Understanding by Design Unit Template

Overview and Background

Title of Unit
Curriculum Area
Developed By

Grade Level
Fahrenheit 451 a Utopian Society
Time Frame
English Language Arts
Kali Rowe
Brief Summary of Unit: Including curricular context

10
2 weeks

This unit is intented to illustrate to students the structure of society and how it works by asking students how they
would change it and what the effects of their changes have on society as a whole. The unit introduces students to
the idea of a utopian/dystopian novel and society, and asks them to form their own ideas of utopia. Students will be
asked to read the novel Fahrenheit 451 by Ray Bradbury along with excerpts from other utopian novels, documents
on the background and historical time period of the author, and articles on utopian experiments played out in real
life. They will also be asked to complete two projects during the unit. The first is a presentation requiring students
to define in detail their idea of Utopia. The second will be a 10 hour community service project which students
believe will allow them to make a difference in society as related to their version of Utopia. Their experience will also
be included in their presentation.
From this unit students can understand the concept that through awareness of the positives and negatives in our
society, we can strive to make a positive difference and hopefully avoid the need of formulating utopian/dystopian
novels to portray whats wrong with society. This unit is valuable because it teaches the student that writing is
directly linked to how we perceive our world, and writing also has potential to change that world, and they can
harness that power for the change they want to see.

Print Materials Needed

Fahrenheit 451Ray Bradbury

Selections from the following which the teacher deems

relevant/useful/interesting for use as examples of utopias and
indicative of the organization of the utopian novel:

o The GiverLois Lowry

o 1984George Orwell
o Brave New WorldAldous Huxley
o Gullivers Travels and A Modest ProposalJonathan Swift

Artistic Eye WKST

Resources

Project Rubric

Computer lab or student laptops

Fahrenheit 451 movie poster

Resource Attachments

Internet Links

Identify Desired Results (Stage 1)

Established Goals:
The student will be able to recognize and define the form and style of the utopian
novel, especially the similarities that they contain in organization and purpose. Most utopian novels are an authors
reaction to their society and students will be able to read a utopian idea and understand the context from which it
originates. Students will also be able to recognize the social context and purpose of this style and understand that
they can use it to influence the society they are part of.

Understandings

Essential Questions

Students will understand that

Overarching
Who Who is the writer? Who is the audience?
through writing, societies can be influenced and changed.
WhatAssumptions, beliefs, needs, ideals, dreams, goals, strengths,
Text can transcend time.
weaknesses does the writer/reader bring to the work?
Readers who are not otherwise connected can find connections to WhereIs the location of the writer/reader/work important? How is it
relevant on a local scale and how does it translate cross-culturally?
each other through a text.
How to voice their own ideals in writing and through presentation. WhenHow is the time frame of the writer/reader/work important? How is
this work relevant over time?
The importance of societal awareness and activism on the future WhyWhy did the writer publish this specific work? What worth can we
of society
derive from it?
HowHow does the writer voice his ideas? Style, form, mechanics,
The significance of book burning and impact of censorship on a
grammar?
text and society.
Topical
Related Misconceptions
Why do we create utopias? Do the same reasons apply to dystopias?
How can we use what we learn in utopian fiction in our own lives? Can a
utopian society really exist?

Do we as readers change the meaning of a novel? Can a work have

different implications depending on the audience?
What social context was Bradbury writing in? Does that have any
influence today?
How can our society be changed or improved?

Knowledge

Skills

Students will know

Students will be able to

Definitions of
Utopia
Dystopia
Society
Ideology
Relevance
Voice
Culture
Genre
Audience
Agenda

Analyze texts for meaning and agenda

Discuss opinions in group setting
Organize beliefs into observable projects

Assessment Evidence (Stage 2)

Performance Tasks:
Organize their own utopian society in detailed writing.
Using an idea from the texts, organize a project to make their community more like a utopia.
Before reading the text, students will create an outline of what they think will happen/is going on from a poster from the movie version.
Research and group presentation on real-life utopian experiments
Create a presentation of their own utopian society and present to the class.
Create a write-up from their community project

Other Evidence:
Student self-assessment & reflection:
Learning Plan (Stage 3)
Day 1
Objectives: To introduce students to the unit, including examples of utopias and some of the documents we will be studying.
9-10.SL.3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.

