F451 Day 7: December 19

• Finish reading "The Hearth and the Salamander" (through page 68). Answer guided reading questions (#14-17) in today's packet.
• Active Reading: "U Can't Read Kant"
  What point is the author of the book The Dumbest Generation trying to make?
  As you read, compare the article to Beatty’s explanation of the history of books in "The Hearth and the Salamander." due today (venn diagram or chart is fine)
• Turn in Projects
  Present/share briefly if you want.
  10 minutes, then we’re moving on
• PostSecret
  On the blank side of the postcard, write a secret that Guy, Clarisse, Mildred, or Captain Beatty has or might have.
  On the back, write the character whose secret your wrote
  Do NOT copy others. Be original!!!! due today!
• Review Questions (packet)
  At your tables, answer and discuss review questions #1-13.
• January 6: Vocab #2 due. Quiz #2

Day 6: December 17

• Turn in vocabulary due last class (Reading Assignment #1)
• Journal: “Friends” Of Guy, Clarisse, and Mildred, which do you prefer as a friend and why? Of these 3 characters, which are you most like? Explain
• Quiz #1 was returned. We went over the answers.
• Continue reading: begin page 48, end at first break on page 63
• We will finish reading “The Hearth and the Salamander” (the first part of Fahrenheit 451, reading assignments 1 & 2 reading assignment #2) next class. If you are not here, access the online version here: http://kisi.deu.edu.tr/murat.goc/451.pdf. Read from page 30 to 32.
• Vocabulary: Finish by January 6. Complete a vocabulary activity for the remaining 5 words from reading assignment #2 vocabulary.
• You will have a quiz on January 6 over Reading Assignment #2, including vocabulary.
  
  

15 December: F451 Day 5

1. Journal: "Guy and Clarisse"
   Make a list of adjectives that describe Guy and Clarisse.
   Look at the adjectives. Do you know anyone who is like these 2 characters? If so, explain how they are alike. If not, which of the 2 characters would you prefer as a friend. Explain.
   7 minutes
2. Quiz: Reading #1.
3. Vocabulary Reading Assignment #2: When you finish the quiz, use a dictionary to fill in the blanks to vocabulary words for reading assignment #2 (definitions will not be word-for-word).
   Make a cinquain, acrostic, or graphic organizer for 3 of these words.
   Remember: words used to make an acrostic must relate to the vocabulary word itself!
   This is homework if not finished in class.
   Fill in the blanks for Vocab #2
   A. Established
   B. Tendencies
   C. Dislike
   D. Hungry; greedy
   E. Humiliating
   F. Pronouncement
   G. Burn
   H. Touch
4. Summary:
   View the following scene from the first page of Fahrenheit 451
   http://www.imaginon.org/fun/451/fahrenheit451.swf
   On your storyboard, draw what happens after this. Write a few words on the lines explaining what is happening. Work for 7 minutes; put unfinished storyboard in your binder.
5. "Get into My Head" 2 new characters
   Add what you know about Mildred’s thoughts and feelings.
   Start to add Captain Beatty’s thoughts and feelings after today’s reading.
6. Look over reading assignment #2 study questions:
   1. Who was Captain Beatty?
   2. How did the firemen know which houses had books?
   3. What lie did Captain Beatty tell Montag?
   4. What did Montag do in the old lady's attic?
   5. Why were the alarms to burn always at night?
   6. Why did the old woman light the match and commit suicide?
   7. What happened to Clarisse? Was it an accident?
   8. What was Montag afraid Captain Beatty would discover when he came to visit?
   9. Why did Captain Beatty believe books should be destroyed?
   10. What did Montag show Mildred after the captain had left the house?
7. Continue reading We read to the break in page 48.

HOMEWORK: Make a cinquain, acrostic, or graphic organizer for 3 vocabulary words from Reading Assignment #2 vocabulary. Finish your propaganda ad project.

Propaganda Project Examples

Here are a couple examples of ads I made up very quickly (so they're not perfect). but just to give you an idea...

