F451 s singer upload file

BELL RINGER:
In a complete paragraph, please explore and
answer the following questions. Do you
believe that texting is true conversation? Why
or why not? Is text conversation different than
spoken conversation? Give examples from
your own life or the real world to back up your
opinion.
Your paragraph should:
• Have more than 7 sentences
• State your opinion about texting
• Explain why you have this opinion
• Give examples from your life or the real world

“THE FLIGHT FROM CONVERSATION”
Together, we will read and annotate the text using SQ3R. Then, we
will discuss whether we agree or disagree with Ms. Turkle’s opinion
about technology.
SURVEY Before you read, survey the entire text. Read titles, subtitles,
introductions, and conclusions and review any graphics.
QUESTION Write questions for the key points you’ve identified in your survey.
Turn heading and subheadings into questions. Ask who, what,
where, when, and why.
READ Now read through the text from beginning to end, pausing at the
end of each section to answer the questions you have created.
Highlight key points in the text as you read, or make brief notes.
RECITE Answer the questions out loud to reinforce your learning, or teach
another person what you’ve learned. Make a list of key facts or terms
you need to know. Try this step after each section in the text.
REVIEW Reviewing is an ongoing process. Review the concepts in the text
after you are finished reading and reciting each section, and come
back to it periodically over a few days. Summarize difficult passages
and rewrite the major points in your own words.

WITH YOUR TABLE GROUP…
1. Put a big box around the main idea
sentence of the entire article.
1. Draw an arrow beside 3 places that she
discusses teenagers and technology
1. Put a star beside what you believe is the
most interesting sentence or idea in the
article.
1. Then, answer the questions that we
came up with on your SQ3R sheet.

DISCUSSION
How has technology changed the way we
communicate?
Are these changes good or bad, or both?
Do you agree with Ms. Turkle?

RECITE:
A summary is not a rewrite of the original piece
and does not have to be long nor should it be long.
To write a summary, use your own words to
express briefly the main idea and relevant details of
the piece you have read. Your purpose in writing
the summary is to give the basic ideas of the
original reading.
Your summary should be
5+ sentences long.

“A BOOK IS A LOADED GUN IN
THE HOUSE NEXT DOOR. BURN
IT. TAKE THE SHOT FROM THE
WEAPON. BREACH MAN’S MIND.
WHO KNOWS WHO MIGHT BE
THE TARGET OF A WELL-READ
MAN?” (BRADBURY 58).
IN A COMPLETE PARAGRAPH (7+ SENTENCES),
ANSWER THE FOLLOWING:
WHAT DOES THE QUOTE MEAN?
DO YOU AGREE WITH THE QUOTE? WHY OR
WHY NOT?
HOW COULD THIS QUOTE BE TALKING
ABOUT OUR WORLD?

WHY WOULD SOMEONE
WANT TO BURN BOOKS?

If there is a bedrock principle
underlying the First Amendment, it is
that the government may not prohibit
the expression of an idea simply
because society finds the idea itself
offensive or disagreeable.
--Supreme Court Justice William J. Brennan, Jr.
How does censorship relate to our
first amendment rights?

“If we don't believe in freedom of expression for people we
despise, we don't believe in it at all.”
-Noam Chomsky
Books and ideas are the most effective weapons against
intolerance and ignorance.
-Lyndon Baines Johnson, February 11, 1964
Censorship is telling a man he can't have a steak just
because a baby can't chew it.
-Mark Twain

CENSORSHIP
What comes to mind when you see the word below?
What do you know about this word?

WHAT IS CENSORSHIP?
the examining of books, films,
mail, etc. to remove anything
that is considered offensive,
morally harmful, or politically
dangerous, etc.

Censorship is the suppression of ideas and information
that certain persons -- individuals, groups or government
officials -- find objectionable or dangerous.
It is no more complicated than someone saying, "Don't
let anyone read this book, or buy that magazine, or view
that film, because I object to it!“
Censors try to use the power of the state to impose their
view of what is truthful and appropriate, or offensive and
objectionable, on everyone else.
Censors pressure public institutions, like libraries, to
suppress and remove from public access information
they judge inappropriate or dangerous, so that no one
else has the chance to read or view the material and
make up their own minds about it.
The censor wants to prejudge materials for everyone.
http://www.pbs.org/wgbh/cultureshock/whodecides/definitions.html

WHY ARE BOOKS BANNED?
The books challenge
“appropriate” beliefs, threaten
people in power, promote
“undesirable” ideas, etc.

