451 test Friday, 11/3
451 chapter 2
1. Students will review the packet questions
2. Students will review and discuss section one of the text
3. Students will continue reading the text.
2. Students will review and discuss section one of the text
3. Students will continue reading the text.
4. Students will read and complete packet work in chapter 3 for 451 for Wednesday, 11/1.
5. Complete a character analysis on the following characters:
Montag, Mildred, Beatty, Granger
1. Read the First Amendment:
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
How does this apply to your life?
2. Copy the Character List:
2. Copy the Character List:
Guy Montag The protagonist, an unhappy, complacent man who is thirty years old. He has been a fireman for ten years. He meets Clarisse and finds that her outlook on life is refreshing.
Mildred Montag (Millie) Guy's self-destructive wife, also thirty years old, who reveals to Montag the alienated existence of citizens in his society. She has never wanted children and considers her family to be television characters.
Clarisse McClellan Montag's new neighbor, seventeen years old, who calls herself crazy and enjoys conversations. Her recalcitrance and nonconformity allow Montag to discover how jaded his view of life has become.
Captain Beatty The antagonist of the book and Montag's superior, the Fire Captain, who functions as the apologist for the dystopian culture in which Montag lives. He is well read and uses his knowledge of books as a weapon to fight curiosity about them.
Mechanical Hound A machine, similar to a trained killer dog that the firefighters use to track down and capture criminals. The Hound disables and kills offenders with a morphine or procaine needle.
Unidentified Woman A woman from the ancient part of the city. Her martyrdom reveals to Montag the power of civil disobedience, books, and ideas.
Faber An elderly man, a retired English professor who is an underground, though ineffectual, scholar. He becomes Montag's ally and mentor.
Granger An ex-writer who is the unacknowledged leader of the social outcasts and criminals. He unites the group to keep the content of books safe.
Stoneman and Black Montag's fellow firemen who are conformists, and conservatives. Together with Beatty, they form Montag's familiar working colleagues.
Mrs. Phelps and Mrs. Bowles Millie's friends who do not question the social structure. Their husbands are called away to war. They also view the television characters as their families and become agitated when Montag reads to them.
Fred Clement, Dr. Simmons, Professor West, Reverend Padover, and Harris in Youngstown Social outcasts and criminals who are led by Granger. They choose and memorize a book to ensure that the story is never forgotten.
2. Read the following overview:
Guy Montag is a fireman who lives in a society in which books are illegal. His job is not to
extinguish fires, but to light them. He burns books, and all the firemen
wear the number "451" on their uniforms because that is the temperature
at which books burn.
But the role reversal of the firemen is not the only difference between
present-day society and the world in which Montag lives. People of
Montag's world take no interest in politics or world issues. The only point
of life is pleasure. Montag's wife, Mildred, spends her time watching the
televisions that take up three of the four walls in their parlor, or listening
to the seashell radios that fit snugly in the ear. It isn't until Montag meets
a young girl named Clarisse that he realizes that there might be more to
life than the electronic entertainment that absorbs everyone. Clarisse
makes him think about the world beyond the wall television and seashell
radios; she makes him wonder about lifePart II
"Masque of the Red Death"
Students will be introduced to the story, "Masque of the Red Death"
Bell Ringers: Select the correct answer and circle the context clues.
1. The pillar IMPEDED my ability to see the screen
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
3As part of our ITINERARY, we will be in Cleveland on Saturday.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
4. The twins whispered together and laughed, cooking up one of their INTRIGUES.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
5 Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure
Goals:
Students will read about Edgar Allen Poe: Text pg. 339
1. Edgar Allen Poe
www.PHSchool.com (use web code: eqe 9210)
Bell Ringers: Select the correct answer and circle the context clues.
1. The pillar IMPEDED my ability to see the screen
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
3As part of our ITINERARY, we will be in Cleveland on Saturday.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
4. The twins whispered together and laughed, cooking up one of their INTRIGUES.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
5 Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure
Goals:
Students will read about Edgar Allen Poe: Text pg. 339
1. Edgar Allen Poe
www.PHSchool.com (use web code: eqe 9210)
Edgar Allan Poe- Born 1809
One of the first great American storytellers
His work helped define the term "Short Story"
Lived a tragic life
-orphaned at the age of 3
-Lived with a foster family -The Allans (his middle name)
-They paid for his college - However, they stopped paying when Edgar ran up gambling debts
--Married Virginia Clemm- died from tuberculous in 1887
-Poe became antisocial and depressed
-Was found delirious on a Baltimore street and died three days later- 1849
2. Students will discuss the Red Death: Text pg. 339
-Ring Around the Rosy: Ring around the Rosy? Yes, you read it right. Most all of us know this common nursery rhyme, but do you know where it originated? Ring around the Rosy is actually a song about the Black Plague that originated in England. It says, "Ring around the rosy" meaning the red, rosy rings that form around the sores when you are infected. "Pocket full of Posy" resembles the sweet-smelling herbs, called posies, that were placed in peoples' pockets because they thought that bad smells contracted disease. "Ashes, Ashes, we all fall down" is translated to be the massive amounts of death and cremation of bodies during the 14th century in Europe when the disease broke out. Not such a fun and friendly nursery rhyme anymore, is it?
-Facts about the Black Death- http://facts.randomhistory.com/2009/06/09_black-death.html
3.Students will learn about Symbolism-
Students will read page 338 in their text
-Ring Around the Rosy: Ring around the Rosy? Yes, you read it right. Most all of us know this common nursery rhyme, but do you know where it originated? Ring around the Rosy is actually a song about the Black Plague that originated in England. It says, "Ring around the rosy" meaning the red, rosy rings that form around the sores when you are infected. "Pocket full of Posy" resembles the sweet-smelling herbs, called posies, that were placed in peoples' pockets because they thought that bad smells contracted disease. "Ashes, Ashes, we all fall down" is translated to be the massive amounts of death and cremation of bodies during the 14th century in Europe when the disease broke out. Not such a fun and friendly nursery rhyme anymore, is it?
-Facts about the Black Death- http://facts.randomhistory.com/2009/06/09_black-death.html
3.Students will learn about Symbolism-
Students will read page 338 in their text
- Symbols around us; In pairs, students should make a list of symbols encountered in everyday life...for example: A green light tells you that it is your turn to go; A red light tells you that it is your turn to stop; A bell may signal the beginning of the school day
Now it is your turn: List as many symbols as you can and indicate their meaning
Symbolism in the story:
A. The story itself
B. Prince Prospero
C. The Clock
D. The Band
E. The revelers
F. The Masqued figure
G. Brazier of Fire
Allegory -B. Prince Prospero
C. The Clock
D. The Band
E. The revelers
F. The Masqued figure
G. Brazier of Fire
An allegory is a story intended to be read on a symbolic level. In an allegorical story, the characters, settings and events are intended to have meanings independent of the actions in the surface story. For example, a story may stand for the entire world. In fact, the entire story can be seen as a symbol representing a truth about a condition of life.
Now it is your turn: List as many symbols as you can and indicate their meaning
- Students will open their packets - read footnotes and vocabulary words
- Students will make predictions
- As a class, students and teacher will discuss the concept of "trust"
- Students will read the story
- Students will answer questions following the story
- Students will complete a plot struct
Friday: Students will Complete the follow up questions on page 348
All answers will be written in the notebook and discussed
Students will complete the Plot Structure Worksheet
Assessment: Assessment/ Comprehension questions and Plot structure worksheet
(to review key elements of the story)
Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen
Assessment- Rubric
CC.1.2.9-10.A: 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.
