Lesson Plan Template

Ohio Standards Connections: CCRAR:2: Students will determine central ideas or themes of a text, summarizing key supporting details by creating a black-out poem derived from the novel Fahrenheit 451. CCRAW:9: Students will draw evidence from Fahrenheit 451 to support analysis and reflection of literary text. CCRAW:10 Students will write for a range of tasks and purposes, specifically to create a black-out poem similar to found poetry created first semester. CCRASL:4 Students will

Lesson Summary: Tying It All Together: Themes of Fahrenheit 451 English 10 and English 10 Honors students will determine and analyze the central ideas/themes and symbols developed in the novel Fahrenheit 451 by Ray Bradbury, then create and present a black-out poem to demonstrate their understanding of theme and symbolism as it relates to the novel. Estimated Duration: Three 47 min. class periods

Commentary: The lesson will be divided in three sections. First, students will participate in whole group activity to determine and analyze the themes and symbols found in the novel. Next, students will be acquainted with the poetic form black-out poetry and shown the process of creating a black-out poem on the theme: censorship. Lastly, students will use the poetic form, black-out poetry, to summarize a central theme and symbols of the novel. Pre-Assessment: Students will be given a summative knowledge rating before section one of the lesson to determine their understanding of the themes and symbols present in the novel Fahrenheit 451. Data will be used to determine the instructional strategies to be used during section one of lesson. Prior to section two, an informal summative question/answer preassessment of found poems will take place to reflect on students prior knowledge of this poetry form (black-out poetry is closely

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present information and supporting evidence such that listeners can follow the line of reasoning appropriate to the creation of a blackout poem based upon a central/theme and symbols developed in Fahrenheit 451.

related). Students prior learning will guide the complexity and pace of section two and three.

Scoring Guidelines: Prior to section one, students will rate their understanding of each theme/symbol by checking one of three columns labeled: I have a CLEAR understanding, I have a SLIGHT understanding, I dont understand to indicate their confidence level with CCS: CCRAR:2. Based on ratings, the depth and type of instruction on central idea/theme will be modified. Prior to section two, students will indicate by raising hands and participating in a question/answer period of no more than 5 minutes regarding found poetry. The teacher will use her judgment regarding this pre-assessment to determine if students have the necessary foundation to move forward with CCS:CCRAW:10. Ongoing assessment will take place throughout section two and three. Mid-lesson assessment will include questioning, rating understanding by thumbs up/ thumbs down method, and possibly strip sequencing to reinforce the steps in creating black-out poetry. Post-Assessment: Students will revisit the summative knowledge rating given prior to section one after section one teaching has taken place. Using red ink, students will indicate their understanding of the themes and symbols present in the novel Fahrenheit 451. At the culmination of sections two and three, students will produce a summative black-out poem which clearly represents a central idea/theme of the Fahrenheit 451 supported by symbols from the novel. Students will also present their poem to the class with a short,

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prepared explanation of the poem and how it reflects one of the central ideas/themes from the novel. Scoring Guidelines: Students knowledge ratings will be collected and compared to determine if students have met CCS: CCRAR:2. Credit for completion will be given. Students black-out poetry and presentation will be collected and scored using attached rubric to determine mastery of CCRAR:2, CCRAW:9 and CCRAW:10. Instructional Procedures: Section One: Prior to this section, central idea/theme and symbol preassessment will be completed. Anticipatory Set: 5 min. Write a quotation from the novel on the board: You always said, dont face a problem, burn it. Well, now Ive done both. While students are reading and contemplating the quote, the teacher will take attendance. Conduct formative assessment. Ask students which character said the quote and its significance. Instructional Strategies: 10 min. Brainstorming activity: What are the key themes of Fahrenheit 451? What do you think is the main lesson Bradbury wanted his reader to learn? 25 min. Based on pre-assessment, instruction will consist of either a or b: a. If majority of the class has only a slight understanding or no understanding of themes. Students will use a note taker to copy notes from an in-depth power point presentation on the themes and symbols used in the novel, coupled with questions and discussion.

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b. If majority of class has a clear understanding of themes c. 1. Themes and symbols from the novel will be reviewed with a short power point presentation, coupled with discussion. 2. Students will work in small (3-4 person) heterogeneous groups selected by the teacher to complete an activity writing thematic statements. Rationale for grouping: students will group according to seating chart constructed to promote co-operation and minimize distraction. 3. Each group will present one of five thematic statements. Closing 5 min. The pre-assessment knowledge rating will be re distributed and students will rate their current understanding of the themes developed in the novel. This post- assessment will guide instruction for section two. Section Two: Prior to section two, teacher will use section one post-assessment to determine students understanding of central idea/theme from the novel.

