WICOR Lesson Plan – Fences Act 1, Scenes 1-2
Review
Course: E. 12
Date:
Instructor:
Aim/Instructional Outcome: (The student will be able to):
How do we enhance our comprehension of a text through reviewing?
SWBAT: Identify and analyze Troy’s attributes through his interactions with others
Discuss and analyze themes revealed
Examine how Wilson uses literary devices to develop the play
As evidenced by the questionnaire, and quick-write
Common Core Learning Standards: RI. 11-12. 1,2,3,4,6
Vocabulary (for active Word Wall): conflict, share-cropper,
Instructional Materials/Resources:
Fences, Chart-sheet, Cornell Notes. Student packet, Costa’s Levels of Thinking
Do Now/Quick-Write:
Discuss Troy’s attributes: his strength and character flaws and
techniques Wilson uses to develop this character.
Short-sighted, selfish
Responsible
Time
Mini-Lesson with Modeling: (“I do)
Time
1.
2.
Conflicts
-Racial conflict
- Familial: Troy and
Themes: Fence
5 mins
10 mins
Instructional Grouping:
1. Group arrangement
Pd.4 Ter/sha/issa
Jad/jon/jus
Sap/nik/jos
Mar/sign/sul
Dar/feli/jonn
Pd.7: mad/cyn/
adr/mul/wal
Kev/lui/par
Les/max/gom
Jul/dav/
1.Modeling: Chart
2. Read aloud and class
discussion
3.One-on-one teacher
assistance
Shur/ru: S/T/Rs
2.Rational:
Heterogeneous/
Based on interests and
abilities
Student Work Period/Learning Activity: Guided Practice (“We do) and
Independent Practice (“You do”)
Pair/group work:
Differentiation Strategies:
Time
20 mins
-Questions
-Exit Slip: Answer the “Aim”.
Volunteers and non-volunteers will share findings to the class.
-
Win:
Ls
3. Groups will be rearranged if necessary
Higher Order Questions: (Bloom/Webb/Costa’s)
- How do you think parents impact a child’s
mental and psychological development
tremendously? How do you parents influence your
growing up? Use evidence to prove your point.
-
5 mins
Summary: conflict/theme/characterization
Time
Assessment
Circulating to check for understanding
Work will be shared in class.
5 mins
Homework: Research August Wilson and create an Author Brochure
Reflection on Lesson
How will you change this lesson in the future?
How will your evaluation of today’s assessment inform
future instruction?
Fences-Act 1 scenes 1-2
by A. Wilson
REVIEW SHEET
NAME-----------------------------------------------------------DATE --------------- SCORE------------------
LITERARY QUESTIONS
DIRECTIONS: Base your answers on Fences by August Wilson. Be sure to cite textual evidence to support
your answers.
1. Analyze the significance of the title Fences. Discuss how it relates to the theme and what it stands
for to each of the major characters: Troy, Rose, and Bono. Use textual clues to explain why you
think so.
2. Identify and analyze the two major conflicts introduced in Act 1 Scene 1. What messages does
Wilson try to convey through the conflicts? Why do you believe so?
3. What is the meaning of the following statement, “Death ain’t nothing but a fastball on outside
corner”? How does it reveal about Troy’s characteristics? What literary device does Wilson use?
How effective is the device? Give reasons for your answer.
4. Why is Troy bitter about baseball and sports in general? Do you think his bitterness can be
justified? How would you feel if you were in his situation? Why?
5. What “fences” exist between Lyons and Troy? Who or what should be blamed for the strained
relationship? If you were Lyons, how would you feel about Troy’s role as a father? Why do you
think so?
6. Why does Troy discourage Cory from playing football? What does it say about Troy?
7. How would you describe Gabe? Do you respect him or do you feel sympathetic toward him? Why do
you feel this way? What is Wilson’s purpose for creating the character? (e.g. How does his presence
heighten the drama, highlight Troy’s character and future?) Give reasons for your answer.
8. How do Troy and Cory’s perspectives differ on the issue of playing football? Whom do you agree
with? Why? How does the conflict between the two escalate? Do you think Troy should be
responsible for the strained father-son relationship? Why?
9. Discuss the setting. How does the setting contribute to the development of Troy? Cite evidence.
10. Describe once of the characters in the play (Troy, Gabe, Rose, Cory). Cite textual evidence to
support your answers.
11. What are some of the themes revealed? How does Wilson convey the message?
SBL Reading Comprehension Rubric
Score
Description
4
-
Demonstrate an insightful understanding of the central idea and answer all the questions correctly
-
Provide abundant and relevant textual evidence
-
Follow the conventions of standard English
-
Demonstrate thorough understanding of the central idea and answer 90% of the questions correctly
-
Provide relevant textual evidence
-
Demonstrate thorough understanding of the central idea and answer 80% of the questions correctly
-
Provide sufficient and relevant textual evidence
-
Follow the conventions of standard English with a few errors
-
Demonstrate an understanding of the central idea and answer 75% of the questions correctly
-
Provide relevant textual evidence
-
Demonstrate an understanding of the central idea and answer 70% of the questions correctly
-
Provide relevant evidence
-
Follow the conventions of standard English with some errors
-
Demonstrate understanding of the central idea and answer 65% of the questions correctly
-
Provide irrelevant evidence
-
Demonstrate understanding of the central idea and answer 50% of the questions correctly
-
Provide no evidence
-
Produce errors that hinder comprehension
-
Answer no questions correctly
3.5
3
2.5
2
1.5
1
0