Your Name: Lesson Title: Introduction: (Short description to introduce the lesson.

) Content Area and Grade or Age Level of Students: Objectives: Standards Addressed

Ross Ewing Censorship and pre-reading for Fahrenheit 451 Students will learn about censorship, its methods, and its reasons through research and debating. Finally, students will learn about the time period that inspired the book Fahrenheit 451 High School ESL Understand what censorship is, how it is used, and why it is used. Understand both reasons for and against censorship Develop their own opinion regarding the purpose (or lack of) in the world AERO standards RL.7 Integrate and evaluate content presented in diverse formats and media, including print and digital resources. W.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation LS.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Internet access

Materials: Learning Activities:

Study pre-reading vocabulary Students complete the following http://www.kidspeakonline.org/iq.html Discuss meaning of censorship and results from survey. As my students are Asian, they are familiar with the idea of censorship and do not need significant background information to get started. Discuss how censorship is used in a country as a class, focusing on book banning, media censoring, and blocking public opposition. Brainstorm countries that do this. The students should say, or be guided to saying Russia, North Korea, China and Iran.

Students then research that country's methods of censorship and find examples. For instance, China has blocked or edited many movies. The Dark Knight wasn't released for over a year and then edited because of a scene involving an insult to China. Students don't need a detailed research report. A simple list should suffice, as the idea is simply to show ways governments censor information sources. Students then present their findings to the class. Discuss why governments might censor information. Students can brainstorm in groups, or you can guide them to some of the following topics: hate speech, terrorism (sharing information on making bombs, weapons, etc), intellectual property, adult material, national security. When finished discussing, complete webquest part II Debate Now that students have a fundamental knowledge of censorship, it's methods, and beginning understanding of the reasons for censorship, the instructor should prepare for a class debate. Idebate.org is filled with debate ideas. Regarding censorship, the instructor may select one of the following debates and have students prepare their arguments for a debate in a following class. Or, have them choose their favorite 3 ideas regarding a stance on censorship. The following 4 sites are great for either option: internet censorship, censorship for national security, censorship for hate speech, censorship is government right To ensure the debate running smoothly, students should prepare their ideas before hand, including counterpoints. The website should have all the information the students need. (a wonderful guide on debates in the classroom) Once the debate has concluded, students should be familiar with both methods and reasons for censorship. Now, they will begin to plan out a persuasive essay detailing their stance on the issue. Using their own ideas or ideas from the previous debate websites, students should use the following persuasion map site to plan out an essay. Once the instructor approves the essay, the student may write. *note: I prefer to approve the essay beforehand, as it encourages students to plan out their ideas, rather than scrambling to write something before the deadline. Complete the webquest part I. This gives all the background information needed to understand the time of writing for Fahrenheit 451.

Assessment: Adaptations for Learners with Special Needs:

Extension activities