Curriculum / ELA / 10th Grade / Alternate Unit 1: "If This Goes On..." Technology, Truth, and Happiness in Fahrenheit 451 / Lesson 7
ELA
Alternate Unit 1
10th Grade
Lesson 7 of 21
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Analyze how Vonnegut uses rhetorical appeals to advance his central argument on censorship.
Letter: “I Am Very Real” by Kurt Vonnegut
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Vonnegut use ethos, pathos, and logos to convey his message on censorship? Provide examples from the text and carefully explain your thinking.
An example response to the Target Task at the level of detail expected of the students.
Key thinking students do about today's reading.
Reread the first three paragraphs of Vonnegut's letter. What is the tone, and how does the diction contribute to that tone? Provide specific examples and carefully explain your thinking.
What does Vonnegut mean when he says he is "very real"? Why does he work so hard to establish this point? Provide specific examples and carefully explain your thinking.
According to Vonnegut, what does being American mean, and how does that relate to his argument about book burning? Provide specific examples and carefully explain your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
rhetoric
the art of persuasion, including the study of techniques a writer or speaker uses to inform, motivate, or persuade a specific audience in a specific situation
rhetorical appeals
the three primary modes of argument that make it persuasive
ethos
a speaker/writer's appeal to their own credibility
logos
a speaker/writer's appeal to logic, used to convince an audience with reason
pathos
a speaker/writer's appeal to emotions to persuade an audience
exploit
v.
make full use of and derive benefit from (a resource) (par. 3)
consign
to send or give (par. 4)
coarsely
adv.
in a crude or offensive manner (par. 6)
Reading and/or task to be completed at home in preparation for the next lesson.
Prepare for a Socratic Seminar on "Part I: The Hearth and the Salamander."
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RI.9-10.2 — Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.6 — Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.3 — Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.10 — By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 6
Lesson 8
Analyze how Plato uses symbolism to convey ideas about ignorance and knowledge.
RL.9-10.2 RL.9-10.4
Analyze how Bradbury uses characterization and imagery to convey his central message about technology in the short story "The Pedestrian."
RL.9-10.2 RL.9-10.3 RL.9-10.4
Analyze how Bradbury uses characterization of Montag and Clarisse to introduce larger ideas about this society.
Analyze how the characterization of Mildred introduces Bradbury's theme of technology.
Analyze how events and descriptive details show a development in Montag's character.
RL.9-10.3 RL.9-10.4
Identify the main arguments about communication, censorship, and happiness in Beatty's speech and what his ideas reveal about his character.
RI.9-10.7 RL.9-10.2 RL.9-10.3 RL.9-10.4
RI.9-10.2 RI.9-10.4 RI.9-10.6
Assessment: Socratic Seminar
Engage in a Socratic seminar on Part 1 considering the larger themes and symbols in Fahrenheit 451 and supporting arguments with strong textual evidence.
SL.9-10.1 SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d SL.9-10.4
Analyze how Bradbury uses imagery and figurative language to characterize Faber and his relationship with Montag.
Analyze how two key scenes reveal Montag's dual personality at the end of Part 2.
RL.9-10.3 RL.9-10.4 RL.9-10.5
Writing
Unpack a writing prompt and use a graphic organizer to gather evidence in preparation for a two-paragraph response.
RL.9-10.1 RL.9-10.3 W.9-10.1 W.9-10.5
Outline a two-paragraph response, including a strong topic sentence, evidence, analysis, and a concluding statement.
W.9-10.1 W.9-10.5 W.9-10.9
Draft and revise a two-paragraph response analyzing Montag's transformation in "The Sieve and the Sand."
W.9-10.1 W.9-10.5
Analyze Montag's thoughts, feelings, and behavior during the climactic scenes of the novel.
RL.9-10.3
Analyze how Bradbury uses symbolism and imagery to convey important ideas.
Analyze how the imagery and symbolism Bradbury uses at the end of the novel contribute to important themes.
Assessment: Free Response
Complete a one-pager that demonstrates your interpretation of and analysis of key elements of Fahrenheit 451.
RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 W.9-10.2 W.9-10.9
Assessment: Performance Task
Read and annotate nonfiction articles, using a graphic organizer to identify similarities and/or differences between the issue discussed in the articles and how it is depicted in Fahrenheit 451.
W.9-10.1 W.9-10.7 W.9-10.8 W.9-10.9
Draft thesis statements and outline an argumentative essay.
Draft an argumentative essay using strong transitional words/phrases and evidence from nonfiction texts.
W.9-10.1 W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d
Create a works cited page for an argumentative essay.
W.9-10.8
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