August 15

    1.  Syllabus is located under "Class Files". Read, print and sign the signature page.

    2.  Answer the following questions in your journal.  Minimum of 200 words.

           Journal #1

    1. What do you know about how you read? How would you describe that knowledge?

    2. What do you know about how you write? How would you describe that knowledge?

    3. What would you think you’d like to learn about reading and writing?

    4. Describe a time when you set a goal for yourself and how you went about working toward the attainment of that goal. What was the goal? How did you go about trying to achieve it? What or who helped you to move toward the goal? What got in your way? Are there any goals you are currently working to achieve? If you were to describe your degree of confidence in your ability to set and achieve goals you create for yourself, how would you describe your level of confidence in setting, undertaking, and achieving goals?

    3.  Sign up for literature groups.  You need to bring your book to class on 8-26/27.


    August 16

    1.  Activity 4 handout:  begin to fill out grid

    32  Check our literature circle books and get in book group to decide jobs.


    August 19

    1.  Finish Activity 4: grid

    2.  Activity 5: Reading activity: read and annotate the Kennedy speech.  Stop to make marginal notes about what you are thinking as you read the text.

    3.  In your composition books: Journal #2 

    Having been introduced to ERWC, having reflected on your past reading and writing experiences, and having learned about metacognition while reading, create some specific learning goals for reading and writing.  How can you improve your reading and writing?  What are your stengths in reading and writing?


    August 20

    Students have 10-15 minutes to read their literature circle book
    Begin the Rhetorical Situations ERWC module

    Module can be located under "Class Files" on Schoolwires website

    All activities due Friday, August 23


    August 26

    Students type rough draft of Rhetorical Situation letter in business letter block format

    Submit to Turn It In by 10pm on 8-27

    Students turn in hard copy

    3rd period Turn It In code to join class:

    Enrollment key: byun3

    Class ID: 22082100


    7th period Turn It In code to join class" Enrollment key: byun7

    Class ID" 22086923


    August 27

    Period 3

    Reading time

    Discuss Literature Group assignments and go over example

    Journal #3

    Getting Ready to Read – Think of something you tried to persuade a parent, teacher, or friend to do or believe. It might have been to buy or pay for something, to change a due date or a grade, to change a rule or decision, to go somewhere, or some other issue. What kinds of arguments did you use? Did you use logic? Did you use evidence to support your request? Did you try to present your own character in a way that would make your case more believable? Did you try to engage the emotions of your audience? Write a short description of your efforts to persuade your audience in this case.


    August 28

    Period 7

    1.  Reading time

    2.  Work on literature group assignment

    Present Friday.  Work submitted to Turn It In


    August 29

    Period 3

    Students are in groups working on Literature Group assignment #1.

    Students will present assignment #1 to their book groups tomorrow.

    Assignment #1 needs to be submitted to Turn It In before it will be graded.


    August 30

    Period 3

    Students will present assignment #1 to their groups. Students self evaluate work according to rubric and turn it in the folder.

    Work on Activities 2-3. See below 7th Period.


    Period 7

    1.  Journal #3

    Think of something you tried to persuade a parent, teacher, or friend to do or believe. It might have been to buy or pay for something, to change a due date or a grade, to change a rule or decision, to go somewhere, or some other issue. What kinds of arguments did you use? Did you use logic? Did you use evidence to support your request? Did you try to present your own character in a way that would make your case more believable? Did you try to engage the emotions of your audience? Write a short description of your efforts to persuade your audience in this case.

     2.  Activities 2-3


    Activity 2: Surveying the Text Skim over the article “Three Ways to Persuade: Integrating the Three Appeals” by John R. Edlund, considering the title, the subheads, and the “Questions for Consideration.” You may want to make some notes. Then move on to Activity 3.



    Activity 3: Creating Personal Learning Goals Considering what you have learned about rhetoric in the previous activities and what information you got from skimming the article, use the following questions to help you make a list of your own personal learning goals for the rest of this module.

    1. What do you think you will learn from this article and this module? In your list, write down “I will learn about . . .” and then complete the sentence with whatever ideas or skills you think you will learn about.

    2. How will you be able to use this new knowledge? In your list write “After this module, I will be able to . . .” and then write down the new things you will be able to do and the old things that you will be able to do better.

    3. Do you think you will be a more persuasive writer after doing the activities in this module? Write down your answer and explain why or why not.



    Activity 4: Reading for Understanding Now read the whole article, thinking about how to increase your understanding of ethos, pathos, and logos. If you were already familiar with these concepts, pay attention to how the discussion in this article might be a little different from what you already thought. As you read, you may want to annotate the text, underlining important concepts and asking questions in the margins. The class read the first 2 pages of the article.  At least 2 marginal notes need to be on each page.




    September 3

    Period 3

    1.  Return essays and work on updating portfilios

    2.  Return Literature Circle work #1

    3.  Activity 3 and 4

    4.  Begin reading the article "Three Ways to Persuade".  Annotate the first two pages.


    September 4

    Period 3

    Complete the article reading

    Annotate: 3 marginal notes per page, EQ, and 3-5 sentence summary needed

    Period 7

    1.  Literature Circle #1 group presentations

    2.  Pass back essays and update portfolio

    3.  Read the rest of the article: 3 marginal notes per page, EQ, and 3-5 sentence summary needed and turn in for participation points

    1/2 of your book is due + Literature Circle #2 work due:

    period 3: 9-13

    period 7: 9-12


    September 9

    Period 3

    1.  Journal #4: Where do you see yourself in 6 years?  What will you be doing?

    2.  Discuss ethos, pathos, logos


    Prrpare for literature circle #2 on Friday.

