Thursday

 Today, I will give you 10-15 minutes to work on catching up with your reading logs or working on creating quizlet for vocabulary and/or studying. 

THE READING LOG: 

 A short synopsis of the action and character development (what happened who was involved?  Did anyone change? )
 Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?)
 Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?)
 Vocabulary—unfamiliar words (Look up the words you do not know!!!!)

Unit Learning goal: Students will be able to write a 1-2 page essay citing textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Scale/Rubric relating to learning goal:

4 – The student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale and connect the analysis to real world problems. 

3 – The student can cite textual evidence to support an analysis ofFahrenheit 451 as a cautionary tale.

2 – With some direction/help from the teacher the student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale

1 – Even with help from the teacher the student is unable to cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Essential Questions: 

How is Fahrenheit 451 a cautionary tale?  Cautionary against what?

Is Technology taking over our lives?

What is your connection to television?

Why do people read or tell stories? 

What is censorship and how does it appear in the world? 

Why is it important to fight against censorship? 

Is our nation reading less? 

How do we convey complex thoughts or emotions? 

What if books were illegal?  What if music became illegal?   

Does the white clown love you? 

Objectives: At the end of the book students will be able to

1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound

3) Be able to explain and give at least three examples of scenes that fit the following themes:

The Dangers of Censorship
The Dangers of Ignorance
The search for Identity
How censorship and mass media can be used to control people
The importance of independent thought and creativity

4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols

Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books

10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12) Discuss Montag’s relationship with Mildred. Is it a typical relationship in this society? If so what does this say about this society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18) What’s important the significance of the following quote, who says it?: “Go home and think of your first husband divorced and your second husband killed in a jet and your third husband blowing his brains out, go home and think of the dozen abortions you’ve hand and your children who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24) Describe the woman who burns herself up with her books. What does she represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How does the dark ages connect with Fahrenheit 451.

33) Define Dystopia.

Wednesday

 Today we need to discuss what happened on pages 35-45, review your vocabulary and then look at pages 46-55.

HERE IS A LINK TO THE BOOK:

http://lexiconic.net/english/F451.pdf

 

 

Monday

 We are going to slow up a little since 1/2 of the class is in AASG. Remember to turn in your short stories via google docs and to create a quizlet with the vocabulary words.

HW: Read to page 35-45 on the pdf below.

HERE IS A LINK TO THE BOOK:

http://lexiconic.net/english/F451.pdf

Thursday

 Today you have the class to work on your 2nd drafts of your short stories. These are due on Monday. 

If you finish with these please work on your reading logs for Fahrenheit 451.

Wednesday

 We are going to look at the next 10 pages of Fahrenheit 451, but first write sentences with

 Illuminate

       Trajectory

 

Tuesday

 Today we are going to look at the next ten pages of your novel. First, write sentences with the following words

3)   Illuminate

Trajectory

 

HERE IS A LINK TO THE BOOK:

http://lexiconic.net/english/F451.pdf

Monday

 Today we need to look at the first 10 pages of Fahrenheit 451 and then write a reading log. First please write sentences with the first two words.

Aggravate

2)   Capillary

 

HERE IS A LINK TO THE BOOK:

http://lexiconic.net/english/F451.pdf

THE READING LOG: 

 A short synopsis of the action and character development (what happened who was involved?  Did anyone change? )
 Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?)
 Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?)
 Vocabulary—unfamiliar words (Look up the words you do not know!!!!)

 

 

 

Fahrenheit 451

 Today we are going to discuss Fahrenheit 451, your reading logs, and look at the next ten pages of the novel.

Here are your new vocabulary words.  Look them up and put them into Quizlet.

1)   Aggravate

2)   Capillary

3)   Illuminate

4)   Trajectory

5)   Jargon

6)   Centrifuge

7)   Exploitation

8)   Quibble

9)   Torrent

10)  Figment 

THE READING LOG: 

 A short synopsis of the action and character development (what happened who was involved?  Did anyone change? )
 Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?)
 Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?)
 Vocabulary—unfamiliar words (Look up the words you do not know!!!!)

