Finishing out F451 (Honors hours 2,3,5,7)

We will take the F451 test on Tuesday of next week, as previously discussed as the most likely date.  Here is what you need to/should do to be ready.  We will spend class time today and on Monday specifically addressing your questions as needed:

-Finish reading the book, researching/supplementing your understanding of core literary elements of it
-Use the previously posted guiding questions to establish your framework for how the test will be structured and what type of content you will see
-Directly compare Montag's journey through F451 to Barbara Kingsolver's "journey" in High Tide in Tucson.
-Notes?  I would
-Open book and notes? Yep, but doesn't do much good if that's all ya got.

Rest of this week: 

All classes.

Wed/Thurs: VocabEssay3

Friday: Short Story unit test in hours 4 and 6 (Non-honors).  If you are not here today,  you will need to read High Tide in Tucson (pg. 496) for Friday.  You will have time to read in class on Wed/Thurs.  If you are not caught up, you need to be by then.

Honors:
We will finish up with F451 next week.  Likely test date is Tuesday.  Short story unit test tbd.


Potential volunteer opportunity for cultural enrichment extra credit.  Come see me or email me if you are interested and I will get you more information/contact info.

The 32nd annual Shawnee Indian Mission Fall Festival is Oct 12-14. 60-ish craft/food vendors, kids games, pony rides, live music, etc...We still need volunteers for 2.5 hour shifts, especially on the Sunday.

Reminder that we have VocabEssay3 this week.  Still missing some V1's; those will probably start to turn into 0's in the next few weeks.  Don't jeopardize eligibility/grade due to this oversight if you are still missing it.

Honors: F451 home stretch in the next week or so.  Check in on G-Class for theme and concept prep for the second half of the book.  Short story intro test will be coming soon as well.

Standard: Short story theme link in G-Class.

Vocab List 3
ambiguous
dissident
embellish
fritter
ambivalent
inane
juxtapose
lethargic
sporadic
subsidize

HOMECOMING SCHEDULE ~ Friday, September 21 Shortened Traditional
7 Hour Assembly and Parade Schedule
1st Hour 7:40 – 8:10 (30 min.)
2nd Hour 8:15 – 8:45 (30 min.)
3rd Hour 8:50 – 9:20 (30 min.)
4th Hour 9:25 – 9:50 (25 min.)
Assembly 10:00 – 11:00 (60 min.)
5th Hour 11:00 - 12:25 (55 min. class + 30 min. lunch)
1st lunch 11:00 - 11:30 class 11:30 - 12:25
2nd Lunch 11:30 – 12:00 class 11:05 - 11:30; 12:00 - 12:25
3rd Lunch 12:00 – 12:30 class 11:05 - 12:00
6th hour 12:30 - 12:55 (25 min.)
7th Hour 1:00 – 1:30 (30 min.)
Parade participants released at 1:00
Release for Parade 1:30 - 1:40
Parade 1:40 - 2:15
Pep Rally in Stadium 2:15 - 2:30
Buses depart 2:47
Oktoberfest and KIDFEST 4:30 to 6:30pm SMS Gym

Check out the first/newest KSMS Advisory show.

Fahrenheit 451
Study questions: pg. 93-158 (page numbers are approximate and may not match your version exactly)

(93-110)How does what Mrs. Phelps say about her husband going off to war a perfect example of what is wrong with this society?

(93-110)State the different viewpoints on children based on Mrs. Phelps and Mrs. Bowles’ conversation.

(93-110)Reread the “Dover Beach” poem.  Why does this poem make Mrs. Phelps cry?  Base your answer on textual evidence and logical inferences.

(93-110)Describe the dream Beatty tells to Montag and use textual evidence to suggest why this upsets Montag so much.

(113-136) Reread the passage in which Montag realizes that Beatty wanted to die.  Using the text for evidence, rationalize why you believe this to be true.

(113-136)Why is it appropriate that war is finally declared at this point in the novel?  How does this correlate with the inner Montag and his relationship to society?

(113-136)Using textual evidence for support, state how Montag acts differently at Faber’s house this time than he did during his last visit there.

