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Fahrenheit 451 Unit ResourcesStudent ResourceSection 1: Lessons 1-3Text: “The Joy of Reading and Writing: Superman and Me” by Sherman AlexieLesson handoutsSection 2: Lessons 4-8Text: ““Chapter VII”” from Narrative of the Life of Frederick Douglass, an AmericanSlave by Frederick DouglassLesson handoutsSection 3: Lessons 9-16Text: Fahrenheit 451 by Ray BradburyText: “Burning a Book” by William StaffordLesson handoutsSection 4: Lesson 17-22Text: Fahrenheit 451 by Ray BradburyText: “The Great Imagination Heist” by Reynolds PriceText: “Barter” by Sara TeasdaleText: “The Joy of Reading and Writing: Superman and Me” by Sherman AlexieLesson handoutsSection 5: Lessons 23-25 Practice Cold-Read TaskText: Fahrenheit 451 by Ray BradburyLesson handoutsSection 6: Lessons 26-30Text: Fahrenheit 451 by Ray BradburyText: Original Cover Art from Fahrenheit 451Text: “I Am Very Real” by Kurt VonnegutLesson handoutsSection 7: Lessons 31-32 Culminating Writing TaskText: Fahrenheit 451 by Ray BradburyLesson handoutsSection 8: Lessons 33-35 Extension Task Part 1Text: “Video Games and the Future of Storytelling” by Salman Rushdie from BigThinkText: “The Country That Stopped Reading” by David Toscana from The New YorkTimesText: “The Science of Storytelling: Why Telling Story is the Most Powerful Way toActivate Our Brains” by Leo WidrichLesson handoutsSection 9: Lessons 36-37 Cold-Read TaskSection 10: Lessons 38-40 Extension Task Part 2Text: “Video Games and the Future of Storytelling” by Salman Rushdie from BigThinkText: “The Country That Stopped Reading” by David Toscana from The New YorkLocationUnit ReaderPages 3 – 14Pages 15 – 19Pages 20 – 32Purchased textUnit ReaderPages 33 – 47Purchased textUnit ReaderPage 50Unit ReaderPage 48 – 57Purchased textPage 58 – 59Purchased textDigital accessUnit ReaderPages 60 – 61Purchased textPages 62 – 66Digital accessDigital accessDigital accessPages 67 – 69Digital accessDigital accessGrade 9: Fahrenheit 451
TimesText: “The Science of Storytelling: Why Telling Story is the Most Powerful Way toActivate Our Brains” by Leo WidrichLesson handoutsSection 11: Lessons 41-42 Extension Task Part 3Lesson handoutsDigital accessPage 70 – 77Page 78Grade 9: Fahrenheit 451
Reading Protocol, Conversation Stems, and Discussion TrackerText Analysis ProtocolThroughout this unit, we will reread excerpts from texts and analyze texts to gain meaning. This means we will spendtime thinking about what the author is doing in the excerpt and why the author is doing it. We will use the following as aguideline for our analysis:1. Paraphrase this excerpt.2. What do you notice about the author’s craft, literary devices, and literary elements in this excerpt?3. How do the author’s craft, literary devices, and literary elements contribute to the meaning of the excerpt?4. How does the language of the text reveal the author's point of view?5. How does the language of the text reveal a theme or central idea?Grade 9: Fahrenheit 451
Conversation Stems for Class DiscussionAs you engage in class discussion, it is important to consider the other side, expressing understanding for those whohave a different point of view. To do this, you can insert a concession in your comments. You can also use the templatesin the chart to help frame your answers.Concession Stems Although I grant that , I still maintain that .While it is true that , it does not necessarily follow that .On one hand I agree with X that . But on the other hand, I insist that .It cannot be denied that ; however, I believe .Certainly , but .It goes without saying Perhaps , yet.TO DISAGREE I think X is mistaken becauseshe overlooks . X’s claim that rests uponthe questionable assumptionthat . TO AGREE--WITH A DIFFERENCE I disagree with X’s view thatbecause in the text,.X contradicts herself. On theone hand, she argues. But on the other hand,she also says .By focusing on , Xoverlooks the deeper problemof .X is surely right aboutbecause, as she may not beaware, recent studies haveshown that .X’s theory of is extremelyuseful because it sheds insighton the difficult problem of.TO QUALIFY Although I agree with X up to a point,I cannot accept his overall conclusionthat . Although I disagree with much that Xsays, I fully endorse his finalconclusion that . Though I concede that , I stillinsist that . X is right that , but I do notagree when she claims that . I agree that , a point thatneeds emphasizing since somany people believe . Those unfamiliar with this school of thought may be interested toknow that it basically boils downto .I am of two minds about X’s claimthat . On the one hand I agreethat . On the other hand, I’mnot sure if .Grade 9: Fahrenheit 451