CENSORSHIP
Is censorship good or bad?
Who should censor things (if anyone)?
Who actually does this in the real world?
Should we shelter people (or groups of
people) from certain ideas or thoughts?
Should books, media, or the internet be
censored differently?
Choose one
question and write a
4 sentence response
on your notes sheet.

1954
Burning of Comic
Books in NY
because they were
a ‘bad influence.’
Burning of “Harry
Potter” series in
New Mexico.
2003

BOOK BURNING
Nazi Book Burning
On May 10, 1933 in Berlin, Nazis and
Nazi youth groups burned almost
20,000 books.
Many of the authors were from
‘undesirables’- Jews, Marxists
(communists), and Bolsheviks
(Russian revolutionaries).
“Where books are burned, in the end
people will be burned.” H. Heine, 1821
VIDEO

BANNED BOOKS WEBQUEST
Go to www.mssingersclass.com
• English II
• 1st 9 Weeks
• Scroll down to “Banned Books Webquest”

IN A COMPLETE PARAGRAPH,
DISCUSS HOW CENSORSHIP IS
RELATED TO FEAR. HOW MIGHT
KNOWLEDGE OR READING ELIMINATE
FEAR? HOW COULD THEY MAKE
FEAR WORSE? GIVE AT LEAST ONE
EXAMPLE FROM YOUR OWN WORLD
OR EXPERIENCES.
YOUR PARAGRAPH SHOULD:
• HAVE MORE THAN 7 SENTENCES
• EXPLAIN YOUR OPINION ON CENSORSHIPS
RELATIONSHIP TO FEAR
• ANSWER THE QUESTIONS IN COMPLETE
SENTENCES
• GIVE AN EXAMPLE FROM THE REAL WORLD

BANNED BOOKS WEBQUEST
You will be sharing about your book to 3 different
people in class.
Each person will have 2 minutes to explain:
• The title, author, and date published
• What the book is about
• Why it was banned
• Any other interesting things you found out
Do not read from your paper! Explain your book in
your own words.
For each person you talk to, you must fill in a row on
your notes sheet.
I will be walking around to listen in on your
conversations.

IN YOUR JOURNAL, DIVIDE A PAGE
INTO TWO COLUMNS (LOOK AT
EXAMPLE BELOW). IN EACH COLUMN,
LIST AT LEAST 10 ATTRIBUTES OF
EACH WORLD.
Best Possible World Worst Possible World
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Attribute: a quality or feature
regarded as a characteristic or
inherent part of someone or
something.

What would be examples of Utopia?
What would be examples of Dystopia?
Utopia An ideal society. The ideal republic towards
which we should all strive. As such, it offers a
commentary on what’s wrong with society-
what should be improved or changed.
Dystopia A thought experiment that isolates and
exaggerates certain social trends in order to
highlight their most negative qualities. In so
doing, it too offers a critique of society.

MOVIE EXAMPLES
While we watch the video clips, write down what characteristics
make up the PERFECT WORLD (UTOPIA) and which ones make up
the TERRIBLE WORLD (DYSTOPIA) in the films.
THINK ABOUT:
• What does this world look like?
• What do people have or not have that is different from our
world?
• Is technology helping or hurting- how?
Best Possible World Worst Possible World
Do you
recognize
any of these
movies?

MAKE A PERFECT WORLD
In table groups, come up with the perfect
country. Use the worksheet to organize your
thoughts. All table members need to contribute
to the conversation about your country and you
should decide on all aspects of your country
together.
When you are done, show Mrs. Singer your
sheet before starting your poster.
Make a poster that advertises your country.
Think about how you need to convince people to
move there. Think about what your world will
look like. Describe your perfect country on the
poster.

UTOPIA
POSTER:
Your poster must:
• Include at least 1 drawing of
your city
• Include a picture or floor map
of the perfect house
• Describe why your city is
perfect (what has it fixed?)
• Describe:
• your government
• your schools
• your society and laws
• Be persuasive in explaining
why someone should move
there
Come join us in our perfect country
where you will live….
Our cities are….
Our government is like….
In our society, people…
Why you should move here:

GOOD MORNING!
I AM SO HAPPY TO SEE YOU!
Please get a sheet of paper out (or get one
from the front), as well as your article from
last week. You need a pen or pencil.
Be ready to work when the bell rings.