    Type and print out work and bring to class.  Submit to Turn It In.


    September 10

    1.  Completed Activity 8 in ethos, pathos, logos module: look in "Class Files": 9-10-19 Expo 11 classwork

    3rd period 

    Journal #5

    Describe a moment that created drastic change.


    7th period

    Journal #4: Where do you see yourself in 6 years?  What will you be doing?


    Read and prepare literature circle #2 for presentations: type and print before class on the day of presentations AND submit to Turn It In

    3rd period Friday

    7th period Thursday


    September 12

    1.  Period 7: Students presented literature circle #2

    2.  Students wrote the paragraph about their website about a social issue

    • https://www.library.wisc.edu/socialwork/research-help/social-issues-websites/

    Writing Rhetorically

    Composing a Draft Prompt

    • How do ethos, logos, and pathos work together (or not work together) in helping to achieve the writer’s purpose? 9-11 sentences.


    Ask yourself each of the following four questions as you write your paragraph. 

    Do you CLEARLY identify the author's/web designer's purpose in your paragraph?

    Do you discuss all three appeals (ethos, logos, pathos) in your paragraph?

    Do you discuss the relationships between the appeals?

    Do you discuss how those relationships connect to the purpose of the paragraph?

    Do you give specific evidence of how those appeals are created on the website?  What rhetorical "moves" does the author/web designer use to create ethos, logos, and pathos?  How well to those "moves" work?  (moves could be images, titles, links, text blocks, word choice, structure, repetition, use of color, etc.)

    Include the title of your website in your topic sentence.


    Making Choices as Your Write

    Purpose: To use the questions in Activity 8 to write a paragraph similar to the example


    Activity 9: Making Choices as You Write

    Using your responses from Activity 8, write a draft of your paragraph about the ways that ethos, pathos, and logos work together in your chosen Web site. Here is an example of what that paragraph might look like:

    Defenders of Wildlife

    A Web site called “Defenders of Wildlife” wants people to donate money to help save endangered species. Its 2013 site had a “Fact Sheet” about the endangered San Joaquin kit fox that features a cute picture of a young fox with the caption, “The San Joaquin kit fox is declining or has become locally extinct in much of the species’ historic range. You can help save them. Adopt a kit fox.” (Note: This is what the site said in 2013. Now, in 2019, the site [defenders.org/wildlife/foxes] features the artic fox.) The name “Defenders of Wildlife” creates a strong, heroic ethos for the writers of the Web site. The reader can become a “Defender of Wildlife” by joining the site and donating. The Web page is full of facts about the kit fox and its life, which function both to create the impression that the writers are knowledgeable about the fox (ethos) and to make the argument (logos) that the cute little fox (pathos) is endangered. Finally, the reader is asked to help save the kit fox by adopting one, a call for action that is based more on pathos than logos, but involves both.


    Work Cited

    “Fact Sheet.” Defenders of Wildlife, defenders.org/san-joaquin-kit-fox/basic-facts. Accessed 8 Aug. 2013.


    September 16

    Period 3 and Period 7

    1.  View the Crucible PowerPoint located on this website under "Class Files"




    Continue reading your literature discussion book. Your next deadline is next Friday.



    September 17

    Period 3

    1.  Type website analysis paragraph and submit to Turn It In


    September 19

    Period 3

    1.  Finish Crucible PowerPoint slides. Add EQ and 3-5 sentence summary.

    2.  Watch Purtian video: located on my website under "class files". View and take 1 full page of notes. Include EQ and 3-5 sentence summary.


    September 20

    period 3


    Answer one of the following questions for Journal #5: 200 words

    1. Why might Miller have felt so outraged at the investigations of the HUAC?
    2. Think about your own experience with power. Where in your life do you have power? How do you earn, or get, and keep that power? Do you feel you treat those you have power over with humanity?
    3. Who do you feel has power over you? How did they earn, get, and maintain it? Do you feel others treat you with humanity

    2.  Annotate the article Five Forms of Power: annotation assessment

         1.  Underline where the introduction ends

         2.  Highlight the thesis statement

         3.  Left column marginal notes: make notes on what claims the author is making; include where you notice ethos, pathos, logos

         4.  Right column marginal notes: your response to what the author is saying.  Needs to be more than "I agree" or "I disagree".

         5.  Underline where the conclusion begins

         6.  After reading the article: write an Essential Question on to of the front page

         7.  After reading the article: write a 3-5 sentence summary


    Finish your annotations for homework.


    Period 7

    1/2. View the Purtian video and take 1 full page of notes: include EQ and 3-5 sentence summary


    September 23

    Period 3

    1.  Turn in Annotations of 5 Forms of Power: use the rubric to self evaluate

    2.  Activity 6 from Crucible module


    Read up to 3/4 of your book and complete your literature circle #3 for Friday


    September 24

    period 3

    1.  Return graded article annotations and website analysis paragraph

    2.  Update writing portfolio with reflection on website paragraph

    3.  Activity 3, 4, 5, 

    4.  Choose parts for Crucible


    Read up to 3/4 of your book and complete your literature circle #3 for Friday


    period 7

    1.  Using annotation rubric, self evaluate annotations 5 Forms of Power.  If studetns were not done, complet and turn in next class.

    2.  Return graded website analysis paragraph.   Students update writing portfolio reflection.

    3.  Choose parts for Crucible

    4. Begin reading Act I Crucible


    Read up to 3/4 of your book and complete your literature circle #3 for Friday

    and students can turn in literature circle 1 and/or 2 for credit on Monday.