Analyzing Figurative Language in “The Joy of Reading and Writing: Superman and Me” by Sherman AlexieRhetorical AppealsEthosPathosLogosappeal to credibilityappeal to emotionappeal to logicYou may want to think of ethos as related to"ethics," or the moral principles of the writer:ethos is the author's way of establishing trustwith his or her reader.You may want to think of pathos as "empathy," whichpertains to the experience of or sensitivity towardemotion.You may want to think of logos as "logic," becausesomething that is logical "makes sense"—it isreasonable.-From http://writingcommons.orgExample of figurative language in thetextParaphrase the sentenceWhat effect does this example haveon the reader?What rhetorical appeal is Alexieusing in this example?“We lived on a combination ofirregular paychecks, hope, fear, andgovernment surplus food.”“I didn’t have the vocabulary to say‘paragraph,’ but I realized that aGrade 9: Fahrenheit 451
paragraph was a fence that heldwords Now, using this logic, I cansee my changed family as an essay ofseven paragraphs: mother, father,older brother, the deceased sister,my younger twin sisters, and ouradopted little brother.”“They look at me with bright eyes andarrogant wonder. They are trying tosave their lives. Then there are thesullen and already defeated Indiankids who sit in the back rows andignore me with theatrical precision ’Books,’ I say to them. ‘Book,’ I say. Ithrow my weight against their lockeddoors. The door holds. I am smart. Iam arrogant. I am lucky. I am trying tosave our lives.”Grade 9: Fahrenheit 451
Vocabulary ChartKeep a list of words you have learned throughout the unit.WordPart ofSpeechMy DefinitionSynonyms, Antonyms, andSimilar Words (Word Family)Source SentenceGrade 9: Fahrenheit 451
WordPart ofSpeechMy DefinitionSynonyms, Antonyms, andSimilar Words (Word Family)Source SentenceGrade 9: Fahrenheit 451
WordPart ofSpeechMy DefinitionSynonyms, Antonyms, andSimilar Words (Word Family)Source SentenceGrade 9: Fahrenheit 451
WordPart ofSpeechMy DefinitionSynonyms, Antonyms, andSimilar Words (Word Family)Source SentenceGrade 9: Fahrenheit 451
Central Idea and Theme TrackerTextCentral Idea(s) or Theme(s)Literary Device(s) or Element(s) thatSupports the Central Idea or ThemeText Evidence and Reasoning“The Joy of Reading andWriting: Superman andMe” by Sherman AlexieNarrative of the Life ofFrederick Douglass, anAmerican Slave byFrederick DouglassFahrenheit 451 by RayBradburySee separate organizer“Burning a Book” byWIlliam Stafford“Barter” by Sara TeasdaleGrade 9: Fahrenheit 451
“The Great ImaginationHeist” by Reynolds Price“I Am Very Real” by KurtVonnegutGrade 9: Fahrenheit 451
Fishbowl hat is the significance of the textSherman Alexie used to learn toread?What is the significance of theprocess he used to learn to read?How does the language Alexie uses,the examples he provides, and theway he structures the text convey acentral idea?What does Alexie value? How doyou know?What is Alexie’s purpose in writingthe text?Discussion Reflection1. What is one strength you showed in the discussion today?Grade 9: Fahrenheit 451
2.What is one thing you want to improve on in the next discussion?Grade 9: Fahrenheit 451
From Narrative of the Life of Frederick DouglassFrederick DouglassCHAPTER VIII lived in Master Hugh's family about seven years. During this time, Isucceeded in learning to read and write. In accomplishing this, I wascompelled to resort to various stratagems. I had no regular teacher. Mymistress, who had kindly commenced to instruct me, had, in compliance withthe advice and direction of her husband, not only ceased to instruct, but hadset her face against my being instructed by anyone else. It is due, however,to my mistress to say of her, that she did not adopt this course of treatmentimmediately. She at first lacked the depravity indispensable to shutting meup in mental darkness. It was at least necessary for her to have some trainingin the exercise of irresponsible power, to make her equal to the task oftreating me as though I were a brute.My mistress was, as I have said, a kind and tender-hearted woman; and inthe simplicity of her soul she commenced, when I first went to live with her,to treat me as she supposed one human being ought to treat another. Inentering upon the duties of a slaveholder, she did not seem to perceive that Isustained to her the relation of a mere chattel, and that for her to treat meas a human being was not only wrong, but dangerously so. Slavery proved asinjurious to her as it did to me. When I went there, she was a pious, warm,and tender-hearted woman. There was no sorrow or suffering for which shehad not a tear. She had bread for the