Unit Plan—Fahrenheit 451 and the Utopian NovelBrynne Bona-Miner

April 25, 2004

University of UtahEnglish 5420

Janet Kaufman

Introduction/Rationale

One of the most powerful ways to illustrate how society works is to ask an

individual how they would change it, then look at the effect those changes have on the

whole. This unit is intended to introduce students to the idea of the utopian/dystopian

novel—and by doing so—to their own ideas of utopia. The students will read Fahrenheit

451 and selections from other utopian novels, documents from the historical context of

the author and examples of real life utopian experiments.

Utopian novels are specific portraits of what an author sees as the problems of

his/her society and how those problems will affect society if allowed to go unchecked.

This unit is designed to teach students to question the proposed problems/solutions of

their own society and show them how they can get involved to improve conditions.

Students will read from the works and participate in 2 unit projects. One will be to

describe in detail what their utopia would contain. Social institutions, organization,

government, priorities and beliefs of the people will all be explained in a portfolio

culminating in a presentation of their perfect society to their peers. The second project

will be for the student to spend 10 hours in a capacity where they believe they can make a

difference to their community or their society. Students will include a short write-up of

this experience in their portfolios and will have the opportunity to invite their mentors to

the exhibition of their utopian creations.

This unit will hopefully instill in the students a belief that though our societies are

not perfect, by being aware of the things that need improvement as well as the things that

make it great, we can all hope to make a difference now and avoid the necessity to create

utopian/dystopian novels. The student will also be able to take ideas from their reading

and implement them in their own lives. This unit is valuable because it teaches the

student that writing is directly linked to how we perceive our world, and writing also has

potential to change that world, and they can harness that power for the change they want

to see. If, like Gandi said, we should be the change we want to see in the world, this unit

will give students another opportunity to create change in their own worlds.

Unit Plan Outline

Desired Overarching Understanding:        Understand the different types and styles of writing, such as poetry, prose, novels, essays, fiction and non-fiction and recognize that using different writing styles can change their influence on the reader.  Understand that through writing, societies can be influenced and changed.

Desired Unit Understanding:        The student will be able to recognize and define the form and style of the utopiannovel, especially the similarities that they contain in organization and purpose.  Most utopian novels are an author’s reaction to their society and students will be able to read a utopian idea and understand the context from which it originates. Students will also be able to recognize the social context and purpose of this style and understand that they can use it to influence the society they are part of.

Essential QuestionsWho—Who is the writer?  Who is the audience?What—Assumptions/beliefs/needs/ideals/dreams/goals/strengths/weaknesses does the

writer/reader bring to the work?Where—Is the location of the writer/reader/work important?  How is it relevant on a local

scale and how does it translate cross-culturally?When—How is the time frame of the writer/reader/work important?  How is this work

relevant over time?Why—Why did the writer publish this specific work?  What worth can we derive from it?How—How does the writer voice his ideas?  Style, form, mechanics, grammar?

Unit QuestionsWhy do we create utopias?  Do the same reasons apply to dystopias?What similarities are seen in the utopian ideal and the utopian novel? What differences?How does the social context of the writer change their writing and how does the context

change our perception of the work?How can we use what we learn in utopian fiction in our own lives?  Can a utopian society

really exist?Do we as readers change the meaning of a novel?  Can a work have different implications depending on the audience?What social context was Bradbury writing in?  Does that have any influence today?How can our society be changed or improved?

Evidence of Student UnderstandingPerformance Tasks/ProjectsOrganize your own utopian society.Using an idea from the texts, organize a project to make your community more like a

utopia.Before reading the text, students will create an outline of what they think will happen/is

going on from a poster from the movie version.Artistic Eye worksheet visualizing the motivations and ideas of Montag/Clarisse.Poem about themes of novelSummaries of 5 utopian societies and background to one with reasoning behind selection.Research and group presentation on real-life utopian experimentsPresentation of student’s utopian societyWrite-up from community projectQuizzes/Tests/PromptsFinal ProjectOther EvidenceContribution to class discussion/group workDebate on validity/relevance of Fahrenheit 451Student Self-Assessment

