1. Fahrenheit 451 Guidebook Unit Second Nine Weeks
English I Honors Lesson Plans
Fahrenheit 451 Guidebook Unit Second Nine Weeks
Week of October 22

2. Lesson 4: Analyzing imagery and point of view in an informational text
Unit Two: Fahrenheit 451
Lesson 4: Analyzing imagery and point of view in an informational text

3. MONDAY, OCTOBER 22 Today we will: You will need: BELLRINGER
Read and annotate an excerpt from Narrative of the Life of Frederick Douglass, an American Slave
Analyze vocabulary.
Identify figurative language
You will need:
Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave
The Douglass text glossary handout
Vocabulary Log
Highlighters
BELLRINGER
Please take out your Guidebook Student Reader and tear out pages 115 – 123
Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave
The Douglass text glossary handout
Analyzing Language in Narrative of the Life of Frederick Douglass
Analyzing and Assessing Claims in Narrative of the Life of Frederick Douglass

4. Prepare Please take out your Guidebook Unit Reader
Tear out the following pages:
Page 115 – 123
Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave
The Douglass text glossary handout
Analyzing Language in Narrative of the Life of Frederick Douglass
Analyzing and Assessing Claims in Narrative of the Life of Frederick Douglass
2 minutes

5. Review
We read, annotated and analyzed “Superman and Me” by Sherman Alexie to determine how an author’s claims can be used to develop a central idea.
Today, we will continue to look at authors’ claims to determine author’s point of view as we read an excerpt from the Narrative of the Life of Frederick Douglass, an American Slave
1 minutes

6. Getting Started
To prepare, we will watch a short video explaining author’s point of view.
5 minutes

7. Narrative of the Life of Frederick Douglass, an American Slave
Frederick Douglass was a social reformer from the 1800s.
He was a black man and a slave who escaped the South and became an abolitionist in the North.
1 minute

8. Slide 1: Read & Annotate
Read your assigned section and complete the following:
Highlight important details about Douglass’s experience using a yellow highlighter.
Look for details that tell something about his point of view.
Summarize your section in the right margin.
10 minutes

9. Slide 2: Share DO NOT SIMPLY SWAP PAPERS!!!
Share your summary with your group
Record the summary for other sections in the margin of your text
DO NOT SIMPLY SWAP PAPERS!!!
Discuss and then write the summary in your own words.
10 minutes

10. Slide 3: Annotate
Reread and in another color, highlight at least three sentences with words and phrases that evoke imagery
Look for figurative language (such as similes and metaphors) and words that express negative or positive connotation
10 minutes

11. Monday, October 22 HOMEWORK
APP Literacy Article Annotation due Thursday
Vocabulary Log and Sentences due next Monday

12. Take out your vocabulary log and add the following words:
TUESDAY, OCTOBER 23
Today we will:
Review rules of discussion
Discuss and analyze figurative language found in Narrative of the Life of Frederick Douglass, an American Slave
Determine the author’s point of view
You will need:
Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave
Analyzing Figurative Language
Reading protocol with conversation stems
Reading Log
Highlighters
BELLRINGER
Take out your vocabulary log and add the following words:
abhor detest vindication console
denunciation injurious bestow

13. Homework abhor detest vindication console denunciation injurious
Add the following words from the Narrative of the Life of Frederick Douglass, an American Slave to your vocabulary log
abhor
detest
vindication
console
denunciation
injurious
bestow
Choose five words from your vocabulary log and write a sentence with each following all the standard rules.
Sentences and log due one week from today.
3 minutes

14. Vocabulary Sentence Directions
Vocabulary Sentence requirements for English I:
Choose five of the vocabulary words.
On a separate sheet of loose-leaf paper, write a sentence using each of the five words.
Underline or highlight the correctly used vocabulary word in each sentence.
Each sentence must include who, what, when, where, and why (or how).
Under the sentence, identify each of the above elements.
In addition, you are not to use any of the following:
forms of the verb "be" (am, is, are, was, were, be, being, been)
personal pronouns (I, me, you, your)
contractions (use “cannot” instead of “can’t”, etc.)

15. Vocabulary Sentence Example
1. Because he felt anxious, the dog sat in the suitcase at the foot of the bed before his owners left for Hawaii.
  Who: the dog What: sat in the suitcase Where: at the foot of the bed When: before his owners left for Hawaii Why: because he felt anxious
All of the sentence should be in the five Ws
and anything in the five Ws should be in the sentence.
GRADING: Using correct format is worth 1 point each for a total of 5 points. Using correct grammar and writing requirements is also worth 1 point each for another 5 points. In addition, one sentence will be graded for the correctness using who, what, when, where, and why for an additional 5 points. Therefore, you have the potential to earn 15 points on your sentences. Sentences that do not meet all requirements will lose points accordingly.
Any assignment that does not follow these directions, will receive a ZERO.