This is an example made with photobucket. The company name is "Cassie's Christmas Creations." The slogan is "What's cool for yule!" "Don't be the only one to miss out" and "Christmas decorations for everyone's taste" are examples of bandwagon. If I ad a picture of happy children with their stockings, this would be an example of transfer. Adding a picture of a famous person decorating her tree with the ornaments would be an example of testimonial.
This is an ad for collages my collage company will make with your pictures. The 3 "Cs" is my logo. "We'll turn your ordinary pictures into an eclectic collage" may be a slogan, although I don't think it's the best! "Nothing but the best" is an example of glittering generality. "Soon, everyone will have one" is an example of bandwagon. "Lindsey loves them" is an example of testimonial (I am using my sister as a fake celebrity. You can make up a celebrity, too!)

Suggestions: use your digital camera to take pictures of your product. Then make an ad using those pictures. Including friends and family in the pictures will use the plain folk technique. Including many pictures of you product will employ repetition. Come up with a catchy slogan that no one will disagree with, that sounds nice to use glittering generality.

Day 4; F451 & Propaganda Practice

1. Propaganda Ad Project Progress Check: Answer and turn in the following questions:
   Have you started on the propaganda project?
   What kind of companies and products have you brainstormed?
   Have you settled on any of these?
   Explain any other work you have done for the project. If you haven’t, take out a sheet of paper and do step 1 (brainstorm company, logo, products) now.
2. Propaganda Practice
   Identify propaganda techniques employed in this commercials.
   Aeromexico: http://www.youtube.com/watch?v=haflXgQ9lxk
3. Propaganda: Group Practice
   In groups, students determined propaganda techniques used in various magazines ads.
4. "Get into My Head" Characterization assignment for the book.
   From what we have read so far, write one thought or feeling in the heads of Guy and Clarisse. These do not need to be quotes. They should be your own words.
   Continue adding to the heads as we read the book.
   You can use the back to make additional notes about the characters.
   Continue reading
5. We finished reading assignment #1 (page 32 "put a stop to his plan")
6. HOMEWORK: Complete a vocabulary activity for the 5 remaining words from reading assignment #1. Students had about 12 minutes to work on this at the end of class. Answer study question for reading assignment #1. There will be a quiz on Monday.

9 December: F451 Day 3

1. Vocabulary Practice: choose 3 words from reading assignment one. Complete a vocabulary activity of your choice for each.
2. Propaganda Advertisement Project assigned. Due December 17
3. Notes (handout)

• "fahrenheit 451" is the temperature at which books burn.
• Salamander: mythological reptile, resembling a lizard, that was said to live in fire. It endures the flames without burning. Symbol of survival and unconquerability.
• Phoenix: in Egyptian mythology, a lone bird that lives in the Arabian desert for 500 or 600 years and then sets itself on fire, rising renewed from the ashes to start another long life; a symbol of immortality
• Hearth: fireplace, a symbol of the home

4. We continued reading to page 16 "I never saw them before in my life." Students should answer questions on the back of the notes handout as they read.

