Description

In the value line, students are presented with phrases with which they may agree or disagree. A line is drawn on the floor, with one end representing completely agree and the other representing completely disagree. The exact middle of the line represents neutrality. As each phrase is presented, students should move to the place on the line which best represents how they feel about the statement. Students cannot stand behind one another, they must stand side by side. Once every student in positioned alone the line, students will be split into pairs and asked to explain their point of view to their partner.

Content Application
English/Language Arts: Before and after reading the book Fahrenheit 451, by Ray Bradbury, students will be presented with several statements about 2 of the books main themes: censorship and technology. Some of these statements might be, Censorship is necessary to protect people, The government should be allowed to limit what people have access to, and I would rather play a video game than play a sport. Students will stand along the line to represent what they think. The line will then be split in the middle, and students will either swing out from the center (so neutral students are discussing with those who have strong feelings) or bring one side to the other (so the students with the strongest feelings are talking with each other). This activity will be repeated at the end of the book.

Value Line
Intelligence Style
Verbal-Linguistic: Students must orally explain their thoughts on a given subject to their partner. Intrapersonal: Students must reflect on their own experiences, beliefs, and opinions before deciding where on the line to stand. Bodily-Kinesthetic: Students must move around the line to stand in a spot which is indicative of their thoughts on the matter presented. Interpersonal: Students must talk with their classmates about their opinions of the subject presented.

Modifications
Students will be presented with several statements about the themes in Fahrenheit 451. Students will line up on the value line and discuss their thoughts with their classmates. Students must be prepared to present evidence to support their feelings regarding the statement.

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Students will be presented with statements regarding the characters actions throughout the book. Such statements might be I would enjoy being a fireman, or I would never intentionally hurt someone. After reading the novel, students will be presented with the same set of statements to respond to with the plot of the novel in mind.