Monday

1. Introduce Fahrenheit
451 -- pre-reading,
group work, discussion
2. Introduce dialectical
journal (want six entries
by next Mondayone
should be commenting
on characterization,
which we will discuss
Tuesday)
3. Assign part one to
read by next Monday
Homework: Begin
reading Fahrenheit 451.
Research/define
characterization, and
brainstorm one example
of characterization to
bring to class Tuesday.
1. Part one dialectical
journal entries due
2. Fifteen minutes to
write questions in pairs
about the reading,
characters, etc., to
discuss in Socratic
seminar
3. Discuss part one in a

Curriculum Unit Plan Calendar

Tuesday
1. Introduce
characterization with
graphic organizer from
ReadWriteThink on The
Cat in the Hat
http://bit.ly/WmF48d
2. Watch the STEAL
Method of Indirect
Characterization video.
3. Discuss
characterization
examples students
brought in. Turn in at
end of class.

1. Introduce theme and

how to find it think
aloud
2. Have students find
themes based on
dialectical journal
entries group work
3. Prepare a star card
with themes from

Wednesday
1. K-W-L for antihero
2. Use Ted-Ed video
titled An antihero of
ones own - Tim
Adams Fill out K-WL chart during video
3. Discuss.
4. Fifteen minutes of
independent reading
5. Search for three
examples of Guy
Montag as the antihero.
Write reflections.
Homework: Bring in an
example of an antihero
from news, media,
literature, etc. Be
prepared to share
Thursday.
1. Go over star cards and
themes students found
on Tuesday.
2. Discuss censorship
and ignorance versus
knowledge.
3. Watch 60Second
Recap on themes in
Fahrenheit 451.

Thursday
1. Review reflections
and examples of
antiheros from other
sources.
2. Fifteen minutes of
independent reading
3. Create mind maps of
main character Guy
Montag with textual
evidence below mind
map
Homework: Finish mind
maps if necessary

Friday
1. Discuss mind maps
with classmates
2. Use mind maps to
compare and contrast
characters in Fahrenheit
451 with Venn diagrams
(group work)
Homework: Finish part
one and six dialectical
journal entries by
Monday

1. Discuss banned books

in relation to Fahrenheit
451.
2. Explain how to
construct a storyboard.
Give examples.
3. Group work
storyboard on themes

1. Group work
storyboard themes
Homework: Finish part
two and six dialectical
journal entries by
Monday, finish
storyboards at home if
necessary

Socratic seminar

Fahrenheit 451. Include

textual evidence.

1. Part two dialectical

journal entries due
2. Storyboards due 20
minutes to finish
storyboards
3. Gallery walk 15
minutes. Students make
note of similarities and
differences.
4. Students will reflect
on others storyboards in
relation to their own.
Students will answer the
following questions:
What was your
experience like making
the storyboard with your
group members? What
is the relationship
between text and
images? How did you
find the textual evidence

1. Introduce plot
introduction, rising
action, climax, falling
action, resolution with
Freytags pyramid using
The Egyptian
Pyramids video.
http://bit.ly/1HgNoIN
2. Identify different
elements of plot with
short stories in small
groups. Each small
group will be assigned
one short story to read
together. Students can
color mark the stories
together to show
understanding of plot
elements.

http://bit.ly/1NAlxor
4. Discuss banned
books.
Homework: Students
will bring in examples of
banned books, and
reflect on why they think
these books were
banned.
1. Go to library.
Students find examples
of plot. These can be
newspaper articles,
documentaries, etc. They
must not be examples of
literature. Students will
independently complete
a chart of how their
example represents
Freytags pyramid.
Homework: Finish at
home if necessary. Be
prepared to share
Thursday.

1. Students share
examples of plot and
how they relate to
Freytags pyramid.
2. Relate plot to text.
Watch A Conversation
with Ray Bradbury
video. Have students fill
out graphic organizer
during video.
3. Students work in
groups to fill in any
gaps.
4. Discuss findings of
Bradburys early love of
reading, writing
Fahrenheit 451 and
writing process together.

1. Assign final project:

Students will create their
own science fiction
narratives with the same
themes found in
Fahrenheit 451. They
will connect
characterization, themes
and plot from the entire
unit. Students must have
at least two pages. There
is no page limit.
2. Brainstorm science
fiction ideas for
independent narratives
related to plot.
3. Students work on their
dialectical journal
entries.
Homework: Finish part
three and six dialectical
journal entries by

for the themes you

identified and discussed?
What similarities and
differences did you see
between your storyboard
and others
storyboards? Students
will submit this
reflection before leaving
class.
1. Part three dialectical
journal entries due
2. Discuss bringing
together
characterization, themes
and plot related to
Fahrenheit 451.
3. Create collages in
small groups to
represent the intersection
between
characterization, themes
and plot in the book.
Students must include
textual evidence related
to collages.
Homework: Begin
working on final project.

Monday. Students
should have all 18
entries completed.
Students must bring in
magazines or Internet
clippings, photos, etc., to
class Monday.

1. Continue working on
collages.
Homework: Complete
collages with group
members. Continue
working on final project.

1. Briefly present
collages.
2. Work on science
fiction narratives.
3. Get feedback from
classmates on
application of
characterization, themes
and plot in science
fiction narratives.
Students will fill out
feedback forms to check
off meeting the criteria,
4. Work independently
on science fiction
narratives

1. Work independently
on science fiction
narratives
Homework: Finish
science fiction narratives
at home if necessary.

1. Final project due

2. Discuss science
fiction narratives with
classmates
3. Connect to next units
book 1984 by George
Orwell