WRITING PROMPTS:
Thank you for completing your work while I was away.
While reading your responses, here are some things I
noticed:
• Everyone did a wonderful job of explaining their opinion and backing
it up with real-world examples!
• Many students did not make sure that they included quotes
• Many students wrote less than 11 sentences (meaning it would not
have been graded at all)
• Many students did not cite or use information from both sources (for
example, referencing the video and the article in the same paragraph)

FINAL WRITING PROMPT:
After reading “The Flight from Conversation” and
watching Sherry Turkle’s TED Talk and the “Teens
React” video, write a complete paragraph in which
you make at least 3 connections between article
and your own world, using evidence from at least
2 of the texts to support your opinion.
This means use
multiple sources
This means 10+
sentences
This means
personal/real-world
This means at least
2 direct quotes

FINAL WRITING PROMPT:
After reading “The Flight from Conversation” and
watching Sherry Turkle’s TED Talk and the “Teens
React” video, write a complete paragraph in which
you make at least 3 connections between article and
your own world, using evidence from both texts to
support your opinion.
Your paragraph should:
• Be at least 10 sentences (adult sentences);
• Contain a main idea or topic sentence;
• Make at least 3 specific connections/similarities between the main
idea of the article and our own world;
• Use information or points from the TED Talk or Teens React;
• Use at least 2 direct quotes from the article
You will have 20 minutes to complete this writing task.

FAHRENHEIT 451
BY RAY BRADBURY
“Fahrenheit 451” was published during a time
of increasing technology and fear of subversive
voices in American history. Television was
starting to creep into many American homes
and people were becoming more disconnected.
The book follows a future firefighter named Guy
Montag- who starts fires, rather than puts them
out. Books are illegal and the fire department
burns the houses of those caught with books.
The main character ends up questioning this
system and starts to read books for himself-
we’ll find out the rest when we read!
This book was banned for: cursing and going
against religion

RAY BRADBURY (1920-
2012)
As a child, Bradbury recalls an
intense fascination with monsters,
magicians, and adventure films.
He began writing stories at the age
of 12.
He wrote for Alfred Hitchcock and
The Twilight Zone.
Bradbury is the author of more than
500 published literary works that
include short stories, plays, novels,
poetry, and screenplays.

THE LIFE OF A
WRITER
In 1940, Bradbury sold
his first story.
In 1942, he was able to
quit his newspaper job
and write full-time.
His first novel was The
Martian Chronicles,
which describes
humankind’s first attempt
to colonize the planet
Mars.
This novel combines
science fiction with social
commentary—an
approach that
characterizes much of his
work.

SOCIAL CONCERNS
Bradbury’s works
explored the
threat of nuclear
war, censorship,
racism,
conformity, and
the dangers of
technology—
issues that still
concern us today.

WHAT DO YOU THINK?
Despite its benefits,
technology can have
unpredictable
consequences on our
society.
What are some of
these potential
consequences?

THE NOVEL:
Fahrenheit 451 was
published in 1953.
It is a novel of social
criticism that warns
against the dangers of
suppressing thought
through censorship.
It uses the conventions
of science fiction to
convey a message that
“oppressive
government, left
unchecked, can do
irreparable damage to
society by limiting the
creativity and freedom
of its people”.

WHAT IS SOCIAL
CRITICISM?
Social criticism
analyzes (problematic)
social structures, and
aims at practical
solutions by specific
measures, radical
reform, or even
revolutionary change.
Fahrenheit 451 is a
social criticism that
warns against the
danger of suppressing
thought through the
censorship of books.

CONTEXT OF THE NOVEL:
Written in 1953:
• Television becomes popular!!!
• 1950: 9% of households had a TV
• 1955: 64% had TV
• 1960: 87% had TV
• 2011: (what do you think?)
• World War 11: 1939-1945
• Helicopter invented 1939
• Bombing of Hiroshima: August 6, 1945
96.7 %

CONTEXT OF THE NOVEL:
Red Scare
post WWII, threat of communism destroying American
democracy, nuclear bomb threat
McCarthyism
getting rid of supposed communists, believed
communists had infiltrated the US government and media,
blacklisting, turning in your friends/neighbors for suspicious
activity
Video
Technology
television, cars, computers, medicine, prescription drugs,

THINGS TO REMEMBER:
1. Who wrote “Fahrenheit 451”?
2. Why is it called “Fahrenheit 451”?
3. What was going on in America during the
time frame it was published?
4. How was America changing during this time?