Activity:
Lecture and class discussion on utopian society looking at historical examples, having students brainstorm on what they already know about
utopian novels and utopian experiments. If students have no previous experience or background knowledge, examples will be provided. of
class
Brainstorming activity - First, the students will look at a poster from the movie version of Fahrenheit 451 and hypothesize
about what they think the book will be about and what the characters are like, hopefully using their skills in interpretation to
take a scene and make a story out of it. Students will also have time to browse classroom resources for options for their
final community service projects, coming up with a proposal of where they would like to get involved for the final. Finally,
students will be able to start looking at the ways they would like their utopias to function, brainstorming on what they see as
problems and possible solutions. of class
Assessment:
Materials: Fahrenheit 451 movie poster, novels for students
Time: 1 class period, 50 min.
Homework:
Students will place all of their brainstorming materials in their portfolios, and bring a one-paragraph proposal for both their final projects for the
next class period.
Students will also be given a copy of Fahrenheit 451 for at home reading and be ready to discuss the first half of the first chapter in class next
time.
Day 2
Objectives: Look at the beginning of Fahrenheit 451, focusing on characterization and how we deduce things like setting, time, place and mental
pictures from the text.
9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
Activity: Class discussion forum featuring questions and topics such as
The way that movies can be realistic or believable interpretations and how movies can also ruin what pictures are formed by
the text.
How authors use their language and forms of writing to create a time or place.

What we as readers bring to a novel, the assumptions that we use to form pictures of what is going on in the novel.

Why we feel the need to visualize the people we read about, why we want to understand their motivations and background.
of class
Assessment:
Students will contribute in discussion and prove through involvement that they have read assigned reading and are familiar with text.

Artistic Eye worksheet for a character, preferably either Montag or Clarisse of class
Materials: Artistic Eye wkst
Time: 50 min
Homework:
The worksheet will be started in class but students will probably need to work on it at home as well.

Students will also need to finish the first chapter of Fahrenheit 451 in order to be prepared for next class discussion.

Day 3
Objectives: Complete the first chapter and look at the double climax of most utopian novels, focusing on the action of Fahrenheit 451.
9-10.RL.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
Activity:
The first part of class will be spent on a short lecture on the idea that utopian novels tend to have two climactic moments, the individual climax,
where the main character or characters have a realization of their unhappiness and make a life-altering decision, such as Montags decision to
take his books out of hiding, and the second peak of action which falls more toward the traditional plot-line of climax, where society learns of
the betrayal by the character and the character must deal with societys repercussions.
Students will also have an opportunity to meet quickly with the teacher regarding their proposals for the final project, getting in-person
feedback and clearance to start working.
Assessment:
Students will be asked to write a letter from themselves to their society explaining why they think a change needs to be made.
Materials:
Time: 50 min.
Homework:
Students will make sure they all have a copy of their letter to go into their portfolio.

Start the second chapter of Fahrenheit 451 for discussion next time.

Day 4
Objectives: Look at character motivation as well as personal motivation in taking risks and taking a stand as well, focusing on why Montag makes the
decision to show his books in public and what could prompt us to make such a dangerous choice.
9-10.SL.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively
Activity:
Discussion in class about motivation and choices, focusing on why we make dangerous or difficult choices.

Students will then get into groups of about 4 students and discuss a book that was influential to them personally. Students will be asked to
think of a book they thought changed them in some way, or stuck with them and why they think that was so. The groups will also have an
opportunity to talk about how far they think they would go to be able to keep this book, or what they think would be lost if no one else could
read this book. If groups or students choose, they can also move on to discussing what they feel are difficult/dangerous decisions they make
in their lives, why they make them and what their motivation is for doing so. If the student does not feel comfortable sharing this, or feels that
they dont have anything to add, ask them to pretend they are in Montags shoes, what would they have done.
Assessment:
Teacher will travel to all groups and ensure that they are staying on task.
Materials:
Time: 50 min
Homework:
Students will be asked to complete the novel for the next class

