Friday

 Today we are going to start UNIT 3: NIGHT

 CONTENT/UNIT:    

NIGHT: Memory and Social Justice

Anchor Text:

Night – Elie Wiesel

Additional Texts:

“Nobel Prize Acceptance Speech” – Elie Wiesel

“Montgomery Boycott” – Coretta Scott King

“I Have A Dream” – Martin Luther King

From Farewell to Manzanar – Jeanne Wakatsuki Houston

Unit Learning goal: Students will determine the author’s purpose by citing specific evidence from the text and creating a project (video, PowerPoint, spoken word presentation with visual aids) that connects Night to other works that contain ideas of 1) social justice; 2) the use of memory as a force of change; 3) the Holocaust.

Scale/Rubric relating to learning goal:

4 – The student can determine the author’s purpose by citing specific evidence from the text and connect NIGHT to many works, fiction and nonfiction, that contain ideas of social justice, memory as a force of change, and the Holocaust.

3 – The student can determine author’s purpose and cite evidence from the text and connect NIGHT to another work – either fiction or nonfiction – by connecting one of the following ideas: social justice, memory as a force of change, and/or the Holocaust.

2 – With some direction/help from the teacher the student can determine author’s purpose and cite evidence from the text and connect NIGHT to another work – either fiction or nonfiction – by connecting one of the following ideas: social justice, memory as a force of change, and/or the Holocaust.

1 – Even with help from the teacher the student cannot determine author’s purpose and cite evidence from the text and connect NIGHT to another work – either fiction or nonfiction

Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

1. Discuss the author’s purpose by connecting it with a major theme in Night
2. Discuss how Night uses elements of fiction to tell a story
3. Outline the plot
4. Discuss 2-3 motifs found in Night
5. Discuss the importance of various characters in the story and how their roles reinforced a major idea (theme)
6. Connect Night to the larger picture of the Holocaust
7. Connect Night to the larger picture of social injustice in the world
8. Discuss one major symbol in Night and analyze its meaning in connection with a main idea (theme) of the book
9. Briefly discuss the following questions:

·     What does it mean to be human?

·     Why do bad things happen to good people?

·     How does one man’s experience represent the experience of millions?

·     How does one overcome difficult situations?

·     How do perceptions of a situation make it more or less stressful?

·     How can feelings of sadness or anger affect one’s life?

·     How can stress affect individuals?

·     What events can suddenly change the course of a person’s life?

·     What does hopeless mean to you?

·     How can hopelessness affect people’s lives?

·     Do I realize there is an ongoing battle against the exploitation of the weak by the strong?

·     What is freedom?

·     What is the relationship between freedom and responsibility?

·     Is liberty and justice for all attainable?

·     How can an author’s personal experiences influence his/her work?

ESSENTIAL CONCEPTS:

Why do people choose to write memoirs?  What is the difference between a memoir and a novel?  How does a memoir utilize the techniques of fiction?  What is the purpose of Elie Wiesel’s memoir?   Why did he write it? 

NIGHT STUDY GUIDE

THEMES:

1.     FAMILY: At the beginning of the book, prisoners in the concentration camps hold on to their family members. The most important thing is to stay with your family members as long as possible. However, as the book progresses, a major conflict in the book arise: self-preservation vs. love and loyalty to family.

2.     FAITH: Throughout the book, Elie presents the Jewish faith during a time of extreme darkness. The things Elie witnesses as a child cannot, in his mind, be reconciled alongside the idea of God. Throughout the book, he “loses his faith”. Is man stronger than God?

3.     DECEPTION: Especially self-deception – is a powerful force in Night. Self-deception has two primary results: boosting morale and hope, but also deluding the Jews and leaving them vulnerable.

IDENTITY: In the beginning of Night, Eliezer identity is that of an innocent child, a student of Talmud, and a devout Jew. But the concentration camps experience strips him (and his fellow Jewish prisoners) of his identity. Eliezer’s identity upon entering the concentration camp is that of a child, a student of Talmud. What is his identity when he leaves?

Night Study Questions (pages 3-22)

Detail everything you know about them (physical description, personality, etc.):

Moishe the Beadle:

Elie:

Elie’s Father:

SETTING:

Detail the time and place the story begins:

When does the story begin?

