Mrs. Bowles
Fahrenheit 451, Ray Bradbury Task I: Quote Analysis After reading the novel Fahrenheit 451, students will critically analyze a total of ten (10) quotes that represent major themes within the text. For each quote students will be asked to write a paragraph that contains the following:
Task II. Film Analysis Students will be responsible for viewing a film that represents a dystopian society, just like the society depicted in the novel Fahrenheit 451. The films to consider are The Matrix, I Robot, A.I.: Artificial Intelligence, War of the Worlds, I am Legend, The Giver, The Hunger Games Series Divergent Series, and Ender’s Game. YOU MUST have parent approval. Students will critique the use of characterization in the film and critically evaluate the stylistic elements of cinema used to bring the society to “life” in the film. Students will discuss the imagery used in the novel. Students will analyze theme and mood/tone in the film, choose several clips from the film that illustrate an understanding/interpretation of the work, explain what similar themes are revealed in the novel text, and how the themes are interpreted differently through the literary canons: film and text. Students will answer questions to demonstrate their knowledge and understanding of the main events and characters in Fahrenheit 451 as they relate to other literary forms. Students will answer the following questions for their designated films: 1. What does it mean to “live”? What kinds of things contribute to the quality of our lives? 2. Why did there seem to be a low value placed on human life in the story? 3. We discussed in class the purpose of Faber saying, “I don’t talk things, sir. I talk the meaning of things. I sit here and know I am alive.” How did you see this theme/meaning come to life in your assigned film? 4. Compare and contrast Montag and the main character in your film - at least a paragraph. 5. Compare and contrast the characters in your film to the characters in the novel - at least a paragraph. 6. Are the characters in Fahrenheit 451 and (the assigned film) stereotypes? If so, explain why you feel the authors used stereotypes—have you seen these types of characters in other films or read about them—i.e. the hero, the nerd, the rebel? If not, explain how the characters merit individuality; explain what makes them different, what makes them an individual and stand out in her/her society. 7. What do the characters in the film represent or what are they symbolic of? What are the characters in the novel symbolic of, or what do they represent? How does the symbolism in the book differ from or remain the same as the symbolism of the film? 8. What elements of film help to create the mood and tone in the film to create a visual representation of dystopian society? Give at least three examples from the film that support your claim. Remember to be specific. 9. What are the elements of a novel/fiction that help to create mood and tone? Give three examples from the novel where the author utilizes these elements the best to support your claim. 10. Using your knowledge of how our society is today and the societies created by both the authors of the film and the novel, articulate what message you feel the authors want readers/viewers to understand about the world in which we live. *Answers must be answered in a 2-3 page analysis to show that time was spent critically reviewing each question. All answers must be in MLA format. I, ____________________________, give my child permission to view his/her assigned film, with the understanding that the film will be used for the purpose of literary analysis and a tool to teach literary concepts in a real world setting. Parent Signature __________________________________ Date ____________________ READING SCHEDULE: Read through 18 Read through 31 Read through 48 Read through 68 Read through 86 Read through 96 Read through 110 Read through 123 Read through 138 Read through 153 Read through 165 Read through 179 |