    Late work must be turned in on Monday to receive any credit.


    September 26

    Period 3

    Period 3 Expo 11

     1.  Begin reading Act I of the Crucible: Blue lit book page 914. 

    Read act 1. The reading questions provided are designed to give you a focus for your reading and to provide topics for later discussion. The goal is to provide guidance for your first reading, a sense of what to attend to, without interrupting the natural flow of the reading. You may want to focus on reading to answer the questions; or you may want to simply skim the questions, read, and then return to the text to develop your responses.

    1. Why does Abigail say she was dismissed by the Proctors?
    2. In Salem, an excellent public reputation is essential if one is to be accepted in the community. What suggests that Abigail's reputation has become questionable?
    3. Is John Proctor attracted physically to Abigail? Explain. Does he feel guilty? How does Proctor feel about himself, and why might he feel that way?
    4. Sources of Conflict: How do the Putnams reveal that they are jealous of Rebecca Nurse's large family? What complaints or "grievances" does Putnam have against the other characters?
    5. How do the stage directions (in italics) at Mary Warren's entrance offer hints about her character?
    Abigail drank a charm to kill Goody Proctor but does not want Betty to tell anyone about this. What threat does Abigail make to the girls? Do you think she is serious?
    6. What do we learn about Tituba in act 1?
    7. What comment by Giles Corey will most likely implicate his wife in the witch hunt?
    8. Understanding the Meaning: After reading act 1 and responding to the questions above, take a few moments to assess your understanding of the play so far. Points in the play where you are confused or have difficulty can be good places to revisit, examine, and discuss in order to meet your reading goals. Ask yourself the following questions and respond in a quickwrite of at least one paragraph:

    I understand __________ about act 1, but the parts that are most unclear to me are __________.
    Which of my responses to the questions above am I least confident about?
    What is it about this text that is difficult for me?
    Where did my attention wander?
    Which portion of the play was most challenging for me to understand, why?
    Share your paragraph with a partner. Choose one challenging portion of the play that seems important to understanding the play. With a partner, use a strategy from the list below to try to increase your understanding of this portion of text.

    Period 7

    Period 7
    1.  Students get in groups to discuss their books.  I usually pass out folders for the presentations.  Today, no folders.  Just collect the work by groups.  Presentations will take 20-30 minutes.  There are 9 groups. two small groups of three have to move a couple of desks.  This is the third time that they have presented…they know where to go.
    2.  Continue reading Act I and then if there is time the questions from period 3 above.
    3.  Some students will have article annotations to turn in from the last class.  Go ahead and collect them.


    September 27

    Period 3

    1.  After the class finishes reading Act I and answering the questions, students complete Activity 7 and 8.  Tell students that Activity 8 will help them prepare for their essay that they will have to write.  Students turn in work when they are done. Go to Class Files and look at Crucible Unit for these activities.


    September 30

    Period 3

    1. Finish ACT I questions

    2.  Pass out character analysis grid

    3.  Present Literature Circles #3


    Period 7

    1.  Students finish ACT I questions

    2.  Students complete character grid work for ACT I: Abigail, Parris, Thomas Putnam


    October 1

    Period 3

    1.  Begin reading ACT II up to page 946


    October 2

    Period 3 PRIDE

    Period 7

    1.  Read ACT II: page 956 answer questions 1-8 in complete sentences

    2.  Add one more quote from Act II on your character grid


    October 3

    Period 3

    1.  Finish reading Act II: page 956 answer questions 1-8 in complete sentences

    2.  4 quotes needed on your character chart: Possible characters: Act I: Abigail, thomas Putnam, Perris ACT II: Abigail, John Proctor, Hale, Perris

    All this is due Friday, 10-4


    October 4

    Period 3

    1. Read ACT III up to page 968

    2.  Turn in work assigned yeaterday

    Literature Circle #4 and book exam due: 10-10

    Choose your next book!

    Period 7

    1.  Read all of ACT III

    Literature Circle #4 and book exam due: 10-10

    Choose your next book!

    Bring your book to class.  Due October 18 for points in Period 3 and October 21 in period 7. Bring to class or lose points!

    Entire Crucible unit is located under class files!


    October 11

    Period 3

    Activity 17/18

    Bring your book to class.  Due October 18 for points in Period 3 and October 21 in period 7. Bring to class or lose points!

    Entire Crucible unit is located under class files!


    October 14

    Period 3

    Activity 9 and 13

    Period 7

    Activity 9, 13, and 17/18

    Bring your book to class.  Due October 18 for points in Period 3 and October 21 in period 7. Bring to class or lose points!

    Entire Crucible unit is located under class files!


    October 15

    Period 3

    Activity 12

    Bring your book to class.  Due October 18 for points in Period 3 and October 21 in period 7. Bring to class or lose points!

    Entire Crucible unit is located under class files!


    October 16

    College Kick Off


    October 17

    Period 3

    Activity 14 and 16

    Crucible Module is posted under Class Files

    Period 7

    Activity 12, 14, and 16

    Crucible Module is posted under Class Files


    October 21

    period 3 and 7

    watch Crucible movie


    October 22 and October 23

    Period 3      and   Period 7

    Finish movie


    Activity 19: Considering the Rhetorical Situation

    In your study of rhetoric and writing, you have probably studied the concepts of rhetorical appeals, including emotional appeals (pathos), logical appeals (logos), and appeals using the image or credibility of the speaker (ethos). In this activity, you will explore another rhetorical concept: kairos.