What year is it at the end of Chapter One?

Where does Elie live?

IN-TEXT QUESTIONS:

Infer the answer from the text (Minimum 1-2 sentences):

Describe where Moishe the Beadle is taken and what happens to him.

Describe the treatment Moishe the Beadle is given when he returns.

Describe the condition of the synagogue when the Hungarian police brings the Jewish Community there.

LITERARY ELEMENTS:

ALLUSIONS:

The Destruction of the Temple (pg. 1):

The Kabbalah (pg. 4):

The Week of Passover (pg. 10):

SIMILIES AND METAPHORS: GIVE FOUR EXAMPLES

IRONY:

The celebrating of Passover in their current situation (pg. 10):

SHORT ANSWER QUESTION

Minimum 4-5 Sentences

Why don’t the Jews listen to the warnings of the danger to come? What explains their ignorant optimism?

Night Study Questions (pages 23-28)

CHARACTERS:

Detail everything you know about them (physical description, personality, etc.):

Madam Schachter:

Elie:

SETTING:

Detail the time and place the story is presently at:

Where were the prisoners brought?

How were they transported?

IN-TEXT QUESTIONS:

Infer the answer from the text (Minimum 1-2 sentences):

Describe the treatment of Madam Shachter. Why is she treated this way?

LITERARY ELEMENTS:

SIMILIES AND METAPHORS: THREE EXAMPLES INCLUDING THE FIRE MADAM SCHACHTER SEES AND WHAT IT MIGHT REPRESENT.

SHORT ANSWER QUESTION

Minimum 4-5 Sentences

Why is Madame Shachter screaming? What is she screaming about? What could she be predicting?

Night Study Questions (pages 29-47)

CHARACTERS:

Detail everything you know about them (physical description, personality, etc.):

Dr. Josef Mengele:

Elie:

Stein of Antwerp:

Akiba Drummer:

SETTING:

Detail the time and place the story is presently at:

Detail the routine the prisoners were forced to endure after they first entered Auschwitz.

How long did the deportees stay at Auschwitz?

What’s the name of the second camp they attended?

IN-TEXT QUESTIONS:

Infer the answer from the text (Minimum 1-2 sentences):

Why did Elie lie to Stein about his knowledge of the man’s family?

LITERARY ELEMENTS:

IRONY: explain why the statements are ironic and what type of irony it is.

Why was the prisoner in charge of the block replaced?

“Work Makes You Free!” (Pg. 40):

SIMILIES AND METAPHORS: GIVE THREE EXAMPLES

SHORT ANSWER QUESTION

Minimum 4-5 Sentences

What change occurs in Elie’s faith?

NIGHT (pages 47-66)

CHARACTERS:

Detail everything you know about them (physical description, personality, etc.):

Head of the Tent (Pg. 48):

Juliek:

Franek:

Idek:

SETTING:

Detail the time and place the story begins:

In which camp does Chapter Four begin?

IN-TEXT QUESTIONS:

Infer the answer from the text (Minimum 1-2 sentences):

Which unit was not to be chosen at the newest camp?

What job did Elie end up receiving?

Why is Elie whipped in the warehouse?

List the victims who were hung, if not by name then by stature.

LITERARY ELEMENTS:

ALLUSIONS:

“Evoking the calm waters of Jordan and the majestic sanctity of Jerusalem.”:

SIMILIES AND METAPHORS: GIVE THREE EXAMPLES

SYMBOL:

            The Soup (Pg. 63/Pg. 65):

SHORT ANSWER QUESTION

Minimum 4-5 Sentences

At the end of the chapter, explain the quote: “Where is He? Here He is—He is handing here on this gallows…”

Night (pages 66-84)

CHARACTERS:

Detail everything you know about them (physical description, personality, etc.):

Akiba Drummer:

SETTING:

Detail the time and place the story begins:

What time of year is it?

What holidays are the prisoners celebrating?

IN-TEXT QUESTIONS:

Infer the answer from the text (Minimum 1-2 sentences):

What is “selection”?

Why does Elie hate the bell?

