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Teacher-Created Lesson Plan

Fahrenheit 451: Synthesis, Argument, and Animation. End of Novel Project

This unique end of novel project allows students to put it all together and then, use the information in a real way that is much more engaging than a test or essay
Kirsten S.
Principal/head of school
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My Subjects English Language Arts, Math, Science, Social Studies, Arts

Students will be able to synthesize the ideas presented in Fahrenheit 451 in an argumentative presentation,
Students will be able to utilize technology as a way to improving the presentation of an argumentative presentation.


English Language Arts
Grades 9 – 12
All Notes
Teacher Notes
Student Notes

1 Introducing the Genre: Animated Whiteboard Videos

Google Drive
Free, Paid

Start this when you are towards the end of the novel!

I. Tell your students that they will be learning something along with you, how to make animated whiteboard videos! Explain that since nobody knows how to make them, you will face the challenges together! This lowers their anxiety about doing something new and places everybody on the same playing field.

II. Ask them to watch the following whiteboard animated video. As they watch they should think about the following:
a. What are the materials that one needs to do this type of presentation?
b. If you had to describe this kind of video to someone else, what would you say?

III. Set up a blank Google Doc. After watching, ask them to answer the questions in part II. Prompt them to think about materials, speed of film, color, narrations vs drawings, ect. This is important to discuss. Essentially, they are dissecting the "whiteboard animated video" genre. Using the Google Doc takes notes as they discuss. Post this Google Doc to your website so that they can refer to it later or use it as a way to review the following day.

IV. Ask students if they would rather watch the animated video or read the presentation on paper. Why? What are the advantages or disadvantages? What audiences would not benefit from a visual? This step gets them to think critically about digital tools and the appropriate time and audience to use them. The point is not just to teach them another presentation tool, but to get them to use the tool strategically.


2 Prompt Analysis and Getting Started

Activity: Other — Prompt Analysis, Script Drafting,and Illustrating

I few years ago I became a part of the Area 3 Writing Project and learned about leading students through prompts by thinking about invitation, stipulations, and recapitulation. My students analyze prompts every few days using these ideas. We look at prompts from a wide range of content areas for a wide range or essays, projects, and short response assignments. If you look at prompts in a different way, substitute your own method.

I. Provide each student with a prompt.
II. On their own, identify the inviltation, stipulation, and recapitulation.
III. Turn to a neighbor and paraphrase what the prompt is asking you to do.
IV. As a class, paraphrase what the prompt is asking, identify each part of the prompt.
V. Ask students where they can find the textual references that are required by the prompt.
VI. Ask students what the other stipulations of the prompt are...think about what the genre of "white board animated videos" entails. Return to Google Doc if necessary.
V. Make sure they understand it should be argumentative by identifying who the audience of their video will be and what the video is being used for. Discuss the implications of this on tone, evidence, and imagery of their final product.

Stress that they will have one day for drafting, one for rehearsing, and one for filming. It is handy to have them work on a google doc so that they can continue working on it at home.

VI. Allow students to script and illustrate in their groups at the same time. Often the writers and illustrator will play off of eachother. 

3 Filming and Editing

Activity: Other — Filming and Editing Using the free APP SPLICE for the iphone

Preparation: Ask students with an i Phone ior i Pads to download the SPLICE free video editing app on their phone. I they have a hard time finding it in the APP store, tell them to search under "i phone apps". If you will be using school i Pads, ask your tech team to download the apps onto your i Pads. You will also need white butcher paper and black sharpies.

Make copies of the Splice Cheat Sheet for each student.

Directions Before Filming:
You will be using your i Pad's camera to film NOT the app.
When filming don't stop. Do it all in one shot so that there is no editing needed.
Prepare by having the artist lightly sketch their illustration in pencil. Then, when filming go over it in ink.
Try to keep your illustration to three minutes or less.
Do not worry about the voice over, we will do it later!

After Filming, pass out these trips and tricks to each group member. The sheet has instructions for the Splice App. They will need a quiet place to perform their voice over. You might want to have a sign up sheet in 10 minute increments in class and lunch so that they can stand outside your door and record.

Instruct students to either upload the video to their google drive via a drive app on their phone or to You Tube. They need to make sure that either way, the video is set to public.

4 Collecting and Showing Student Videos

Google Drive
Free, Paid

I. Collecting Student Work

Preparation: Create a Google Form for your classes that contains a place for class period, group name, and link to assignment.
Place the google form on your website or email it to your students.
Place a link to the Google Form Response Spreadsheet or embed the spreadsheet onto your class website.

II. Peer Feedback
Create a Google Form for Peer Feedback like this: Feedback Form

As a class, watch 2-3 of my students' videos and use the feedback form to provide feedback to them. Model how to assess student work and provide helpful feedback.