    Kairos describes the “immediate social space and situation in which arguments must be made” and can be understood as a “window of opportunity” in which the audience is particularly receptive to a message (Fletcher, 58). For example, if you were asking a parent for more independence, say a later curfew or the ability to drive somewhere you wouldn’t usually be allowed, your argument would probably be viewed as inappropriate if it came immediately after your parents got a call from your school’s principal about your recent truancies. Your same argument would be better timed, however, if you broached the topic after your parents received a call advising them of an award you had won. Kairos involves knowing when to say the right thing. If the social climate is right for a particular change or message, this can be called a kairotic moment.

    Discuss with a partner: Think of times you have tried to persuade someone. What is one time you took advantage of a kairotic moment to make your argument better?

    After reading the play, discuss the following with a small group or partner:

    1. What influenced Arthur Miller to write this play at the time that he did? What is the surrounding context that influences his writing? Take notes about your findings in the graphic organizer below.
    2. How do events in the play parallel events in Arthur Miller’s own time?
    3. Draw a line connecting parallel events in The Crucible and in Miller’s time across the columns                

    Events in The Crucible

    Events in Arthur Miller's Time


         4.  How does this play take advantage of a kairotic moment?

         5.  In what ways is this play still relevant today? In what ways is it less relevant than when it was written?



    Complete character/Power grid and Activity 19



































    F451 Unit

    Activity 1

    Listen to Bradbury interview

    Add to novel notes


    Activity 2

    Read pages 17-40 for homework

    Answer pre reading questions at home

    Pre- Fahrenheit 451 Questions (Homework)

    1. We are a society that seems to lust after entertainment, to make it the entire focus of our lives. What role should entertainment play in our lives?
    2. Is entertainment addictive? Can it serve the same purposes as drugs or alcohol? Explain. If all books were going to be destroyed tomorrow, which one book would you want to save? Why?
    3. Humans are constantly seeking for perfection: the perfect job, the perfect life, the perfect society. Part of being human, however, is being flawed in thought and conception. What happens when what we conceptualize as “perfect societies,” or utopias, are as flawed as the people who invent them? 
    4. What happens when the reality of flawed humanity imposes itself?
    5. List three reasons why the literacy of people over whom you had power could threaten that power.
    6. How is knowledge power? How do we benefit from ideas and learning different points of view?
    7. Why would those in control of a society want to suppress knowledge? Why are ideas “dangerous?”
    8. How do books represent us (mankind)?
    9. If all books in the world were going to be burned tomorrow and you could only save one, which would it be and why?
    10. If you were going to write a book, what would it contain? What things do you think are important for the world to know?



    Activity 3 

    all F451 questions


    Reading Assignment #1

    1. Identify Guy Montag and describe his job.
    2. Describe Clarisse McClellan.
    3. What smelled like perfume to Montag?
    4. Clarisse asked Montag if he was happy. Was he?
    5. Who is Mildred, and what happened to her?
    6. Why did Emergency Hospital send technicians instead of doctors to treat Mildred?
    7. What are parlor-walls?
    8. Describe the mechanical hound.
    9. What did Montag believe had been done to the hound?
    10. Why was Clarisse considered anti-social?
    11. Who gave Clarisse most of her information about the way life used to be?


    Reading Assignment #2

    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?


    Reading Assignment 3

    1. Who was Faber?
    2. Why did Montag go to see Faber?
    3. What three elements did Faber feel were missing from life?
    4. What plan did Montag and Faber devise?
    5. What was Montag willing to do to convince Faber to help carry out the plan?
    6. What had Faber designed that allowed him to be in constant contact with Montag?
    7. Why did Faber decide to go to St. Louis?
    8. Why did Montag burn the book of poetry in the wall incinerator in his home?
    9. Where did Montag hide his books after the ladies left?
    10. What was the destination of the alarm on the night Montag returned to work at the firehouse?


    Reading Assignment 4

    1. Who was the informant on Montag's home?
    2. Why did Montag kill Captain Beatty?
    3. Why didn't Montag run away before he killed Captain Beatty?
    4. Where did Montag go after he killed Beatty?
    5. When Montag left Faber's house, which direction did he go?
    6. Why did Montag take whiskey, a suitcase, and some of Faber's dirty clothes with him?
    7. What did the railroad tracks mean to Montag?
    8. What was different about the fire Montag saw after leaving the river?
    9. During the manhunt for Montag by the hound, why did the camera identify an innocent man

    as Montag?

    1. What was different about the hobos Montag Met? Why did each man identify himself as a

    famous author or piece of literature?

    1. What had Montag been able to memorize?
    2. What happened to the city during the war?
    3. What did Montag and the intellectuals believe their mission to be once the war ended?





    Activity 4

    Response Journal

    1.Use the first seven paragraphs of the novel to answer the following five questions:

    1. What is the impact on the reader of the famous first line of this novel? (Realize the unquestionable horror in the idea of pleasure in destruction.)
    2. What are some of the negative metaphors in the opening paragraphs?
    3. Why does Montag see himself as a minstrel man?
    4. What colors dominate the text on the first two pages?
    5. What is the effect of the negative use of color and imagery?


    1. Describe Clarisse – Use specific text to cite Montag’s observations of her unique, unfamiliar nature as well as the adjectives/details he uses to describe her. Consider the differences between Montag’s life and Clarisse’s life. What is the effect of Clarisse’s questions on Montag? Why do her questions have this effect?

