Name: Keeley McCormack Date: March 21, 2017

Lesson Segment Planning Tool (Long Form)

I. Connection to the Unit

Unit: Fahrenheit 451

How is this lesson connected to the rest of the unit?

This lesson takes place in the middle of the novel, and focuses on figurative language
in the text, and how it contributes to the mood and tone.

II. Clarifying Your Goals for the Daily Plan

Standards:
CCSS.ELA-LITERACY.RL.9-10.4
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 (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the
topic.

ELD Standard (Only need to include if you have English Language Learners in your
class):

Big Idea/Enduring Understanding: How poetic prose in Fahrenheit 451 is used to

contrast societys disregard for literature, poetry, and the liberal arts.

Essential Questions: Of what important is language, poetry, and literature? How does
figurative language contribute to or contrast the mood and tone in the novel?

Cognitive Task: Students will locate and analyze examples of figurative language in
Fahrenheit 451, interpreting how chosen examples contribute to the mood and tone of
the text.

Learning Target: Students will be able to identify the tone and mood of passages in
part II of Fahrenheit 451, and analyze how specific examples of figurative language
either contribute to or contrast the identified tone and mood.

Language Objective: Students will use knowledge of metaphor, simile, and

personification to identify figurative language in a text, and analyze how they
contribute to the novels mood and tone.
 Prerequisite Skills and Knowledge: Understanding of metaphor, simile,
personification, tone, and mood. Knowledge of the events in Part II of Fahrenheit 451.

III. Scaffolding (When planning, include the UDL strategies after the sequence chart,
highlight where they are in your plan.)
A. Incorporating Academic Language
1. Language Function: Analyze and justify
2. Language Demands
Vocabulary: Figurative, metaphor, simile, personification
Syntax: Simple, Compound, and Complex sentences.
Discourse: Identify and analyze specific examples of figurative language in graphic
organizer

V. Formative (embedded) and/or Summative Assessments

At the start of the period, the students perform a quick write on the previous days reading.
My students perform quick writes multiple times throughout the week on significant parts of
the text, and they provide me with feedback on student understanding. Additionally, it lets
me know if I need to modify instruction, or re-explain events of the novel that might be
confusing.

Additionally, the Figurative Language graphic organizer is tool for students to delve deeper
into the authors craft, while enabling me to students ability to analyze and interpret
figurative meaning.

VI. Lesson Resources/Materials

-Quick write topic on whiteboard
-Fahrenheit 451 Books
-Figurative Language Charts

VII.Instructional Sequence: Engaging Student in the learning Process

Section/Time Teacher/Student Actions UDL and ELD Strategies

Introduction: T: Puts quick write on projection

Quick write screenIve heard that, too. Ive
(5-7 Minutes) never known any dead men killed in a
war. Killed jumping off buildings, yes,
like Glorias husband last week, but
from wars? No.(94).
-Meaning/ Importance of passage? -
Connection to larger themes?
-What is your reaction?

Ss: Write short paragraph in response,

turn in to front desk when finished
Body: T: Throughout reading the text thus
Figurative far, we have paused at various points
Language in to discuss Bradburys use of poetic
Pt. II prose. Today, we are going to closely
(45-47 Minutes) analyze examples of figurative
language in Part II, and consider how
this language contributes to the
novels mood and tone.

T:Instructs Ss to move into groups/ 1 S

gets books for group.
T:Passes out Fig. Lang. Graphic
organizer
T: Models activity with example from
text
Ss: In groups of 4-5, find examples of
metaphor, simile, and personification
in F451.
T: Circulates room, posing clarifying
questions to small group and whole
class. Asks Ss probing questions,
Monitors time.
Ss: Collaborate to find 8 examples of
figurative language in Pt. II.
T: Notices Ss progress on assignment,
instructs them to make an evaluation
choose one example that has the
most profound impact on mood.

Closure: Ss: 1 S shares out to whole class

3 min

IV. B. Universal Design for Learning - Highlight your plan showing the options you have
used.
1. Provide Multiple Means of Representation
Provide Options for perception
Provide options for language, mathematical expressions, and symbols
Provide options for comprehension
2. Provide Multiple Means of Action and Expression
Provide options for physical action
Provide options for expression and communication
Provide options for executive functions