Understanding by Design Template
Stage 1 - Desired Outcome
Established Goals:
G
The student will demonstrate an understanding of the themes and conflict presented throughout Ray
Bradbury’s Fahrenheit 451 by close reading and using informational texts to develop an understanding
of censorship and the time period in which the novel was written.
Understandings:
Students will understand that…
*Bradbury’s perception of a future society
U
*How do
the themes presented throughout the novel
parallel to the significance in today’s media?
*What
literary elements were most effective in
representing the author’s main purpose and themes?
K
the world events that
influenced the author’s plot development and
themes.
*Students will be able to read and discuss
Fahrenheit 451 from a critical perspective to use
as a framework for reading.
*Students will analyze parallels between
Bradbury’s themes and today’s society.
*Students will demonstrate their ability to
compare and contrast an element of the novel to
a movie.
*Students will apply knowledge of different
periods of time, enabling them to understand the
significance of the themes presented throughout
the entirety of the novel.
*Students will display their understanding of the
development of the main character by noting the
six stages of evolution throughout the novel.
Students will be able to…
*Demonstrate an understanding through
Q
Fahrenheit 451 display
significant relevance in today’s society?
mirrors the world in which we live in today.
*During the time of this novel, world events
significantly influenced Bradbury’s themes.
* Misunderstandings may lay in the complexity
of Bradbury’s writing style.
Students will know…
* Students will know
Essential Questions:
* What elements of
S
class participation, discussion, group work, reading, and both
in-class and out-of-class writing.
*Analyze world events from the 1950s and apply those themes to modern society.
*Demonstrate high level text analysis through both answering and asking text-based questions.
*Show deeper textual understanding by using evidence from the text to and applying it to their work.
Stage 2 - Assessment Evidence
Performance Tasks:
T
* Students will participate in whole class and
group discussions.
*Students will complete a compare and contrast
essay.
*Students will complete a mini-characterization
project.
*Students will participate in a Socratic Seminar.
*Students will actively engage in literature circle
discussion.
*Students will create a six stage evolution
progression of the main character of the novel.
*Students will take a unit test.
*Students will complete activities finding the
parallels between Bradbury’s world and today’s
society.
Other Evidence:
OE
* Students will actively participate in class
discussions and literature circles.
*Students will take regular reading quizzes.
*Students will complete daily “Do Nows.”
*Students will revise and edit their own writing.
Self Assessment and Reflection:
*Students will reflect on their work through sporadic
end of class quick writes. They will also reflect on
their interpretation of the themes and its significance
in their lives. They will also reflect on the process of
creating their final mini-project as well as the final
product.
Stage 3 - Learning Plan
Learning Activities:
L
W = The students will begin the unit by learning about significant events during the writing of this novel
as well as the author’s main influences. They will also be introduced to the history of the main themes
presented throughout the novel including censorship and technology. They will then be able to compare
those common themes towards the today’s society.
H = The hook activity for the students will be the Opinionnaire
Walk by being able to work with other students and express
their opinions.
E = The students will read Fahrenheit 451 and explore the themes and plot development through the
eyes of the author and the characters present throughout the novel. The students will participate in a
Socratic Seminar and a literature circle to discuss their interpretation of the text through the eyes of the
characters and/or author. The students will work individually on the evolution of the main character
throughout the novel and present it in a creative way.
R = The students will be actively engaged in whole class, group, and teacher-led discussions which will
allow them to broaden their understanding of the text as they read. I will challenge the students to reflect
on their lives and apply their knowledge of today’s society to read the novel from a different
perspective. To what extent is technology today fostering intelligence or ignorance?
E = Students will revisit their original characterization and literary
devices sheets to reflect upon at the end of the novel to see if their
interpretation of the characters and/or themes changed throughout the
progression of the novel. They will also write a reflection after they
complete the compare and contrast essay as well as an opportunity to
revise the first draft.
