WICOR Lesson Plan – Fences (7)- Act1,1(pp.20-28)
Course: E. 12
Date:
Instructor:
Aim/Instructional Outcome: (The student will be able to):
Why does A. Wilson create Gabriel figure? (How does Wilson reveal about complex characters through the interactions among characters?) you
analyze the writer’s purpose for creating Gabriel figure? )
SWBAT: Analyze the significance of Gabriel character
Explore Troy’s attitude toward Gabriel and Rose
Examine Troy’s character traits through his relationship with Gabriel
As evidenced by the worksheet, Argument Chart and Quick-Write
Common Core Learning Standards: RI. 11-12. 1,2,3,4,6
Vocabulary (for active Word Wall): metaphoric, literal
Instructional Materials/Resources:
Fences, Chart-sheet, Cornell Notes. Student packet
Do Now/Quick-Write:
1. Interpret and discuss the quote:
“You are who you are through another person.”
Mini-Lesson with Modeling: (“I do)
1.
Troy is presented through his relationship with Gabriel,
Lyons, Rose:
2. Flat and round characters
3. Wise fools
Have you ever heard the term “wise fools”? Describe a “wise fool”
you personally know or read in a book. What makes him/her a wise
fool? How do you like that person? Give reasons.
We will meet Gabriel, Troy’s brother, who was injured in the war. We
will discuss why the author creates the character and how Troy treats
him.
Time
5 mins
Time
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/
Differentiation Strategies:
1.Modeling: Argument
2. Read aloud and class
discussion
3.One-on-one teacher
assistance
Shur: max/jos/joa
2.Rational:
Heterogeneous/
Based on interests and
abilities
Win: ste/cyn/kar/other
Ls
3. Groups will be rearranged if necessary
(-Symbol: an object, person that has meanings in itself and that
represents something else.
Fence: Racial discrimination,
Rose:
Gabriel:
-Foreshadow(
2. Modeling: Argument Sheet
3
Student Work Period/Learning Activity: Guided Practice (“We do) and
Independent Practice (“You do”)
Time
20 mins
1.
2.
Read Aloud: pp.24-28
Pair/Group Work:
Higher Order Questions: (Bloom/Webb)
Topics for Argument
Discuss and analyze the statement. Cite textual
evidence to prove your point.
Why do you think the writer create Gabe
figure?
-Answer the questions.
- Argumentative Chart
2. Quick-Write: HL questions.
Volunteers and non-volunteers will share findings to the class.
-
5 mins
Summary: Symbol
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?
Name ____________________________________________________Period __________ Date _________
Character Interaction Chart
Directions: Discuss and analyze how Troy’s relationship with others shows who he is. Then discuss in
writing whether he is a flat or a round character. Cite the textual evidence to support your answer.
Characters
What does Troy’s relationship with other reveal about
Troy’s personality?
Troy and Rose
Troy and Gabriel
Troy and Lyons
Troy and Cory
Analysis: Is Troy a round or a flat characters? Why do you thinks so?
Argument Chart
Analyze the topics. Discuss whether you agree or disagree with the topics. Cite textual evidence to prove your
point.
Topics
Argument
Discuss whether you agree or disagree with the
statement using textual Evidence or reasons.
-
-
Gabe's character is an example of the “wise
fool” introduced in Shakespeare’s plays whose
language sounds nonsensical at times, and at
other times provides insight and wisdom.
For Rose, playing numbers is an escape, a
simple luxury and pleasure as Troy's escape in
his affair with Alberta.
-
Gabe represents absurdity in the AfricanAmerican life because the government that
supposedly represents you has a history of
denying you the rights it promises to insure.
Consider the way he speaks/acts and his warning for
Troy.
Reading Comprehension
Below the Standard
1 pts
Comprehension
Below the Standard
Student did not complete
assignment and/or did
not answer more than
half of questions
correctly.
Form
Below the Standard
Student did not answer
any of the questions in
complete sentences.
Grammar
Below the Standard
There are numerous
spelling or grammar
errors, making the
answer impossible to
understand. There is no
punctuation.