Better Living Electrically
Future Kitchen (induction)
Intro to McCarthyism
The Cold War Crash Couse
Future Kitchens
McCarthy Era Cartoon
1950’s and 60’s Commercials

GET A KWL CHART FROM THE FRONT
OF THE ROOM AND HAVE A SEAT.
(WE WILL START INDEPENDENT
READING TOMORROW, SO THAT WE
HAVE MORE TIME TODAY TO FINISH
POSTERS)
WE WILL START WHEN THE BELL
RINGS.

UTOPIA POSTER PRESENTATIONS:
Your group will have 2 minutes to ‘sell’ us on moving to your community.
Everyone in your group must speak (remember- speak loudly and
clearly). Your group needs to explain:
• What your community is like (where it is, what it looks like, how it is
run, etc.)
• What problems in society you guys have fixed and how you did it
• What it would be like living there (jobs, government, things to do, what
community members can expect, etc.)
You will have 5 minutes to organize who will say what and (if you want)
make a notecard for yourself about what you will say.
I can… 0 1 2 3 3.5 4
Present
information
clearly,
concisely,
and logically
(SL.10.4)
The class is
able to hear and
understand me
most of the
time. I can
explain my
topic.
The class able
to hear and
understand me.
I can explain my
topic and give
some
examples/detail
s.
I speak loud
enough for the
class to hear. I
give examples
and use detail in
my explanation.
I speak loudly
and clearly
enough for the
class to hear. I
make eye
contact and look
at the audience.
I give lots of
examples and
details in my
explanation.
I speak loudly
and clearly
enough for the
class to hear. I
maintain
audience
engagement. I
give lots of
examples and
details in my
explanation. I
can elaborate
without looking
at the notes or
poster at all.

WHAT DO WE ALREADY
KNOW ABOUT THE NOVEL,
ITS CHARACTERS, ITS
WORLD, AND HOW IT WAS
WRITTEN?
Write at least 5 things on your chart.
We will share in 2 minutes.

WHAT DO WE WANT TO KNOW
ABOUT THE NOVEL, ITS
CHARACTERS, ITS WORLD,
AND HOW IT WAS WRITTEN?

CLOSE READING
Close reading describes, in literary criticism, the careful,
sustained interpretation of a brief passage of text. Such a reading
places great emphasis on the single particular over the general,
paying close attention to individual words, syntax, and the order
in which sentences and ideas unfold as they are read.
When we closely read, we:
• Annotate
• Read twice (or more!)
• Add notes in the margins- questions, summaries, and
comments
• Make inferences about the passage

NEW SEATS
Table 1: Luis, Eric, Diamond
Table 2: Lena, Tyler, Jean
Table 3: Adolfo, Oscar, Luke
Table 4; Gay, Ricardo
Table 5: Muad, Derrick
Table 6, Joseph, Avery, Baravan
Table 7: Lukas, Jasmine, Iden
Table 8: Sherrell , Aayush, Christian
Table 9: Megan, Steven, Skyler
Table 10: Trevius, Pedro, Quong

GET YOUR KWL CHART, EXCERPT
FROM F451 AND INDEPENDENT
READING BOOK FROM THE FRONT OF
THE ROOM AND HAVE A SEAT.
WE WILL START WHEN THE BELL
RINGS.

INDEPENDENT READING:
Expectations for Independent Reading:
• No phones or headphones
• No talking
• No sleeping (obviously)
• Reading quietly the whole time
If you finish your book, or read at least 1 chapter and
still don’t like it, you may go up to the library and
exchange it.

WHAT DID WE LEARN ABOUT
THE NOVEL, ITS

ADD MORE!
WHAT DO WE WANT TO KNOW
ABOUT THE NOVEL, ITS

LITERARY DEVICES
Literary elements are the universal constituents of literature and
thus can be found in any written or oral story. Plot and character,
for example, are necessary to story and are present in stories
from every culture and time period.
Literary techniques, however, are not universal or necessary in
the sense that not all works contain instances of them. Simile and
irony are examples of literary techniques. While many poems
contain similes, not all do. Simile, therefore, is a literary technique
instead of a literary element.