5. Continue adding information to character notes about Guy and Clarisse

Beginning Fahrenheit 451: 5 December

1. Journal: "Thought"
   How does language make thought possible?
   How might increasing your vocabulary help you be able to think better?
   ½ page minimum
   Add to journal: "You don't have to burn books to destroy a culture. Just get people to stop reading them." - Ray Bradbury. **How is this true? **What does reading have to do with culture?
2. Fahrenheit 451 audio book and book online
   •AUDIO BOOK
   –See “Fahrenheit 451” folder on y-drive.
   –Open the “AUDIOBOOK” folder.
   –There will be 4 folders, one for each CD of the book. (AudiobookPart1, etc.)
   •COPY OF BOOK ONLINE:
   –http://kisi.deu.edu.tr/murat.goc/451.pdf
3. Class sets of the novel:
   •We only have a class set. You will be assigned a book number. You are responsible for this book while you are in class. If it is not here for the student in the next class who uses it, you will be penalized.
   •If you miss a day, you are responsible for coming to this blog to see what part of the book we read. You are responsible for reading it before returning to class. Use the above link or come by the classroom before or after school to borrow one of the extra books.
   •Extra books: I have a few extra books that will be checked out on a first-come, first-serve basis. You have to come AFTER or BEFORE school to get a book.
   •Book numbers: You will have the same book in class for the duration of this unit. You will be responsible for any damage done to the book while in this class.
4. Vocabulary. Read the following sentences. What do you think the underlined words mean? Make an educated guess.
   1. With his symbolic helmet number 451 on his stolid head...he flicked the igniter and the house jumped up in a gorging fire.
   2. Impossible: for how many people did you know that refracted your own light to you.
   3. And if the muscles of his jaws stretched imperceptibly, she would yawn long before he would.
   4. He felt that the stars had been pulverized by the sound of the black jets and that in the morning the earth would be covered with their dust like a strange snow.
   5. And the men with the cigarettes in their straight-lined mouths, the men with the eyes of puff adders, took up their load of machine and tube, their case of liquid melancholy and the slow dark sludge of nameless stuff, and strolled out the door.
   6. Light flickered on bits of ruby glass and on sensitive capillary hairs in the Nylon-brushed nostrils of the creature...
   7. Below, the Hound had sunk back down upon its eight incredible insect legs and was humming to itself again, it multifaceted eyes at peace.
5. Fill in blanks to Reading Assignment #1 vocabulary definitions:
   1) emotion
   2) Deflected
   3) Senses
   4) Powder
   5) Gloominess (depression)
   6) Diameter
   7) Faces
   8) Projectiles
6. NOTES
   Imagery: language that appeals to the senses.
   Listen to the first paragraph of Fahrenheit 451. What senses do the words appeal to?
   Sketch the images that appealed to you. Now read the paragraph and add to your imagery notes.
7. NOTES TO CONTINUE WHILE YOU READ...
   Characterization. As you read, you will take notes on the characters Guy and Clarisse. What do you learn about their personalities? Do they change? If so, how? Compare/contrast with Equality from Anthem.
   Guy
8. We will continue reading on Tuesday.
   
   Clarisse
   
   
   
   
   
   

Introducing Fahrenheit 451. December 3

1. Students turned in Anthem essay (final draft, rough drafts, and prewriting)
2. Journal: “Books” Write about your childhood memory or memories of books.
   •½ page
3. Extra Credit Option:
   •Donate new or gently used books (adult, not children) to the Bibliophiles book drive.
   •These books will be sent to troops overseas.
   •7 daily points per book
4. Introducing Fahrenheit 451 (handout)
   •Read the passage about the book at the top of the handout.
   •In your own words, what is the book about?
   •Write what you think the underlined words mean.
5. Vocabulary (underlined words in passage on the handout)
   Rabidly (adverb)
   •Rabid: adj. irrationally extreme in opinion or practice
   •Censored: verb. suppressing or editing parts that are objectionable (that the government, perhaps, doesn’t want people to know)
   CENSOR (additional definitions for the word). noun or verb
   1.Someone who examines literature or information for the purpose of suppressing parts deemed objectionable on moral, political, military, or other grounds. (noun)
   2.any person who supervises the manners or morality of others. (noun)
   3. to forbid the public distribution of (verb)
   4. to subject to political, religious, or moral censorship (verb)
   •Chastised – verb. Punished, criticized severely
   •Insipid – adj. flat, dull, uninteresting
   •Shunted – verb. Moved aside
   •Apathy – noun. Absence of emotion or excitement (remember the root “path” means “feeling.” the prefix “a” means “without”
6. “The Firebrand” Active Reading (article, 2nd handout)
   •Follow the instructions on the second half of the handout.
7. Due today during class: The handout with vocabulary and active reading questions
8. Anthem Tests Returned
   •If you turned in the chapter questions on the day of the test, you received 5 extra points on your test (it’s not on the grade on your test, but it’s on the grade in the computer)

No homework: the work we did today was due during class.

Dec 1: Essay Revising and Editing

• Students typed, revised, and edited their essays in the computer lab today.
• Specific instructions were given via PowerPoint. Those instructions can be found at this link
• Final drafts are due at the beginning of class on Wednesday.
• Students will NOT be allowed to leave class to print in the library. This should be taken care of BEFORE COMING TO CLASS!