Day 5
Objectives: Look at how Fahrenheit 451 reaches its conclusion and introduce debate topics.
Activity:
Discuss the conclusion of the story. Are things resolved, do the students feel it is a good ending, would it be better another way, what do the
students think happens to Montag and the Book People, did Beatty deserve to be killed, what happened to Clarisse. Tie up loose ends in the
story and allow students to discuss what they liked and disliked about the story and the society of the story. Do they think their society could
ever be like this one? of class
Near the end of class, assign students into groups for debate, into the Firemen and the Book-People. Have each group nominate one of their
members to be Beatty and one to be Granger and act as leaders of their teams. Explain that each group needs to be able to bring evidence,
not merely emotion to their side of the debate about how the city should be reconstructed. Allow the students time to talk about their positions
and assign what they would like to research or study. of class
Assessment:
Materials:
Time: 50 min.
Homework:
Students should prepare their portion of the debate over the weekend.
Day 6
Objectives: Debate on how the city/society should be rebuilt.
9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Activity:
Two groups will sit facing each other on two sides of the room, one person from each side will be able to speak at once, statements need to
be information/fact based and not emotionally charged or derogatory in any way. Students who dont wish to participate or who were absent
for group assignments will be able to function as mediators and also as judges of conduct. Entire class period will be devoted to debate, if
discussion seems to lag or the students have trouble filling the time, teacher will be ready with prompts in the form of questions for the
students to discuss.
Assessment:
Students will be able to prove their preparation in their responses, each member of the group needs to respond at least once, and though the
group has some opportunities to converse with each other, most of the discussion will be individually based.
Students will be able to prove their competence in research, public speaking, persuasion and interpretation.
Materials:
Time: 50 min
Homework:
Students will be asked to write a short synopsis about what they thought went well, what could have been better and what their personal
opinion on the discussion was which will be included in their portfolio.
Day 7
Objectives: Look at a variety of novels in the utopian/dystopian genre so that students can get ideas for their final projects.
9-10.RL.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.
Activity:

Students will have access to a variety of first chapters or key passages from a variety of novels such as The Giver, 1984, Brave New World,
Gullivers Travels, Herland, Robinson Crusoe, as well as essays such as A Modest Proposal by Swift, and other relevant readings. Students
will select three which interest them, read and summarize, as well as hypothesize on what they dont know about the story, not focusing on
plot unknowns but on what they want to know about what is going on in the organization of the society.
Assessment:
Students will include their summaries and hypotheses in their portfolio.
Materials: first chapters or key passages from a variety of novels such as The Giver, 1984, Brave New World, Gullivers Travels, Herland, Robinson
Crusoe, as well as essays such as A Modest Proposal by Swift
Time: 50 min.
Homework: Finish summaries and hypotheses
Day 8
Objectives: True life utopian experiments such as Walden Pond and why they were successful or unsuccessful.
9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
Activity:
Mini-lesson on utopian experiments, focus on why they worked or didnt, and the larger context they grew from. of class

Students will then form small groups and research a particular utopian experiment which appeals to them, such as Walden Pond or a cult, or
communes of the Sixties and present findings to class in short discussion. of class
Assessment:
Presentations by students of class
Materials: Computers
Time: 50 min
Homework:
Day 9
Objectives: Work day for final project
Activity:
Students will be asked to solidify their utopian dream, working on a name, characteristics, how it is similar and how it is different from our
society today, why it is necessary to make this change, who will be in charge, what will be the goals of society.
Students will also be able to brainstorm or start creating the ways they would like to present. Students will create their presentation booths.
Students will need to bring whatever raw materials the teacher cannot provide to class in order to create the precise presentation. Images,
decorations, artifacts will all need to be solidified so that the students can present next class.
Assessment:
Materials: Computers, construction paper, tag board, markers, access to printer
Time: 50 min.
Homework: Students should put the finishing touches on their presentations.
Day 10
Objectives: Gallery Walk where students can view and critique work of peers.
Activity:
Students will have booths set up and space set aside for comments. Class will be allowed to roam and critique their peers work respectfully,

commenting on what they like or agreed with, in addition to what they thought could have been done better or they didnt agree with. Students
can be as anonymous as they like. If they want, students should invite their parents and also their community contacts to come and view
projects.
Allow each student a 2-3 minute time slot to discuss what they did for their community service project and presentation
Assessment:
Students will submit portfolio as well as service learning write-up and representation of Utopia for teacher grading.

Success of final project at fulfilling requirements of rubric

Materials: Portfolio Rubric
Time: 50 min
Homework: Weekend off!
Adapted from: Wiggins, G. and Mc Tighe, J. (2005). Understanding by Design 2nd Ed., Association for Supervision and Curriculum Development. Alexandria, VA.