1. Topic-
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| Analysis of Ray Bradbury's Fahrenheit 451 |
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2. Content-
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| Fahrenheit 451's subject matter and overarching themes. |
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3. Goals: Aims/Outcomes-
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1.Diagnose students to ensure reading level is at par for book.
2. Introduce students to Ray Bradbury as a person and writer.
3. Introduce students to the book. |
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4. Objectives-
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1. Assess students' reading levels.
2. Receive feedback from students regarding their understanding of
Ray Bradbury's biography.
3. Students read introduction. |
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5. Materials and Aids-
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As many copies of the book as there are students.
Hand outs with a small report of Ray Bradbury which I will write.
A small vessel of kerosene or a charred book would be a good touch,
but not necessary.
One dictionary and one thesaurus for every four students.
One computer or lap top for each student. |
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6. Procedures/Methods-
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A. Introduction-
1. Welcome students to class. Give a small portion of reading from
an easier book, like the Pilgrim's Progress.
2. Show a picture of Ray Bradbury on the projector prior to giving
out the handout. Ask the class to identify him. Give bonus points
to anyone who actually can.
3. Explain to the students that the beginning is incredibly boring.
Also explain that the reading picks up quite a bit and the author
needed to establish some things in the beginning because the state
of their world is different from ours. |
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B. Development-
1. Ask students what the common thread through the selected passages
is, as well as the meanings of certain key words to ensure reading
comprehension level is adequate.
2. Give out the handout and explain who Ray Bradbury was and what
his motivation was in the writing of this book. Give some examples
of things in real life which have come to be more like the world in
the book than the world he wrote in.
3. Find a particularly important passage in the introduction which
helps set the stage for the rest of the book. |
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C. Practice-
1. Provide a list of key vocabulary words which will be essential
for the understanding of this book. Have multiple choice questions
asking what is the best synonym or antonym for the given word. Guide
through first antonym and first synonym.
2. Highlight important aspects of Ray Bradbury's life. Ask what are
some things which may have affected his world view
3. Ask students why they think the passage mentioned above is important
and where the story could go from there. Is this foreboding or just
an enriching detail? |
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D. Independent Practice-
1. Continue with the rest of the worksheet.
2. Ask the students to conduct a bit more research on their own. Expect
them to provide: family details, political party affiliation, employment
history, etc.
3. Have students read the rest of the introduction on their own. Write
a short reflection of one or two paragraphs on their thoughts and
reactions. |
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E. Accommodations (Differentiated Instruction)-
1. Provide easier material from The Giver or Where the Red Fern
Grows. Assess in the same fashion.
2. Provide additional clarification and assistance as necessary.
3. Provide additional clarification and assistance as necessary. |
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F. Checking for understanding-
1. Formative assessment in the form of the synonym/antonym hand
out will suffice.
2. Report/short biography will suffice.
3. Reflection will suffice. |
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G. Closure-
1. Prepare students to learn about the author of the upcoming story
tomorrow, not giving his name, but say we will learn about a book
on burning books.
Remind of definitions of synonyms and antonyms.
2. Inform students the reading of Fahrenheit 451 starts the next day
and to finish their reports, going over required areas.
3. Inform students that the first chapter will need to be read for
the next portion of class and that they need to finish their reflections
if they didn't today. |
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