Genre 7: Lesson Plan
This lesson plan helps lay a foundation for students to engage with questions of social media interacting with Bradbury's novel.
Lesson Title: Introducing Bradbury and the World and Forms of Fahrenheit 451
Subject Area and Grade Level: English, 11
Introduction
Overview of Instructional Plan
The class will open with a brief introduction of Ray Bradbury, the author of Fahrenheit 451, situating him in history and his writing of the novel, published in 1951, as occupying both a place post-World War II and during the beginnings of the Cold War. I will also introduce the genre of dystopian literature, situating 451 in conversation with 1984, Brave New World, and The Hunger Games, as participating in broader conversations about totalitarian regimes and media and entertainment control.
After this, several students will take turns reading the opening passage of the novel (from “It was a pleasure to burn” to “…as long as he remembered” on pg. 2) As a class we will discuss the impressions of individual students to Bradbury’s word choices, and their responses to the text. I will draw particular attention, if it does not come up in discussion naturally, to Bradbury’s reliance on elemental and physical imagery and sensations.
After covering this, the class will conduct a 3-2-1 reading response activity to the first day’s reading, sharing their reflections with each other and the class (depending on size).
The class will then be split into several groups, one to research radio in Bradbury’s era, one to research television, and one to research social media during the modern day. Another group will compile references to media within the text. The groups will then reconverge to present their findings and think about media in Bradbury’s day and in the novel and how it compares and contrasts to contemporary social media.
After this, I will introduce their journal reflection activity to be repeated all week, as they attempt to process reactions to the reading and class via only nouns and verbs. We will allot extra time this session to ensure everyone is comfortable with the format, and to explain how this might challenge students to think about form.
Content Standard(s)
(include NC ELA Standards and NCTE Standards)
Content Objective(s) Based on Content Standard(s)
Students will conduct research on media and social media, comparing and contrasting them with each other and thinking on how they enlighten our interpretations of Bradbury’s novel.
Students will be challenged to consider Bradbury’s word and stylistic choices, and what effect those choices have on individual reader’s interpretations of the novel and perception of information within the text.
Essential Question(s) for Students to Explore
Broader question: How does social media impact our lives and society?
Specific questions for this lesson: What creative choices does Bradbury make in his novel? How do they reflect the influence of media on the characters in the novel? How do contemporary forms of social media compare and contrast with media in Bradbury’s time?
Prior Knowledge
It is expected that students will have read pages 1-32 of 451.
Computer fluency and general familiarity with internet research will also be expected.
Assessment/Accommodation
21st Century Skills
During the research segment of the class, students will practice searching for reliable information on the internet.
Formative Assessment
(attach specific instructions and/or examples)
I will be able to gauge my student’s comprehension of questions of form in the novel based on both their verbal comments and their participation in the 3-2-1 activity, as well as in reading their journal reflections afterward. If I feel it is not coming easy for my students I will adjust future lessons to either talk more explicitly about questions of form and formal decisions, or incorporate form focused activities.
Summative Assessment (attach specific instructions or examples; include connection to content/language objective)
Students will create a visual representation of a scene from Bradbury’s novel by the end of the week and write a 1.5-2 page reflection on how their project’s form changes and interprets the scene as depicted in the book, paying particular attention to how their creative choices in form and content effect the audience. This project will be judged based on the overall engagement with questioning the influence of form.
Accommodations for theoretical students
During the research portion, Drew will work with another student specifically within his group so that the two can collaborate on researching. This student will be able to help relay and discuss research back and forth with Drew in a verbal format that he will be able to work with in a simpler fashion.
Paul will be given a speech to text translator program so that he will be able to organize his research notes at a similar rate to his peers in the classroom.
Susana, for her review reflections, will be allowed to work alongside me as I fill out a reflection as well. If she is particularly struggling, we will work to co-compose and find specific vocabulary to convey what she wants to convey.
Lesson Plan
Materials
Small notebooks for journaling.
Computers or tablets for doing quick research.
Worksheet to organize research results.
A computer and projector for showing brief movie clip.
Organizational Structures
(e.g., lecture, whole-class discussion, group work, individual work)
Brief lecture, whole-class discussion, paired discussions, group work, individual work, group viewing of video.
Bell Ringer/Review Activity
My brief lecture will serve as an introduction to ensure that the entire class is on the same page regarding the historical context, and the group reading will serve as a review to provide a basis for conversation for students who may not have done the reading outside of class.
