Denotation. Connotation. Diction. Imagery. Details. Alliteration. Assonance. Consonance. Onomatopoeia. Simile. Metaphor. Allusion.

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1 Lesson 1 Handout 1 Close Reading Devices Handout Name Period Define the device in the left box and then provide two examples of that device in the box to the right. Definition Examples of Use Denotation Connotation Diction Imagery Details Alliteration Assonance Consonance Onomatopoeia Simile Metaphor Allusion Personification

2 Symbol Syntax Author s Purpose Tone Mood Voice Repetition rallel Structure Anaphora Plot/Conflict Irony Characterization

3 Lesson 1 Handout 2-KEY English II TEACHER KEY FOR ASSIGNMENT Name Period Date Annotating/Close Reading: Fahrenheit 451 Standards Taught: LAFS.910.RL 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Guiding Question: What do our customs and beliefs reveal about us as a society? rt 1:Vocabulary ge or ra gr ap h Denotative and Connotative Vocabulary Word rt or Context Clue? ge or ra gr ap h Denotative and Connotative Vocabulary Word rt or Context Clue? #2 changed Quote: It was a special pleasure to see things changed. Def: to make the form, nature, or course of something different from what it is or should be CC eaten, blackened #3 singed Quote: Montag grinned the fierce grin of all men singed and driven back by flame. Def: to burn superficially or slightly CC driven back by flame #2 stolid Quote: With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame Def: unemotional; not easily stirred or moved mentally CC eyes all orange flame, he flicked the igniter #4 minstrel Quote: he might wink at himself, a minstrel man Def: 1)medieval musician 2) comedian with black face make-up performing a skit CC 1) hands the hands of some amazing conductor 2) burnt-corked in the mirror rt 2: Annotation Before annotating, you must have a focus or purpose. This is often provided through a prompt. Read and mark the following prompt before reading the passage.

4 Prompt: In the following excerpt from Fahrenheit 451, Ray Bradbury introduces a society unlike our own. Write an essay in which you analyze how Bradbury uses patterns of language in this passage to reveal the customs and beliefs of this society. Marking the prompt: In the second sentence of the prompt, underline the concrete elements (the devices); box the abstract ideas or concepts (tone, mood, purpose, theme, etc) Reading #1 Follow along on your text while the excerpt is read aloud. Reading #2 Using the subject matter of the prompt as your guide, mark your text when you find examples of your assigned literary device and marking technique. Circle the device you are assigned: diction, imagery, details, sound devices (assonance, consonance, alliteration, onomatopoeia), comparisons (metaphor, simile, personification), symbols, syntax (sentence patterns and structure), repetition, plot/conflict, irony, and characters. This may take 2-3 readings to find your examples. rt 3: Guided Reading Notes the key offers suggestions as evidence but is not limited to what is provided After you have annotated your paper, discuss among the other students who were also assigned your device what pattern that particular device reveals about the customs and beliefs of this society. Come to a consensus and then write your insight in the chart below. Aim for three entries per device unless directed otherwise. Groups will then share their findings with the class. Device Evidence Insight into the customs and beliefs of society Diction burn, blackened, kerosene, tatters, charcoal ruins, orange flame, igniter, fire, red, yellow, black, furnace, died, dark, singed, fiery smile, stolid minstrel This list of fire and burning words reveals that this society thrives on fire and the use of it as a means of destruction is commonplace. Stolid means unemotional; not easily stirred mentally. This reveals that the firemen are so accustomed to such acts of violence, that it doesn t affect them any longer. It also shows the level of brainwashing that has taken place for a fireman not to question the act of burning rather than saving. Word choice; 1-2 words each; group in 3s Imagery 5 senses: see, hear, taste, smell, touch Details Facts, observation s, incidents which impart voice *Sound Alliteration, assonance, consonance, onomatopoe -ia It was a special pleasure to see things eaten, to see things blackened and changed. bring down the tatters and charcoal ruins of history gorging fire that burned the evening sky red and yellow and black It was a pleasure to burn. It never went away, that smile, it never ever went away, as long as he remembered. Onomatopoeia spitting, flicked, flapping, blazing Consonance the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the world A minstrel is a medieval musician or a black face make-up comedian who performs a skit. The relates to Montag on two levels. First, he is metaphorically described as a conductor destroying history by fire. Just as the Middle Ages is also known as the Dark Ages for its lack and destruction of knowledge, it is appropriate that Montag would be compared to such. He is also playing out a role for the government, so in that vein, he is performing a skit. He is also covered in soot, giving him a black face as if he has been painted. These images reveal that this society is brainwashed into believing that knowledge is dangerous and must be destroyed. It is obvious that this ideology has been practiced for some time for the firemen to not only accept this as correct, but to also derive pleasure from it. The reader also realizes that this society s government must fear the knowledge to be found in books, as it compares burning books to destroying history. This statement sums up the feelings of the firemen; they enjoy the destruction they cause. The reader doesn t understand why at this point, but it is glaringly obvious from the first sentence that this society is quite different from our own. In this first short passage, the reader can infer that the firemen of this society have been so brainwashed that they take great pleasure from causing the destruction that comes with their job. These harsh and noisy words represent the sounds and actions heard at the large fire; the fireman is enjoying the destruction. The s sound being repeated in these words represents the metaphorical python s hissing as it destroys what it sprays its venom on. (Compar i- Sons) Simile, metaphor, personifica Metaphor hose to a great python ; kerosene to venomous kerosene ; fireman s hands to hands of some amazing conductor ; books to tatters and charcoal ruins of history ; eyes to orange flame ; ashes of books to swarm of fireflies ; books to pigeon-winged books Personification house jumped up ; books died These metaphors and personification jointly portray this society as one which thrives on the destruction of knowledge. Here, knowledge learned throughout the course of history is referred to as tatters and ruins to prove that keeping the population in darkness and ignorance through the use of fear is the goal. From the outset of the novel, the reader can infer that society is led by a totalitarian government.