(137-158)What does Montag’s own desperate flight remind him of?

(137-158)Using textual evidence, mention several things Montag thinks about as he drifts down the river.

(137-158)Who are the members of the group Montag meets in the woods?  How do they think of themselves?

(137-158)Using textual evidence for support, discuss how the fire in the woods is different from the fires Montag was used to.

Fahrenheit 451

Study questions pgs. 71-93

Explain how Mildred reacts to Montag’s reading.

Symbolically, how has the hound evolved at this point in the book?

What is the general problem Montag has regarding which book to turn in to Beatty?

What happens/is happening to Montag on the subway?

What memory of his childhood does Montag have while riding on this subway?  How is it symbolic with what he attempts to do with the book?

What does Montag remember about his meeting in the park with Faber?  Provide textual evidence from that meeting that supports why Montag has thought of him at this point.

According to Faber, how has religion changed?

How does Faber view Montag?  How does he view himself?

Describe the plan Montag and Faber devise.

What approaching disaster is Faber counting on to give the intellectuals a chance to be heard?

What device does Faber give Montag so they can communicate, somewhat ironically at this point?

Cite the three things Faber says are missing from a world without books and why they are significant?

Does Faber think the firemen are the only problem?  Will making the Fireman look like traitors make everything else okay?

Monday 9/17

Honors: F451 Part 1 Test

English 10: Short Story extra credit pre-test started in class

On Wed/Thurs this week we took VocabEssay 2.  If you missed either day and did not already make it up or make arrangements to make it up, please do so.  If you missed VocabEssay 1, please stay on top of things and get that taken care of so it does not drag on.

Friday

All classes: Google classroom theme response for short stories (and F451 for Honors)

Honors: F451 Intro and Part 1 test Monday.  Use today to review, read, set up notes and study work, ask questions in class, etc.

Eng10: Get caught up on short stories, vocab make-ups, etc.  In class story review for thematic elements of short stories.


Short Story List (so far)  Pg. 10 The Pedestrian, Pg. 63 By the Waters of Babylon, Pg. 128 Where Have You Gone, Charming Billy? Pg. 80 In the Shadow of Man

We will be looking at the following Ethics Bowl case study next week, so feel free to read and start to think about it:

VocabEssay #2 Wed/Thurs for all.  Be ready. 

Standard: We will touch base on the short stories we have read so far, as well as have some time to read the next one, and to study/prep for vocab #2.  We will talk about some patterns that I have noticed in the first round of VocabEssay grading and how to address them.

Honors: You should be able to answer these questions by the end of this week. We will talk about some patterns that I have noticed in the first round of VocabEssay grading and how to address them.



F451
Study questions pgs. 3-24 approx.

-Who is Montag and what does he do? How does he feel about his job?

-What makes Clarisse’s family different from the others in the neighborhood? (Be specific)

-Describe the atmosphere inside Montag’s house.

-What did Montag’s wife, Mildred, do?

-How does Mildred pass the time?

-What metaphor does the writer, Bradbury, use to describe the burning books?

-What do you think Montag has hidden in his house?

-Re-read the two conversations Montag has with Clarisse. What kinds of powers does Clarisse seem to have immediately over Montag?

-Using textual evidence give a description of the “handymen” that come to help with Mildred. Comment on their words and actions. Do they seem like modern day health providers? Can you tell if suicide attempts are common in this society? Provide evidence.

-Using textual evidence defend or deny Clarisse’s description of herself as “insane”.

-Bradbury states that Montag “felt his body divide”. What does this mean and find textual evidence to support your answer.

Pg. 25-50

Why does Montag feel sorry for the hound, even though it is mechanical and has no feelings? (“That’s sad...” said Montag.) What is Montag admitting about himself with this statement?

Describe the difference between Clarisse’s view of being “social” and her school’s view of being “social”. How does it serve as a contradiction to how we typically view these labels?

What reason does Clarisse have for being afraid of children her own age? How does this view mirror the overriding problem with society in F451?

Explain what the woman with the books did on her front porch when the firemen were trying to get her out of the house. By not giving them a choice, how did she retain both dignity and the ability to choose her own fate?