Knowledge/Skills NeededKnowledgeIn-depth knowledge of Fahrenheit 451Basics of a variety of Utopian Novels or Novels with utopian elements. (Herland, Brave New World, Gulliver’s Travels, 1984, Walden Pond, Utopia, Robinson Crusoe, The Giver)Similarities and differences in form, audience, and purposeHistorical/Social context of the novels, modern implicationsSkillsAnalyze texts for meaning and agendaDiscuss opinions in group settingOrganize beliefs into observable projectsExperiences to promote needed skills/knowledgeRead portions of novelsStudy outlines of utopian societies (factual and fictional)Historical descriptions of social contextSecondary sources—Non-fiction/essays regarding purpose and background of novelsVideo/Music influencesClass discussion/Group workGetting inside story by creating own/modifying originalWhat will Students Understand?Standard 1

Use comprehension strategies before, during and after readingStandard 2

Students read functional, informational, and literary texts from different periods, cultures, and genres.

Standard 7Students use process strategies before, during, and after composing.

Standard 10Students present in functional, informational, and literary situations for various purposes and audiences

Design StandardsIdentify Desired Results

To what extent are the targeted understandingsBig ideas in need of uncoverage ExtensivelySpecific enough to guide teaching and assessing SomewhatFramed by provocative essential and unit questions Extensively

Determine Acceptable EvidenceTo what extent does the assessment evidence provide

A valid and reliable measure of targeted understandings ExtensivelySufficient info to support inferences about individual

understanding ExtensivelyOpportunities for students to exhibit their understandings

thru authentic performance tasks ExtensivelyPlan Learning Experiences and Instruction

To what extent willStudents know where they’re going and why ExtensivelyStudents be engaged in digging into the big ideas ExtensivelyStudents receive explicit instruction on the knowledge/

skills needed to equip for required performances SomewhatStudents have opportunities to rehearse, revise and refine

Their work based on feedback ExtensivelyStudents self-assess and set goals prior to unit-end Extensively

Six Facets of UnderstandingThrough which facets will students develop and reveal their understanding?

Application: Students will be able to re-create a utopia of their own using ideas from other utopian novels and also will apply their knowledge of society and change to their communities in service learning experiences.

Interpretation: Students will read and assess what the reading means to them personally and also to other groups of readers.

Explanation: Students will be able to read a work and explain both what happened and the context of the work, the plot and the purpose.

Unit Design ConsiderationsW—How will you help students know where they are headed and why?

Daily assignments go into a portfolio culminating in final projectIntro both final projects on first day of unit, giving time to brainstorm and

percolate ideasUse novel as background to discussion on purpose and meaning as well as current

social issues which engage studentsH—How will you hook the student through engaging and thought provoking experiences that point toward essential and unit questions, core ideas and performance tasks?

Allow students to experience social change through service learning

Allow students to create an entirely personal paradiseDaily connections between text and everyday life

E—What learning experiences will engage students in exploring the big ideas and essential and unit questions? What instruction is needed to equip students for the final performances?

Tasks are multi-dimensional and involve various types of thinking/creativityFlexibility of final project allows for in-depth immersion with text and creativity

of expressionR—How will you cause students to reflect and rethink to dig deeper into the core ideas? How will you guide students in revising and refining their work based on feedback and self-assessment?

Group discussions will require in-depth analysis of text, not merely plot summaryTasks will use complex understanding of textsStudents will have multiple opportunities to discuss and revise work with teacher

and with peersE—How will students exhibit their understanding through final performances and products? How will you guide them in self-evaluation to identify the strengths and weaknesses in their work and set future goals?

Students will self-evaluate with rubrics and in-class instructionsStudents will exhibit understanding through final portfolio and presentation.

Sources/Materials UsedFahrenheit 451—Ray Bradbury

Selections from the following which the teacher deems relevant/useful/interesting for use as examples of utopias and indicative of the organization of the utopian novel:The Giver—Lois Lowry1984—George OrwellBrave New World—Aldous HuxleyGulliver’s Travels and “A Modest Proposal”—Jonathan SwiftHerland—Charlotte Perkins GilmanRobinson Crusoe—Robert Louis Stevenson

Wiggins and McTighe was used for examples of rubrics and worksheets on planning this lesson.

Daily DesignsThis unit is designed to take place over six weeks on a block schedule, or

approximately fifteen classes of 90 minutes. The schedule can be adjusted to fit with other types of schedules by shortening required readings or discussions and also by assigning some in-class or group work to be done at home. Students will include their assessment materials in a portfolio which will be submitted with the final projects at the end of the unit. Portfolios will be checked periodically, preferably once a week, in order to ensure that students are keeping current with their daily assignments instead of leaving all of their portfolio construction for the end of the unit.

