1. F451 Day Four
Advanced Spring 2011

2. Agenda: Bell Ringer Word Work Part One Quiz Skill Focus: Jargon
Exit Slip
Homework: pp

3. Bell Ringer #9: (A) 5/3 & (B) 5/4
If all books in the world were going to be burned tomorrow and you could only save one, which would it be and why? Explain your answer in 3- 4 complete sentences.
After you complete your bell ringer, create a question from your assigned reading (pp ) and answer the question. Do this without using your book. We will share these as a class to prepare for our Part One quiz.

4. Word Work #9: Definitions
Centrifuge (n.) an apparatus used to spin chemicals or other matter around in order to separate out certain parts
Cacophony (n.) jarring, discordant sound
Pratfall (n.) humiliating error, defeat, or failure

5. Word Work #9
The pots and pans were a ___________ of noise in the kitchen.
The chemist worked over his _____________ for hours to finish the lab results.
The football player covered his eyes in shame that a __________ could have just cost his team the championship.

6. Discussion: Part One
Reread Captain Beatty’s monologue (pp 57-59). Discuss his view that school cultivates anti- intellectual sentiment (p. 58).
Does this description accurately depict Bryan Station?
Do books violate the idea that “everyone is made equal” (p. 58)?

7. Part One Quiz

8. Skill Focus: Jargon

9. Why is jargon important?
How can language get in the way of conversation in certain situations?
List peoples or places that you would have a hard time understanding the conversation.

10. Specialized Vocabulary
Specific words used by people belonging to the same group:
region (urban vs. rural, North vs. South)
ethnicity
economic class
time period/era or age
career field
knowledge-base
activity

11. Skill Focus: Jargon
Definition: when an author uses words to reflect a particular group (usually based on career field, knowledge-base, or activity)
Includes:
vocabulary, or terminology
The use of jargon may exclude (or leave out) some people from understanding a conversation because they do not have the same knowledge the group does.

12. Examples of Jargon UK vs. Duke basketball clip ER clip
List JARGON that you hear during each clip.
What differences do you notice in the vocabulary of the two clips?

13. Finding Jargon – Group Work
Read your article.
Write a paragraph summarizing the main ideas of your article. (10 points)
List your article’s audience. (10 points)
Based on the audience, create a list of FIVE examples of jargon found in the text. (10 points)
Write a word or phrase that you think best defines each example of jargon. (10 points)
Present your information to the class. (10 points))

14. How is jargon used in F451?
“She talked to him for what seemed a long while and she talked about this and she talked about that and it was only words, like the words he had heard once in a nursery at a friend’s house, a two-year-old child building word patterns, talking jargon, making pretty sounds in the air.” Can you identify the JARGON in the following examples? “The machine pumped all of the blood from the body and replaced it with fresh blood and serum…” (15) “Or go out in the cars and race on the streets, trying to see how close you can get to lampposts, playing ‘chicken’ and ‘knock hubcaps.’ (30) “Three seconds later the game was done, the rat, cat, or chicken caught half across the way, gripped by gentling paws while a four-inch hollow steel needle plunged down from the proboscis of the Hound to inject massive jolts of morphine or procaine.” (25)

15. Why is there not much jargon?
Most texts focus on a certain topic: sports, crime, war, etc.. Think back to novels that we have read in class thus far (To Kill a Mockingbird, Lord of the Flies).
Can you recall what type of jargon was used in those novel?
What type of people would understand that jargon?
Why do you think it was used in the novel?
Think: Why is there not a lot of jargon used in F451? What do you think the author was trying to show us through his lack of specialized vocabulary?

16. Exit Slip: What is the tone of the passage?
The side of the ship made an opaque belt of shadow on the darkling glassy shimmer of the sea. But I saw at once something elongated and pale floating very close to the ladder. Before I could form a guess a faint flash of phosphorescent light, which seemed to issue suddenly from the naked body of a man, flickered in the sleeping water with the elusive, silent play of summer lightning in a night sky. With a gasp I saw revealed to my stare a pair of feet, the long legs, a broad livid back immersed right up to the neck in a greenish cadaverous glow. One hand, awash, clutched the bottom rung of the ladder. He was complete but for the head. A headless corpse! The cigar dropped out of my gaping mouth with a tiny plop and a short hiss quite audible in the absolute stillness of all things under heaven. At that I suppose he raised up his face, a dimly pale oval in the shadow of the ship’s side…I only climbed on the spare spar and leaned over the rail as far as I could, to bring my eyes nearer to that mystery floating alongside. As he hung by the ladder, like a resting swimmer, the sea lightning played about his limbs at every stir; and he appeared in it ghastly, silvery, fishlike.
What is the tone of the passage?
What mood does it create for its audience?
Identify examples of jargon and the specialized group associated with those words?
How does the use of jargon help create the mood of the passage? Be sure to explain your answer.

17. Homework: Reading: Part Two (pp. 69-91).
Five significant characters have been introduced: Montag, Clarisse, Mildred, Beattie, and Faber.
Make lists of what motivates each of these characters as you read.