    Activity 5

    Explain why Bradbury chose “The Hearth and the Salamander” as a title. Be sure to explain what the title means. How does this deepen your interpretation of these sections?


    Activity 6

    Dialectical Journal: 6 quotes from Part I with analysis


    Activity 7

     Pleasantville Notes




    During the movie, take notes on the following:

    What aspects of Pleasantville make it “pleasant?”

    What thoughts are nonexistent or banned from Pleasantville? 





    Activity 8

    watch movie

    Pleasantville questions


    Post- Pleasantville Questions

    1. What evidence did you see of 1950s conformity? (Be sure to consider both material evidence as well as the values exhibited by the characters.)
    2. What behavior led people to change from black and white to Technicolor? Was it merely sexual activity that precipitated the change?
    3. How did the town react to the changes they saw around them? (Be sure to use evidence from the film to support your answer.)
    4. Why was the unfamiliar threatening to some people in Pleasantville?
    5. Why is Bud obsessed with Pleasantville? What does he learn by the end that contradicts this (for the better)?
    6. What does Pleasantville state about the reality of the “idyllic” 1950’s?
    7. What does Pleasantville lack that makes it pleasant and bland?
    8. The newfound enlightenment which David and Jennifer bring to Pleasantville also provokes crimes and hatred in people who had been so wholesome earlier.  Why?  How is this paradoxical?
    9. Most of the movie portrays people becoming colored after sexual acts.  What was the director’s true purpose for their change of color?
    10. Why did the director choose the 1950’s as the time period for the film? (Think – What statement is he making about conformity and its effects on society?)
    11. The director wrote a very light-hearted comedic film but chose to address controversial topics in our culture such as race, sex, religion, and sexism.  Although the story has a happy ending, we know that many of these topics are still relevant today. Why did the director choose to tackle all of these in this film? Why do you think he chose humor to address them?  What do you think his message was for the audience?
    12. What impact would the absence of reading have in our lives?  What importance does it have in communication? 

    Activity 9

    Watch a couple of film clips from this website:  http://m.youtube.com/playlist?list=PLCuw7mwCUa3RTEQGptaF8tYKRj1TjF6UD in order to deepen our understanding of the expectations of young people in the 1950's.  

    Then watch this clip:  http://m.youtube.com/watch?v=CrYX9j3Tqzw in order to grasp the full implications of these videos in our social history.

    Activity 4 - Take notes on what you learned from the videos about the 1950's.





    Activity 10

    Create an outline/timeline of the history of firefighters according to Beatty.


    Activity 11

    Do you agree or disagree with Beatty’s ideas about education: Do you agree with his charge that “a book is a loaded gun?” That books violate the idea that “everyone is made equal?”


    Activity 12

    Explain why Bradbury chose “The Sieve and the Sand” as section titles. Be sure to explain what the title means. How does this deepen your interpretation of these sections?


    Activity 13


    Quickwrite/Discussion on Mechanical Hound Symbolism – Reread the detailed description of the Hound and the battle. Why might Montag’s expression of affection to the Hound mark a turning point in his development? What role does affection play in this world? What might be the significant of Montag’s final battle with the Hound? Finally, how might the Mechanical Hound be a symbol for Montag’s world?



    Activity 14

    Dialectical Journal Part 2: 6 quotes with analysis


    Activity 15


    Burning Bright” Assignment

    Directions: Use part 3, "Burning Bright," to find examples of each of the following techniques that together make up Ray Bradbury's style. Be prepared to discuss the purpose of each example.

    Stylistic Device

    Example and Page Number

    Effect and Purpose

    1. Simile



    2. Metaphor



    3. Visual Imagery



    4. Sound Imagery



    5. Touch Imagery



    6. Taste Imagery



    7. Smell Imagery







    Activity 16

    Turning Point Plot Diagram

    In groups, map a timeline that depicts the development of the story. Include the most significant turning points and the lesser events that build tension. In any creative way you would like, identify the level of intensity of each event in comparison  to others.  Include at least 10 events in your timeline.


    Activity 17


    Icarius – Beatty refers to the myth of Iarus, told in Ovid’s first-century poem, The Metamorphoses. Why does Bradbury compare Montag to Icarus. How does this shed light on Montag’s development?

    Book of Ecclesiastes – Read the bible passage that Montag chooses to memorize.

    Ecclesiastes 3:1-8

    There is a time for everything,

         and a season for every activity under the heavens:

    a time to be born and a time to die,

         a time to plant and a time to uproot,

    a time to kill and a time to heal,

         a time to tear down and a time to build,

    a time to weep and a time to laugh,

         a time to mourn and a time to dance,

    a time to scatter stones and a time to gather them,

         a time to embrace and a time to refrain from embracing,

    a time to search and a time to give up,

         a time to keep and a time to throw away,

    a time to tear and a time to mend,

         a time to be silent and a time to speak,

    a time to love and a time to hate,

         a time for war and a time for peace.

    1. What does this passage mean? Why is it significant? How does it connect to a theme in Fahrenheit?
    2. What does this passage tell the reader about Guy Montag? Why does he choose this keep alive?

    Activity 18

    A Taste of Archetypes

    Directions: Fill in the right column completely by locating examples of the archetypal images in Fahrenheit 451 and explaining their significance.



    Example from Fahrenheit 451

    1. The color black

    This color often signifies the unknown, death, the unconscious, evil, or great power.


    2. The color red

    This color often signifies blood, violence, and chaos.


    3. The color white

    As a positive color, it signifies purity and innocence; in its negative aspects, it represents death and terror.