5 -tion, allusion Symbols 451 books These three symbols tie together in that the firemen symbolize the destruction of knowledge (symbolized by the books) and this destruction takes place at a certain Fahrenheit 451 degrees. {Syntax} Author s style, sentence structure, voice Repetition of words, phrases, sentences Plot/ Conflict 1 Example Irony! firemen changed It was a pleasure to burn. 2 nd Sentence of 2 nd ragraph With the brass nozzle ruins of history. pleasure, pleasure grinned, grin, smile, smile went away, went away It was a pleasure to see things burn. It was a special pleasure to see things eaten, to see things blackened and changed. brass nozzle spitting its venomous kerosene He wanted to shove a marshmallow on a stick while the books died The author brings significance to the word changed by italicizing it. Changed means to make the form, nature, or course of something different from what it is or should be. In this context, society has been changed for the worse as it thrives on seeing things blackened or eaten. This simple sentence is also passive voice and 3 rd Person Omniscient. The sentence is general and then moves to the specific in the passage. It simply states that the firemen derive pleasure from destruction. Just as there is no further explanation needed in his mind, there are also no further questions about why he must do such things. Being written in passive voice and 3 rd person creates a sense of detachment between both the fireman and his prey and the reader and the fireman. Their indoctrination into this belief system prevents further probing by the reader. This is a periodic sentence in which the parallel phrases and clauses at the beginning of the sentence build to the main independent clause at the end. This structure mimics the movements of the python as it writhes to bring down history. These repeated words embody the mindless firemen who routinely destroy without question and take pleasure from inflicting pain on those who oppose their government. The first two sentences portray this society as sadistic where those in power enjoy inflicting pain and destruction upon those who vary from the expected norm. One would expect a fireman to smile about saving something from a fire, not from using kerosene in his hose to destroy it. The fact that he is drawing pleasure from watching things die reveals how corrupted this society is. [Characteriza-ti on] Lesson 1 Handout 2 English II going to sleep, he would feel the fiery smile still gripped by his face muscles He wanted to shove a marshmallow on a stick while the books died Montag grinned the fierce grin of all men singed and driven back by flame. going to sleep, he would feel the fiery smile still gripped by his face muscles Montag represents the brainwashed segment of this totalitarian society. He not only performs his actions out of duty, but also out of pleasure. It pleases him to destroy what he does not value. Name Period Date Annotating/Close Reading: Fahrenheit 451 Standards Taught: LAFS.910.RL 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Guiding Question: What do our customs and beliefs reveal about us as a society? rt 1:Vocabulary ge or ra gr ap h Denotative and Connotative Vocabulary Word rt or Context Clue? ge or ra gr ap h Denotative and Connotative Vocabulary Word rt or Context Clue? #2 changed CC eaten, blackened #3 singed CC