What might the bell be a symbol for?

What two things does Elie’s Father give to him before going to the “Decisive Selection”?

LITERARY ELEMENTS:

ALLUSIONS:

Rosh Hashanah (Pg. 66):

Sodom (Pg. 68):

Yom Kippur (Pg. 69):

“I’ve got more faith in Hitler than in anyone else. He’s the only one who’s kept his promises, all his promises, to the Jewish people.” (Pg. 81):

SHORT ANSWER QUESTION

Minimum 4-5 Sentences

Discuss the quote and what is means for Elie’s faith: “Blessed art Thou, Eternal, Master of the Universe…to be butchered on Thine altar.” (Pg. 67)

EXTRA CREDIT: Should the Jewish people fast for their holiday? Why or why not?

NIGHT (pages 85-97)

 CHARACTERS:

Detail everything you know about them (physical description, personality, etc.):

Rabbi Eliahou:

Juliek:

SETTING:

Detail the time and place the story begins:

Where was reached at the end of the chapter?

How long did the refugees run?

IN-TEXT QUESTIONS:

Infer the answer from the text (Minimum 1-2 sentences):

How does Rabbi Eliahou and his son create a foreshadow for Elie’s future?

LITERARY ELEMENTS:

SIMILIES AND METAPHORS: GIVE FOUR EXAMPLES

SYMBOLISM:

Juliek playing Beethoven before he died:

SHORT ANSWER QUESTION

Minimum 4-5 Sentences

What does Juliek symbolize in the book “Night”?

Night (pages 98-115)

1)    How does Elie feel after the death of his father?

2)    Why do the Germans decide to liquidate Buchenwald and evacuate the prisoners?

3)    What stops the final evacuation of the prisons from camp?

4)    What is the first act of the prisoners after the Americans begin to arrive?

5)    What stares back at Elie at the end of the novel?

Short Answer:

Minimum 4-5 sentences

Relate this chapter to the theme of fathers and sons.   

 

 

Thursday

 

 Today we are going to continue to work on your essay.

Here is your essay question: 

How is Fahrenheit 451 a cautionary tale?   Cautionary against what?

 

With a thesis statement and specific evidence from the text write a 1-page + essay discussing what Fahrenheit 451 warns against? This is due on Thursday.

You must have 1) A hook; 2) A thesis statement and order of development; 3) evidence - specific and exact evidence from the text (2 examples per point - about 6 examples total); 4) A conclusion.

Outline:

HOOK:

Thesis Statement:

Order of Development (how, why, in what way will you prove your thesis)

Body 1:

Evidence:

Evidence:

Body 2:

Evidence

Evidence

Body 3

Evidence

Evidence

CONCLUSION:

 

	A	B	C	D
FOCUS	Hook, Thesis Statement, Order of development are fresh and original, and connected to a theme.  Thesis is narrow and manageable.  Order is precise and helps develop one clear idea.  Hook and thesis are connected.	Hook, Thesis Statement and Order are present in the first paragraph.	There is a thesis statement but either it is not clear, or the order of development and/or hook is missing.	No thesis statement
Examples and Analysis	The examples from the source (text) not only back up the thesis but are introduced, explained and analyzed. The analysis shows depth of thought and insight into the text.	The examples used back up the main ideas of the essay.  The analysis offers some insight into the theme, but the depth is not necessary original.	The examples used don’t necessarily back up the thesis.  They are summative in nature and not exact.  The analysis doesn’t offer much if any depth into the text or is merely plot summary.	No Analysis and/or Examples
Voice/Word Choice	Point of view is evident.  Clear sense of audience.  Ideas are original.  Work is engaging.  Precise, fresh and original words.	Some sense of audience.  Conveys ideas to reader.  Ideas are not necessary original.  Uses favorite words correctly.  Some experiment with new words or SAT words.	Paper lacks energy.  Essay lacks focus and/or doesn’t persuade.  Language relies on repetition of the same words or there is an overuse of “to be” verbs.	Voice is not apparent, or doesn’t necessary seem that of the author.
Mechanics	No mistakes	One to five small mistakes that do not affect the reading of the essay	Five to ten mistakes	Numerous mistakes that impair rea

 

Wednesday

 https://youtu.be/9R0ivCaLtnY?si=Rx-kHPlqO4tSFrkO

https://youtu.be/uc81u6TT6HM?si=A1u3ne-wsC2Otxma

 Today we need to discuss yesterday's test and then begin working on essays.