    4. Snake or serpent

    The snake is nearly always a symbol of evil energy and force.


    5. Sun or fire

    The snake is nearly always a symbol of evil energy and force.


    6. Water or river

    This paradoxical symbol represents creative energy and the passage of time.  The setting sun represents death.


    7. The good mother

    Rivers represent death and rebirth and the flowing of time.


    8. The wise old man

    A character who comes to the rescue of the hero, the old man is knowledgeable and moral; he represents truth.


    9. The season of fall

    A character who comes to the rescue of the hero, the old man is knowledgeable and moral; he represents truth.








    Activity 19

    Powerful Symbols

    Directions: Complete the middle column by describing the symbol as Ray Bradbury presents it. Then, in the right column, identify the abstract, hidden meaning of the symbol. What ideals, emotions, or beliefs are suggested by each symbol?


    Description of Symbol as Presented in Novel

    Hidden Meaning

    1. Salamander



    2. Phoenix



    3. Tower of Babel



    4. Mechanical Hound



    5. Mirror



    6. Books




    Activity 20


    F451 Essay

















    January 17

    1.  Watch "I Have a Dream" speech. 

    2.  Annotate "I Have a Dream" speech and answer the questions


    January 19

    1.  Read and annotate the souces for the district writing assessment


    January 23

    1.  Write performance assessment


    January 25

    1.  Activities 1-4

    2.  Read Parts 1 and 2 Last Meow


    Activity 5: answer questions 1-15 for Parts 1 and 2

    Last Meow article, questions, and activities are located under "Class Files"


    January 29

    Read Parts 3 and 4 of Last Meow article

    1.  Skip activity 6 and complete 7-9


    January 31

    1.  Read Parts 5-8

    2.  Complete Activities 11-13 and 19


    February 2

    1.  Flee map and write essay in class


    February 6

    Work on final draft of essay

    Submit to Turn It In February 7 by 8 pm


    February 8

    1.  Finish Last Meow activity 5 questions 17-36

    2.  Song analysis for "Strange Fruit" and "Imagine": see Class Files










    18 August 2017

    1.  Journal #1

    2.  Jigsaw pages 9-30 in Bedford and present


    Bring in a nonfiction book on 8-24


    22 August 2017

    1.  Journal #2

    2.  Read "Too Much Pressure" Bedford and answer the following questions:

    Page 537 Meaning 1-3; Strategy 1-3; Writing 1-3 choose 1 7-9 sentences


    24 August 2017


    1.  Diagnostic + SRI test


    28 August 2017

    1.  Notes on "The Crucible"

    2.  Into Activity .5:  Listen to "We Didn't Start the Fire" by Billy Joel.  Make a list of the historical incidents that you recognize.  Write a reflection on your level of awareness on our nation's history.


    Bring your nonfiction book to class

    Read Act I "The Crucible" (can be found under Class Files) for Friday, 9-1


    30 August 2017

    Journal #4

    1.  Politics of Food Activities 1-3


    Read Act 1 "The Crucible"


    1 September

    Journal #5

    1.  Quiz on "The Crucible"

    2.  Politics of Food Activities 4-

    3.  Read the essay

    4.  Act I questions: answer all questions


    Read Act 2 due: 9-8


    6 September

    1.  Journal #6

    2.  Read the first article "The Pleasure of Eating"

    3.  Complete activity 7: for each paragraph: 1 sentence summary, what does it mean, why does it matter


    Read Act 2 due: 9-8

    annotate the first article: highlight and marginal notes: aggree or disagree with the author


    8 September

    1.  Journal #7

    2.  Act 2 Quiz

    3.  Act 2 questions: answer 1-8 p 956 in blue literature book in class

    4.  Complete Activity 12 in Politics of Food: go to Class Files to find the questions

    5.  Check annotations


    Complete Activity 12

    Complete annotations for article 1

    Read Act 3 "Crucible" due: 9-14


    12 September

    1.  Journal #8

    2.  Check annotations for "The Pleasures of Eating" and Activity 12 completion

    3.  Read "When a Crop Becomes King"

    4.  Complete Activities 14, 16, and 17 (Found on Class Files)


    Finish reading Act 3 "Crucible" due 9-14

    Complete Activities 16 and 17 due: 9-14


    14 September

    1.  Journal #9

    2.  Guided practice precis

    3.  Act 3 "Crucible" quiz


    Act 4 "Crucible" quiz on 9-22

    Journals 1-11 collected on 9-20: 200 words each entry to get ful 10 points per journal.


    18 September

    1.  Journal #10

    2.  Check Activity 17 Annotations for class points

    3.  Activity 20



    Act 4 "Crucible" quiz on 9-22

    Journals 1-11 collected on 9-20: 200 words each entry to get ful 10 points per journal.


    20 September

    Watch the movie Fed Up (found on Netflix)

    Students take notes


    Same as 9-18


    22 September

    1.  Revise Red Up notes for EQ, main ideas, 3-5 sentence summary

    2.  Act 4 questions 1-15


    26 September

    1.  Dave Berry Precis

    2.  Act 4 quiz

    3.  Read and annotate "If You Pitch it They will Eat".  Left and Right margin annotations.


    Finish reading and annotating:

    Left margin: identify introduction, issue or problem, author's main arguments, examples, conclusion

    Right margin: your reaction to what the author is saying.