16. Review
Yesterday, we read and annotated Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave concentrating on his use of figurative language.
Today, we will find examples of figurative language in the text and discuss our findings to determine how they lead to the author’s point of view.
1 minute

17. Slide 3: Finding Figurative Language
Reread and in another color, highlight at least three sentences with words and phrases that evoke imagery
Look for figurative language (such as similes and metaphors) and words that express negative or positive connotation
5 minutes

18. Slide 4: Prepare to discuss
Let’s review the conversation stems for class discussion
What rules do we need to promote a respectful discussion?
5 minutes

19. Slide 5: Discuss
Using your discussion stems, engage in a respectful group discussion regarding the following:
What phrases did you highlight?
What patterns or contrasts do you see?
What impact do they have on the reader?
What does it tell you about Douglas’s point of view?
5 minutes

20. Slide 6: Record results
Choose three pieces of evidence to record on the analyzing language handout
Paraphrase what the author is saying in your own words
Explain the effect it has on the reader
Does it help the reader understand the author’s perspective? How?
Does it introduce a new idea to the reader?
Does it give insight into the author’s feelings?
10 minutes

21. Slide 7: Understanding
Respond to the following question in your reading log. Use evidence from your analyzing language handout to support your answer.
What is Douglas’s point of view and how does he use imagery to develop this point of view?
This is an individual assignment – you must work alone!
5 minutes

22. Tuesday, October 23 HOMEWORK
Complete reading log on Douglass’s point of view (you will be asked to share with the class tomorrow)
APP Literacy Article Annotation (due Thursday)
Vocabulary Log and Sentences (due next Monday)

23. Take out your reading log and prepare to share with the class.
WEDNESDAY, OCTOBER 10
You will need:
Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave
Analyzing Figurative Language
Reading protocol with conversation stems
Vocabulary Log
Reading Log
Today we will:
Reread the Narrative of the Life of Frederick Douglass, an American Slave
Analyze how the author develops claims and the central idea in the text
BELLRINGER
Take out your reading log and prepare to share with the class.

24. Prepare
Please take out your homework (reading log) from last night and prepare to share your response with the class
2 minutes

25. Review
Yesterday, we identified figurative language used in Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave to determine Douglass’s point of view.
Today, we will look at the author’s claims to determine the central idea of the text.
1 minute

26. Slide 1: Finding Claims Look at the three statements to the left
What is the author trying to say?
What is the overall point he is trying to make with these statements?
Why were these moments significant?
What did it lead him to?
Discuss with your partner/group and prepare to share with the class
10 minutes

27. Slide 2: Determining Claims
Freedom of thought led to the aspiration of freedom from slavery
Determine the claim from the text.
What is the author trying to say?
Reading led to thinking
Reading led to hatred of being a slave
Reading led to wanting a better life
5 minutes

28. Slide 3: Annotating Claims
Write the claim in the margin.
Label it Claim #1
Identify evidence
Circle and label it SC#1
Claim 1: Freedom of thought led to the aspiration of freedom from slavery
SC 1
5 minutes

29. Slide 4: Identifying Claims
With your partner/group, find 2-3 more author’s claims and record them in the margin.
Identify and label evidence that led you to the claim.
10 minutes

30. Understanding Respond to the following question in your reading log:
What are the similarities between Alexie’s narrative and Douglass’s narrative?
How are the authors’ claims similar and/or different?
This is an individual assignment – you must work alone!
5 minutes

31. Wednesday, October 24 DUE TODAY HOMEWORK
Turn in your reading log
Complete any unfinished work on claims
APP Literacy Article Annotation (due tomorrow)
Vocabulary Log and Sentences (due next Monday)

32. THURSDAY, OCTOBER 25 You will need: Today we will:
Discuss the Narrative of the Life of Frederick Douglass, an American Slave
Assess the validity of an author’s reasoning
Reveal the central idea
You will need:
Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave
Analyzing and Assessing Claims handout
Reading protocol with conversation stems
Central Idea Theme Tracker
Vocabulary Log
BELLRINGER
Take out the vocabulary log and complete the second column. Also, take out your reading log and prepare to share with the class.