Here is your essay question: 

How is Fahrenheit 451 a cautionary tale?   Cautionary against what?

 

With a thesis statement and specific evidence from the text write a 1-page + essay discussing what Fahrenheit 451 warns against? This is due on Thursday.

You must have 1) A hook; 2) A thesis statement and order of development; 3) evidence - specific and exact evidence from the text (2 examples per point - about 6 examples total); 4) A conclusion.

Outline:

HOOK:

Thesis Statement:

Order of Development (how, why, in what way will you prove your thesis)

Body 1:

Evidence:

Evidence:

Body 2:

Evidence

Evidence

Body 3

Evidence

Evidence

CONCLUSION:

 

	A	B	C	D
FOCUS	Hook, Thesis Statement, Order of development are fresh and original, and connected to a theme.  Thesis is narrow and manageable.  Order is precise and helps develop one clear idea.  Hook and thesis are connected.	Hook, Thesis Statement and Order are present in the first paragraph.	There is a thesis statement but either it is not clear, or the order of development and/or hook is missing.	No thesis statement
Examples and Analysis	The examples from the source (text) not only back up the thesis but are introduced, explained and analyzed. The analysis shows depth of thought and insight into the text.	The examples used back up the main ideas of the essay.  The analysis offers some insight into the theme, but the depth is not necessary original.	The examples used don’t necessarily back up the thesis.  They are summative in nature and not exact.  The analysis doesn’t offer much if any depth into the text or is merely plot summary.	No Analysis and/or Examples
Voice/Word Choice	Point of view is evident.  Clear sense of audience.  Ideas are original.  Work is engaging.  Precise, fresh and original words.	Some sense of audience.  Conveys ideas to reader.  Ideas are not necessary original.  Uses favorite words correctly.  Some experiment with new words or SAT words.	Paper lacks energy.  Essay lacks focus and/or doesn’t persuade.  Language relies on repetition of the same words or there is an overuse of “to be” verbs.	Voice is not apparent, or doesn’t necessary seem that of the author.
Mechanics	No mistakes	One to five small mistakes that do not affect the reading of the essay	Five to ten mistakes	Numerous mistakes that impair rea

 

Tuesday

 Today we need to discuss yesterday's test and then begin working on essays.

Here is your essay question: 

How is Fahrenheit 451 a cautionary tale?   Cautionary against what?

 

With a thesis statement and specific evidence from the text write a 1-page + essay discussing what Fahrenheit 451 warns against? This is due on Thursday.

You must have 1) A hook; 2) A thesis statement and order of development; 3) evidence - specific and exact evidence from the text (2 examples per point - about 6 examples total); 4) A conclusion.

Outline:

HOOK:

Thesis Statement:

Order of Development (how, why, in what way will you prove your thesis)

Body 1:

Evidence:

Evidence:

Body 2:

Evidence

Evidence

Body 3

Evidence

Evidence

CONCLUSION:

 

	A	B	C	D
FOCUS	Hook, Thesis Statement, Order of development are fresh and original, and connected to a theme.  Thesis is narrow and manageable.  Order is precise and helps develop one clear idea.  Hook and thesis are connected.	Hook, Thesis Statement and Order are present in the first paragraph.	There is a thesis statement but either it is not clear, or the order of development and/or hook is missing.	No thesis statement
Examples and Analysis	The examples from the source (text) not only back up the thesis but are introduced, explained and analyzed. The analysis shows depth of thought and insight into the text.	The examples used back up the main ideas of the essay.  The analysis offers some insight into the theme, but the depth is not necessary original.	The examples used don’t necessarily back up the thesis.  They are summative in nature and not exact.  The analysis doesn’t offer much if any depth into the text or is merely plot summary.	No Analysis and/or Examples
Voice/Word Choice	Point of view is evident.  Clear sense of audience.  Ideas are original.  Work is engaging.  Precise, fresh and original words.	Some sense of audience.  Conveys ideas to reader.  Ideas are not necessary original.  Uses favorite words correctly.  Some experiment with new words or SAT words.	Paper lacks energy.  Essay lacks focus and/or doesn’t persuade.  Language relies on repetition of the same words or there is an overuse of “to be” verbs.	Voice is not apparent, or doesn’t necessary seem that of the author.
Mechanics	No mistakes	One to five small mistakes that do not affect the reading of the essay	Five to ten mistakes	Numerous mistakes that impair rea