hungry, clothes for the naked, andcomfort for every mourner that came within her reach. Slavery soon provedits ability to divest her of these heavenly qualities. Under its influence, thetender heart became stone, and the lamblike disposition gave way to one oftiger-like fierceness. The first step in her downward course was in herceasing to instruct me. She now commenced to practise her husband'sprecepts. She finally became even more violent in her opposition than herhusband himself. She was not satisfied with simply doing as well as he hadcommanded; she seemed anxious to do better. Nothing seemed to make hermore angry than to see me with a newspaper. She seemed to think that herelay the danger. I have had her rush at me with a face made all up of fury, andsnatch from me a newspaper, in a manner that fully revealed herapprehension. She was an apt woman; and a little experience soondemonstrated, to her satisfaction, that education and slavery wereincompatible with each other.From this time I was most narrowly watched. If I was in a separate roomany considerable length of time, I was sure to be suspected of having a book,and was at once called to give an account of myself. All this, however, wasGrade 9: Fahrenheit 451
too late. The first step had been taken. Mistress, in teaching me thealphabet, had given me the inch, and no precaution could prevent me fromtaking the ell.The plan which I adopted, and the one by which I was most successful, wasthat of making friends of all the little white boys whom I met in the street. Asmany of these as I could, I converted into teachers. With their kindly aid,obtained at different times and in different places, I finally succeeded inlearning to read. When I was sent of errands, I always took my book with me,and by going one part of my errand quickly, I found time to get a lessonbefore my return. I used also to carry bread with me, enough of which wasalways in the house, and to which I was always welcome; for I was muchbetter off in this regard than many of the poor white children in ourneighborhood. This bread I used to bestow upon the hungry little urchins,who, in return, would give me that more valuable bread of knowledge. I amstrongly tempted to give the names of two or three of those little boys, as atestimonial of the gratitude and affection I bear them; but prudenceforbids;—not that it would injure me, but it might embarrass them; for it isalmost an unpardonable offence to teach slaves to read in this Christiancountry. It is enough to say of the dear little fellows, that they lived onPhilpot Street, very near Durgin and Bailey's ship-yard. I used to talk thismatter of slavery over with them. I would sometimes say to them, I wished Icould be as free as they would be when they got to be men. "You will be freeas soon as you are twenty-one, but I am a slave for life! Have not I as good aright to be free as you have?" These words used to trouble them; they wouldexpress for me the liveliest sympathy, and console me with the hope thatsomething would occur by which I might be free.I was now about twelve years old, and the thought of being a slave forlife began to bear heavily upon my heart. Just about this time, I got hold of abook entitled "The Columbian Orator." Every opportunity I got, I used to readthis book. Among much of other interesting matter, I found in it a dialoguebetween a master and his slave. The slave was represented as having runaway from his master three times. The dialogue represented theconversation which took place between them, when the slave was retakenthe third time. In this dialogue, the whole argument in behalf of slavery wasbrought forward by the master, all of which was disposed of by the slave.The slave was made to say some very smart as well as impressive things inreply to his master—things which had the desired though unexpected effect;for the conversation resulted in the voluntary emancipation of the slave onthe part of the master.Grade 9: Fahrenheit 451
In the same book, I met with one of Sheridan's mighty speeches on and inbehalf of Catholic emancipation. These were choice documents to me. I readthem over and over again with unabated interest. They gave tongue tointeresting thoughts of my own soul, which had frequently flashed throughmy mind, and died away for want of utterance. The moral which I gainedfrom the dialogue was the power o
Grade 9: Fahrenheit 451 Fahrenheit 451 Unit Resources Student Resource Location Section 1: Lessons 1-3 Text: The Joy of Reading and Writing: Superman and Me _ by Sherman Alexie Unit Reader Lesson handouts Pages 3 – 14 Section 2: Lessons 4-8 Text: hapter VII _ from Narrative of the Life of Frederick Douglass, an American
