Dec 18: Day 6 Fahrenheit 451

1. Turn in vocabulary from reading assignment #1
2. Returned Quiz #1, went over answers
3. Continued Reading, Guided Questions. We ended on page 48 last class. Read from 48 to 68 (the end of Part 1) and answer guided reading questions. This is the end of reading assignment #2. There will be a quiz on January 5 over reading assignment #2. Answer study guide questions to prepare.
4. Vocabulary Homework: For the 5 remaining words from #2 vocabulary, complete a vocabulary activity for each. Due January 5

Fahrenheit 451 Guided Reading Questions
Page 48-68

1. How does Mildred respond to Montag the morning after he watched the lady burn? What does this say about their relationship?
2. How does Mildred respond when Montag tells her about the lady?
3. What is going on while Mildred is trying to straighten the bed? How does Montag feel?
4. Explain the “devolution” of books as Beatty tells it to Montag. How is this happening today? Give an example or 2.
5. How did “mass production” affect society?
6. How have the schools changed? Give an example of this in today’s school system or in your own classes.
7. What does Beatty say about the minorities?
   Given this, of what different minority classes are you considered to be a part?
   How did minorities play a part in making books like “vanilla tapioca”?
8. What kind of books were left? What are people in this society allowed to read?
9. What 3 things resulted in the “loss” of books?
10. What does Betty say about people being “equal”?
11. What did books, or the stories inside books, do to people that warranted their (the books) burning? How did they make them feel? What made them feel this way?
12. Why does the age kids start Kindergarten keep getting lowered?
13. What is the function of sports?
14. What happened to porches and gardens? Why?
15. Why is Mildred upset about Guy not wanting to go to work and wanting to quit his job?
    on page 65, Guy says “I’m not happy.”
16. In your own words, from what you have read so far, explain why he isn’t happy.
17. What does Guy share with Millie?
18. Write 5 questions from what you read on pages 63-68. They should begin…
    Who…
    What…
    Where…
    How…
    Why…
19. Extra credit
    5 points each: 1)Who was Dante? 2)Swift? 3)Marcus Aurelius? What did each write?
    10 points each: 1) What is Little Black Sambo 2) Uncle Tom’s Cabin? Who did they offend and why? (Read about these to find out “why.”)

Day 5: December 16 (Quiz #1)

Mrs. Woodliff was out today. Students had a substitute and were given specific instructions on a handout.

1. Journal: Make a list of adjectives that describe Guy and Clarisse.
   Look at the adjectives. Do you know anyone who is like these 2 characters? If so, explain how they are alike. If not, which of the 2 characters would you prefer as a friend. Explain.
2. Reading Assignment #1 Quiz
3. Vocabulary: Fill in Reading Assignment #2 blanks with the following words...
   A. Established
   B. Tendencies
   C. Dislike
   D. Hungry; greedy
   E. Humiliating; butt
   F. Pronouncement
   G. Burn
   H. Touch
   ASSIGNMENT: Make a cinquain, acrostic, or graphic organizer for 3 of these words.
   Remember: words used to make an acrostic must relate to the vocabulary word itself!
4. Storyboard Summary: Summarize the first 32 pages of Fahrenheit 451 in storyboard form. If you work in pairs, you must include 12 frames in your summary. Write a brief description on the lines.
5. Characterization and Questions:
   “Get into My Head” 2 new characters: Mildred and Captain Beatty
   Add what you know about Mildred’s thoughts and feelings.
   Start to add Captain Beatty’s thoughts and feelings after today’s reading.
   Look over study guide questions before reading
6. Continue reading
   Start after the break on page 32 (“The flutter of cards”)
   Read to the break on page 48 (“He did not open the window”)
   
   

12 December: F451 Day 4

1. Propaganda Project progress check and Propaganda techniques practice. Students answered questions concerning their progress on the propaganda ad project assigned last class. They also identified propaganda techniques used in commercials and magazine ads and were given an example of an original product and ad. The example below (product = Christmas decorations) uses "bandwagon" ("don't be the only one to miss out). A picture of happy children emptying stockings would employ the technique of "transfer." A picture of a celebrity decorating a tree with the ornaments would employ the technique of "testimonial."
2. "Get into My Head" graphic organizer for character thoughts and feelings. As students read, they will fill in the heads (below) with characters' thoughts and feelings. Quotes are not needed. They can put these in their own words.
3. Students finished reading Assignment #1 (through "put a stop to his plan" on page 32). Study questions should be answered to prepare for a quiz on Tuesday, December 16. Vocabulary will also be on the quiz.
4. Post-reading questions. Students answered the following in their journal: **What did you learn about the hound?**What are the schools like? Pros? Cons? **Describe the "past" according to Clarisse? **What new questions does Clarisse ask Guy?**How does he react to them? **How has Guy changed so far?
   
