1. WORDS AS WEAPONS

2. DECEMBER 1 TSWBAT create an elaboration of the story "Harrison Bergeron" Warm Up: What part of the beginning or end of the story left you confused?

3. LESSON 1. Decided what part of the story you felt needs more explanation. 2. Pick a paragraph from the story in which to start. 3. have the first sentence of your elaboration be the last sentence of the paragraph. * If you are adding to the end- the last sentence of your elaboration will be the first sentence of one of the end paragraphs. 4. Write four paragraphs elaborating (add information/detail) to the story.

4. EXAMPLE From Text: Some things about living still weren't quite right, though. April for instance, still drove people crazy by not being springtime. And it was in that clammy month that the H-G men took George and Hazel Bergeron's fourteen- year-old son, Harrison, away. Beginning of Elaboration: And it was in that clammy month that the H- G men took George and Hazel Bergeron's fourteen- year-old son, Harrison, away. It wasn't as much as a fight as some would have you believe. In fact, the H-G men arrived, knocked on the door, and the family moved to the side as their 14 year old son as taken into custody.

5. DECEMBER 2, 2015 Objective: TSWBAT analyze their elaborations and have literary discussion regarding the elaborations Warm Up: Take 5 minutes and "revise" your elaboration

6. LESSON 1. Get into groups of 3 or 4 2. Share your elaborations 3. Once each person has shared have a silent discussion about the elaboration * Consider the following a. Did it make HB less confusing b. What questions do you have c. Is this a likely scenario given the context of HB? How do you know?

7. LESSON When you group has finished. Each person will answer #7 on page 27.

8. LESSON Complete the "Evaluating Equality" worksheet Your written answer should be 5 or more sentences.

9. DECEMBER 3, 2015 Objective: TSWABT analyze print advertisements Warm Up: When is censorship a good thing?

10. LESSON

11. WHAT DEVICES ARE USED?

12. LESSON

13. WHAT DEVICES ARE USED?

14. LESSON

15. WHAT DEVICES ARE USED?

16. LESSON

17. WHAT DEVICES ARE USED?

18. DECEMBER 4, 2015 TSWBAT create their own futuristic short stories Warm Up: Discuss your news article with a partner

19. LESSON WHAT DOES THE FUTURE HOLD? –sports –pollution –food/clothing –military –drugs/medicine –housing –entertainment –technology education govenement careers/jobs economy crime transportataion crime hobbies relationships/dating population religion Choose 1 (one) topic think about what this will look like in the future. You may illustrate your thoughts in the following way 1. Draw several(5+) detailed panels depicting your topic in the future 2. Write a 4-5 paragraph reflection 3. Write a 4-5 paragraph 1st person narrative

20. HOMEWORK BRING IN A CLEAN NOTEBOOK FOR MONDAY You may decorate the outside cover however you would like.

21. DECEMBER 7, 2015 OBJECTIVE TSWBAT analyze Fahrenheit 451 for structure and meaning WARM UP Write for 5 minutes about the following quote " If they give you ruled paper, write the other way." Juan Ramon Jimenez

22. MAKE YOUR NOTEBOOK Divide your notebook into 4 sections Label One Section- Characters (14 pages) Section 2- Part 1 Section 3- Part 2 (create only once you have finished section 1) Section 4- Part 3 (create only once you have finished section 2) In each section label a page "Interesting Quotes" Label another page "Vocabulary" Label another page "Handouts"

23. SETTING IT UP STAPLE YOUR VOCABULARY FOR PART 1 IN THE VOCABULARY SECTIONS This will be your reference while you read CHARACTERS (2 BLANK PAGES A CHARACTER) Guy Mildred Captain Beatty Professor Faber Clarisse McClellan (1 page a person) Granger Mrs. Phelps Mrs. Bowles Stoneman and Black

24. PAGE 7 IT WAS A PLEASURE TO BURN. It was a special pleasure to see things eaten, to see things blackened and changed. With the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the world, the blood pounded in his head, and his hands were the hands of some amazing conductor playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history. With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame with the thought of what came next, he flicked the igniter and the house jumped up in a gorging fire that burned the evening sky red and yellow and black. He strode in a swarm of fireflies. He wanted above all, like the old joke, to shove a marshmallow on a stick in the furnace, while the flapping pigeon-winged books died on the porch and lawn of the house. While the books went up in sparkling whirls and blew away on a wind turned dark with burning