33. Slide 5: Assessing Validity
Let’s review the analyzing and assessing claims handout.
Does it have a strong verb and clear details based on the text?
Is it something you haven’t really heard of before that is not overused?
Can it be supported by multiple pieces of evidence from the text?
Is there another side to the claim? Could someone argue against it?
What does false or fallacious mean?
Sounds good but is not logical – doesn’t really make sense
5 minutes

34. Slide 6: Assessing Validity
Let’s complete the first row of the analyzing and assessing claims handout using our first claim.
Freedom of thought led to the aspiration of freedom from slavery.
Yes - This claim identifies a cause and effect relationship based on the author’s experience.
Yes - This claim is not one that is necessarily seen over and over again.
Yes – The author
provides examples of how reading helped him to articulate his thoughts and feelings which led to his decision to run away
Yes – one could
argue that the
opposite is also true - the desire
for freedom could lead to freedom of thought.
The reasoning is valid because the author provides clear, reasonable evidence with a connection between learning, gaining knowledge and the desire for freedom.
5 minutes

35. Slide 7: Assessing Validity
With your partner/group, complete the remaining rows of the analyzing and assessing claims handout using the two additional claims you found.
15 minutes

36. Slide 8: Finding the Central Idea
Claim 1: Freedom of thought led to the aspiration of freedom from slavery.
Claim 2: Humans have an innate desire to learn that cannot be stopped.
Claim 3: The slaveholders view of and treatment of slaves is depraved.
Based on the claims in the text, what is the central idea the author is trying to convey?
Discuss with your partner/group and prepare to share.
5 minutes

37. Slide 9: Reveal the Central Idea
No one should be deprived of their right to knowledge and/or learning/education.

38. Slide 10: Understanding
“The more I read, the more I was led to abhor and detest my enslavers.”(103)
What types of devices does the author use to express his ideas?
“Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell.”(101)
Negative Connotation
“…a band of successful robbers, who had left their homes, gone to Africa, and stolen us from our homes” (103)
Imagery and Figurative Language
Emotional Rhetoric
5 minutes

39. Slide 11: Homework
Assignment
Materials you need

40. Thursday, October 25 DUE TODAY HOMEWORK
APP Literacy Article Annotation
Update Central Idea and Theme Tracker
Vocabulary Log and Sentences due Monday

41. Take out the vocabulary log and complete the third column.
FRIDAY, OCTOBER 26
You will need:
Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave
Central Idea Theme Tracker
Analyzing Figurative Language
Analyzing and Assessing Claims handout
The writing an analysis paragraph handout
Loose-leaf paper and standard blue or black ink pen
Today we will:
Write an analysis with a claim, counterclaim, and rebuttal
BELLRINGER
Take out the vocabulary log and complete the third column.

42. Review
This week, we read an excerpt from the Narrative of the Life of Frederick Douglass, an American Slave and we identified the central idea of the text.
Today, we will write a claim and a counterclaim using Douglass’s text.
We will construct a well-written paragraph on each using text based evidence and reasoning.

43. Slide 1: Analyze the Prompt
Determine and explain Douglass’s point of view based on his word choice, claims, and evidence. Cite strong and thorough textual evidence, including direct quotations. Use grade appropriate words and phrases, grammar, punctuation, and spelling.
Read the writing prompt to the left
Consider Douglass’s point of view on a subject from the text.
Slavery
Learning to Read
Freedom

44. Slide 2: Create your claim
Use the chart on your handout to develop your claim and support.
Access the following handouts for ideas:
Analyzing Figurative Language
Analyzing and Assessing Claims
Central Idea and Theme Tracker

45. Slide 3: Plan your claim paragraph
Use the diagram on your handout to develop your reasoning.
Develop your claim
Choose your evidence
Explain your reasoning

46. Slide 4: Write a topic sentence for your claim paragraph
Use the following sentence stem to create your topic sentence
Douglas uses/utilizes/employs _______________________ (type of language)
and ________________ to demonstrate/develop/portray
(type of claim)
his point of view that ________________________________.
(Douglass’s point of view)

47. Slide 5: Add evidence and reasoning
Use sentence starters in the chart below to help write your supporting sentences from step two.

48. Slide 6: Plan your counterclaim
Use the diagram below to help develop your reasoning and evidence

49. Slide 7: Create a counterclaim and rebuttal
Complete the following sentence stem to create your counterclaim topic statement:
Some might say/argue/claim that Douglass ____________________________________________ (counterclaim)
; however this is invalid because _________________
__________________________________________ .
(evidence and reason)

50. Slide 8: Add evidence
Use sentence starters in the chart below to help write your supporting sentences.

51. Slide 9: Write your claim and counterclaim
Begin with the topic sentence you created
Add your reasoning and evidence .
Add a a closing sentence that begins with a transition

52. Slide 10: Submit your final paragraph
Requirements
Must be done in MLA format using the rules of formal writing.
Must be typed or written in standard blue or black ink.
Must be written in MLA format using the rules of formal writing.

53. Friday, October 26 DUE TODAY HOMEWORK
Updated Central Idea and Theme Tracker
Analyzing and Assessing Claims Handout
Personal Reading Narrative
Vocabulary Log and Sentences due Monday