Unit Learning goal: Students will be able to write a 1-2 page essay citing textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Scale/Rubric relating to learning goal:

4 – The student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale and connect the analysis to real world problems. 

3 – The student can cite textual evidence to support an analysis ofFahrenheit 451 as a cautionary tale.

2 – With some direction/help from the teacher the student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale

1 – Even with help from the teacher the student is unable to cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Essential Questions: 

How is Fahrenheit 451 a cautionary tale?  Cautionary against what?

Is Technology taking over our lives?

What is your connection to television?

Why do people read or tell stories? 

What is censorship and how does it appear in the world? 

Why is it important to fight against censorship? 

Is our nation reading less? 

How do we convey complex thoughts or emotions? 

What if books were illegal?  What if music became illegal?   

Does the white clown love you? 

Objectives: At the end of the book students will be able to

1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound

3) Be able to explain and give at least three examples of scenes that fit the following themes:

The Dangers of Censorship
The Dangers of Ignorance
The search for Identity
How censorship and mass media can be used to control people
The importance of independent thought and creativity

4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols

Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books

10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12) Discuss Montag’s relationship with Mildred. Is it a typical relationship in this society? If so what does this say about this society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18) What’s important the significance of the following quote, who says it?: “Go home and think of your first husband divorced and your second husband killed in a jet and your third husband blowing his brains out, go home and think of the dozen abortions you’ve hand and your children who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24) Describe the woman who burns herself up with her books. What does she represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How does the dark ages connect with Fahrenheit 451.

33) Define Dystopia.

Example of a READING LOG

451 pages 113-123 (Danny Brady's work)

After arriving at Montag's house he sees Mildred run out of the house, stiffen when she passes Montag, and climb into a beatle and zoom off saying, "poor family, poor family, oh everything gone, everything, everything, everything gone now..."; she was the one who called in the alarm. Beatty tells Montag that he must be the one to burn his own house with the flamethrower, and then they will arrest him. Montag takes the flamethrower and enters his house, he first burns some books; then he burns the bed, which lit up in a orange and red blaze; then the bedroom walls; the cosmetics chest; the chairs; the table; everything that showed that he had lived here in this empty house with a strange woman who would forget him tomorrow. If there was no solution, then now there was no problem. Then he went into the parlor and burned the family. When he was done and the house crumbling Beatty seeing montag listening to Faber, strikes him and the green bullet flew out of Montag's ear. Beatty picks it up and says that after arresting Montag they'll go after his friend, Faber. In defiance Montag aims the Flamethrower at Beatty. Beatty thinks that Montag is bluffing and takes a few steps towards him, big mistake, Montag scorches Beatty and then knocks out Black and Stoneman. He drops to the ground depressed about killing a man who he once called a friend, when he recuperates, he gets up and is struck by a car, breaking his leg. Montag forces himself to get up and move because he heard sirens. He first walks, then trots, then he breaks into run to the night.

Important Events:

1. "Beatty," he thought, you're not a problem now. You always said, don't face a problem, burn it. Well now I've done both. Good bye, Captain."
2. "poor family, poor family, oh everything gone, everything, everything, everything gone now..."
3. "It was good to Burn"
4. Montag Killing Beatty (CLIMAX!)
5. the chairs; the table; everything that showed that he had lived here in this empty house with a strange woman who would forget him tomorrow. If there was no solution, then now there was no problem. 

Figurative Language

1. Faber was back there, sitting in a pile of black tar
2. "Beatty," he thought, you're not a problem now. You always said, don't face a problem, burn it. Well now I've done both. Good bye, Captain."
3. "poor family, poor family, oh everything gone, everything, everything, everything gone now..."