LITERARY DEVICES
You will work independently or with a partner to create a
mini-poster for your literary device. It must contain:
• Your word
• The definition
• At least 2 examples
• An illustration
• (look on your sheet for the grading rubric)
Name of Device
Definition
Example Example

PRESENTATIONS
Stand up. Speak clearly and loudly.
You are the teacher! Be sure to tell us:
• What your word is
• What the definition is
• At least one examples
Be sure to explain things in your own
words!

WHAT DID WE LEARN ABOUT
THE NOVEL, ITS
Discuss with your table gruop.
Come up with at least 3 important things!

GOOD MORNING!
Get your folder and a copy of “Fahrenheit 451.”
There is a bell ringer on the front table. Please
annotate the passage and answer the question.
Today, we will:
• Read closely to find figurative language and devices
• Identify the reasons why the author used literary devices
in F451

GOOD MORNING!
Get your folder and a copy of “Fahrenheit 451.”
There is a bell ringer on the front table. Please
annotate the passage and answer the question (will
be graded).
Today, we will:
• Read closely to find figurative language and devices
• Identify the reasons why the author used literary devices
in F451

QUIZ REVIEW!
Back
Please have one person at your table go to Kahoot.it
on their phone.
Your name will be “Table ___ 5B” or “Table ___ 6B”

QUIZ!
Please look at the grading rubric as you
complete your quiz.
You will have 20 minutes to complete the quiz.
Headphones may be in, but phones must be out
and flipped over.

“FAHRENHEIT 451”
Open your book to page 10.
We will read together for 15 minutes.
Then, we will complete a comprehension
organizer for what we have read so far.

GOOD MORNING!
YOU NEED YOUR FOLDER AND A BELL
RINGER (ON THE FRONT TABLE).
PLEASE BE WORKING ON THE BELL
RINGER WHEN THE BELL RINGS!
Today, we will:
• Read closely to find figurative
language and literary devices
• Identify the reasons why
Bradbury uses specific
literary devices
Agenda:
• Bell Ringer & Discussion
• Review literary devices
• Read F451
• Analyze literary devices in
F451

Without turning on the light he imagined how this room would look. His wife
stretched on the bed, uncovered and cold, like a body displayed on the lid of a
tomb, her eyes fixed to the ceiling by invisible threads of steel, immovable. And in
her ears the little Seashells, the thimble radios tamped tight, and an electronic
ocean of sound, of music and talk and music and talk coming in, coming on the
shore of her unsleeping mind. The room was indeed empty. Every night the
waves came in and bore her off on their great tides of sound, floating her, wide-
eyed toward morning. There had been no night in the last two years that Mildred
has not swum that sea, had not gladly gone down in it for the third time.

TIME TO READ!
Get a copy of F451 from the box on your table.
We will read together. Then, we will complete a
literary device organizer.
When we are reading, we should:
• Be following along in the book
• Be quiet
• Ask questions when we have them
• Contribute to conversation and questions

LITERARY DEVICES
Cite Evidence Explain Argue its Significance
“He strode in a swarm of
fireflies” p. 1 (metaphor)
Guy is burning a house
with books in it. He is
standing outside. He is
enjoying the fire. The
sparks from the fire are
going near him and he
compares them to fireflies.

LITERARY DEVICES
This shows us that Guy
finds the fire beautiful and
harmless, like a firefly. It
shows us that he isn’t
threatened or worried
about what he does at his
job, but enjoys watching
the homes burn.
In your table group, you will find at least 2 examples of
the following and complete the chart:
• Metaphor
• Simile
• Personification

He got up and put back the drapes and opened the window wide to let the night air
in. It was two o'clock in the morning. Was it only an hour ago, Clarisse McClellan in
the street, and him coming in, and the dark room and his foot kicking the little crystal
bottle? Only an hour, but the world had melted down and sprung up in a new and
colorless form. Laughter blew across the moon-colored lawn from the house of
Clarisse and her father and mother and the uncle who smiled so quietly and so
earnestly. Above all, their laughter was relaxed and hearty and not forced in any
way, coming from the house that was so brightly bit this late at night while all the
other houses were kept to themselves in darkness. Montag heard the voices talking,
talking, talking, giving, talking, weaving, reweaving their hypnotic web.