Detail
Below the Standard
The level of detail in each
question is poor and
makes no attempt to
include textually relevant
information.
Format
Below the Standard
Paper is not formatted
correctly.
Approaching the
Standard
2 pts
Approaching the
Standard
Student answered at least
half of the comprehension
questions correctly.
Approaching the
Standard
Student answered at least
half of the comprehension
questions in complete
sentences.
Approaching the
Standard
There are numerous
spelling or grammatical
errors, making the
answer difficult to
understand. Most
Punctuation is not used
correctly.
Approaching the
Standard
The level of detail in each
question is emerging.
Attempts to engage the
text are made.
Approaching the
Standard
Paper is partially
formatted.
Meets the Standard
3 pts
Meets the Standard
Student answered 75% of
comprehension questions
correctly. Student
comprehends main idea
of the reading.
Meets the Standard
Student answered at least
75% of the questions in
complete sentences.
Meets the Standard
A few spelling or
grammar mistakes are
evident, but do not
diminish the meaning of
the answer. Some
punctuation is misused.
Meets the Standard
The level of detail in each
question is good. The
student could add a bit
more textual detail to
further enhance answers.
Meets the Standard
Paper has one error in
formatting.
Exceeds the Standard
4 pts
Exceeds the
Standard
Student answered all
(100%)comprehension
questions correctly.
Student fully
demonstrates
comprehension of main
idea from the reading.
Exceeds the
Standard
Student answered all
questions in complete
sentences.
Exceeds the
Standard
Proper use of modern
English spelling and
grammar is employed
consistently throughout
the assignment.
Punctuation is utilized
correctly and only when
necessary.
Exceeds the
Standard
The level of detail in each
question is excellent.
Textual details are
relevant and student has
connected fully with the
literature.
Exceeds the
Standard
Paper is formatted
correctly.
Gabriel contributes to the world of Fences by representing absurdity, and specifically absurdity in an African American life in America. A common theme in African
American literature has been the concept that to be African American in the United States is to live in a state of absurdity because the government that supposedly
represents you (a citizen) has a history of denying you the rights it promises to insure. Gabriel exemplifies this duality. He fought in a war and lost a part of his brain
while his brother was denied access to play with players of his level in the Major Leagues because of the color of his skin.
Gabe's character is a descendant of the wise fools in Shakespeare whose language sounds nonsensical at times, and at other times provide insight and wisdom. Gabe
speaks in child-like phrases and song lyrics. He lives in a world that is half imaginary and half based on the reality before his eyes. He physicalizes a warning for Troy,
which Troy does not heed. Gabe's recent move out of the Maxson house to an apartment in Miss Pearl's house affronts Troy's manhood because Gabe who cannot hold
down a job or live in reality has managed to provide a home of his own for himself, a feat that Troy has failed to accomplish. Gabe's story about seeing Troy's name and
Rose's name in different places in St. Peter's book signifies that Troy is a sinner and Rose is going to heaven. Gabe's song, "Better Get Ready For the Judgment," and
his hallucination that hellhounds are in Troy's yard warn Troy to change his behavior unsuccessfully because Troy does not hear the message. Wilson's voice as a
playwright however can be heard through Gabe's assessment of Troy's deeds.
Moreover, Gabe reminds Troy of Troy's own sacrifices and inability to control his fate in certain aspects of his life. Troy is ashamed of his use of Gabe's money to buy
their house, but without it, they would still live in poverty. Troy's manhood is bruised because he knows it cost the Maxson family part of Gabriel's brain to have what
little assets they own. This sacrifice contributes to Troy's often-warped sense of duty. Troy feels that if he had been born white with the same talent he had in his prime,
or if the Major Leagues had integrated, his family would live carefree. And even with his work ethic and years of commitment to the sanitation department, he has not
been able to get a promotion because the union prohibits blacks from driving the trash trucks.
Troy's inability to control his fate undoubtedly influences his adamant response to Cory's dream to play college football. Troy's experience has been that even when you
try your best and sacrifice what you have to give, the rules do not always apply in your favor as a black American. Similarly, Troy has taken from Gabe what is
rightfully his money for his own use.