 

Monday

 TEST

Friday

NOTE: Classroom rule - I will not be grading anything after 4 pm on Thursday for Friday's grade check. If you need to get caught up or turn something in it needs to be done before Friday. This is YOUR responsibility - I will not listen to students begging me to grade something on Friday morning before grade check! 

Today we are going to review for Monday's test. Your study guide is below:

Essential Questions: 

How is Fahrenheit 451 a cautionary tale?  Cautionary against what?

Is Technology taking over our lives?

What is your connection to television?

Why do people read or tell stories? 

What is censorship and how does it appear in the world? 

Why is it important to fight against censorship? 

Is our nation reading less? 

How do we convey complex thoughts or emotions? 

What if books were illegal?  What if music became illegal?   

Does the white clown love you? 

Objectives: At the end of the book students will be able to

1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound

3) Be able to explain and give at least three examples of scenes that fit the following themes:

The Dangers of Censorship
The Dangers of Ignorance
The search for Identity
How censorship and mass media can be used to control people
The importance of independent thought and creativity

4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols

Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books

10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12) Discuss Montag’s relationship with Mildred. Is it a typical relationship in this society? If so what does this say about this society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18) What’s important the significance of the following quote, who says it?: “Go home and think of your first husband divorced and your second husband killed in a jet and your third husband blowing his brains out, go home and think of the dozen abortions you’ve hand and your children who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24) Describe the woman who burns herself up with her books. What does she represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How does the dark ages connect with Fahrenheit 451.

33) Define Dystopia.

Thursday

 

Nov 2 - Finish Book, REVIEW FOR TEST

Nov 3-Review for Test, final journals due

Nov 6 -Test

Nov 7 - Essay

Nov 8 - Essay

Nov 9 - Intro to Night. Essay due. 

THE READING LOG: 

 A short synopsis of the action and character development (what happened who was involved?  Did anyone change? )
 Your interpretation of the significant events occurring in these pages (how were these pages important to the development of the story?)
 Noteworthy figurative language and other literary elements (metaphors, similes, symbols, irony?)
 Vocabulary—unfamiliar words (Look up the words you do not know!!!!)

Unit Learning goal: Students will be able to write a 1-2 page essay citing textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Scale/Rubric relating to learning goal:

4 – The student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale and connect the analysis to real world problems. 

3 – The student can cite textual evidence to support an analysis ofFahrenheit 451 as a cautionary tale.

2 – With some direction/help from the teacher the student can cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale

1 – Even with help from the teacher the student is unable to cite textual evidence to support an analysis of Fahrenheit 451 as a cautionary tale.

Essential Questions: 

How is Fahrenheit 451 a cautionary tale?  Cautionary against what?

Is Technology taking over our lives?

What is your connection to television?

Why do people read or tell stories? 

What is censorship and how does it appear in the world? 

Why is it important to fight against censorship? 

Is our nation reading less? 

How do we convey complex thoughts or emotions? 

What if books were illegal?  What if music became illegal?   

Does the white clown love you? 

