Curriculum / ELA / 10th Grade / Unit 7: Censorship, Truth & Happiness in Fahrenheit 451 / Lesson 10
ELA
Unit 7
10th Grade
Lesson 10 of 20
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Analyze how Beatty develops his argument about society, communication, and censorship in his lecture to Montag.
Book: Fahrenheit 451 by Ray Bradbury pp. 51 – 59 — “Part 1: The Hearth and the Salamander”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Beatty develop his argument about society, communication, and censorship in his lecture to Montag?
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What lines or phrases in Beatty’s lecture seem particularly interesting or revealing of larger central ideas in the text?
What rhetorical techniques does Beatty use in those lines or phrases?
What is the purpose of Beatty’s visit? Why has Bradbury chosen to have Beatty puffing on his pipe during this scene?
Reread the quote “Out of the nursery into the college and back to the nursery; there’s your intellectual pattern for the past five centuries or more.” What is implied by the word “nursery” here? What is the impact of this word choice in the context of Beatty’s claims and arguments?
According to Beatty, how has communication changed over time? What is harmful about the change in communication?
What are the three reasons Beatty gives for the government turning to censorship?
What does Bradbury reveal about Beatty’s character from his speech?
What is Beatty’s main argument about society, communication, and censorship here?
What is Beatty’s perspective on school? In your opinion does it accurately depict your high school? Do books violate the idea that ”everyone [is] made equal”?
Reading and/or task to be completed at home in preparation for the next lesson.
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LO 1.4B — Synthesize ideas from multiple texts and explain how the texts may convey different perspectives on a common theme or idea.
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.
Standards that are practiced daily but are not priority standards of the unit
LO 1.3A — Analyze how literary elements interact to develop the central ideas of a work of literature.
LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
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.
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.
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.
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.9-10.2.a — Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Next
Formulate and share unique arguments about “The Hearth and the Salamander.”
Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
Analyze multiple sources to create a working definition of cancel culture. Synthesize ideas across texts to formulate an argument about cancel culture.
Standards
LO 1.1ARI.9-10.1RL.9-10.1
Identify and analyze the rhetorical situation in “Why We Published The 1619 Project.”
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
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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