Anticipatory Set: 5 min. Write a quotation from the novel on the board: The important thing
for you to remember, Montag, is were the Happiness Boys

While students are reading and contemplating the quote, the teacher will take attendance. Conduct formative assessment. Ask students which character said the quote and its significance. What theme does this quote support?

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Instructional Strategies: 35 min. Based on section one post assessment, instructional strategies may begin at either step a1or b2. a1. Teacher will provide students with a handout on the central ideas/themes of the novel. Review and discussion will follow. b1. Teacher will ask student to name the five central ideas/themes discussed during section one. Teacher will make a list on front board. Short review will follow. 2. Teacher will ask students to recall the found poem created first semester when reading the novel Night. Teacher will ask students to explain the steps in the process of creating a found poem. 3. Teacher will explain that today they will be creating something similar called black-out poetry. Teacher will ask if any students are familiar with this poetic form. 4. Teacher will present a power point presentation on the black-out poetry, including multiple examples.

5. Teacher will distribute newspaper article, Crimea votes to leave Ukraine, rejoin Russia, and explain that they will use the article to work through the steps of creating a black-out poem. 6. Teacher will ask students to think about the theme censorship as it relates to Fahrenheit 451. The students will then brainstorm words, symbols and examples from the novel that relate to the theme. Teacher will record these ideas on the board. 7. Next, students will be instructed to skim through newspaper article circling in pencil any words that they feel support the idea of censorship as it applies to novel. 8. Students will then be asked to look at circled words, underlining the ones they decide to use in their poem. Using their black sharpie, students will then black out all words except the

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underlined ones. 9. Teacher will ask for volunteers to share their poems. Closing 5 min. 1. Teacher will distribute copies of text from Fahrenheit 451. 2. Teacher will instruct students that they will be creating their own black-out poem on the theme of their choice. Homework 1. Students should skim through text, circling words that appeal to them. Students should assess their word choices and make a decision about the theme they will be focusing their black-out poem on.

Section Three: Prior to section three, the teacher will use the symbol portion of the knowledge rating pre-assessment to determine the students understanding of the symbols used in the novel. Anticipatory Set 15 min: Teacher will place chart paper around the room with the one of the five central ideas/themes written on the top of each. Teacher will instruct the students to travel around to each of the sheet writing down symbols, images or events from the story that support each theme in their opinion. When student have taken their seats, a discussion of the activity will take place and additional symbols may be added. Instructional Activities 25 min.: 1. Teacher will explain that in addition to the black-out poem, students will be decorating their poem with symbols that support their chosen theme. 2. The teacher will ask students to recall the examples shown during

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section two that incorporated both poetry and visual art. 3. The teacher will share her example of black-poetry coupled with visual art. 4. Teacher will conduct a thumbs up/ thumbs down formative activity to assess student understanding of task. Class will be divided accordingly to provide appropriate instruction. 5. The teacher will monitor students as they continue to work independently to create their black-out poem.

Closing 5 min.: 1. Teacher will instruct students to complete their poems at home. 2. Teacher will give instructions for the accompanying introduction students will write. 3. Teacher will inform students about presentation to take place at a later time. Differentiated Instructional Support Pre-assessment will be used to guide the depth of instruction in sections 1-3. Note takers will be provided for students requiring more in-depth note taking. Thumbs up/ thumbs down procedures will be used to determine individual needs for re-teaching and clarification. Students will be divided into groups accordingly. Students will be challenged to create a black-out poem on the topic of their choice to used as extra credit. To be offered on day of presentations. Interdisciplinary Connections This lesson could be coordinated with the fine arts department in

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the future. Materials and Resources: For teachers Tiered Theme Power Point presentations, Black-out Poetry Power Point presentation, chart paper, chart paper markers Pre-assessment handout, red pens, Theme handout, Thematic Statement handout, newspaper article handout, pencil, black sharpie markers, various art materials, glue.

For students

Key Vocabulary Theme, Symbol, Poetry Technology Connections Various power point presentation will be utilized. Attachments Theme Power Point presentations Black-out Poetry Power Point presentation Pre-assessment handout

Theme handout Thematic Statement handout newspaper article handout Black-out poetry rubric