5. Students had the rest of class to work on their project and complete study guide questions for reading assignment #1.

HOMEWORK: Work on Propaganda Ad assignment. Prepare for quiz.

Propaganda Ad suggestion: Your product could be a food that is popular during the holidays. Prepare the food and bring it to class on December 18.

10 December: F451 Day 3

1. Journal: "Book Memories" Write about memories you have of books and reading. Consider: Do you remember learning how to read? Do you remember the person who taught you to read? What books did you like as a child?
2. Propaganda Advertisement Project assigned. Due December 18
3. Notes (handout)

• "fahrenheit 451" is the temperature at which books burn.
• Salamander: mythological reptile, resembling a lizard, that was said to live in fire. It endures the flames without burning. Symbol of survival and unconquerability.
• Phoenix: in Egyptian mythology, a lone bird that lives in the Arabian desert for 500 or 600 years and then sets itself on fire, rising renewed from the ashes to start another long life; a symbol of immortality
• Hearth: fireplace, a symbol of the home

4. We listened to the audio version of the book to "You don't look so hot yourself" on page 19. Students should answer questions on the back of the notes handout as they read. (For students using the audiobook, we have read through track 10, part 1.)

6. "Get into My Head" handout - Fill in Guy's and Clarisse's head with their thoughts and feelings. Continue this throughout the book.

7. Homework: complete a vocabulary activity of your choice for the remaining 5 words from the reading assignment #1 vocabulary. Due beginning of class on Friday (turn these words in with Monday's vocabulary homework.)

Students had about 10 minutes in class to work on vocabulary homework, answer Fahrenheit 451 questions, and brainstorm for their propaganda advertisement project.

Dec 8: Begin Fahrenheit 451

1. Students turned in homework from Thursday and took a pop quiz over propaganda and Fahrenheit 451 introductory work.
2. Journal: "Thought"
   How does language make thought possible?
   How might increasing your vocabulary help you be able to think better?
   ½ page minimum
   Add to journal: "You don't have to burn books to destroy a culture. Just get people to stop reading them." - Ray Bradbury. **How is this true? **What does reading have to do with culture?


3. Fahrenheit 451 audio book and book online
   •AUDIO BOOK
   –See “Fahrenheit 451” folder on y-drive.
   –Open the “AUDIOBOOK” folder.
   –There will be 4 folders, one for each CD of the book. (AudiobookPart1, etc.)
   •COPY OF BOOK ONLINE:
   –http://kisi.deu.edu.tr/murat.goc/451.pdf


4. Packets: Vocabulary and Study Questions. Answer study questions to prepare for quizzes. These packets will not be turned in; however, they are for a grade in the sense that you will be quizzed and tested over this material. There are various activities in each packet for you to practice vocabulary and test your comprehension of the story.
5. Class sets of the novel:
   •We only have a class set. You will be assigned a book number. You are responsible for this book while you are in class. If it is not here for the student in the next class who uses it, you will be penalized.
   •If you miss a day, you are responsible for coming to this blog to see what part of the book we read. You are responsible for reading it before returning to class. Use the above link or come by the classroom before or after school to borrow one of the extra books.
   •Extra books: I have a few extra books that will be checked out on a first-come, first-serve basis. You have to come AFTER or BEFORE school to get a book.
   •Book numbers: You will have the same book in class for the duration of this unit. You will be responsible for any damage done to the book while in this class.


6. Vocabulary. Use a dictionary and try to fill in the blanks to the definitions for Reading Assignment #1 vocabulary words.
   