25. PAGE 7 IT WAS A PLEASURE TO BURN. (IQ) It was a special pleasure to see things eaten, to see things blackened and changed. With the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the world, the blood pounded in his head, and his hands were the hands of some amazing conductor playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history. With his symbolic helmet numbered 451(?) on his stolid head, and his eyes all orange flame with the thought of what came next, he flicked the igniter and the house jumped up in a gorging fire that burned the evening sky red and yellow and black. He strode in a swarm of fireflies. He wanted above all, like the old joke, to shove a marshmallow on a stick in the furnace, while the flapping pigeon-winged books died on the porch and lawn of the house. While the books went up in sparkling whirls and blew away on a wind turned dark with burning

26. DRAW WHAT IS HAPPENING ON PAGE 7

27. QUESTION/ THOUGHTS I HAD WHILE READING Colors associated with Montag? (8) Color associated with Clarisse? (9) What page is Montag officially introduced? How old is Montag? (12) How old is Clarisse? (11) What do firemen do and what is their slogan? What are “parlor walls”? (13) What are “pedestrians”? (13) With a partner or the people siting around you, use the questions on the left as a guide to start discussing the first pages of the book. Write down your characters observations in the character pages of your notebook. Summarize the events of pages 7- 14 in “section 1” Discuss and write down what you know about this society.

28. READ PAGES 14-25 FOR HW What do you think is happening? Complete your required reader’s notebook activities.

29. DECEMBER 8, 2015 TSWBAT analyze the structure of 451 and determine its meaning Warm Up: Write for 5 minutes about your interesting quote.

30. DECEMBER 9, 2015 TSWBAT analyze the structure of 451 and determine its meaning Warm Up: Write for 5 minutes about your interesting quote.

31. GROUPS- 20 MINUTES In your groups assign the following roles Summarizer- what are the main events that happened in the readings Connector- how can you connect the reading to modern day Illustrator- draw or find several pictures that represent what happened in the reading Diction Detector- how does the word choice help readers understand what is happening

32. GROUPS SHARE Each group will share what it discussed

33. PD. 1 QUIZ 1. Tell me everything you know about the firehouse hound and Guy's feelings toward it. 2. What does a school say look like in 451?

34. PD. 3 QUIZ 1.What does Clarisse like to do during the day? 2. Tell me everything you know about sleeping pills in 451.

35. PD 6 QUIZ What do the students do after school? How do the firemen entertain themselves?

36. DECEMBER 10, 2015 TSWBAT- analyze 451 for meaning Warm Up: Create a list of questions you have about the reading in your notes section.

37. SILENT CONVERSATION Write for one minute about a lesson you learned. Rotate the paper clockwise and respond to one of the lessons. Rotate gain until you have responded to everyone.

38. TURN IN YOUR PROJECTS Put your projects on the desk by the door.

39. DECEMBER 11 TSWBAT analyze the diction in 451 and identify how words choice helps convey a message Warm Up- Montag realizes that he is not on solid ground anymore. Write a narrative about what Montag is thinking about as he enters the written world.

40. READ YOUR NEWS ARTICLE- 25 MIN In your groups read your assigned article. Assign the following jobs –Summarizer –Connector to text –Diction Detector- what words identify the theme and tone? –Connector to world –Passage Picker- identify the most important passage and explain why this is the most important passage After Reading- complete your task and discuss with the group

41. SHARE- 20 MINUTES Exit ticket- in your notebooks explain what article did you find most enlightening and why?

42. DECEMBER 14, 2015 TSWBAT analyze the use of fear to restrict freedoms Warm Up: Create a list of people who fit into society "like a round peg in a square hole."

43. LESSON List all of the traits of "normal" people in 451 List the traits of "normal" people in our society Pick one character in the book and decide if they fit into 451's society. Write an essay explaining how this person is like a round peg in a square hole.

44. DECEMBER 17, 2015 TSWBAT analyze how fear can threaten freedoms and create outcasts in society Warm Up: Share your quick write with a partner

45. QUIZ PD. 1 1. People in the society of Fahrenheit 451 love and care about their children. –True or False –Provide evidence of your answer 2. What do you know about this quote?: “It’s always someone else's husband who dies.”

46. QUIZ 1.Mildred’s friends voted for the president based on the things he said. –True or False –Explain your answer 2.Explain what you know about “Dover Beach”

47. PD. 6 QUIZ Professor Faber is a courageous man. –True or False –Explain your answer What do you know about Montag’s consequences?

48. LESSON- 20 MINUTES 1.Examine your quick write from Monday about a character not fitting into society. 2.Create a Blog Post from the perspective of your character discussing the society in which they live. Consider The value of people Employment Entertainment Laws How people are controlled

49. LESSON- SHARE YOUR BLOGS

50. DECEMBER 18, 2015 TSWBAT write a news article about something they fear in our society Warm Up: Create a list of things you see in our society that scare you

51. LESSON Create a list of things that were scary in the society of 451 Compare the two lists Read the newspaper article “When Fear Threatens Freedom”

52. LESSON Write your own newspaper article showing the things your fear in our society and this fear can threaten our freedoms.

