9-10.2 RL.9-10.3 RL.9-10.4

Fahrenheit 451 pp. 1 – 7 — "Part 1: The Hearth and the Salamander"

Analyze how Bradbury uses characterization of Montag and Clarisse to introduce larger ideas about this society.

RL.9-10.2 RL.9-10.3 RL.9-10.4

Fahrenheit 451 pp. 8 – 28 — "Part 1: The Hearth and the Salamander"

Analyze how the characterization of Mildred introduces Bradbury's theme of technology.

RL.9-10.2 RL.9-10.3 RL.9-10.4

Fahrenheit 451 pp. 39 – 49 — "Part 1: The Hearth and the Salamander"

Analyze how events and descriptive details show a development in Montag's character.

RL.9-10.3 RL.9-10.4

Fahrenheit 451 pp. 50 – 65 — "Part 1: The Hearth and the Salamander"

Identify the main arguments about communication, censorship, and happiness in Beatty's speech and what his ideas reveal about his character.

RI.9-10.7 RL.9-10.2 RL.9-10.3 RL.9-10.4

“I Am Very Real”

Analyze how Vonnegut uses rhetorical appeals to advance his central argument on censorship.

RI.9-10.2 RI.9-10.4 RI.9-10.6

Assessment: Socratic Seminar

Fahrenheit 451 pp. 1 – 65 — "Part 1: The Hearth and the Salamander"

Engage in a Socratic seminar on Part 1 considering the larger themes and symbols in Fahrenheit 451 and supporting arguments with strong textual evidence.

SL.9-10.1 SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d SL.9-10.4

Fahrenheit 451 pp. 67 – 89 — "Part 2: The Sieve and the Sand"

Analyze how Bradbury uses imagery and figurative language to characterize Faber and his relationship with Montag.

RL.9-10.3 RL.9-10.4

Fahrenheit 451 pp. 89 – 106 — "Part 2: The Sieve and the Sand"

Analyze how two key scenes reveal Montag's dual personality at the end of Part 2.

RL.9-10.3 RL.9-10.4 RL.9-10.5

Writing

Fahrenheit 451 — "The Sieve and the Sand"

Unpack a writing prompt and use a graphic organizer to gather evidence in preparation for a two-paragraph response.

RL.9-10.1 RL.9-10.3 W.9-10.1 W.9-10.5

Writing

Fahrenheit 451 — "The Sieve and the Sand"

Outline a two-paragraph response, including a strong topic sentence, evidence, analysis, and a concluding statement.

W.9-10.1 W.9-10.5 W.9-10.9

Writing

Fahrenheit 451 pp. 67 – 106 — "The Sieve and the Sand"
Argumentative Writing: Literary Analysis Paragraph 9-12 (G10, U1)

Draft and revise a two-paragraph response analyzing Montag's transformation in "The Sieve and the Sand."

W.9-10.1 W.9-10.5

Fahrenheit 451 pp. 106 – 130 — "Part 3: Burning Bright"

Analyze Montag's thoughts, feelings, and behavior during the climactic scenes of the novel.

RL.9-10.3

Fahrenheit 451 pp. 130 – 148 — "Part 3: Burning Bright"

Analyze how Bradbury uses symbolism and imagery to convey important ideas.

RL.9-10.3 RL.9-10.4

Fahrenheit 451 pp. 148 – 158 — "Part 3: Burning Bright"

Analyze how the imagery and symbolism Bradbury uses at the end of the novel contribute to important themes.

RL.9-10.2 RL.9-10.4

Assessment: Free Response

Fahrenheit 451
Markers or crayons
Colored Pencils
8.5 x 11 inch white paper
One-Pager Rubric

Complete a one-pager that demonstrates your interpretation of and analysis of key elements of Fahrenheit 451.

RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 W.9-10.2 W.9-10.9

Assessment: Performance Task

Fahrenheit 451
“Above the Noise: How is Tech Changing the Way We Read”
“Screen Time Up as Reading Scores Drop”
“Police love Google's surveillance data. Here's how to protect yourself”
“An Ugly Toll of Technology: Impatience and Forgetfulness”
“The truth about teens, social media and the mental health crisis”
“Is Technology Causing Our Unhappiness?”

Read and annotate nonfiction articles, using a graphic organizer to identify similarities and/or differences between the issue discussed in the articles and how it is depicted in Fahrenheit 451.

W.9-10.1 W.9-10.7 W.9-10.8 W.9-10.9

Assessment: Performance Task

Point by Point Outline Graphic Organizer
Argumentative Essay Rubric (G10, U1)

Draft thesis statements and outline an argumentative essay.

W.9-10.1 W.9-10.7 W.9-10.8 W.9-10.9

Assessment: Performance Task

Draft an argumentative essay using strong transitional words/phrases and evidence from nonfiction texts.

W.9-10.1 W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d

Assessment: Performance Task

Create a works cited page for an argumentative essay.

W.9-10.8

"If This Goes On..." Technology, Truth, and Happiness in Fahrenheit 451

Objective

Readings and Materials

Target Task

Discussion & Writing Prompt

Criteria for Success

Sample Response

Key Thinking

Close Read Questions

Vocabulary

Literary Terms

Text-based

Homework

Annotation Focus

Notes for Teachers

Enhanced Lesson Plan

Standards

Reading Standards for Literature

Reading Standards for Literature

Reading Standards for Literature

Supporting Standards

Language Standards

Language Standards

Reading Standards for Literature

Reading Standards for Literature

Speaking and Listening Standards

Speaking and Listening Standards

Writing Standards

Writing Standards

Lesson Map

Request a Demo

Contact Information

School Information

What courses are you interested in?

ELA

Math

Are you interested in onboarding professional learning for your teachers and instructional leaders?

Any other information you would like to provide about your school?

Effective Instruction Made Easy