What is the question Montag asks Mildred that neither of them know the answer to and how is it symbolic of how his views on life are changing?

How does this quote help define Montag’s marriage? “Well, wasn’t there a wall between him and Mildred, when you came down to it? Literally not just one wall but, so far, three!”

Pgs. 48-68 

What does Montag call the people on TV? How does Mildred feel about them? Describe how Mildred reacts when Montag tells her about the old woman burning alive with the books. Use quotations from the book as support for your answer. Where did Montag hide the book he stole? Who found it? What did she try to do? What does Beatty say about Clarisse and her family? Use quotations from the book as support for your answer. What is the suggested, unspoken “deal” Beatty makes with Montag?

Reflect back on how Montag once describe the smell of kerosene to Clarisse. Use textual support to examine how the fact that it now makes him sick connects with the plot thus far. Using textual support, discuss the conclusions Montag reaches about books because of the old woman’s actions. 

Locate the section where Montag reflects on Mildred’s “second self”. Explain what he means by this.

Give your reaction to Beatty’s statement that everyone must be alike—not born free and equal but made equal.

Explain what you feel Montag is looking for in the books. Use textual support with your explanation.

All classes: VocabEssay 2 this week.

Honors: F451 Section 1 should be close to finished. Test early next week, Monday or Tuesday.

By the Waters of Babylon guiding questions:

What has happened in the story?  Figuring out WHEN it takes place is critical to this.

What are the likely reasons for why society is the way it is?

Why is the place John travels to forbidden?  What reason would leaders have for convincing people that something is off limits?

Why does John's father seem so reluctant to tell the rest of their people about the truth? 

Vocab List 2

VOCABULARY 2
1.  collaborate
2.  despondent
3.  instigate
4.  resilient
5. retrospect(ive)
6.  rudimentary
7.  scoff
8.  squelch
9.  venerate
10. zealot

Honors:
F451 Introduction ?'s from Tuesday.  You should be done with F451 section 1 by early (Mon/Tues) next week. 

Non-Honors:
The Pedestrian questions/response from G-Classroom.

Check in with me if you missed Vocab/Essay #1 last week.  The make up process in here is pretty harmless and does not involve hanging out in here for an hour after school or anything like that.

The first unit test we will have in all classes will be centered around the series of short stories we read to start the year, beginning with The Pedestrian from last week.  I will continue to update/notify, but don't ignore it just because we didn't spend a class period and do a worksheet over it.

Honors: Fahrenheit 451 book distribution today.  I will add introductory guiding questions and some discussion of in-class structure regarding novels over the course of today, but see below for F451 Introduction questions.  I will post the text of the intro at some point if anyone is stuck with a book copy that doesn't have it.  We will concurrently be reading a series of short stories that will tie in thematically with F451, so get ready to multitask.

Non-honors: We will discuss The Pedestrian and how it ties into the 5 step response model.  We will also continue to practice using the model on G-class and continue our short story reading unit.


F451 Introduction ?'s  (here is a link to Neil Gaiman's introduction to F451)

Focus on the three starters that Neil Gaiman describes on the first pg of the intro when writing about the "world of not yet."

How does Gaiman link the future and the present in describing this kind of writing?

How does the change in perspective (read it as a young boy, a teenager, an adult) affect the interpretation of what the book represents, and why does that matter?

Focus on the last three paragraphs of the intro

The Pedestrian guiding questions

Why do the police, and therefore the society, in the future consider Leonard Mead to be a threat?

Why does the police car say “no profession” when Leonard says that he is a writer?

Why does Bradbury include the description of Leonard’s house and what is symbolic about it?

This section of the textbook used to be called “Exiles, Castaways, and Strangers”.  Does Leonard fit any of these titles?  Which ones and how?

This story was written in the 1950’s but takes place in the future.  What aspects, if any, correctly mirror or are similar to our present society and the direction we are headed?

What images from the story help define the tone?  What do you think Bradbury’s tone is?

Explain the symbolism and irony present in the fact that Leonard is interrogated by a robotic police car.