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

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

“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

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

“The Pedestrian”

Standards

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

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

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

Standards

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

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

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

Standards

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

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

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

Standards

RL.9-10.3RL.9-10.4

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

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

Standards

RL.9-10.2RL.9-10.3

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.

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.

Day 3 - Revising/Language

Two-Column Notes Graphic Organizer (G10, U1, L7)
Two-Column Notes Graphic Organizer Sample Response (G10, U1, L7)
Self/Peer Feedback Form (G10, U1, L7)

Standards

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

Revise a summary by using relative clauses.

Relative Clauses Reference Handout (G10, U1)
Clause Libs Handout (G10, U1)
Self/Peer Feedback Form (G10, U1, L7)

Standards

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

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

“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

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

“Allegory of the Cave”

Standards

RL.9-10.2RL.9-10.4

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

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

Standards

RL.9-10.3RL.9-10.4

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

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

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

Fahrenheit 451 pp. 107–130 — "Part 3: Burning Bright"

Standards

RL.9-10.3

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

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

Standards

RL.9-10.2

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

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

Standards

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

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

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

Standards

RL.9-10.2RL.9-10.4

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.

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

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.

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.

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.

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

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.

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.

Guide to Effective Feedback Handout (G9–12)
Article Self/Peer Feedback Form (G10, U1)

Standards

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