QUIZ REVIEW!
Back
Final Kahoot time!
Your name will be “Table ___ 5B” or “Table ___ 6B”

LITERARY DEVICES
This shows us that Guy
finds the fire beautiful and
harmless, like a firefly. It
shows us that he isn’t
threatened or worried
about what he does at his
job, but enjoys watching
the homes burn.
In your table group, add at least 2 examples of the
following and complete the chart for each:
• Metaphor
• Simile
• Personification
(Make sure they are correct- we will be writing about them
on Monday!)

GOOD MORNING!
YOU NEED YOUR FOLDER AND YOUR
INDEPENDENT READING BOOK.
IN YOUR FOLDER, BEGIN WORKING ON THE
SUMMARY SHEET FOR THE READING WE
HAVE COMPLETED SO FAR (THROUGH PAGE
21). USE A BOOK TO HELP YOU COMPLETE
THE SHEET.
Today, we will:
• Identify the reasons why
Bradbury uses specific
literary devices
Agenda:
• Independent Reading
• Read F451
• Close read for literary
devices in F451

GOOD MORNING!
YOU NEED YOUR FOLDER AND A BELL
RINGER (ON THE FRONT TABLE).
PLEASE BE WORKING ON THE BELL
RINGER WHEN THE BELL RINGS!
Today, we will:
• Identify and track symbols
within F451
Agenda:
• Quiz
• Symbolism
• Read F451

What Symbols Stand For
• A symbol is often an ordinary
object, event, person, or animal to
which we have attached
extraordinary meaning and
significance.

EASIER DEFINITION?
A symbol is a concrete,
real object that makes
people think of an
abstract, non-concrete
idea.

FIRE! (& OTHER SYMBOLS)
Your table will follow one symbol throughout the book
Take 5 minutes for each person at your table to find an
example of your symbol in what we have read so far.
(Everyone must add one)
Write the page number on your sheet.
When you are done, go back and look for FIRE imagery
in what we have read.

GOOD MORNING!
PLEASE GET YOUR INDEPENDENT
READING BOOK.
WE WILL BEGIN OUR QUIZ RIGHT
AFTER THE BELL.
NOW WOULD BE A GOOD TIME TO
REVIEW AND STUDY. (FLASHCARDS
ARE ON MSSINGERSCLASS.COM)
Today, we will:
• Read closely to find symbols
within a text
• Identify the meaning of
various symbols in F451
Agenda:
• Quiz
• Ind. Reading
• Symbolism
• Read F451

QUIZ!
THIS IS A RETAKE OF OUR QUIZ LAST
WEEK. IT WILL REPLACE ANY
GRADES THAT YOU HAD FOR THE
PREVIOUS QUIZ. YOU NEED TO
RETAKE ANY SKILLS THAT YOU
SCORED LESS THAN 85 ON.
After you have completed
your quiz, silently read your
Independent Reading book.
Agenda:
• Review symbolism
• Read F451
• Analyze literary devices in
F451

GOOD MORNING!
PLEASE GET YOUR FOLDER AND A
BELL RINGER FROM THE FRONT
TABLE.
START WORKING ON YOUR BELL
RINGER BEFORE THE BELL RINGS!
Today, we will:
within a text
Agenda:
• Bell Ringer
• Symbolism
• Read F451
• Track symbols

“Books bombarded his shoulders, his arms, his upturned face. A book lit,
almost obediently, like a white pigeon, in his hands, wings fluttering. In the dim,
wavering light, a page hung open and it was like a snowy feather, the words
delicately painted thereon. In all the rush and fervor, Montag had only an
instant to read a line, but it blazed in his mind for the next minute as if stamped
there with fiery steel. ‘Time has fallen asleep in the afternoon sunshine.’ He
dropped the book. Immediately, another fell into his arms…. Montag’s hand
closed like a mouth, crushed the book with wild devotion, with an insanity of
mindlessness to his chest. The men above were hurling shovelfuls of
magazines into the dusty air. They fell like slaughtered birds and the woman
stood below, like a small girl, among the bodies.

Guided Notes on Symbolism
Layers of Meaning

Why Create Symbols?
You may ask why writers don’t just come right out and say
what they mean.
• Symbols allow writers to suggest layers and layers
of meaning-possibilities that a simple, literal
statement could never convey.
• A symbol is like a pebble cast into a pond: It sends out
ever widening ripples of meaning

We use a rectangle of dyed cloth to
symbolize pride and identity for a
country.