 

 Example of a reading log (from Jenny's blog):

A short synopsis of the action and character development (what happened who was involved?  Did anyone change? )
Montag is a firemen that starts fires to burn books.  He loves his job, and he lives watching things burn.  When he was walking home one night before he turns a corner he feels like there is someone around the corner.  When he turns the corner he sees that there is a girl there.  It turns out that it is Montag's new neighbor.  He introduces himself, and she asks him about his job.  He finds out that her name is Clarisse McClellan.  She asks him weather he has read any books and how long he has been a firemen.  She also brings up the fact that firemen used to put out fires.  She also asks him if is happy.  Then she runs away into the moonlight.    Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?)
This is probably the first time that Montag has ever been questioned about his lifestyle.  This might make him doubt whether he likes his life or if he is just pretending to like it.Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?)
Situational Irony - Montag calls himself a fireman when he starts fires.
Symbol - 451 is the temperature that you burn paper at.
Situational Irony - reading books is illegal, and right now we are all trying to get kids to read books.Vocabulary—unfamiliar words (Look up the words you do not know!!!!)
Cream-tiled - a type of colored flooring. 

1)

Short Stories

 Today we need to continue to work on short stories. I will be make comments on your stories as you write. I might also be passing back your short story tests. 

Remember, 1st drafts are due on Friday.

Tuesday

 Today, you have the class to work on your SHORT STORIES. Remember that your first draft is due on Friday. 

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing their own short story using these structures. 

 

Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a short story using these elements to create a text with complex themes.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a short story using these elements to create a text with a valid and justifiable theme.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a short story using these elements to create a text with a theme.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a short story using elements covered during this unit.

 

	4	3	2	1
Plot	Story not only has conflict but conflict, plot, character and idea weave effortlessly.  Each element of plot is given adequate space for development	Story has conflict and all six elements of plot.  One or more of the parts of plot are rushed or not given adequate space for development.	Story is missing either conflict, or missing one or more parts of plot.	Not Evident
Details	The use of imagery has a near-poetic effect and the reader feels apart of the world evoked by the story.  Imagery and emotion are connected.  The writer uses 4-5 senses to create images. Metaphors, similes are an integrated part of the story.  The student my also be using symbols to express themes	The use of imagery allows the reader to experience the world of the story.  The writer evokes more than two  of the five senses to create this effect and the story uses some metaphors and similes to help explain emotions or ideas.	Story lacks some essential imagery to allow the reader into the world of the story.  The writer evokes less than two of the five senses, and uses little or no metaphors or similes, or the metaphors or similes used are cliché.	Not Evident
Characters	The main characters are real.  The reader develops an attachment to them or against them by the end of the story.  Conflict and character are one.	The main characters are believable: they are round and have both good and bad traits.  There is a dynamic character.  The protagonist may help determine the conflict	The main characters are not all believable.  They don’t seem human or are not dynamic or the plot is forced around them.	Not evident
Voice	The narration is individualistic, engaging and impressive.  The writer’s own enthusiasm or interest is apparent	The narration does have a strong sense of personal commitment or involvement.  The writer may seem self-conscious and the story lacks individuality	Story is lifeless, mechanical and stilted.  The writer and narrator are indifferent to the topic.	Not Evident
Mechanics	There may be occasional errors in the mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.)  However it is hard to find the errors unless you look for them	Errors in mechanics are noticeable but do not impair the understanding of the story	Numerous errors that distract the reader and effect the readability of the story	Not Evident
Grade

Thursday

 Today, I'm going to give you some time to finish your short story PREWRITE guides and then we will review for the test. I am going to move the test to Monday. I'll send everyone a "REMIND" message this weekend to study. 