Day 1Objective: To introduce students to the unit, including examples of utopias and some of the documents we will be studying.

Action: Instructor will lecture on utopias for roughly half of the class, looking at historical examples, having students brainstorm on what they already know about utopian novels and utopian experiments. If students have no previous experience or background knowledge, examples will be provided for study. The final half of class will be spent in a brainstorming activity involving 3 aspects. First, the students will look at a poster from the movie version of Fahrenheit 451 and hypothesize about what they think the book will be about and what the characters are like, hopefully using their skills in interpretation to take a scene and make a story out of it. Students will also have time to browse classroom resources for options for their final service learning projects, coming up with a proposal of where they would like to get involved for the final. Finally, students will be able to start looking at the ways they would like their utopias to function, brainstorming on what they see as problems and possible solutions. These activities will be largely individually directed, the teacher will roam and make sure students understand and are on task, helping if needed or offering suggestions to students who are stuck.

Assessment: As long as students are involved and engaged in their brainstorming, the need for outside assessment should only be minimal. Students will place all of their brainstorming materials in their portfolios, and bring a one-paragraph proposal for both their final projects for the next class period. Students will also be given a copy of Fahrenheit 451 for at home reading and be ready to discuss the first half of the first chapter in class next time.

Day 2Objective: Look at the beginning of Fahrenheit 451, focusing on characterization and how we deduce things like setting, time, place and mental pictures from the text.

Action: Class will be organized into a discussion forum about how descriptions help us to form images of characters. Discussion topics might include:-the way that movies can be realistic or believable interpretations and how

movies can also ruin what pictures are formed by the text

-how authors use their language and forms of writing to create a time or place-what we as readers bring to a novel, the assumptions that we use to form pictures

of what is going on in the novel-why we feel the need to visualize the people we read about, why we want to understand their motivations and background

Discussion will take about ¾ of the class time, leaving time for students to start their “Artistic Eye” worksheet for a character, preferably either Montag or Clarisse.

Assessment: Students will contribute in discussion and prove through involvement that they have read assigned reading and are familiar with text, they will also work on an assignment which allows them to visualize what motivations and ideas the characters in the novel have. Starting with a blank profile outline of a human head, the students will represent in pictures and catch-phrases what they think is going through the characters mind in terms of motivations and desires and include the worksheet in their portfolio. The worksheet will be started in class but students will probably need to work on it at home as well. Students will also need to finish the first chapter of Fahrenheit 451 in order to be prepared for next class’ discussion.

Day 3Objective: Complete the first chapter and look at the double climax of most utopian novels, focusing on the action of Fahrenheit 451. Action: The first part of class will be spent on a short lecture on the idea that utopian novels tend to have two climactic moments, the individual climax, where the main character or characters have a realization of their unhappiness and make a life-altering decision, such as Montag’s decision to take his books out of hiding, and the second peak of action which falls more toward the traditional plot-line of climax, where society learns of the betrayal by the character and the character must deal with society’s repercussions. The students will also have opportunities to add opinions using background knowledge and their own assessment, but class will be largely teacher led until students break into small groups to work on homework assignment. Assessment: Students will be asked to write a letter from themselves to their society explaining why they think a change needs to be made. If students desire, they can write letters to the Editor of their local newspaper, Mayor of their town, Governor of their state, a leader of some other capacity in their community or possibly their Senators or Representatives or President in the national government. If students wish, they can form their letters in a group, using each other for proofreading and editing and submit their letters to the actual target. Students will also have an opportunity to meet quickly with the teacher regarding their proposals for the final project, getting in-person feedback and clearance to start working. Students will make sure they all have a copy of their letter to go into their portfolio and start the second chapter of Fahrenheit 451 for discussion next time.

Day 4Objective: Look at character motivation as well as personal motivation in taking risks and taking a stand as well, focusing on why Montag makes the decision to show his books in public and what could prompt us to make such a dangerous choice.

