Curriculum / ELA / 10th Grade / Unit 1: "If This Goes On..." Technology, Truth, and Happiness in Fahrenheit 451 / Lesson 12

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

Lesson 12

ELA

Unit 1

10th Grade

Lesson 12 of 17

Lesson Overview

Objective

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

Readings and Materials

Book: Fahrenheit 451 by Ray Bradbury pp. 107–128 — "Part 3: Burning Bright"

Lesson Notes

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Lesson Map

Lesson

Introduce themes of technology in Ray Bradbury's novel Fahrenheit 451 and reflect on one's personal technology habits.

Materials

“Americans Check Their Phones an Alarming Number of Times Per Day”
“Virginia students speak out on school cell phone bans”
“Changing to a Flip Phone changed my Life”
“What is Technology Addiction?”
“Social media's impact on our mental health and tips to use it safely”

Standards

RI.9-10.1RI.9-10.2RI.9-10.7

Lesson

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

Materials

“The Pedestrian”

Standards

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

Lesson

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

Materials

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

Standards

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

Lesson

Analyze Clarisse and Mildred as literary foils and how Bradbury uses them to introduce ideas about technology.

Materials

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

Standards

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

Lesson

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

Materials

Fahrenheit 451 pp. 29–49 — "Part 1: The Hearth and the Salamander" (cont.)

Standards

RL.9-10.3RL.9-10.4

Lesson

Identify the main arguments in Beatty's speech and argue one's own views on censorship.

Materials

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

Standards

RL.9-10.2RL.9-10.3

Lesson

Writing

Overview

Write a summary of an informational text about book banning.

Day 1 - Planning

Plan a summary by identifying the main ideas and supporting details in a text.

Materials

Writing Prompt and Rubric Handout (G10, U1, L7)
Two-Column Notes Graphic Organizer (G10, U1, L7)
Two-Column Notes Graphic Organizer Sample Response (G10, U1, L7)

Standards

RI.9-10.1RI.9-10.2W.9-10.2.bW.9-10.2.eW.9-10.4W.9-10.5

Day 2 - Drafting

Introduce an article and summarize its main ideas with some supporting details.

Materials

Two-Column Notes Graphic Organizer (G10, U1, L7)
Two-Column Notes Graphic Organizer Sample Response (G10, U1, L7)

Standards

W.9-10.2.aW.9-10.2.bW.9-10.2.cW.9-10.2.e

Day 3 - Revising/Language

Revise a summary by using relative clauses.

Materials

Relative Clauses Reference Handout (G10, U1)
Clause Libs Handout (G10, U1)

Standards

L.9-10.1.bW.9-10.4W.9-10.5

Lesson

Analyze how Vonnegut and Nguyen use rhetorical appeals to advance their arguments on censorship.

Materials

“My Young Mind Was Disturbed By a Book. It Changed My Life”
“I Am Very Real”

Standards

RI.9-10.2RI.9-10.4RI.9-10.6RI.9-10.8

Lesson

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

Materials

“Allegory of the Cave”

Standards

RL.9-10.2RL.9-10.4

Lesson

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

Materials

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

Standards

RL.9-10.3RL.9-10.4

Lesson

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

Materials

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

Standards

L.9-10.1.bRL.9-10.3RL.9-10.4RL.9-10.5

Lesson

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

Materials

Fahrenheit 451 pp. 107–128 — "Part 3: Burning Bright"

Standards

RL.9-10.3

Lesson

Examine how social media platforms can use algorithms to influence society.

Materials

“What to Know About Meta's 'Political Content' Limit—and How to Turn It Off on Instagram”

Standards

RL.9-10.2

Lesson

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

Materials

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

Standards

L.9-10.1.bRL.9-10.3RL.9-10.4

Lesson

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

Materials

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

Standards

RL.9-10.2RL.9-10.4

Lesson

Assessment

Socratic Seminar

Engage in a summative Socratic Seminar about the larger themes and ideas of Fahrenheit 451, supporting arguments with strong and thorough textual evidence.

Materials

Fahrenheit 451 — full text

Standards

SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4

Lesson

Writing

Overview

Write an informational article for your school newspaper about a topic connected to technology in modern society.

Day 1 - Brainstorming

Plan an article about the impact of technology in modern society by reading nonfiction sources that present different perspectives about the topic.

Materials

Performance Task Prompt and Rubric (G10, U1, L17)
Nonfiction Sources (G10, U1)
Source Notes Graphic Organizer (G10, U1, L17)
Source Notes Graphic Organizer Sample Response (G10, U1, L17)

Standards

RI.9-10.1RI.9-10.2W.9-10.2.bW.9-10.4W.9-10.5

Day 2 - Outlining

Outline an article using a headline and subheadings.

Materials

Nonfiction Sources (G10, U1)
Source Notes Graphic Organizer (G10, U1, L17)
Source Notes Graphic Organizer Sample Response (G10, U1, L17)
Article Outline (G10, U1, L17)
Article Outline Sample Response (G10, U1, L17)

Standards

W.9-10.2.aW.9-10.2.bW.9-10.2.eW.9-10.4W.9-10.5

Day 3 - Drafting

Draft body paragraphs that incorporate expert quotes with clear and proper attribution.

Materials

Article Outline (G10, U1, L17)
Article Outline Sample Response (G10, U1, L17)
Mentor Text: "Phones Behind the Wheel: Distraction or Lifesaver?" (G10, U1, L17)

Standards

W.9-10.2.aW.9-10.2.bW.9-10.2.cW.9-10.2.eW.9-10.4

Day 4 - Drafting

Draft an engaging introduction and a conclusion that connects both perspectives and explains their significance.

Materials

Article Outline (G10, U1, L17)
Mentor Text: "Phones Behind the Wheel: Distraction or Lifesaver?" (G10, U1, L17)

Standards

W.9-10.2.aW.9-10.2.fW.9-10.4

Day 5 - Peer Review

Provide feedback on a peer's writing and then use peer feedback to improve one's own writing.

Materials

Guide to Effective Feedback Handout (G9–12)

Standards

L.9-10.1.bW.9-10.2W.9-10.4W.9-10.5

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