Objectives: At the end of the book students will be able to

1) Outline the plot according the six elements of plot. Give at least three events for the rising action and falling action.
2) Be able to discuss the importance of the following characters:
Montag
Clarisse
Beatty
Mrs. Phelps
Black
Stoneman
Faber
Granger
Mildred
The Mechanical Hound

3) Be able to explain and give at least three examples of scenes that fit the following themes:

The Dangers of Censorship
The Dangers of Ignorance
The search for Identity
How censorship and mass media can be used to control people
The importance of independent thought and creativity

4) List two foreshadows
5) List four allusions and discuss why these allusions are important to the book
6) List the point of view
7) List the setting
8) Discuss How Montag is a dynamic character
9) Discuss the meaning of the following images/symbols

Salamander
451
Phoenix
Electric-Eyed Snake
Mausoleum
Dandelion
Parlor walls
Denham’s Dentifice
War
Books

10) List and explain four metaphors and/or similes. What is being compared? What is important about the comparison?
11) Discuss “Dover Beach” – How is it used? What are the results?
12) Discuss Montag’s relationship with Mildred. Is it a typical relationship in this society? If so what does this say about this society?
13) Discuss conversation in this society.
14) Discuss what the schools are like in this society. Why is this important?
15) How many Atomic Wars have taken place since 1990? What does this say about this society?
16) Discuss the war that is always alluded to in the background of the book.
17) Why is another man killed in Montag’s place? What does this represent?
18) What’s important the significance of the following quote, who says it?: “Go home and think of your first husband divorced and your second husband killed in a jet and your third husband blowing his brains out, go home and think of the dozen abortions you’ve hand and your children who hate your guts…”
19) What do you make of Beatty’s ability to quote literature and destroy books?
20) What do you make of Beatty’s death? Did he want to die or did he underestimate Montag? Explain.
21) Are people really happy in this world? Explain.
22) Describe Montag in the beginning of the book. How does he feel about his job?
23) The jets that fly overhead all the time foreshadow what? What things do they represent?
24) Describe the woman who burns herself up with her books. What does she represent? What does she killed herself? How does she change Montag?
25) List some religious allusions. What are these important?
26) Explain the quote: “She didn’t what to know how a thing was done, but why?” Who does this quote refer to? What does it mean?
27) Why don’t women want children in this society? How are the children raised?
28) Why does Beatty make Montag burn his house?
29) Why does Montag plant a book at Black’s house?
30) How are books being saved?
31) Does the novel end with hope? Explain.
32) How does the dark ages connect with Fahrenheit 451.

33) Define Dystopia.

Example of a READING LOG

451 pages 113-123 (Danny Brady's work)

After arriving at Montag's house he sees Mildred run out of the house, stiffen when she passes Montag, and climb into a beatle and zoom off saying, "poor family, poor family, oh everything gone, everything, everything, everything gone now..."; she was the one who called in the alarm. Beatty tells Montag that he must be the one to burn his own house with the flamethrower, and then they will arrest him. Montag takes the flamethrower and enters his house, he first burns some books; then he burns the bed, which lit up in a orange and red blaze; then the bedroom walls; the cosmetics chest; the chairs; the table; everything that showed that he had lived here in this empty house with a strange woman who would forget him tomorrow. If there was no solution, then now there was no problem. Then he went into the parlor and burned the family. When he was done and the house crumbling Beatty seeing montag listening to Faber, strikes him and the green bullet flew out of Montag's ear. Beatty picks it up and says that after arresting Montag they'll go after his friend, Faber. In defiance Montag aims the Flamethrower at Beatty. Beatty thinks that Montag is bluffing and takes a few steps towards him, big mistake, Montag scorches Beatty and then knocks out Black and Stoneman. He drops to the ground depressed about killing a man who he once called a friend, when he recuperates, he gets up and is struck by a car, breaking his leg. Montag forces himself to get up and move because he heard sirens. He first walks, then trots, then he breaks into run to the night.

Important Events:

1. "Beatty," he thought, you're not a problem now. You always said, don't face a problem, burn it. Well now I've done both. Good bye, Captain."
2. "poor family, poor family, oh everything gone, everything, everything, everything gone now..."
3. "It was good to Burn"
4. Montag Killing Beatty (CLIMAX!)
5. the chairs; the table; everything that showed that he had lived here in this empty house with a strange woman who would forget him tomorrow. If there was no solution, then now there was no problem. 

Figurative Language

1. Faber was back there, sitting in a pile of black tar
2. "Beatty," he thought, you're not a problem now. You always said, don't face a problem, burn it. Well now I've done both. Good bye, Captain."
3. "poor family, poor family, oh everything gone, everything, everything, everything gone now..."
4.  
5.