6 Quote: It was a special pleasure to see things changed. Def: to make the form, nature, or course of something different from what it is or should be Quote: Montag grinned the fierce grin of all men singed and driven back by flame. Def: #2 stolid Quote: With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame Def: CC #4 minstrel Quote: he might wink at himself, a minstrel man Def: 1)medieval musician 2) CC 1) hands the hands of some amazing conductor 2) rt 2: Annotation Before annotating, you must have a focus or purpose. This is often provided through a prompt. Read and mark the following prompt before reading the passage. Prompt: In the following excerpt from Fahrenheit 451, Ray Bradbury introduces a society unlike our own. Write an essay in which you analyze how Bradbury uses patterns of language in this passage to reveal the customs and beliefs of this society. Marking the prompt: In the second sentence of the prompt, underline the concrete elements (the devices); box the abstract ideas or concepts (tone, mood, purpose, theme, etc) Reading #1 Follow along on your text while the excerpt is read aloud. Reading #2 Using the subject matter of the prompt as your guide, mark your text when you find examples of your assigned literary device and marking technique. Circle the device you are assigned: diction, imagery, details, sound devices (assonance, consonance, alliteration, onomatopoeia), comparisons (metaphor, simile, personification), symbols, syntax (sentence patterns and structure), repetition, plot/conflict, irony, and characters. This may take 2-3 readings to find your examples. rt 3: Guided Reading Notes After you have annotated your paper, discuss among the other students who were also assigned your device what pattern that particular device reveals about the customs and beliefs of this society. Come to a consensus and then write your insight in the chart below. Aim for three entries per device unless directed otherwise. Groups will then share their findings with the class. Device Evidence Insight into the customs and beliefs of society Diction Word choice; 1-2

7 words each; group in 3s Imagery 5 senses: see, hear, taste, smell, touch Details Facts, observation s, incidents which impart voice *Sound Alliteration, assonance, consonance, onomatopoe -ia (Compar i- Sons) Simile, metaphor, personifica -tion, allusion Symbols {Syntax} Author s style, sentence structure, voice Repetition of words, phrases, sentences Plot/ Conflict 1 Example Irony! [Characteriza-ti on] Lesson 1 Handout 3 Fahrenheit 451 by Ray Bradbury

8 rt One: The Hearth and the Salamander 1)It was a pleasure to burn. 2)It was a special pleasure to see things eaten, to see things blackened and changed. 3)With the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the world, the blood pounded in his head, and his hands were the hands of some amazing conductor playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history. 4)With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame with the thought of what came next, he flicked the igniter and the house jumped up in a gorging fire that burned the evening sky red and yellow and black. He strode in a swarm of fireflies. 5)He wanted above all, like the old joke, to shove a marshmallow on a stick in the furnace, while the flapping pigeon-winged books died on the porch and lawn of the house. 6)While the books went up in sparkling whirls and blew away on a wind turned dark with burning. 7)Montag grinned the fierce grin of all men singed and driven back by flame. 8)He knew that when he returned to the firehouse, he might wink at himself, a minstrel man, burnt-corked, in the mirror. 9)Later, going to sleep, he would feel the fiery smile still gripped by his face muscles, in the dark. 10)It never went away, that smile, it never ever went away, as long as he remembered.

9 Bradbury, Ray. Fahrenheit 451. New York: Ballantine Books, Lesson 1 Handout 4 (3 pages) SUMMATIVE ASSESSMENT FOR ANNOTATING/CLOSE READING LESSON FOR FAHRENHEIT 451 Read the following excerpt from ch 1 of To Kill a Mockingbird and answer the questions that follow. Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a black dog suffered on a summer s day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men s stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum. People moved slowly then. They ambled across the square, shuffled in and out of the stores around it, took their time about everything. A day was twenty-four hours long but seemed longer. There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb County. But it was a time of vague optimism for some of the people: Maycomb County had recently been told that it had nothing to fear but fear itself.

10 Lee, Harper. To Kill a Mockingbird. New York: Warner Books, SUMMATIVE ASSESSMENT QUESTIONS I. Literary Devices: Match the literary devices from the box below to its quote. Some devices may be used more than once, and some may not be used at all. a. diction b. imagery c. symbols d. onomatopoeia e. alliteration ab. irony ac. syntax ad. allusion ae. simile bc. metaphor bd. personification be. repetition 1. Maycomb County had recently been told that it had nothing to fear but fear itself. 2. it was a tired old town 3. flicked flies, sweltering shade 4. Ladies were like soft teacakes 5. streets turned to red slop; grass grew on the sidewalks 6. Men s stiff collars wilted 7. slowly, ambled, shuffled 8. flicked 9. nowhere to go, nothing to buy, nothing to see 10. Somehow it was hotter then: a black dog suffered on a summer s day II. Inferencing: Match the quotes from the passage with its inference placed in the box. These may be used more than once. a. Time has seemingly stood still here causing the town to age and wither under harsh conditions. b. An economic depression has severely affected Maycomb, to the point that its residents hold little hope of relief. c. There are prescribed gender roles with unspoken social expectations and rules. 11. There was nothing to buy and no money to buy it with 12. Ladies bathed before noon, after their three-o clock naps, and by nightfall were like soft teacakes 13. grass grew on the sidewalks, the courthouse sagged in the square. 14. Men s stiff collars wilted by nine in the morning. 15. People moved slowly ambled across the square, shuffled in and out of the stores around it"

11 SUMMATIVE ASSESSMENT ANSWER KEY 1. ad 2. bd 3. e 4. ae 5. b 6. bd 7. a 8. d 9. be 10. ac 11. b 12. c 13. a 14. c 15. a

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