Curriculum / ELA / 10th Grade / Unit 7: Censorship, Truth & Happiness in Fahrenheit 451 / Lesson 1
ELA
Unit 7
10th Grade
Lesson 1 of 20
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Analyze multiple sources to create a working definition of cancel culture. Synthesize ideas across texts to formulate an argument about cancel culture.
Article: “The second wave of "cancel culture"” by Aja Romano
Article: “Obama on Call-Out Culture: ‘That’s Not Activism’” by Emily S. Rueb and Derrick Bryson Taylor
Watch President @BarackObama make an excellent point about call-out culture.
Article: “Tales From the Teenage Cancel Culture” by Sanam Yar and Jonah Engel Bromwich
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
To what extent is cancel culture an effective way to hold people accountable?
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When and where can cancel culture happen?
(“The Second Wave of Cancel Culture”) How has the meaning of cancel culture evolved over time?
(“Tales from the Teenage Cancel Culture”) What is the difference between being called out versus being called in?
(“Tales from the Teenage Cancel Culture”) Which of the stories from this text, if any, resonate with you the most? Why?
(“Obama on Call-Out Culture: ‘That’s Not Activism’”) What is Barack Obama’s perspective on cancel culture?
What is the most contemporary definition of cancel culture?
Have you ever been cancelled or have you ever cancelled someone? What led to the decision? Ultimately, was it the right decision? Why?
Which approach do you think is more effective? Being called out or being called in?
Reading and/or task to be completed at home in preparation for the next lesson.
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LO 1.1A — Analyze a wide range of texts for multiple meanings.
RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Standards that are practiced daily but are not priority standards of the unit
LO 1.4A — Explain the relationship between a text and its historical or cultural context.
LO 2.2A — Assert a precise central claim.
LO 5.1A — Extend the conversation around an idea, topic, or text by formulating questions and recognizing the claims and perspectives of others.
LO 5.1B — Cite relevant evidence and evaluate the evidence presented by others.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
W.9-10.1.a — Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Next
Identify and analyze the rhetorical situation in “Why We Published The 1619 Project.”
Standards
LO 1.1ARI.9-10.1RL.9-10.1
LO 1.2BRI.9-10.6
Analyze how Stewart uses anecdotes and allusions to develop her argument about the teaching of slavery in American schools.
Identify and explain the claims and evidence McConnell uses to support his argument about American History and Civics Education programs.
Craft a unique thesis about the effectiveness of McConnell’s argument.
LO 1.2ALO 2.3ARI.9-10.6W.9-10.2.a
Identify the rhetorical situation in “I Am Very Real.”
Analyze how Vonnegut appeals to ethos and uses tone and repetition to convey his message on censorship.
Formulate and share unique arguments about censorship and cancel culture.
Support arguments with strong and thorough textual evidence in a Summative Socratic Seminar.
LO 1.4BLO 5.1ALO 5.1BSL.9-10.1
Analyze the figurative language, diction, and details that Bradbury uses to characterize Montag, Clarisse, and their complex relationship.
LO 1.3BRL.9-10.3
Examine the details in hospital and fire scenes and analyze what they reveal about the values and beliefs of the society portrayed in Fahrenheit 451.
Analyze the significance of Lady Macbeth’s handwashing.
Explain the implied relationship between Montag’s hands and Lady Macbeth’s hands.
LO 1.4BRL.9-10.3
Analyze how Beatty develops his argument about society, communication, and censorship in his lecture to Montag.
Formulate and share unique arguments about “The Hearth and the Salamander.”
Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
LO 5.1ALO 5.1BSL.9-10.1
Analyze and explain the significance of the title “The Sieve and the Sand” based on the Denham’s Dentifrice scene.
LO 1.3BRL.9-10.2
Analyze how Bradbury uses details and figurative language to describe Montag and Faber’s plans.
Evaluate the effectiveness of Montag and Faber’s plan.
Analyze pivotal moments in the text in which a character reveals dissenting viewpoints, beliefs, or values and explain how the author uses these pivotal moments to make social commentary.
Examine the details, figurative language, and diction in Mildred’s party scene and analyze what they reveal about the values and beliefs of the society portrayed in Fahrenheit 451.
Formulate and share unique arguments about “The Sieve and the Sand.”
Analyze how Bradbury uses syntax to reveal Montag’s character development.
Craft an argument about Montag’s heroism.
Analyze how Bradbury uses symbolism of the river and phoenix to reveal Montag’s character.
Formulate and share unique arguments about Fahrenheit 451.
LO 5.1ALO 5.1BRL.9-10.1RL.9-10.2RL.9-10.3SL.9-10.1SL.9-10.2
4 days
Complete the performance task to show mastery of unit content and standards.
L.9-10.3.aLO 2.2ALO 2.2BLO 2.2CW.9-10.1W.9-10.9
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