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#Fahrenheit 451 wordwall series

#Fahrenheit 451 wordwall series

It was part of the conference series founded by IDEC1 in 1977, with the name “European Conference on Reading”.

Such practices, the research suggests, will necessitate changes in both teachers’ and students’ identity.Įdited by Margit Böck, Florian Auernig and Andreas Hudelist The 19th European Conference on Literacy in Klagenfurt took place from 13 to 16 July 2015. The research challenges English teachers to consider which pedagogical practices are both appropriate and desirable in the teaching of literacy and which will help students develop the capacity for imagining a wider range of identities across time and space. Data from English-language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and participate more actively in literacy practices. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities.

Do you think Montag is too impetuous throughout the novel? Justify your answer with examples from the novel.In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text.

Do you think Beatty is an insidious person? Justify your response with examples from the novel.

Why do you think Mildred feels so melancholy when we first meet her?.

How has Clarisse shown her defiance against the dystopian world she lives in?.

Sample vocabulary questions for Fahrenheit 451 : Require students to understand the meaning of the vocabulary words and apply that understanding to themes and characters in the text. Use this same language on tests and assignments. The point is not to memorize or test students’ word knowledge, but to create a language-rich environment that they will emulate. Create a poster or word wall for the vocabulary words and use them as often as possible discussions and activities. Introduce 4-6 vocabulary words through direct instruction at a point in the curriculum when the words can facilitate conversations about themes and characters in the novel. In his new state of enlightenment, Montag meets the philosophers who reflect his new understandings of the world and help him evolve from a state of contemplation to a state of action. By the end of the novel, the world as Montag knows it has been virtually destroyed and Montag sets out to build again. Through his reading and challenging conversations with characters such as Beatty and Faber, he begins to make sense of the world as it truly is. He calls in sick for work and begins to read his stolen books. As Montag interacts with Clarisse, he enters a state of contemplation. Clarisse is different from everyone that Montag knows: she is vibrant and curious about her world.

This is in stark contrast to Mildred, who is surrounded by cold, dark imagery.

The appearance of Clarisse early in the novel represents a clear turning point for Montag, who observes the way she reflects his own light back to him. Mildred serves a both as a reflection of his own ignorant state and as a representation of what is broken in his world. Mildred->Montag early->Firemen->Montag middle->Beatty->Clarisse->Faber->Montag lateĪt the beginning of the novel, Montag appears to be ignorant of the world around him and of his own role in that world. Linear array: Ignorance-–>Contemplation->Enlightenment Sample question: In Fahrenheit 451, how does Montag evolve from a state of ignorance into a state of enlightenment? How do the people in Montag’s life reflect or influence his thinking? This sample activity shows how I might use a linear array to teach the words ignorance, contemplation, and enlightenment to high school freshmen. Use linear arrays to represent shades of meaning between words or progression of a story line or character.