7. Answers to Reading Assignment #1 vocabulary definitions:
   1) emotion
   2) Deflected
   3) Senses
   4) Powder
   5) Gloominess (depression)
   6) Diameter
   7) Faces
   8) Projectiles


8. On a separate sheet of paper that you will turn in at the end of class...
   Imagery: language that appeals to the senses.
   Read the first paragraph of Fahrenheit 451. What senses do the words appeal to? List these. Then, sketch the images that appealed to you.


9. On the back of the above sheet of paper, write "Fahrenheit 451 Characterization." Read through "You think too many things" on page 9. Then write what you now know about Guy and Clarisse. How old are they? What do you learn about their personalities. Etc. We will continue reading next class.
10. HOMEWORK: Choose 3 words from Reading Assignment #1 vocabulary and complete a vocabulary activity of your choice for each.
    
    
    
    
    
    
    
    

Dec 4: Propaganda, Fahrenheit 451 introduced

(FYI: Mrs. Woodliff's classes had a substitute today)

1. Students turned in essays.
2. Students took notes over propaganda using handouts at their tables. Students followed instructionsat the top of these handouts.
3. Fahrenheit 451 introduction: Handout with instructions. Article to accompany second half of handout.

Propaganda Notes:
What is Propaganda: SPREADING INFORMATION; BIASED; APPEALS TO EMOTION
Different types of propaganda:

1. Bandwagon : Tries to persuade everyone to join and do the same thing. “Everyone’s doing it!”
2. Testimonial: endorsement by a celebrity
3. Euphemism (or Doublespeak)try to obscure the meaning of what is being talked about by replacing plain English with deliberately vague jargon.Examples:the term "strategic misrepresentations" as a euphemism for "lies." Or "employee transition" as a substitute for "getting fired"
4. Fear - attempts to reach you at the level of one of your most primitive and compelling emotions. Politicians use it when they talk about crime and claim to be advocates for law and order. Environmentalists use it when they talk about pollution-related cancer. Fear can lead people to do things they would never otherwise consider.
5. Glittering Generality The slogan is so attractive that the audience does not challenge its true meaning. Examples: "The American Way" "support our troops" "the common good" Using words so strongly positive in emotional content that just hearing them makes you feel good. The words express a positive meaning without actually giving a guarantee.
6. Name Calling: criticizing another person or product
7. Plain Folks: Suggesting something is practical and a good value for ordinary people. Appealing to common people
8. Rewards – toys, gimmicks, kids’ clubs, rebates, etc.
9. Transfer - Transferring good looks, feelings, or ideas to the person who the propaganda is meant to influence. Suggests positive qualities to be associated with the product and the user.
10. Repetition - a jingle, word, or image is repeated over and over again, and gets stuck in someone’s head, so they buy the product or believe what is being said.
    

Fahrenheit 451 introduced

•Read the passage about the book at the top of the handout.
•In your own words, what is the book about?
•Write what you think the underlined words mean.

Vocabulary (underlined words in passage on the handout)
Rabidly (adverb)
•Rabid: adj. irrationally extreme in opinion or practice
•Censored: verb. suppressing or editing parts that are objectionable (that the government, perhaps, doesn’t want people to know)
CENSOR (additional definitions for the word). noun or verb
1.Someone who examines literature or information for the purpose of suppressing parts deemed objectionable on moral, political, military, or other grounds. (noun)
2.any person who supervises the manners or morality of others. (noun)
3. to forbid the public distribution of (verb)
4. to subject to political, religious, or moral censorship (verb)
•Chastised – verb. Punished, criticized severely
•Insipid – adj. flat, dull, uninteresting
•Shunted – verb. Moved aside
•Apathy – noun. Absence of emotion or excitement (remember the root “path” means “feeling.” the prefix “a” means “without”

“The Firebrand” Active Reading

•Follow the instructions on the second half of the handout.

This last handout was due the following class (Monday, December 8)

Dec 2: Essay Revising and Editing

• Students typed, revised, and edited their essays in the computer lab today.
• Specific instructions were given via PowerPoint. Those instructions can be found at this link
• Final drafts are due at the beginning of class on Thursday.
• Students will NOT be allowed to leave class to print in the library. This should be taken care of BEFORE COMING TO CLASS!