Detailed Activities and Procedures
(include transitions, time allocations, & supporting theories/principles)
Introductory lecture: I will lead the class in a discussion on Ray Bradbury, his historical context, and the genre of dystopian literature. This will be a broader based lecture. (5-10 minutes)
Reading: Two students will volunteer or be chosen to separately read the opening passage of 451 out loud to the class. As a class we will discuss the students’ impressions of Bradbury’s writing style, his word choices, and how those word choices effect how the plot is received by the reader. I will direct students’ attention to how the form of the words directs their thought process. Are these good or bad changes? (10-15 minutes)
3-2-1 Reading Reaction: Students will write down three reactions to the text that they had, either in discussion or in their own reading outside of class. Students will then pair off and exchange those three ideas to be read by the other student. The partner will then choose two ideas that they find most interesting, give the paper back, at which point each individual student will write out a more detailed description of that thought. The class will then reconvene, and each student will share a one to two sentence summary of their thought to the class (if class size is too big for the group sharing element, students will get together in groups of four and discuss their selected thoughts). (15-20 minutes)
Group research: The class will divide into groups for a research activity on communications technology in the time period that Bradbury wrote the book: one will cover radio and another will cover television. These groups will be asked to describe the medium itself at the time, any significant limitations the medium posed, what new opportunities the medium presented, what sorts of information and entertainment were conveyed via the medium, and any particular fears associated with the medium at the time. A third group will be tasked with researching social media platforms: how did they start? What purpose do they serve? How popular are they? (15 minutes)
After students have researched, the class will reconvene to share their findings. As students present, I will work as a scribe to record their findings. After the three categories have been described and documented by the class, we will conduct a comparative discussion of media technology in Bradbury’s day vs. social media now. How is engagement different? How might it shape the way we process information? Do students see these changes as good or bad? (10-15 minutes)
The class will watch a brief clip from the 1966 film adaptation of Fahrenheit 451 depicting the first interaction between Clarisse and Montag. The students will be prompted to describe how the scene is different from the novel’s depiction of the characters, and also how their imagined perspectives of the interactions and world may have been different, and prompted to think on Bradbury’s linguistic choices that conjured up different images. (10 minutes)
The class will end with beginning a response journal, each student having a small notebook. They will log reactions to the reading or class, limiting themselves to nouns and verbs (no articles or adjectives) to practice adopting Montag’s more visceral and elemental mode of thinking in the novel. I will provide examples for students to follow, and after filling them out students will submit them for the teacher’s review. (10 minutes)
Closure (include review/reflection and independent practice)
The response journal will serve as a method for students to reflect and process information from the reading and/or lesson, while also prompting them to practice adopting forms of writing and thinking that will help prepare them for the thinking required in the final project.
Alternate strategies for Re-teaching material
If students are having trouble connecting historical media and social media trends to the forms of propaganda in Bradbury’s novel, the attached article on how propaganda works from Marketplace can be read in class and discussed in a later lecture
References (within this lesson)
Fahrenheit 451 by Ray Bradbury
Film Clip from Fahrenheit 451, directed by Francois Truffaut: https://www.youtube.com/watch?v=poQ25pFXIRg
How social media brought political propaganda into the 21st century, from Marketplace: https://www.marketplace.org/2017/10/23/tech/how-social-media-brought-political-propoganda-21st-century
Lesson Title: Introducing Bradbury and the World and Forms of Fahrenheit 451
Subject Area and Grade Level: English, 11
Introduction
Overview of Instructional Plan
The class will open with a brief introduction of Ray Bradbury, the author of Fahrenheit 451, situating him in history and his writing of the novel, published in 1951, as occupying both a place post-World War II and during the beginnings of the Cold War. I will also introduce the genre of dystopian literature, situating 451 in conversation with 1984, Brave New World, and The Hunger Games, as participating in broader conversations about totalitarian regimes and media and entertainment control.
After this, several students will take turns reading the opening passage of the novel (from “It was a pleasure to burn” to “…as long as he remembered” on pg. 2) As a class we will discuss the impressions of individual students to Bradbury’s word choices, and their responses to the text. I will draw particular attention, if it does not come up in discussion naturally, to Bradbury’s reliance on elemental and physical imagery and sensations.
After covering this, the class will conduct a 3-2-1 reading response activity to the first day’s reading, sharing their reflections with each other and the class (depending on size).
The class will then be split into several groups, one to research radio in Bradbury’s era, one to research television, and one to research social media during the modern day. Another group will compile references to media within the text. The groups will then reconverge to present their findings and think about media in Bradbury’s day and in the novel and how it compares and contrasts to contemporary social media.
After this, I will introduce their journal reflection activity to be repeated all week, as they attempt to process reactions to the reading and class via only nouns and verbs. We will allot extra time this session to ensure everyone is comfortable with the format, and to explain how this might challenge students to think about form.
Content Standard(s)
(include NC ELA Standards and NCTE Standards)
- NCTE Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
- NC ELA RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
- NC ELA RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Content Objective(s) Based on Content Standard(s)
Students will conduct research on media and social media, comparing and contrasting them with each other and thinking on how they enlighten our interpretations of Bradbury’s novel.
Students will be challenged to consider Bradbury’s word and stylistic choices, and what effect those choices have on individual reader’s interpretations of the novel and perception of information within the text.
Essential Question(s) for Students to Explore
Broader question: How does social media impact our lives and society?
Specific questions for this lesson: What creative choices does Bradbury make in his novel? How do they reflect the influence of media on the characters in the novel? How do contemporary forms of social media compare and contrast with media in Bradbury’s time?
Prior Knowledge
It is expected that students will have read pages 1-32 of 451.
Computer fluency and general familiarity with internet research will also be expected.
Assessment/Accommodation
21st Century Skills
During the research segment of the class, students will practice searching for reliable information on the internet.