53. DECEMBER 21, 2015 TSWBAT create public service announcement about how fear can threaten people. Warm Up: What is the point of a public service announcement?

54. LESSON 1. Using your blog, newspaper article, notebook, and book create a public service announcement for the people of 451 * Be sure to include examples of how people in fear give up freedoms.

55. SHARE YOUR PSA IN SMALL GROUPS

56. JANUARY 4, 2016 WELCOME BACK TSWBAT create polished piece of original writing that demonstrates their knowledge pf Fahrenheit 451 Warm Up: Create a theme for the book and discuss it with a partner

57. POLISH YOUR WORK Pick one of the following –Blog –News Article –Public Service Announcement Re-write the piece –Must be 1 page front and back –Must imitate the style in which you are writing (ie- blog less formal) –Must prove that you are knowledgeable of the text

58. JANUARY 5, 2016 TSWBAT create a study guide for Fahrenheit 451 Warm Up: In your 451 notebook make a list a characters, then write down words that you associate with each characters. Example: Clarisse- questioning, anti-social…

59. LESSON- STUDY GUIDE FOR THE TEST Identify the importance of the quote and the allusion Page 35 " 'You know the law,' said Beatty. 'Where's your common sense? None of those books agree with each other. You've been locked up here for years with a regular damned Tower of Babel' "

60. LESSON- STUDY GUIDE FOR THE TEST Page 49: " And I thought about books. And for the first time I realized that a man was behind each one of the books" Explain the significance

61. LESSON- STUDY GUIDE FOR THE TEST Page 59: " We stand against the small tide of those who want to make everyone unhappy with conflicting theory and thought" Who is saying it? What is the significance?

62. STUDY GUIDE Pg. 67 "We cannot tell the precise moment when friendship is formed. As in filling a vessel drop by drop, there is at last a drop which makes it run over; so in a series of kindnesses there is at least one which makes the heart run over" What book is this a quote from? What is the significance?

63. STUDY GUIDE Page 85: " A few bombs and the "families" in the walls of all the houses, like harlequin rats, will shut up! In the silence, our stage whisper might carry" Who says this? What is being warned againist?

64. STUDY GUIDE Page 157: " And some day we'll remember so much that we'll build the biggest goddamn steam shovel in history and dig the biggest grave of all time and shove war in and cover it up. Come on now, we're going to go build a mirror factory first and put out nothing but mirrors for the next year and take a long look in them" What is happening here?

65. JANUARY 7, 2016 TSWBAT analyze original writings by their peers Warm Up: Get into groups of 3 or 4

66. Use your phones to look up blogs, news paper articles, and PSAs Write down things that make these unique. Look at: –structure –language –style –voice – interaction with the audience.

67. SWITCH PAPERS Editors look for the following: Does the writing match the hallmarks of the intended style (ie- is it a blog...?) Does the piece speak to the audience? Does the piece have an identifiable purpose? Does the piece correlate to the text? Switch papers until everyone in the group has read and answered the questions for all group members.

68. REVIEW THE NOTES GIVEN TO YOU Brainstorm how to make you piece better Start drafting your final copy

69. JANUARY 11, 2016 TSWBAT re-write an original piece modeling the style of a blog, news article, or PSA WARM UP: Check out a book

70. LESSON Look at the feedback provided by your peers Type a final draft of your piece incorporating the changes you made Write a paragraph explaining how your original piece models a blog, news article, or PSA

71. JANUARY 12, 2016 TSWBAT Select two allusions from the book and analyze how they interact and develop over the course of the text Warm Up: Why do author's use allusion?

72. LESSON With a partner research the topic you were given and be prepared to share your findings

73. LESSON After listening to all the presentations: –Use your allusion and ONE other and analyze a. how the allusion adds to the novel b. how well current audiences would know these allusions c. how they interact and develop over the course of the text

74. CLASS DISCUSSION Why did Bradbury use these allusions in the text? –What purpose do they serve (consider the reader) –Do you think the intended reader was aware of these references?

75. JANUARY 13, 2016 TSWBAT make corrections to their 451 tests Warm Up: Get out you books and notebooks

76. TEST CORRECTIONS FOR EVERY INCORRECT ANSWER 1.Find the quote in the book and write down the page number 2.Re-write your answers so that they make sense given what is happening in the book Example: Quote on text “It was a please to burn” Corrections- found on page 7 Fix answers a, b, and c. To get more points on the summary add in any details you feel prove to me that you read the book.