    28 September

    1.  Complete Activity 22: Say, Mean, Matter and Activity 23: left and righ side margins for third article in Politics of Food "If You Pitch it"

    2.  These two assignments due at end of class.


    2 October

    1.  Read and anotate article #4 Left and right margins...see above

    2.  Activity 25


    Check annotations next class for 4th article


    4 October

    1.  Check annotations on 4th articel

    2.  Pass out paper requirements packet

    3.  Begin research for articles


    Find two sources for paper


    6 October

    1.  Continue research for Politics of Food paper


    Document analyses for 4 soures due: 10-10


    10 October

    1.  Check 4 document analyses


    Print out all articles


    13 October

    1.  Complete 3 precis on articles that you will use in your paper. Due at end of class

    2.  Check off printed articles.  If time remains after precis, annotate articles


    Complete Flee Map graphic organizer for essay


    17 October

    Periods 5 and 7

    1. Check completed precis.  4 due today at end of class.

    2.  Check printed articles.

    3.  Annotate articles and fiinish Flee Map graphic organizer.


    Begin drafting essay

    Flee Map graphic organizer due 10-19


    19 October

    1.  Write essay

    2.  check completed Flee Map due before computer time 


    Complete essay.  Print copy of essay for peer review on Monday, October 23

    Final draft due to Turn It In on Tuesday, October 24 by 8 p.m.


    23 October

    1.  Continue drafting papr

    2.  Peer edit paper


    Finish paper and submit to Turn It In Tuesday, 10-24 8 p.m.


    25 October

    Students read in Bedford: "Grade A: The Market for a Yale Woman's Eggs" p 114-119

    Students complete p 120

    Journal 3-5 sentences


    Meaning 1-4


    Language 2-4

    Writing #1 9-11 sentences


    27 October

    Read in blue literature books - you do not have these books at home:

    Aint' I a Woman p 345

    answer all questions p 347 1-8


    The Story of an Hour p 526

    answer all questions

    p 528 1-8





    Period 7

    20 September

    1.  Activity 2 Quickwrite.  Annotate article "the Pleasures of Eating" : left margin: for each chunk of text, write a summary statement.  Right margin: do you agree or disagree?


    Finish reading and annotating article:  Left margin - for every chunk of text/main idea.  right margin - do you agree or disagree with the author?


    22 September

    1.  Work on annotating article 1: see above

    2.  Begin practice sentence 1 and 2 Precis on While's essay


    Read and annotate artice one.  See 9-20 homework for details.


    26 September

    1.  Finish practice 3 and 4 Precis on While's essay

    2.  Watch Corn interview clips and take notes

    3.  Begin reading article 2 "When a Crop Becomes King" finish for homework and annotate:

    Left margin: identify introduction, issue or problem, author's main arguments, examples, conclusion

    Right margin: your reaction to what the author is saying.

    4.  Check annotations on article 1


    28 September

    1.  Complete precis assessment on Barry essay

    2.  Watch half of Fed Up documentary and take notes.  Movie on Netflix

    Next class: check annotations on article 1 and 2. Left and right side margins.  See above directions.


    2 October

    1.  finish watching Fed Up and notes

    2.  Check annotations for articles 1 and 2


    Complete right and left margin annotations for article 3


    4 October

    1.  Work on finishing annotations on article 3

    2.  Go over paper requirements


    Read and annotate article 4 right and left margins 


    6 October

    1.  research for Politics of Food paper


    Complete 4 document analyses for Tuesday, 10-10


    10 October

    1.  Check 4 document analyses

    2.  Continue reseach


    Print out all articles


    13 October

    1.  Complete 3 precis on articles that you will use in your paper. Due at end of class

    2.  Check off printed articles.  If time remains after precis, annotate articles


    Complete Flee Map graphic organizer for essay


    17 October

    Periods 5 and 7 have the same agenda now.  See above.



    Politics of Food Activities:

    2, 7, 16, 17, 22, 23, 25, 27, 33, 36































    1.  Journal #4

    2.  Check Bedford Corness 51-52 + assigned sections

    3.  Share notes

    4.  Crucible intro Prezi

    5.  Check for books


    Bedford Cornell 517-521

    Crucible:  Acts 1/2 due:8-29; Acts 3/4 due:9-2

    Crucible whole text can be found on my Mesa Schoolwires website under "Class Files"


    25 August

    1.  Journal#5

    2.  Set up Politics of Food Cornell notes: 

    Activity .5

    Make a list of the historical incidents that you recognize from the song "We Didn't Start the Fire".  Write a reflection on your level of awareness of our nation's history.

    Activity 1

    Keep a food diary, and write down everythin you eat and drink for 24 hours.


    Keep a TV diary.  When you watch TV, write down the title of the program that you are watching, the dink of food advertisements 9cereal, snacks, cookies, restaurants), and the nuber of food advertisements during the show.  Do the advertisements differ depending on the type of program that you are watching?

    3.  Listen to "We Didn't Start the Fire" and answer the quickwite in Activity .5

    4.  Watch the documentary clips for King Corn


    Complete Activity 1

    Read The Crucible Acts 1 and 2.


    29 August

    1.  Journal #6

    2.  Stamp Activity #1

    3.  Activity 2-3


    Read The Crucible acts 1 and 2 Due:  8-31 

    Read your outside reading book Due:  September 29


    31 August

    1.  Journal #7

    2.  Quiz on Crucible Acts 1/2

    2.  Activities 4-5.  Activity 6 : choose 5 words that you do not know and define them.  Read the first essay.



    Read The Crucible Acts 3/4 due: 9-7


    2 September

    1.  Journal #8

    2.  Activity 7: up through paragraphs 7-9

    2.  Reading time


    Read The Crucible Acts 3/4 due: 9-7

    Finish your outside reading book by the end of September.