2)    For each story be able to list the protagonist and the antagonist and the type of conflict.  Hint: conflict, protagonist and antagonist must all be equal and you may want to justify your answer.

a)    “The Most Dangerous Game”

b)    “The Cask of Amontillado”

c)     “The Lady or the Tiger?”

d)    “The Split Cherry Tree”

e)    “Blues Ain’t No Mockin’ Bird”

3)    For each story pick out which characters are round, which characters are flat, which characters are static and which characters are dynamic and briefly discuss in 3-5 sentences why they fit the category you chose.  Remember and apply the three elements of characterization and the three conditions for believable change.

a)     “The Most Dangerous Game”

b)    “The Cask of Amontillado”

c)     “Where Have You Gone Charming Billy”

d)    “The Split Cherry Tree”

e)    “Blues Ain’t No Mockin’ Bird”

4)    For each story list the point of view.  If it is 1^st person tell who the narrator is.  If it is 3^rd person-limited list the character the narrator follows around

a)    “The Most Dangerous Game”

b)    “The Cask of Amontillado”

c)     “The Lady or the Tiger?”

d)    “The Split Cherry Tree”

e)    “Blues Ain’t No Mockin’ Bird”

5)    For each story write out a theme—

a)    “The Most Dangerous Game”

b)    “The Cask of Amontillado”

c)     “The Lady or the Tiger?”

d)    “The Split Cherry Tree”

e)    “Blues Ain’t No Mockin’ Bird”

6)    For each story outline the plot according to the six elements (exposition, inciting event, rising action, climax, falling action, resolution)

a)    “The Most Dangerous Game”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:

b)    “Where Have You Gone Charming Billy?”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:

c)     “The Cask of Amontillado”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:

d)    “The Split Cherry Tree”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:

e)    “Blues Ain’t No Mockin’ Bird”

exposition:

inciting event:

rising action:

climax:

falling action:

resolution:

7)    For the following stories pick out two or more examples of allusion and discuss what the allusions refers to

“Blues Ain’t No Mockin’ Bird”

“The Most Dangerous Game”

8)    For the following stories list at least one example of foreshadow and briefly discuss what it hints will happen:

“The Most Dangerous Game”

“The Cask of Amontillado”

“Where Have You Gone Charming Billy?”

9)    For the following stories pick out two or more examples of irony and discuss why its ironic and what type of irony it is (situational or verbal)

“The Most Dangerous Game”

“Where Have You Gone Charming Billy?”

      “The Cask of Amontillado”

      “Blues Ain’t No Mockin’”

10) For the following stories discuss what the following symbols and or images represent and mean in relation to the theme and characters.

“The Split Cherry Tree”:  The cherry tree

A dead leaf on a tree of growing leaves:

“Blues Ain’t No Mockin’ Bird”: The title

The two chicken hawks:

11) Other than the list above pick out two symbols from any of the stories and discuss what they represent and mean in relation to the theme and characters.

11) Briefly discuss how dialect is used in “The Split Cherry Tree”?  What does it tell us about Pa, Dave and Professor Herbert. 

12) List the setting for every story.  Remember there are two elements to setting.

13) Identify the following characters with a detailed description of their physical, intellectual and emotional qualities (everything you know about them).  Also, be able to describe (and possibly argue) whether the characters are flat, round, dynamic or static.

Paul Berlin

Granddaddy Cain

Granny

Cathy

Smilin

Camera

Montresor

Fortunato

Pa Sexton

General Zaroff

Rainsford

Dave Sexton

Professor Herbert

Whitney

Narrator from “Blues”

Tyrone and Terry

           

15) From the stories “Split Cherry Tree” and “Blues Ain’t No Mockin’ Bird” pick out 2-3 examples of metaphors and similes and briefly discuss what is being compared.

16) From the stories “Split Cherry Tree” and “Blues Ain’t No Mockin’ Bird” pick out examples of dialect: word choice and pronunciation for the following character: Pa Sexton and Granny Cain or the narrator from “Blues”

17) For the following stories briefly discuss what the plot reveals about the main character:

“The Most Dangerous Game”

“The Cask of Amontillado”

“The Split Cherry Tree”

---

18) For any of the stories be able to write a brief summary.

PROBABLY for 18 you'll be asked about "A Christmas Memory" and/or "The Lady or the Tiger?"