Learners
This webquest is designed for 9th grade English students. These students will have had previous practice with analytic reading and independent research. Students will have read or be reading Fahrenheit 451 by Ray Bradbury.
Students will learn the difficulty of implenting change but also the need to stand up for what they believe in. They will also develop a deeper understanding of the characters, themes, and motifs found in Fahrenheit 451.
California Common Core State Standards met by this Webquest
RL 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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.
RL 7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range
W 1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
W 2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic or thesis statement;organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CA
b. Develop the topic with relevant facts, definitions, concrete details, quotations,or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information
W 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)
W 6
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)
W 8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Teacher Process
We will read most of the novel outside of class in about 10 class days.
We'll adjourn each day and discuss the plot, character analysis, and themes from the previous night's reading. I do expect to start slowly with the reading, and then we'll pick up the pace throughout the week. This pacing has to do with the style of writing.
Once we begin the webquest and break into groups, I will give students approximately 15 school days to research, plan their cause, develp their identity, and prepare the presentation. I plan to have presentations for approximately 2-3 days depending on how long the audience interaction takes.
Resources
Students will need access to a copy of Fahrenheit 451. Additionally, students will need to have read the book prior to beginning the webquest as well as participated in th class discussions about the topic of society in the novel.
Students will need access to a computer. Depending on presentation techniques, students might want access to PowerPoint. If students use a PowerPoint presentation, the teacher will need access to a projector. Also, students might need access to basic art supplies like posterboard, markers, scissors, and/or glue.