    7 september

    1.  Journal #9 Free Topic

    2.  Crucible quiz and discussion

    3.  Finish Activity 7 


    Finish #7 for homework


    9 September

    1.  Journal #10

    2.  Activity #9:  annotate the first article and make marginal notations.  Annotate and make marginal notes for:  understanding - making summary points, circle words or concepts that you do not know and clarify, the author's claims, shifts in tone, raising questions.

    3.  Begin Activity 12


    Complete Activity 12 questions.

    Read your outside reading book.


    13 September

    1.  Journal #11

    2.  SRI testing

    3.  Check Activity 12 1-9 questions

    4.  Complete 14 and  16,

    Activity 16

    Say, Mean, Matter:  Fold your paper and have an entry for paragraphs: 1/2, 3/4, 5/6, 7/8, 9/10, and 11-13



    Read your outside book due: end of September

    Finish Activities 14 and 16 if you did not finish it in class.


    15 September

    1.  Journal #12

    2.  Check Activity 16 

    3.  Activity 17 Annotations

    Annotate for the following:  Identify the introduction and thesis, identify the issues, author's main arguments,

    examples, conclision


    finish Activity 17


    19 September

    1.  Journal #13

    2.  Finish reading "If you Pitch it..."

    3.  Activity 22 Say/ Mean / Matter for "If you Pitch it"


    finish Activity 22


    21 September

    1.  Journal #14

    2.  Finish and check off Activity 17 and 22

    3.  begin Annotations for "If you Pitch It"  Activity 23 - see under Class files


    Finish Activity 23


    23 September

    1.  Journal #15

    2.  Complete Activities 25 and 27



    finish reading your book by September 30

    finish writing 200 words for each journal entry


    11 October

    1.  Journal #17

    2.  Use rubric to grade Berry Precis

    3.  Research to find 2 sources for Politics of Food paper:  go to Mesa website: School Directory: Library: Online Database: Ebscohost (at home username: mmhs password: rams

    Make sure you reread the writing prompt.  You will want the sources to answer the question and support your thesis.

    4.  Check for typed draft of Berry Precis


    Print sources or e-mail them to yourself.  Make sure they are the full article, not just the abstract (summary).

    Complete the Document Analysis for both sources


    13 October

    1. ELS Benchmark test in the library

    2. Explain the paper.  Go to Class Files: Politics of Food Paper Description

    3.  Work on the Flee Map Graphic Organizer.  Go to Class Files: Politics of Food Flee Map graphic Organizer



    Complete the Flee Map

    Complete the Document Analysis for all outside sources to your paper


    1 November

    1.  #19 Journal Are You Happy

    2.  F451 introduction

    Reading Schedule:

    Part I 11-9

    Part II 11-14

    Part III 11-29


    Complete your Peer Mark assignment...read the papers assigned to you.  Two are assigned, you pick one, and you evaluate your own paper.

    Revised drafts of Politics of Food paper is due Monday 11-7 at 8 p.m. Include your works cited page with the Precis for each source that you used in your paper.


    18 November

    1.  Journal #23

    2.  Bedford readings:

    "Arm Wrestling with my Father" p. 146


    Meaning 1, 2, 4

    Strategy 3

    Language 1

    Writing #2: One paragraph


    "Shooting Dad" p. 154


    Meaning 3,5

    Strategy 4

    Language 3

    Writing #2: One paragraph


    29 November

    1.  Journal #24

    2.  Bedford readings:

    "On Compassion" p. 193


    Meaning 1,3

    Strategy 1,3

    Language 1,4


    "Homeless" p. 198


    Meaning 2,3

    Strategy 1-4

    Writing #5: one paragraph


    1 December

    1.  Journal 25

    2.  F451 test

    3.  Trun in F451 study guide questions

    4.  Bedford readings:

    "Black Men in Public Spaces" p. 208


    Meaning 1-2

    Language 1


    "Size 6"


    Meaning 1-3


    5 December

    "The Meaning of a Word" p. 488


    Meaning 1-4

    Strategy 2,3


    "Being a Chink" p. 494


    Meaning 1-3

    Strategy 1, 3-4


    7 December

    Nuclear Energy Writing Asssessment reading sources

    "I Want a wife" p. 340


    Meaning 2-4





    9 December 

    Nuclear Energy writing the essay

    "Safety Through Immigration Control" p. 567


    Meaning 1-4

    Strategy #3: (write after you read the next essay) Which argument (Krikorian or Danticat) was mor effective?  Why?  one paragraph


    "Not Your Homeland" p. 572


    Meaning 1-4



    3 March

    Check 4 article annotations

    Check 3/4 Gatsby questions

    Work on outline


    Complete outline for next class

    Find 2 more sources

    Complete 2 precis


    7 March

    Check 2 printed sources

    Check 2 Precis

    Begin draft of Part I


    Complete Part I typed or next class


    9 March

    Check Part I completion

    Draft Part II and III


    Complete Part II and III typed due Monday, March 13 by 8 p.m. Submit all parts including Works Cited and Precis to Turn It In


    13 March

    Work on draft in class.  Submit all parts including Works Cited and Precis to Turn It In by 8:p.m.

    After 8 is late and no credit


    15 March

    Peer Mark in class


    17 March

    Revise Draft


    4 April

    Bring typed draft to class for peer edit


    6 April

    Revise draft!

    Final Draft Due: Submit to Turn It In by  8 P.M.


Last Modified on January 20, 2023