Formative Assessment
(attach specific instructions and/or examples)
I will be able to gauge my student’s comprehension of questions of form in the novel based on both their verbal comments and their participation in the 3-2-1 activity, as well as in reading their journal reflections afterward. If I feel it is not coming easy for my students I will adjust future lessons to either talk more explicitly about questions of form and formal decisions, or incorporate form focused activities.
Summative Assessment (attach specific instructions or examples; include connection to content/language objective)
Students will create a visual representation of a scene from Bradbury’s novel by the end of the week and write a 1.5-2 page reflection on how their project’s form changes and interprets the scene as depicted in the book, paying particular attention to how their creative choices in form and content effect the audience. This project will be judged based on the overall engagement with questioning the influence of form.
Accommodations for theoretical students
During the research portion, Drew will work with another student specifically within his group so that the two can collaborate on researching. This student will be able to help relay and discuss research back and forth with Drew in a verbal format that he will be able to work with in a simpler fashion.
Paul will be given a speech to text translator program so that he will be able to organize his research notes at a similar rate to his peers in the classroom.
Susana, for her review reflections, will be allowed to work alongside me as I fill out a reflection as well. If she is particularly struggling, we will work to co-compose and find specific vocabulary to convey what she wants to convey.
Lesson Plan
Materials
Small notebooks for journaling.
Computers or tablets for doing quick research.
Worksheet to organize research results.
A computer and projector for showing brief movie clip.
Organizational Structures
(e.g., lecture, whole-class discussion, group work, individual work)
Brief lecture, whole-class discussion, paired discussions, group work, individual work, group viewing of video.
Bell Ringer/Review Activity
My brief lecture will serve as an introduction to ensure that the entire class is on the same page regarding the historical context, and the group reading will serve as a review to provide a basis for conversation for students who may not have done the reading outside of class.
Detailed Activities and Procedures
(include transitions, time allocations, & supporting theories/principles)
Introductory lecture: I will lead the class in a discussion on Ray Bradbury, his historical context, and the genre of dystopian literature. This will be a broader based lecture. (5-10 minutes)
Reading: Two students will volunteer or be chosen to separately read the opening passage of 451 out loud to the class. As a class we will discuss the students’ impressions of Bradbury’s writing style, his word choices, and how those word choices effect how the plot is received by the reader. I will direct students’ attention to how the form of the words directs their thought process. Are these good or bad changes? (10-15 minutes)
3-2-1 Reading Reaction: Students will write down three reactions to the text that they had, either in discussion or in their own reading outside of class. Students will then pair off and exchange those three ideas to be read by the other student. The partner will then choose two ideas that they find most interesting, give the paper back, at which point each individual student will write out a more detailed description of that thought. The class will then reconvene, and each student will share a one to two sentence summary of their thought to the class (if class size is too big for the group sharing element, students will get together in groups of four and discuss their selected thoughts). (15-20 minutes)
Group research: The class will divide into groups for a research activity on communications technology in the time period that Bradbury wrote the book: one will cover radio and another will cover television. These groups will be asked to describe the medium itself at the time, any significant limitations the medium posed, what new opportunities the medium presented, what sorts of information and entertainment were conveyed via the medium, and any particular fears associated with the medium at the time. A third group will be tasked with researching social media platforms: how did they start? What purpose do they serve? How popular are they? (15 minutes)
After students have researched, the class will reconvene to share their findings. As students present, I will work as a scribe to record their findings. After the three categories have been described and documented by the class, we will conduct a comparative discussion of media technology in Bradbury’s day vs. social media now. How is engagement different? How might it shape the way we process information? Do students see these changes as good or bad? (10-15 minutes)
The class will watch a brief clip from the 1966 film adaptation of Fahrenheit 451 depicting the first interaction between Clarisse and Montag. The students will be prompted to describe how the scene is different from the novel’s depiction of the characters, and also how their imagined perspectives of the interactions and world may have been different, and prompted to think on Bradbury’s linguistic choices that conjured up different images. (10 minutes)
The class will end with beginning a response journal, each student having a small notebook. They will log reactions to the reading or class, limiting themselves to nouns and verbs (no articles or adjectives) to practice adopting Montag’s more visceral and elemental mode of thinking in the novel. I will provide examples for students to follow, and after filling them out students will submit them for the teacher’s review. (10 minutes)
Closure (include review/reflection and independent practice)
The response journal will serve as a method for students to reflect and process information from the reading and/or lesson, while also prompting them to practice adopting forms of writing and thinking that will help prepare them for the thinking required in the final project.
Alternate strategies for Re-teaching material
If students are having trouble connecting historical media and social media trends to the forms of propaganda in Bradbury’s novel, the attached article on how propaganda works from Marketplace can be read in class and discussed in a later lecture
References (within this lesson)
Fahrenheit 451 by Ray Bradbury
Film Clip from Fahrenheit 451, directed by Francois Truffaut: https://www.youtube.com/watch?v=poQ25pFXIRg
How social media brought political propaganda into the 21st century, from Marketplace: https://www.marketplace.org/2017/10/23/tech/how-social-media-brought-political-propoganda-21st-century