Lesson 16 | Fences (2020) | 8th Grade English

Objective

Perform profound excerpts from Fences, focusing on the public speaking skills of volume, pace, emotion, and accuracy, in front of the class.

Readings and Materials

Book: Fences by August Wilson
Resource: Acting Project Rubric and Reflection

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Students will perform their dialogue for the class. Classmates will grade the performance based on the rubric from the previous lesson on volume, pace, emotion, and accuracy.

Notes

Suggestions for teachers to help them teach this lesson

Go over expectations for performers and audience members with students.

Performer Expectations

Each group or person should give a one-sentence explanation of what scene they are doing before performing. Tell the audience what each performer's role is.
Performances should start immediately, and no time should be wasted.
If you make a mistake, you may try it again from that part, but you will not be able to do your whole scene over.
The general mood and tone of your performance must reflect what is happening in the scene.
You should speak loudly enough so everyone in the room can hear.

Audience Expectations

All audience members are sitting up and tracking during performances.
If a group makes a mistake, you should remain at a level 0 and silently support the performers.
Your reactions should be appropriate for and respectful of the performance. If an actor or actress delivers a funny line, it's okay to laugh, but it's not okay to laugh if someone makes a mistake or is nervous.
You should remain at a level 0 during the performance. Side comments and calling out will not be tolerated. It will only waste time and prevent us from seeing all of your great performances. We will not have time for reactions or feedback in between performances, so please keep those to yourself - we have many performances to view.

This lesson might need to be stretched into two days depending on the number of students in the class and the number of groups performing.

Common Core Standards

SL.8.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Speaking and Listening Standards

SL.8.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Lesson 15

Lesson 17

Lesson Map

Fences — Intro, Epigraph, Setting, The Play
Character List and Questions

Identify key characteristics of main characters in Fences, as well as their conflicts and relationships.

Predict themes of the book based on the poem and Introduction at the start of the play.

Analyze the possible symbolic meaning of the title Fences and tie the symbol to the major thematic topics.

RI.8.2 RL.8.2 RL.8.3 RL.8.4

Fences pp. 1 – 8
“Fences trailer”

Annotate for and analyze conflicts in Act 1.

Analyze the possible symbolic meaning of the title Fences and tie the symbol to the major thematic topics.

RL.8.3 RL.8.4

Fences pp. 9 – 13

Analyze what Troy’s personification of death reveals about his life perspective.

RL.8.6

Fences pp. 14 – 20

Describe the tension between Lyons and Troy by making inferences about character's relationships.

Historically contextualize the 1950's setting of Fences by examining other historical events before and after Fences takes place.

RL.8.3

Fences pp. 21 – 28
The Last Judgment
The Cestello...

Analyze August Wilson’s purpose as a playwright and describe how Fences reflects this purpose.

RI.8.6

Fences pp. 29 – 40

Analyze Wilson’s depiction of Troy and Cory’s differing perspectives.

Analyze Troy’s understanding of his role as a father.

RL.8.6

Fences pp. 37 – 40
“Fences trailer”

Analyze Troy’s monologue to make inferences about character beliefs about masculinity.

RL.8.3 RL.8.6

Fences pp. 41 – 48
“Berlin Wall”

Connect thematic topics between Fences and “Berlin Wall.”

RI.8.2 RL.8.2

Fences pp. 48 – 58

Explain August Wilson’s portrayal of father-son relationships.

Explain Troy's belief about his role as a father.

RL.8.3

Fences pp. 59 – 72

Analyze how particular stage directions reveal aspects of a character and his/her relationships.

RL.8.3

Fences pp. 73 – 77

Explain the impact of Troy's tone in his monologue on the audience.

RL.8.4

Fences pp. 78 – 89

Analyze the symbolism of the fence in Cory and Troy's relationship.

RL.8.4

Fences pp. 90 – 101
“Voting Rights Act”
“A Change is...”
A Change is...

Explain how Wilson's use of symbolism impacts the resolution of the play.

Determine whether you believe Cory will be different than his father.

L.8.4 RL.8.3

Project

Acting Project Rubric and Reflection

Select pivotal passages from the play in preparation for performances.

RL.8.2 RL.8.3

Project

Fences
Acting Project Rubric and Reflection

Practice reading profound excerpts from Fences, focusing on volume, pace, emotion, and accuracy.

SL.8.4

Project

Fences
Acting Project Rubric and Reflection

Perform profound excerpts from Fences, focusing on the public speaking skills of volume, pace, emotion, and accuracy, in front of the class.

SL.8.4

Discussion

Fences
Rigorous Discussion Notes

Use evidence from the text to support their assertions in a rigorous literary discussion.

SL.8.1

Fences (2020)

Objective

Readings and Materials

Target Task

Notes

Common Core Standards

Speaking and Listening Standards

Lesson Map

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