Baker College Teacher Prep Lesson Plan Form

Unit: Fahrenheit 451 Lesson Title: Lesson 1: Introduction Grade/Period: 9th

grade
CCSS or State Standards:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual
evidence to support analysis of
what the text says explicitly as
well as inferences drawn from
the text.
CCSS.ELA-LITERACY.RL.9-10.2
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.

Resources and Materials:

(can be attached)
Fahrenheit 451 book, notebook,
Objective: I can identify themes with support.
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)

Essential Question(s): Do we read books in order to understand human experience?

Over-arching questions of the lesson that will What are themes?
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?

Inclusion Activity: Day 1: What do you think about books? Are they important? Are
Describe an activity that will ensure that all they dying off? Discuss as a class. Write the pros and cons of books
students and their voices are included at the
beginning of the lesson. on board.

Day 2: What themes are in T.V. shows you watch? Explain why that
might be a theme.

Day 3: Let students write themes on the board. I will pick out a few
themes, and ask why it is a theme. This will encourage students to
explain their thought process.

Sequence of Activities: Day 1 (Monday):

Provide an overview of the flow of the lesson. 1. Inclusion activity. Ask what do they think about books, and if
Should also include estimates of
pacing/timing. they are important or dying off. Have a small debate, students who
support books versus students who do not. Write pros and cons of
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
books on board. Change the question to Is literature important?,
see if there is a different response.
2. Explain how their journals will be formatted. The paper will be
folded long way, one side will be for quotes, the other side will be
for thoughts and questions. Show an example if needed.
3. Hand out Final Project for book. Briefly go over it, Students will
have a choice of 5 projects. They need to decide what project by
Friday. Project is due in two weeks on Monday. There will be time
to work on project in class.
4. I will start reading the book. After a few pages, go around the
room and let students read. Try to get through the first 15 pages by
day 2, students might need to take book home to read.
Day 2 (Tuesday):
1. Inclusion activity. Have students separate into groups, and have
them list some of their favorite shows. For each show have them
write down a theme, or a central idea from the show or episode.
Have students share their findings, and explain why it might be a
theme. (The basics of themes would have been discussed in previous
classes, this would be the first time identifying theme within works).
2. Briefly discuss the book so far, ask students to share some quotes
they think are important from the book.
3. Although it is early in the book, ask students if they see any
themes in Fahrenheit 451 forming, and have them think about
themes for the future.
4. I will start reading the book out loud from where we left off. After
a few pages, will go around the room. Try to make it to page 32.
Students might have to try to read at home.
Day 3 (Wednesday):
1. Inclusion activity, let students write themes on the board. I will
pick out a few themes, and ask why it is a theme. This will
encourage students to explain their thought process.
2. Talk about previous reading. This will be a free discussion, and
students can bring up whatever they want to about text.
3. Begin talk about characters, and who they like and who they do
not, with explanations of why or why not.
4. Continue reading. Try to make it to page 47. Students can read at
home.
5. Exit ticket: Have students write down one theme they have seen in
the book, and their favorite character so far.
Journaling Students will be doing double entry journals, to help
them identify important events/quotes, and organize their thoughts
about it.
Discussion Students will discuss what they have noticed, helps me
identify where the class might be, and what might be lacking.
Debate Short debate about whether or not books are important.
 Baker College Teacher Prep Lesson Plan Form
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Prediction Students will attempt to predict future themes within the
book, this way they have more interest of reading to see if they are
right.
Formative:
Discussions: Helps me see where students are as a class, and if I
need to go over previous lessons.
Writing themes on board: Lets me see if students know what
themes are, and can identify them within the book.
Journal: The students will hand in their Journals at the end, it
will be a brief check to see if they wrote/how much they wrote.
Exit Ticket: Have students write down one theme they have seen in
the book, and their favorite character so far.
Summative:
Journal: The students will hand in their Journals at the end, it
will be a brief check to see if they wrote/how much they wrote.
Final Project: Most of the choices deal with theme in some way.
A lot of this unit is reading, and is set up so that there will be extra
time to read if needed. The unit can also go faster if the class is
moving faster than expected.
A lot of this unit is also discussion. These discussions will be led by
the students, but I can guide the students to where they need to go,
and if needed I can lead the discussion where it needs to go if the
class is not getting there.
The final project has multiple ways to do it to accommodate
different students. Some of the projects are more difficult than
others. Some of the projects can be as difficult as the student wants
(Example: The paper can be as easy as describing a theme, or as
difficult as finding an important phrase in the book and doing a close
reading on it).
This lesson is an introduction for what the rest of the lessons will be
like, section about themes and a brief introduction about characters,
and these will be the two main focuses throughout the unit. The
summary will be the exit ticket, where students have to think about a
central theme they have noticed so far, and their favorite character so
far.