77. JANUARY 15, 2016 TSWBAT analyze the language of 451 Brainstorm some ways that language can overcome limitations

78. LESSON Go to page 85 of the text List the three things that are needed in enjoy books Write a response to Faber’s idea

79. LESSON What are ways that language is used to overcome limitations in 451?

80. JANUARY 20,2016 TSWBAT create an outline in order to answer an essay prompt Warm Up: What are the first things that a student should do when answering a an essay prompt?

81. LESSON work on outline together

82. JANUARY 21, 2016 TSWBAT use an essay outline to write body paragraphs of an essay Warm Up: Finish writing your introduction and be prepared to share

83. LESSON Using facts from yesterday write 2 body paragraphs and a conclusion

84. JANUARY 27,2016 TSWBAT read a short story by Bradbury and determine the theme Warm Up: Write a paragraph or more response to the “Connect to Life” on page 71.

85. JANUARY 28 TSWBAT analyze “A Sound of Thunder” and determine Bradbury's message Warm Up: Create a prediction for how you think the story will end.

86. LESSON- JANUARY 27/28 Read “ A Sound of Thunder” With a partner answer questions 1(including the comprehension check)-5

87. FEBRUARY 1, 2016 TSWBAT identify the theme of ‘A Sound of Thunder” Warm Up: Why do you think your answer to number 5 is correct? Use evidence from the story.

88. LESSON Review the questions With a partner create a list of main events From the list you created write a 5 sentence summary if “A Sound of Thunder” Share your summaries Discuss the ending of the book and create a tag line

89. FEBRUARY 2, 2016 TSWBAT create summaries of Bradbury short stories Warm Up: Complete the Connect to Life on page 86 (Respond by writing a paragraph) Turn your paragraph into a 10 word statement.

90. LESSON Share your summaries from “…Thunder” with a partner Add anything you think you need Now, make it a two sentence summary Now make it a 15 word summary!

91. LESSON Make the Reader’s Notebook Chart on the bottom of page 86 Read the story and complete the chart

92. FEBRUARY 3 - 2016 TSWBAT: compare “There Will Come Soft Rain” to 451 Warm Up: finish reading or review “There will Come Soft Rains”

93. LESSON Answer questions 2 and 3 Write paragraph answers to 6 and 7

94. LESSON With a partner compare “There will come Soft Rains” to 451

95. FEBRUARY 4, 2016 TSWBAT compare Bradbury's writing style across his short stories and novel. Warm Up. Analyze this picture

96. SENTENCE STRUCTURE Simple- One Independent Clause Compound- Two+ Independent Clauses Compund-Complex- Two+ Independent Clauses, One Dependent Clause Complex- One Independent clause, One + dependent clause Independent clause- subject and verb (can stand alone) Dependent clause- subject and verb (cannot stand alone)

97. LESSON 1.Simple Sentence: One (subject + verb) Twenty Freeport citizens protested the ban against smoking. 2.Compound Sentence: Two independent clauses joined by a comma + coordinate conjunction (FANBOYS) (Twenty Freeport citizens protested the smoking ban), but (the newspaper failed to cover the story). 3. Complex Sentence: A sentence with one independent clause and at least one dependent clause. (After Mary added up all the sales), (she discovered that the lemonade stand was 32 cents short). 4. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Catch-22 is widely regarded as Joseph Heller's best novel, and because Heller served in World War II, which the novel satirizes, the zany but savage wit of the novel packs an extra punch.

98. LESSON Copy this sentence- “To enter out into that silence that was the city at eight o'clock of a misty evening in November, to put your feet upon that buckling concrete walk, to step over grassy seams and make your way, hands in pockets, through the silences, that was what Mr. Leonard Mead most dearly loved to do.” Circle all Subjects and Verbs Identify the clauses What type of sentence is this?

99. LESSON “To enter out into that silence that was the city at eight o'clock of a misty evening in November, to put your feet upon that buckling concrete walk, to step over grassy seams and make your way, hands in pockets, through the silences, that was what Mr. Leonard Mead most dearly loved to do.”

100. LESSON “(To enter out) (into that silence that was the city at eight o'clock of a misty evening in November), (to put your feet upon that buckling concrete walk), (to step over grassy seams) and (make your way, hands in pockets, through the silences), (that was what (Mr. Leonard Mead most dearly loved) to do).”

101. LESSON Write a simple sentence, compound sentence, complex sentence, and complex compound sentence the picture in the warm up.

102. FEBRUARY 5, 2016 TSWBAT identify the connection between “The Pedestrian” and 451 Warm up: Look at the pictures in the story on page 96. Make a prediction about this story.

103. LESSON Read pages 96-100 As you read keep notes on –Imagery (sensory) –Syntax

104. LESSON Answer questions 1-6

105. LESSON Make a chart comparing “The Pedestrian” to 451 Compare Leonard to a character in 451 Compare the settings Compare the themes Compare the police to the firemen Use Evidence from the texts to support your answer