T = This unit will be directed towards satisfying the eight Multiple Intelligences to appeal to all
different types of learners. To do this, I will implement activities that vary in focus such as music
focused, group activities, requiring the students to walk around to participate, and present projects in a
creative and somewhat artistic way. By participating in class discussions, reading quizzes, the compare
and contrast essay and mini-project, the students will be able to better understand the theme and
character development throughout the novel that they will present in their final project and unit test.
All handouts, worksheets, PowerPoint presentations, and graphic organizers will be provided for the
students on the class website. By having a website for the class, the parents will be able to involve
themselves in their child’s school work and follow what I am teaching throughout the weeks I am at the
school.
O = After the students have had a general introduction to the author and the influences behind the
writing of the novel, the students will be able to express their opinions on the major themes of the novel
before they begin reading. This enables the students to gain an understanding of the background of the
novel and express their thoughts without even having read. The students will participate in class
discussions, in class reading, a Socratic seminar and literature circles before being assessed to ensure
their understanding of the text. As the unit progresses, the students will take control of the discussions in
their literature circles considering they will have a developing understanding of the several literary
elements that are present in the novel. They will complete an individual essay and mini-project to
demonstrate their development as a reader and their understanding of the progression of characters and
themes throughout the novel. I will provide support for the students throughout the unit as they begin
making connections between the novel and today’s society. I will begin the unit by scaffolding
instruction and eventually fading as they gain an expert knowledge of the literary elements and
demonstrate their understanding through text based discussion, writing, group activities, and
characterization.
Lesson Number
Title
Objective
1
Turning Up the
Heat: Author
Introduction
The student will
develop an
understanding Ray
Bradbury and the
influences for
writing Fahrenheit
451.
2
A Perfect
Dystopia:
Introduction to
Themes
The student will
develop an
understanding of
the themes and
characters
presented
throughout the
entirety of the
Common Core State
Standards
9.RL.4-Determing the
meaning of words and
phrases as they are used
in the text, including
figurative and
connotative meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone (e.g., how the
language evokes a
sense of time and place;
how it sets a formal or
informal tone).
9.RL.2 Determine a
theme or central idea of
a text and analyze in
detail its development
over the course of the
text, including how it
emerges and is shaped
and refined by specific
novel.
The student will
participate in the
Opinionnaire Walk
to see how each of
the themes relates
to their knowledge
of the time period
in which the novel
was written.
3
Literary Devices
The students will
practice closereading through
identifying literary
devices in passages
and quotes pulled
directly from the
novel.
The students will
analyze passages
and quotes to
develop a deeper
understanding of
the literary devices
presented in the
novel thus far.
details; provide an
objective summary of
the text.
9.RL.5 Analyze how an
author’s choices
concerning how to
structure a text, order
events within it (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks)
create such effects as
mystery, tension, or
surprise.
9.W.1 Write arguments
to support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
9.RL.2 Determine a
theme or central idea of
a text and analyze in
detail its development
over the course of the
text, including how it
emerges and is shaped
and refined by specific
details; provide an
objective summary of
the text.
9.RL.3 Analyze how
complex characters
(e.g., those with
multiple or conflicting
motivations) develop
over the course of a
text, interact with other
characters, and advance
the plot or develop the
theme.
9.RL.4 Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and
4
Two Cents
Discussion: A
Socratic Seminar
The student will
demonstrate their
understanding of
the passage
provided by listing
questions and
observations.
The student will
discuss the
development of the
novel thus far by
participating in the
Two Cents
Discussion.
5
Teenagers and
Technology
The student will
demonstrate an
understanding of
non-fiction reading
by explaining the
relationship
between a news
article and
Fahrenheit 451.
connotative meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone.
9.W.1- Write
arguments to support
claims in an analysis of
substantive topics or
texts, using valid
reasoning and relevant
and sufficient evidence.
9.RL.4- Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and
connotative meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone.
9.SL.1-Initiate and
participate effectively
in a range of
collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 9-10 topics,
texts, and issues,
building on others’
ideas and expressing
their own clearly and
persuasively.
9.RL.1-Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text.
9.RIT.2-Determine a
central idea of a text
and analyze its
development over the
course of the text,
including how it
emerges and is shaped
and refined by specific
details; provide an
objective summary of
the text.
