451 Section 2

Goal: Students will analyze comparisons to this Not so "future" society. 

Students will read, discuss and analyze section 2 of 451

Monday Bell ringer:

Compare and contrast the people in the book's society to those in our current state of society.

1. Finish going over 451 Quiz (Type 1 and 2)

2. Review packet: Review the 451 packet and vocab for section 1

3. Discuss the title of section 2

4. Analyze pages 67-88 in 451

   A. Students will review and discuss sections of the text

   B.. Students will continue reading the text.

5. Class evaluation

HMK: Vocab 3 - Finish Vocab section in packet and 10 original sentences.

Sentences must be turned in to turnitin.com before class on 10/1

Wednesday, 10/ 2 - There will be a quick 451 Vocab section 1 quiz 

Read up to page 124  in 451 by Thursday, 10/3. 

Friday, 10/4:  Vocab 3 Test

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Tuesday Assignment

Tuesday Bell ringer:  (Happy Tuesday!!!)

What actual historical events does Bradbury metaphorically represent up to this point in the novel.

1. Introduce Cask of Amontillado

2. Compare and contrast 451 and Cask

3. Complete the Missing person's report on Friday

Wednesday Bell ringer

Bell Ringer: Who do you think turned Montag in?

1. Continue reading 451

Thursday: Type 1,2,3 quiz up to page 124

2. Analyze section 2

3. Go over vocab section 2

4. Review packet work

Thursday

Bell Ringer:  Explain how Montag has changed from the beginning of the novel.

1.Thursday: Type 1,2,3 quiz up to page 124

2.Finish Cask of Amontillado

To assess comprehension of the story and review writing concepts, students will complete a "Missing Person's Report"

Link to Missing Person's Report

Monday, 10/7

1.. Read: This will be completed in class.

There Will Come Soft Rains

Compare and contrast Bradbury's writing.  How is this story similar to 451?

Goal: Students will utilize assigned short story terms and apply them in context
Students will practice interpreting context clues and taking notes
Students will understand the ideas of the future as told by Ray Bradbury.

-Students will discuss the Bradbury and his contributions to Science Fiction
Students will review their notes and discuss the context
Students will discuss the possibility of the story being realistic to our current society

(Assessment)

Students/ Teacher will discuss the story:  The structure; The similarities and differences in today's society.

Students will review Critical Thinking (text) questions after the text

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.

451 / Masque of the Red Death (Poe)

451 chapter 1

Assign readings for Friday:

-Homework for FRIDAY: finish Chapter 1 in 451 for Friday and answer packet questions (Complete section 1 Vocab in the packet)

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451- Chapter 1

Goal: Students will analyze comparisons to this Not so "future" society.

Students will read, discuss and analyze pages 1-40 of 451

Bell Ringer:

Monday

Type 1 writing:

Write five sentences about Montag's interaction with Clarisse

Tuesday:

Find 2 similarities between our society and the society in this book

Wednesday

Type 1 writing:

Write five sentences about Montag's interaction with Beatty at the fire station

Thursday

  Write five sentences that include factual conclusion about Mildred

Friday: Type 1 writing:

Write 5 sentences about Montag's home life.

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Short Story

"Masque of the Red Death"

Students will be introduced to the story, "Masque of the Red Death"

1. Review 451

-Homework is due Friday

2. Introduce Edgar Allan Poe and "Masque of the Red Death"

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

- 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 

Allegory -
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

4. Students will read and take notes on "Masque of the Red Death" page 340

 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

5. Students will list and explain the following symbols/ allegorical concepts in the story:
-7 rooms
-Colors in each room
-Prince Prospero
-Overall allegory
-Masqued figure
-Clock
-The masquerade ball
-The Castle
-The story itself
-The Brazier of Fire
-The Revelers
-The Band

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.

451 chapter 1

Assign readings for Friday:

-Homework for Thursday: finish Chapter 1 in 451 for Friday and answer packet questions

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451 - Chapter 1

Goal: Students will analyze comparisons to this Not so "future" society.
Students will read, discuss and analyze pages 1-40 of 451

Bell Ringer:

Monday

Type 1 writing:

Write five sentences about Montag's interaction with Clarisse

Tuesday:

Find 2 similarities between our society and the society in this book

Wednesday

Type 1 writing:

Write five sentences about Montag's interaction with Beatty at the fire station


Thursday

  Write five sentences that include factual conclusion about Mildred

Friday: Type 1 writing:

Write 5 sentences about Montag's home life.

Due on Friday, 9/20
Finish the chapter
Complete packet questions and vocab work for section 1

1. Students will review the packet questions
2. Students will review and discuss sections of the text
3. Students will continue reading the text.

Homework over vacation:

Vocabulary for section 1

Read up to page 88

Answer packet questions

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.