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)
______________________________________________________________
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:
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
Wednesday
Type 1 writing:
Write five sentences about Montag's interaction with Beatty at the fire station
Thursday
Thursday
Write five sentences that include factual conclusion about Mildred
Friday: Type 1 writing:
Write 5 sentences about Montag's home life.
_______________________________________________________________
Short Story
"Masque of the Red Death"
Students will be introduced to the story, "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)
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
-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
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
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
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.
