Sarah Sheffield

Grade Level: 8th Grade

School: Burley Middle School
Date of Lesson: February 7, 2017
Topic:
Vocabulary: Connotation/ Denotation and Allusion in the context of Fahrenheit 451
Enduring Understandings:
Students will understand that humans use figures of speech in language in order to
vary language, make language more powerful, and make connections to things
and ideas outside of the book. (U1)

Essential Questions:

Why does Ray Bradbury use so many allusions?

Primary Content Objectives:

Students will know: (facts/information)
The definition of allusion: a figure of speech that is an indirect or passing reference to
a person, thing, event, or idea. (K1)
An allusion is a figure of speech. (K2)

Students will be able to do: (skills and behaviors)

Identify examples of allusion within the text. (D1)
Analyze the authors use of allusions. (D2)
Discuss the use of allusions with their classmates in order to form conclusions about
the purpose of allusions. (D3)
Present ideas about allusions to the class. (D4)

Related state or national standards:

VA SOL 8.4 The student will apply knowledge of word origins, analogies, and
figurative language to extend vocabulary development within authentic texts.
a) Identify and analyze an authors use of figurative language.
VA SOL 8.5 The student will read and analyze a variety of fictional texts, narrative
nonfiction, and poetry.
a) Explain the use of symbols and figurative language.
VA SOL 8.2 The students will develop and deliver oral presentations in groups and
individually.
c) Use appropriate verbal and nonverbal presentation skills
h) Use a variety of strategies to listen actively
Assessment
Diagnostic:
When students work together to look for examples of allusions, I will use this as a
guide for whether I need to spend more time reviewing the definition or if the
students are prepared to tackle discussing why the allusions are important in
F451. If students need more time working on the definition, we will look at
example that they come up with and talk about them more deeply. We will then
exchange the snowball discussion for a think-pair-share if there is enough time for
that and have students brainstorm reasons that Bradbury would use allusions. (K1,
K2, D1, D2, D3, D4; VA SOL 8.2.c,h, VA SOL 8.4.a; VA SOL, 8.5.a )

Formative:
Exit ticket: Students will fill out a few question on Google forms in order to
demonstrate how much they understand allusions, they have ideas about why
they are used, and they feel confident applying this knowledge to the rest of the
book and future reading. I will look at the exit tickets to determine how effective
the lesson was and to guide how I structure my next lesson. (K1, K2, D1; 8.4.a)
Snowball discussion: I will listen in to group discussions to gauge how well they
are understanding the materials. As I listen, I will look for understanding the
importance of figurative language and how it affects speech. I will also look for
good discussion abilities. (U1, K1, D1, D2, D3, D4; VA SOL 8.4.A, VA SOL
8.5.a; VA SOL 8.2.c,h).

Materials and Resources: (List here all materials that you will need in order to
successfully teach this lesson. Include technology and website links, texts, graphic
organizers, student handouts, physical manipulatives, etc.)
Key Vocabulary and Definitions:
Figure of Speech
Allusion
Exit Ticket
Discussion Handout