6
The Truman Show
The students will
view The Truman
Show and then
compare and
contrast the main
characters, Truman
Burbank and Guy
Montag.
The student will
demonstrate their
understanding of
the main characters
by completing a
Venn Diagram.
7
Compare and
Contrast Essay
The student will
demonstrate their
understanding of
the main characters
Truman Burbank
and Guy Montag
by writing a
cohesive Compare
and Contrast essay.
9.RIT.7-Analyze the
representation of a
subject or a key scene
in two different artistic
mediums, including
what is emphasized or
absent in each
treatment.
9.RL.7- Analyze the
representation of a
subject or a key scene
in two different artistic
mediums, including
what is emphasized or
absent in each
treatment.
9.RL.2- Determine a
theme or central idea of
a text and analyze in
detail its development
over the course of the
text, including how it
emerges and is shaped
and refined by specific
details; provide an
objective summary of
the text.
9.RL.3- Analyze how
complex characters
(e.g., those with
multiple or conflicting
motivations) develop
over the course of a
text, interact with other
characters, and advance
the plot or develop the
theme.
9.W.2- Write
informative/explanatory
texts to examine and
convey complex ideas,
concepts, and
information clearly
through the effective
selection, organization,
and analysis of content.
b. Develop a topic with
well-chosen, relevant,
and sufficient facts,
extended definitions,
concrete details,
quotations, or other
information and
examples appropriate to
the audience’s
knowledge of the topic.
8
Literature Circles
The student will
discuss the novel
with other students
and ask questions
about the reading.
The student will
make connections
between the
reading and their
lives.
c. Use appropriate and
varied transitions to
link the major sections
of the text, create
cohesion, and clarify
the relationships among
complex ideas and
concepts.
9.W.2- Write
informative/explanatory
texts to examine and
convey complex ideas,
concepts, and
information clearly and
accurately through the
effective selection,
organization, and
analysis of content.
9.SL.1- Initiate and
participate effectively
in a range of
collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 9-10 topics,
texts, and issues,
building on others’
ideas and expressing
their own clearly and
persuasively.
a. Come to discussions
prepared, having read
and researched material
under study; explicitly
draw on that
preparation by referring
to evidence from texts
and other research on
the topic or issue to
stimulate a thoughtful,
well-reasoned exchange
of ideas.
9
Jeopardy Test
Review
The student will
demonstrate their
understanding of
the complete novel
by participating in
the test review.
b. Work with peers to
set rules for collegial
discussions and
decision-making (e.g.
informal consensus,
taking notes on key
issues, presentation of
alternate views), clear
goals and deadlines,
and individual roles as
needed.
9.RL.2- Determine a
theme or central idea of
a text and analyze in
detail its development
over the course of the
text, including how it
emerges and is shaped
and refined by specific
details; provide an
objective summary of
the text.
9.SL.1- Initiate and
participate effectively
in a range of
collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 9-10 topics,
texts, and issues,
building on others’
ideas and expressing
their own clearly and
persuasively.
a. Come to discussions
prepared, having read
and researched material
under study; explicitly
draw on that
preparation by referring
to evidence from texts
and other research on
that topic or issue to
stimulate a thoughtful,
well-reasoned exchange
of ideas.
10
Evolution of Guy
Montag
The student will
analyze the
development of the
main character of
Fahrenheit 451.
The student will
demonstrate their
understanding of
Guy Montag by
artistically showing
his evolution and
finding quotes to
support it.
9.RL.3- Analyze how
complex characters
(e.g. those with
multiple or conflicting
motivations) develop
over the course of a
text, interact with other
characters, and advance
the plot or develop the
theme.
9.RL.3- Analyze how
complex characters
(e.g. those with
multiple or conflicting
motivations) develop
over the course of a
text, interact with other
characters, and advance
the plot or develop the
theme.
9.RL.1- Cite strong and
thorough textual
evidence to support
analysis of what the
text says as well as
inferences drawn from
the text.