Curriculum / ELA / 10th Grade / Unit 7: Censorship, Truth & Happiness in Fahrenheit 451 / Lesson 5
ELA
Unit 7
10th Grade
Lesson 5 of 20
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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.
Letter: “I am Very Real” by Kurt Vonnegut
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Vonnegut appeal to ethos and use tone and repetition to convey his message on censorship?
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Rereading #1: What is the rhetorical situation? In other words, what lines in the text reveal the rhetorical situation including the exigence, purpose, audience, and context?
Rereading #2: What lines in which Vonnegut appeals to ethos and uses repetition seem particularly interesting and noteworthy? What lines best reveal Vonnegut’s tone?
Who is the intended audience of Vonnegut’s letter? How do you know?
What does the word “exploit” mean as it is used in paragraph 4? What is the cumulative impact of this word choice on the meaning in this paragraph?
In the text, Vonnegut repeats the phrase “I am very real.” What is the function or effect of this repetition on the overall piece?
According to Vonnegut, what lesson does the burning of books teach?
What do you think Vonnegut means when he says that he is a “real person”? Why does he work so hard to establish this point?
What is the main point Vonnegut is making in this letter? Do you agree with him? Or with the decision made by the principal? Or both/neither? Explain.
What is Vonnegut’s tone in this essay? Does Vonnegut’s tone match the rhetorical situation? Why or why not?
According to Vonnegut, what does being American mean? Do you agree with his opinion? Why or why not?
Do you agree with Vonnegut when he says the burning of books is un–American? Why or why not?
Reading and/or task to be completed at home in preparation for the next lesson.
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LO 1.2B — Explain how the rhetorical features of an argument contribute to its effect and meaning.
RI.9-10.6 — Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Standards that are practiced daily but are not priority standards of the unit
LO 1.2A — Analyze the development of an argument, evaluating its central claim(s), the soundness of the reasoning, and the relevance and sufficiency of the evidence.
LO 1.4A — Explain the relationship between a text and its historical or cultural context.
LO 2.3A — Assert a precise central claim that establishes the relationship between a work's features and overall 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.
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.
RI.9-10.2 — Determine a central idea of a text and analyze 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 censorship and cancel culture.
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
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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