Action: Discussion in class about motivation and choices, focusing on why we make dangerous or difficult choices. Students will then get into groups of about 4 students and discuss a book that was influential to them personally. Students will be asked to think of a book they thought changed them in some way, or stuck with them and why they think that was so. The groups will also have an opportunity to talk about how far they think they would go to be able to keep this book, or what they think would be lost if no one else could read this book. If groups or students choose, they can also move on to discussing what they feel are difficult/dangerous decisions they make in their lives, why they make them and what their motivation is for doing so. If the student does not feel comfortable sharing this, or feels that they don’t have anything to add, ask them to pretend they are in Montag’s shoes, what would they have done.

Assessment: Teacher will travel to all groups and ensure that they are staying on task. Also, students will be asked to complete the novel for the next class and write a journal entry or poem to add to their portfolio regarding something that they discussed in their groups.

Day 5Objective: Look at how Fahrenheit 451 reaches its conclusion and introduce debate topics.

Action: Discuss the conclusion of the story. Are things resolved, do the students feel it is a “good” ending, would it be better another way, what do the students think happens to Montag and the Book People, did Beatty deserve to be killed, what happened to Clarisse. Tie up loose ends in the story and allow students to discuss what they liked and disliked about the story and the society of the story. Do they think their society could ever be like this one? Near the end of class, assign students into groups for debate, into the Firemen and the Book-People. Have each group nominate one of their members to be Beatty and one to be Granger and act as leaders of their teams. Explain that each group needs to be able to bring evidence, not merely emotion to their side of the debate about how the city should be reconstructed. Allow the students time to talk about their positions and assign what they would like to research or study.

Assessment: Make sure students participate in discussion, and that every student feels included in their team. Spend enough time with each side so that they are clear on the requirements for the debate and are able to obtain resources for research and outside study of their respective positions. Ideally, this day will be at the end of a week so that the students will have time to prepare over the weekend.

Day 6Objective: Discussion of the general themes of the novel and time in class to prepare for debate. Action: Discussion which looks at how our society could become like that in the novel, focus on importance/validity of reading and literature, tolerance for opinions of others, look at the intrusion of media on our minds. Allow students time to discuss final game plan for debate, however, the students need to be aware that they will not have the whole class period and need to come prepared and be willing to do outside work. Assessment: Talk to both groups individually, make sure each is clear on procedure and material. Also, talk to leaders of each group and make sure that they feel their peers are all working and will come prepared for the next class.

Day 7Objective: Debate on how the city/society should be rebuilt.

Action: Two groups will sit facing each other on two sides of the room, one person from each side will be able to speak at once, statements need to be information/fact based and not emotionally charged or derogatory in any way. Students who don’t wish to participate or who were absent for group assignments will be able to function as mediators and also as judges of conduct. Entire class period will be devoted to debate, if discussion seems to lag or the students have trouble filling the time, teacher will be ready with prompts in the form of questions for the students to discuss.

Assessment: Students will be able to prove their preparation in their responses, each member of the group needs to respond at least once, and though the group has some opportunities to converse with each other, most of the discussion will be individually based. Students will be able to prove their competence in research, public speaking, persuasion and interpretation. Students will be asked to write a short synopsis about what they thought went well, what could have been better and what their personal opinion on the discussion was which will be included in their portfolio.

Day 8Objective: Wrap up Fahrenheit 451, introduce rest of unit.

Action: Discussion on debate, novel, themes, ideas. Allow students to step out of role of debater and discuss personal opinions, look at how debate went, what was successful, what could have been changed. If time is left over, allow students most of the time for working on final projects. Students can get into groups to discuss what is working in their utopias and what is not, proofreading of organization, teacher assistance and so forth.

Assessment: Students will need to be able to produce a working copy of their utopias, as well as contribute to final discussion about the novel. (This day will function as a sort of breather, allowing the projects which still need to be wrapped up to finish as well as catching what was not covered beforehand)

Day 9Objective: Look at a variety of novels in the utopian/dystopian genre so that students can get ideas for their final projects.

Action: Students will have access to a variety of first chapters or key passages from a variety of novels such as The Giver, 1984, Brave New World, Gulliver’s Travels, Herland, Robinson Crusoe, as well as essays such as “A Modest Proposal” by Swift, and other relevant readings. Students will select three which interest them, read and summarize, as well as hypothesize on what they don’t know about the story, not focusing on plot unknowns but on what they want to know about what is going on in the organization of the society.

Assessment: Students will include their summaries and hypotheses in their portfolio, the teacher will also be roaming about, asking and answering questions to make sure the students are able to stay on task and get what they need out of the activity.

