Victoria Pettey

Tuesday, March 23rd, 2023

Lesson: Fahrenheit 451 + 3,2,1 Project

Lesson ● Students will review + discuss our reading of Fahrenheit 451 until
Overview this point.
● Students will then create a “3, 2, 1 Project” along with a “WANTED”
Poster.
● This lesson encourages critical thinking and real-world
implementation of themes we discuss in the book.

Lesson Goal Students will be able to make connections between Fahrenheit 451 and
their own lives. (If I wasn’t allowed to read books…which would I break the
law for?”)
Students will be able to make connections between overarching themes
of F451 and show those in their projects.

Students will be able to have a discussion based on their perceptions of

written words and drawings. (“Why did you choose this book? Why is it
worth breaking the law for?”)

Learning Goal ● Students will be able to identify recurring themes from F451 and
connect them to their own lives. For example, censorship in our
day-to-day life.
● Students will use their knowledge of the importance of their
favorite books to influence their project.

Standards Met
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

1. Initiate and participate effectively in a range of collaborative

discussions (one-on-one, 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.

HLTP - I will show the students how I would have justified which books I’d save. I
EMC/EIST will also show them an example of my wanted poster!

I think this falls under EIST because it encourages students to think

critically and dig deeper into their creative side. If they can describe their
rationale for choosing certain books, I’ll be happy!
Launch ● I will intro class by asking students to explain what yesterday’s
reading entailed. Then, we will begin naming books we read
(children’s books, series, audiobooks, etc.). This will jumpstart the
critical thinking process. (I.e. Which books are worth saving? Why
do I feel this way about Harry Potter?)

Visuals ● Google Slides

● Classroom Screen
● Teacher example

Analogies ● Use the world in F451 as reference. If we were Montag, living in a

society where books are totally illegal…what books would you risk
your life for?

Progress ● I will recap the assignment from yesterday with the students.
Then we’ll move into looking at the directions and examples.
Then, I will hand out the written instructions and give them time
to work on their Google Slides (part 1). From there, I will check in
with the students and begin phasing them into part 2: The
Wanted Poster! This is a self-paced assignment, so I will be
wandering around and eliciting discussions/thinking one a more
individualized basis.

Conclusion ● I will remind students of the connections between F451 and our
world. It is not as far-fetched as we think it is!

Anticipated ● These students require A LOT of guidance, so having too much

Challenges creative freedom might be debilitating.
● This is a great class, but when given too much freedom, some of
them shut down and need to be incessantly reminded to do their
work.

Assessment ● Students will be asked to share their projects and posters with
their classmates (small and large groups). This portion of the
assignment (gallery walk) will likely bleed over into tomorrow.

Materials ● Google Slides + Classroom screen (directions)

● Printed directions
● Printed Wanted posters
● Student photos