Name: Ms. Hudson
Class: E6
Topic: Fences
Date: 4-3-12/Tuesday
CC Standards:
RL 10
W10
Focus (In the form of a question – How? or Why?):
How can we deepen our understanding of the ending of Fences?
Learning Target(s) Explicitly Stated / Students will be able to (S.W.B.A.T.):
1. Complete extension work in order to deepen their understanding of the text.
Materials
Guided Notes
Folders
SmartBoard
Fences (class set)
Vocabulary
critic
Start-Up Assessment For Learning (Determine Prior Knowledge): (5 mins)
Pretend that you are a play critic and are reviewing Fences. What would you rate
the film on a scale of one to five, five being the highest? Why?
Pivotal/Medial Questions:
Mini-Lesson (Whole Group): (10 mins)
1. What could be changed to raise the Share outs
rating?
Model how to complete Think-Tac-Toe
2. What is the best part of the play?
3. What did you like least?
Group Work (Differentiated or Tiered Instructional Strategies – Bold each
strategy used):
1. Flexible grouping
4. Model of task
7. Use of technology
2. Rubric
5. Bloom’s questioning 8. Peer
discussion/teaching
3. Graphic organizer
6. Cooperative learning 9. Workshop model
Question(s) to Assess Understanding:
Task: (20 minutes)
Students continue to work on
1) What in the text supports what you
Think Tac Toe
have done in Think Tac Toe?
Extension Work: Students that 2) Why do you think Troy would have
this reaction?
have completed Think Tac Toe
will read a current events article, 3) Do you think anything like this has
summarize it, and explain what
ever happened in Troy’s time
they think Troy would have to say
period? Why or why not?
about it.
Share-Out (Whole Group) Activity / Question: (5 mins)
Students share-out their work.
Final Summary Question (to Assess Understanding): (5 mins)
Students complete an exit ticket and submit it on their way out.
Name:
4/3/12
E8
SWBAT
1. Complete extension work in order to deepen their understanding of the text.
Focus: How can we deepen our understanding of the ending of Fences?
Step 1: Start Up: Pretend that you are a play critic and are reviewing Fences. What
would you rate the film on a scale of one to five, five being the highest? Why?
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Step 3: Think-Tac-Toe
Directions:
1. Working in pairs, score a Think-Tac-Toe by choosing three activities that form a
winning game of tic tac toe
2. Be prepared to present your completed activities with the class.
Compare and Contrast:
Charlie to another
character in the text using
a venn-diagram
Written Document
Analysis:
Write a question left
unanswered by the end of
the play.
Question the Main
Character:
Write down five questions
you would ask Troy if you
had the chance to
interview him.
Create a Test:
Write down three questions
with correct answers that
someone that has read the
book would be able to
answer.
Timeline:
Create a timeline of the
important things that have
happened in Troy’s life
from the beginning of the
text to now.
Walk a Mile:
Write a letter from a
secondary character in the
text to another character in
the text.
Create an illustration that Create a movie poster:
visually explains the
Provide a brief written
topic of depression in
description of your work.
the story.
Provide a brief written
description of your work.
Make Your Case:
Create a song, jingle, rap
or poem about the theme
of family in Fences.
Step 4: Extension Work
If you have finished Think-Tac-Toe read the following article, summarize it and explain
how you imagine Troy would react to reading the same article.
A) Read the article
B) Summarize the Article
C) Write Troy’s response in either play format or write a paragraph explaining how
you think he would feel about it.