Day 10Objective: Continue with novel exploration.

Action: Students will choose two other selections for a total of five, and once those are finished they will be asked to choose one that interests them the most and study further. Students will have access to a packet of information which includes authorial background, how the story was received, motivations for writing, societal context author was writing from, outline of the society in the novel and how the story continues/ends for the character. Students will be asked to look at what an author creates and why perhaps that work was created at that particular time.

Assessment: Students will turn this into a one page paper on authorial motivations/triggers and what effect an author’s society has on his/her writing—especially utopian writing. This will go into their portfolio and the information learned can be used as a pattern for their own final projects.

Day 11Objective: True life utopian experiments such as Walden Pond and why they were successful or unsuccessful.

Action: Mini-lesson on utopian experiments, focus on why they worked or didn’t, and the larger context they grew from. Students will then form small groups and research a

particular utopian experiment which appeals to them, such as Walden Pond or a cult, or communes of the Sixties and present findings to class in short discussion. Students will be asked to explain why they feel these experiments were attempted and what were their strengths and weaknesses and what their impact has been on society.

Assessment: Presentations by students and the depth of research with respect to experiments.

Day 12Objective: Work day for final project

Action: Students will be asked to solidify their utopian dream, working on a name, characteristics, how it is similar and how it is different from our society today, why it is necessary to make this change, who will be in charge, what will be the goals of society. Students will be able to ask for the assistance of their peers but will be creating individual projects. Students will also be able to brainstorm or start creating the ways they would like to present.

Assessment: Teacher will roam and check that students all have a strong base to work from and are reaching their creative potential. Each student will have the opportunity to check what they have already with teacher for feedback.

Day 13Objective: Work day for final project

Action: Students will create their presentation booths. Students will need to bring whatever raw materials the teacher cannot provide to class in order to create the precise presentation. Images, decorations, artifacts will all need to be solidified so that the students can present next class.

Assessment: Teacher will approve final project for Gallery walk and presentation to parents. Class will set up projects or arrange to come back later so that next class can be devoted to Gallery.

Day 14Objective: Gallery Walk where students can view and critique work of peers.

Action: Students will have booths set up and space set aside for comments. Class will be allowed to roam and critique their peers work respectfully, commenting on what they like or agreed with, in addition to what they thought could have been done better or they didn’t agree with. Students can be as anonymous as they like. If they want, students should invite their parents and also their community contacts to come and view projects.

If possible, a night-time viewing session would be desirable so that parents who work during the day have an opportunity to participate.

Assessment: Success of final project at fulfilling requirements of rubric.

Day 15Objective: Finalize unit, discuss what students feel they have learned as well as service learning experience.

Action: Discussion of success of Gallery Walk and projects in general. Allow each student a 2-3 minute time slot to discuss what they did for their community and how they feel it went.

Assessment: Students will submit portfolio as well as service learning write-up and representation of Utopia for teacher grading.

Rubric for Final Project/Portfolio

Superb(10) Good(6) Okay(2)

App

licat

ion

Fluent, flexible and efficient; able to use knowledge and skill and adjust understandings in variety of demanding contexts

Able to perform well with knowledge and skill in a few key contexts, with limited adaptability to diverse contexts

can perform only with coaching or relies on highly scripted, singular “plug-in” skills, procedures, or approaches

Inte

rpre

tatio

n

a powerful interpretation and analysis of the significance; tells a rich and insightful story; provides a rich history or context; sees deeply and incisively into diverse interpretations

a helpful interpretation or analysis of the significance; tells a clear and instructive story; provides a useful history or context; sees different levels of interpretation

a simplistic or superficial reading; a decoding with little or no interpretation; no sense of wider importance or significance; a restatement of what was taught or read

Org

aniz

atio

n organization enhances and showcases the central idea or theme. The order, structure or presentation of information is compelling and moves the reader through the text.

organizational structure is strong enough to move the reader through the text without too much confusion

The writer lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion, there is no identifiable internal structure.

Pres

enta

tion format enhances the ability of

the reader to understand and connect to the message. It is pleasing to and catches the eye.

writer’s message is understandable in this format.

reader receives a garbled message due to the presentation of this text.

Serv

ice

10 hours of service to community and one page write-up of experiences

Missing hours or write-up but effort has been made, either partial time or partial explanation

Service not done or not documented