• We use a picture of
a skull and
crossbones to
symbolize poison
or danger.
• We send red roses
as a symbol of
love.

Where Do Symbols Come
From?
● Symbols can be inherited or invented--
symbols can be different within
different cultures
● The most familiar symbols have been
inherited, meaning, they have been
handed down over time

WHERE DO SYMBOLS
COME FROM?
• For example: no one
really knows who first
thought of using a lion
as a symbol of power,
courage and
domination
• Once these qualities
were associated with
the animal, images of
lions appeared on
flags, banners, coats
of arms and castle
walls
• The lion became a
public symbol that
shows up in art and
literature, even today!
• Can you think of some
examples of how lions
are used as a symbol
of courage and power?

• People throughout history have
endowed ordinary objects with feelings
and ideas far beyond their simple
meaning
A crown symbolizes
royalty
An olive
branch
symbolizes
peace or
victory
Five linked
rings
symbolize the
Olympics and
unity

• Symbols can also be invented.
• What is the symbol for our school?
“Bobcats are
excellent hunters,
stalking prey with
stealth and patience,
then capturing their
meals with one great
leap.”

SYMBOLS IN
LITERATURE
Some invented symbols in literature have
become so widely known that they often
have gained the status of public symbols.
For example,
Peter Pan is a
symbol for
eternal
childhood

Simon kicked open the door to the small shop. He looked
around in the darkness until he found what he was looking for.
Against the far wall, there stood a worn wooden bench with
crowbars, pliers, screwdrivers and other implements.
Silently, he used the tools to remove the shackles around his
wrists and feet, shackles he had worn for years, shackles that had
helped to keep him imprisoned for most of his life. Finally free, he
left the shackles on the table and began to leave.
Before he reached the door, Simon turned around and stared
at the shackles on the table. He strode across the room and picked
up a heavy hammer. With all his might, he brought the hammer
down again and again on the shackles, until they broke and bent.
Still he hammered, until the cruel chains and manacles were
disfigured, unrecognizable lumps of iron. His face marked by both
fatigue and satisfaction, Simon dropped the hammer and left.

• You may not be able to articulate fully
what a certain symbol means, but you
will always find that the symbol, if it is
powerful and well chosen, will speak
forcefully to your emotions and to your
imagination.
• You may also find that you will
remember and think about the symbol
long after you have forgotten other
parts.

EXAMPLES
What could the following
concrete objects
represent as abstract
ideas or feelings?

INDEPENDENT
PRACTICE
Complete the remainder
of your guided notes to
prepare for a class
discussion.

GOOD MORNING!
PLEASE GET YOUR FOLDER AND
INDEPENDENT READING BOOK FROM
THE FRONT TABLE.
Today, we will:
within a text
Agenda:
• Ind. Reading
• Symbolism
• Read F451
• Track symbols

GOOD MORNING!
PLEASE GET A BELL RINGER FROM
THE FRONT TABLE.
BEGIN BEFORE THE BELL RINGS.
Today, we will:
within a text
Agenda:
• Bell Ringer
• Read F451
• Symbolism

TIME TO READ!
response writing prompt to the section. When we
are reading, we should:
• Be quiet

The hearth is a symbol of the home.
The fire in the hearth was a positive,
warming, life-giving force.
It was a place to relax, discuss, read
or share time with loved ones and
family.
SYMBOL

ESSAY:
The Hearth symbolizes the home and all that goes with it- family, connection, safety,
etc. After reading “The Hearth and the Salamander,” explain the symbolism of
Hearth in the novel using the guiding questions below to explain your response in a
detailed, 10+ sentence paragraph that uses at least 2 quotes from the text to
support your opinions. Make sure that you have a main idea sentence that you
support throughout your writing.
• Instead of a fireplace, what do characters have as a ‘Hearth’ in their homes- how
might this change how they connect to one another?
• In what ways does Montag have a home?
• In what ways does he not?
• Who believes or does have a home in the novel?
• How has Bradbury made the idea of ‘Home’ different from our own- or does he?
• What does the Hearth now symbolize?
You might want to start your paragraph with: in “The Hearth and the Salamander,”
Bradbury has used the symbolism of a Hearth to…
Grades:
1. Use of evidence (2+ relevant quotes that support you)
2. Well written 10+ sentence paragraph with a main idea and
supporting ideas.
3. Explores the symbolism and meaning of the Hearth

