Curriculum / ELA / 10th Grade / Unit 7: Censorship, Truth & Happiness in Fahrenheit 451 / Lesson 7
ELA
Unit 7
10th Grade
Lesson 7 of 20
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Analyze the figurative language, diction, and details that Bradbury uses to characterize Montag, Clarisse, and their complex relationship.
Book: Fahrenheit 451 by Ray Bradbury pp. 1 – 7 — “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 Bradbury uses figurative language, diction and details to characterize Montag and Clarisse’s complex relationship?
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Rereading #1: What words/phrases reveal Montag’s character? Clarisse’s character?
Rereading #2: What words/phrases reveal Montag and Clarisse’s complex relationship?
Track diction used to describe the books on pages 1 and 2. What words are you used to describe the books? What are the connotations of these words? What are the implications of these words on the meaning?
What does the first scene suggest about how Montag feels about his job?
Track words and phrases that describe how Montag is feeling on pages 2 and 3. What words and phrases reveal Montag’s emotions? What are the connotations of these words and phrases? What do they suggest about how Montag is feeling?
What diction does Bradbury use to describe “the girl” on page 3? How does the diction impact your understanding of the girl’s characterization?
Track details that reveal Clarisse. What details reveal her character? What is the significance and impact of these details? In what ways is she different?
How does Bradbury characterize Clarisse’s family?
What are your first impressions of Montag?
What are your first impressions of Clarisse?
What do you make of Montag and Clarisse’s interactions?
Reading and/or task to be completed at home in preparation for the next lesson.
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LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
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 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.
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
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 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
LO 1.3BRL.9-10.3
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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