Curriculum / ELA / 10th Grade / Alternate Unit 1: "If This Goes On..." Technology, Truth, and Happiness in Fahrenheit 451 / Lesson 8
ELA
Alternate Unit 1
10th Grade
Lesson 8 of 21
Jump To
Engage in a Socratic seminar on Part 1 considering the larger themes and symbols in Fahrenheit 451 and supporting arguments with strong textual evidence.
Book: Fahrenheit 451 by Ray Bradbury pp. 1 – 65 — "Part 1: The Hearth and the Salamander"
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Consider Part I in light of Plato's Allegory of the Cave. Explain how each of the following characters fits the allegory: Montag, Clarisse, Mildred, Beatty.
What is the symbolic significance of the chapter title "The Hearth and the Salamander"?
Beatty tells Montag that firemen are "custodians of peace of mind" (56) and that they stand against "those who want to make everyone unhappy with conflicting theory and thought" (59). How well are the firemen accomplishing these objectives? Are conflicting ideas the only source of unhappiness in their society? Can conflicting ideas exist even without books that have been destroyed and outlawed?
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Fahrenheit 451 by Ray Bradbury pp. 67 – 89 — "The Sieve and the Sand"
While reading, answer the following questions.
What is the dynamic between Montag and Mildred after Beatty's visit?
Why does Montag want to read books? What is he hoping to learn from them?
Who is Faber? What memory does Montag recall of him?
What does Montag ask when he calls Faber? How does Faber react?
What is Montag trying to do on the train? What keeps interrupting him?
Why does Faber call himself a coward?
What does Montag mean when he tells Faber his wife is dying?
What are the three things Faber says are missing from society?
What plan does Montag suggest to Faber?
What does Montag do with the pages of the Bible? Why?
What will Montag's money be used for?
What has Faber designed? How is it different from Mildred's Seashell radio?
What concern does Montag voice to Faber over the radio? What is the significance of this concern?
What does Faber begin to read to Montag over the radio?
Note moments where Montag continues to show change and growth.
Download Socratic Seminar
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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.
SL.9-10.1.a — Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1.b — Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.1.c — Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1.d — Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.4 — Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Lesson 7
Lesson 9
Analyze how Plato uses symbolism to convey ideas about ignorance and knowledge.
RL.9-10.2 RL.9-10.4
Analyze how Bradbury uses characterization and imagery to convey his central message about technology in the short story "The Pedestrian."
RL.9-10.2 RL.9-10.3 RL.9-10.4
Analyze how Bradbury uses characterization of Montag and Clarisse to introduce larger ideas about this society.
Analyze how the characterization of Mildred introduces Bradbury's theme of technology.
Analyze how events and descriptive details show a development in Montag's character.
RL.9-10.3 RL.9-10.4
Identify the main arguments about communication, censorship, and happiness in Beatty's speech and what his ideas reveal about his character.
RI.9-10.7 RL.9-10.2 RL.9-10.3 RL.9-10.4
Analyze how Vonnegut uses rhetorical appeals to advance his central argument on censorship.
RI.9-10.2 RI.9-10.4 RI.9-10.6
Assessment: Socratic Seminar
SL.9-10.1 SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d SL.9-10.4
Analyze how Bradbury uses imagery and figurative language to characterize Faber and his relationship with Montag.
Analyze how two key scenes reveal Montag's dual personality at the end of Part 2.
RL.9-10.3 RL.9-10.4 RL.9-10.5
Writing
Unpack a writing prompt and use a graphic organizer to gather evidence in preparation for a two-paragraph response.
RL.9-10.1 RL.9-10.3 W.9-10.1 W.9-10.5
Outline a two-paragraph response, including a strong topic sentence, evidence, analysis, and a concluding statement.
W.9-10.1 W.9-10.5 W.9-10.9
Draft and revise a two-paragraph response analyzing Montag's transformation in "The Sieve and the Sand."
W.9-10.1 W.9-10.5
Analyze Montag's thoughts, feelings, and behavior during the climactic scenes of the novel.
RL.9-10.3
Analyze how Bradbury uses symbolism and imagery to convey important ideas.
Analyze how the imagery and symbolism Bradbury uses at the end of the novel contribute to important themes.
Assessment: Free Response
Complete a one-pager that demonstrates your interpretation of and analysis of key elements of Fahrenheit 451.
RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 W.9-10.2 W.9-10.9
Assessment: Performance Task
Read and annotate nonfiction articles, using a graphic organizer to identify similarities and/or differences between the issue discussed in the articles and how it is depicted in Fahrenheit 451.
W.9-10.1 W.9-10.7 W.9-10.8 W.9-10.9
Draft thesis statements and outline an argumentative essay.
Draft an argumentative essay using strong transitional words/phrases and evidence from nonfiction texts.
W.9-10.1 W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d
Create a works cited page for an argumentative essay.
W.9-10.8
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable ELA lesson plans for free