GOOD MORNING!
READING BOOK & FOLDER.
Today, we will:
within a text
Agenda:
• Ind. Reading
• Finish “Hearth & the Salamander”
• Symbol analysis
• Intro to poster project, if time

TIME TO READ!
• Be quiet

GOOD MORNING!
THE FRONT TABLE.
BEGIN YOUR BELL RINGER BEFORE
THE BELL!
Today, we will:
within a text
Agenda:
• Bell Ringer
• Quiz
• Finish symbolism mini-essay
• Read F451
• Poster Project

AFTER YOUR QUIZ
When you are done with your quiz, get a
book and continue working on your
essay. They are due today!

GOOD MORNING!
READING BOOK
Today, we will:
within a text
Agenda:
• Ind. Reading
• Next Week!
• Read “F451”
• Close Reading Poster Project

CLOSE READING
POSTER
• In groups, you will create a close reading poster for a
passage from “The Hearth and the Salamander” that you
will present to the class.
• Each student will be responsible for a piece of this
project and will work together to create the poster.
• You will present your section to the class on Friday.
Tasks:
Everyone will work on annotations
1. Summary
2. Figurative Language
3. Symbolism
4. Characterization

YOUR POSTER:
All students contribute to the annotations.
Summary: at least 7 sentences
Characterization: at least 7 sentences and one quote
Figurative Language: at least 5 devices, with explanation of
what they reveal or tell us
Symbolism: at least 7 sentences and one quote
Each section must have an image, drawing, or picture.
Write legibly and clearly.
Design your poster so it looks organized and is creative.

YOUR POSTER
On an index card, decide who will do each part and turn it in.
Page your quote is on: _______
Summary: ______________________
Characterization: ______________________
Figurative Language: ______________________
Symbolism: ______________________

GOOD MORNING!
PLEASE GET A COPY OF F451 FROM
THE BOX ON YOUR TABLE.
Today, we will:
within a text
Agenda:
• Read “F451”

GOOD MORNING!
PLEASE GET A COPY OF F451 FROM
THE BOX ON YOUR TABLE.
Today, we will:
within a text
Agenda:
• Read “F451”
• Present Posters

GRADING
I Can… 1 2 3 3.5 4
Read close to
identify
essential
elements of a
passage
I do not have a
completed
assignment.
My analysis shows
basic understanding
of my passage. I
attempt to use
quotes and/or
explain deeper
ideas.
My analysis shows
understanding of the
passages, attempts
to make inferences,
and is well
organized and
written. Quotes are
effectively used.
My analysis shows
depth of
understanding,
makes inferences
about the passage,
and is well
organized and
written. Quotes are
effectively used and
explained in my
analysis.
My analysis shows
depth of
understanding,
makes inferences
about the passage,
and is well
organized and
written. Quotes are
effectively used and
well explained in my
analysis.
Speak loudly
and clearly
without reading
from my notes
I do not share my
information or may
only say a few
sentences.
I look at my poster
often, but do not
read the whole part
of it. I mostly speak
clearly and loudly.
My audience is able
to understand my
main points.
I present my
analysis and only
check with my
poster a few times
to make sure that I
am explaining what
I wrote. I do not
read from the
poster. I speak
clearly and loudly
and explain my part
in an organized
way.
I present my
analysis without
reading from the
poster. I speak
clearly and loudly
and explain my part
in a way that makes
sense to the
audience.
I present my
analysis without
reading from the
poster. I speak
clearly and loudly
and explain my part
in a way that makes
sense to the
audience, including
inferences about
bigger concepts and
ideas.

GOOD MORNING!
THE FRONT TABLE.
BEGIN BEFORE THE BELL RINGS!
Today, we will:
within a text
Agenda:
• Bell Ringer
• Read “F451”
• John Green Video
• Socrative Responses

TIME TO READ!
• Be quiet

JOHN GREEN ON F451…
We will watch the short video together and then answer
questions on our phones/laptops.

Go to
Socrative.com
(use your phone or a laptop)
Room Number: 13331
Begin the questions and responses once you
are logged in!

F451 s singer upload file

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