Lesson Procedures:
1. Introduction and goal orientation:
a. Introduce topic: (2 minutes)
i. Today, Im going to work with you all to help you understand what
a few of those words on your note sheet.
b. Direction
 i. Go ahead and get out your vocabulary sheet that looks like this
[hold up notesheet] and find the word allusion on it.
2. Understanding Allusion (20-25 min)
a. Definition: a reference, usually indirect, to a famous person, place, thing,
event, or idea. In literature, authors often allude to other works of
literature, historical figures, and important events and ideas.
i. First, lets review what a figure of speech is. A figure of speech is a
saying that we use where we dont mean it literally. Think about
when someone is getting tan in the summer and they are described
as having sun-kissed skin. Is the skin literally kissed by the sun?
No. What is particularly important for you to keep in mind is why
we use figures of speech. It seem ridiculous when you think about
it---why dont we just say what we literally mean? Figures of
speech help make language more interesting and in a weird way
they can help make ideas more clear. Like sun-kissed skin for some
reason makes more since than just saying tanned skin and the
phrase is much more memorable.
ii. Ok guys, were going to transition a little bit to talking more about
allusions now. Pencils down and listen to me first. Here is the
definition: an allusion is a figure of speech that is a reference,
usually indirect, to a famous person, place, thing, event or idea. In
literature, allusions are often to other works of literature and
historical people and events. Allusions are references to things that
people reading the book might know about. For instance, if I say,
I was walking down the street, and I felt like Thomas Jefferson
when I thought, everyone deserves a chance to pursue happiness.
I alluded to Thomas Jefferson, a famous historical figure in history
AND the Declaration of Independence, a famous historical
document. Lets look at some examples in Fahrenheit 451.
b. Example 1: Tower of Babel
i. I remember hearing you all discussing the Tower of Babel with
Mrs. Linville last week, so I know you know what it is. This is one
of the big examples of allusion in Fahrenheit 451. Can someone
explain to me why this is an allusion? You can look at the
definition to help you. [Student responds that its a reference to the
Bible; or to a thing]. Nice! Thank you so much for being the first
one to speak up today. Yeah, Beatty says that the woman was living
in a Tower of Babel. This is a figure of speech because she
wasnt literally living in the Tower of Babel. This is an allusion,
specifically, because its a reference to the Bible, which is a book.
c. Example 2: Master Ridley (33)
i. Around this same part in the book, on page 33, the woman says to
Beatty, Play the man, Master Ridley; we shall this day light such
a candle, by Gods grace, in England as I trust shall never be put
out. This is another allusion, which we know because its quoting
something. The woman is quoting some old book or a historical
 event. One way we could figure out what this means is if we look
up the quote on Google (yay technology). But, we dont need to
look this part up because Bradbury gives it to us. Look at page 37
at the bottom of the page. Who tells us, the readers, what the quote
means? [Students respond Beatty] Exactly. Beatty, the fire chief,
explains this allusion to us. Thats interesting. Also, whats weird
is that Bradbury gave that allusion away so easily. Why didnt he
make the reader work for it? You dont have to answer now, but
think about that. Bradbury purposefully told us the allusion. Why?
d. Partners work to find more allusions (10 minutes)
i. Okay, now you all are going to go on a little scavenger hunt to find
some more examples of allusions. You are going to work in pairs,
and I am going to assign a few pages to each pair. I want you to
find at least three allusions, and be prepared to share one with the
class and explain why it is an allusion. You have 5 minutes to find
three references to a famous historical person, a work of
literature, a historical event, and quotes from people.
e. Share back to class one example each and why its an allusion. After
students share, I will show slide with lots of allusions examples in it to
show how many Bradbury uses.
3. Understanding the purpose of Allusions in F451 (50 minutes)
a. Ok, Ive been talking quite a bit for a while now, and you all really have a
good grasp of what an allusion is. What I want to do is turn the power
over to you and have you all work together to start trying to figure out
what the importance of an allusion is. Whats the big deal, Bradbury?
Why so many allusions?
b. This discussion is going to be pretty big, so what I would like to see is
everyone focused and everyone participating so you dont miss anything!
Do your best, and try to really get into the discussion by listening, taking
notes, and sharing your ideas! Remember to respect everyones opinions
during this discussion.
c. First, we will begin in pairs, so make eye contact with your partner!
Great. Look at the sheet that I am passing now. You and your partner will
be working on the first three questions together for the next 7 minutes. [Set
timer; walk to partners and monitor discussion/ ask more questions to
engage].
d. Wow, I was hearing some great stuff. Now I want each set of partners to
turn to the closest set of partners and form a group of 4. In you group of 4,
talk with each other about the next two questions for 12 minutes. Keep up
the good work with respecting each others ideas and thoughts. [Set timer.
Monitor discussion.]
e. Ok, still in your groups of 4, I want you to take 5 minutes, thats not a lot
of time, to talk about the last two questions. Just brainstorm together for 5
minutes, and then we are going to talk about those questions all together
as a class. [Set timer].
f. Snowball discussions (45)
 i. In 2 (7 minutes)
1. Did Montag understand when he heard the old woman call
Beatty Master Ridley (pg. 33)?
2. If Mildred heard someone use an allusion while speaking
to her, do you think she would understand it?
3. Can people understand allusions if they are not well-
educated or well-read? Why or Why not?
ii. In groups of 4 (10 minutes)
1. Why do you think that Bradbury told us what the woman
meant when she called him Master Ridley on page 33?
Why did Bradbury have Beatty explain the allusion to us?
2. Look at Beattys use of quotes when he is discussing his
dream on page 103. What effect does Beattys ability to
use and understand allusions have on Montag? Do you
think that Beattys ability to have an effect on people by
using language is a sign of power? If yes, why? If no, what
is it a sign of?
iii. Whole class (5 min in groups of 4; 15-20 min as whole class)
1. Why did Ray Bradbury fill Fahrenheit 451 with allusions
to literature, history, famous intellectuals, and more?
2. What effect does this mass of cultural references have on
the book?
g. Check for understanding.
i. Thank you guys so much for hard work. You all are really
amazing. Please go ahead and fill out this form on Google Forms.
Dont worry-it isnt graded- I just want to use it to see how this
lesson went. Thank you all so much!

Accommodations/ Differentiation
I will provide opportunities for students to work with partners before having to share with
the class so that students who are less comfortable sharing have time to think through
their responses. The discussion is designed so that the first questions are easier and then
they become increasingly more difficult. Students can share on questions that they feel
more comfortable addressing.