Curriculum / ELA / 8th Grade / Unit 9: Fences (2020) / Lesson 8
ELA
Unit 9
8th Grade
Lesson 8 of 17
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Connect thematic topics between Fences and “Berlin Wall.”
Book: Fences by August Wilson pp. 41 – 48
Article: “Berlin Wall”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
In Troy's life, he has been stopped or "kept out" by many figurative/ metaphorical barriers. Identify one of those barriers. How has it stopped him?
How is the Berlin Wall similar to the fence referenced by Wilson? Make sure to use details from both texts to support your answer.
Questions about the text that will help guide the students understanding
Which of the following would be the best alternative title for paragraph 3?
In the first paragraph, what does the author mean by this sentence? “The official purpose of the Berlin Wall was to separate the Western democracy from communist East Germany, but its practical purpose was to deter violence between East and West Berlin.”
Suggestions for teachers to help them teach this lesson
The lesson connects to an assessment question.
RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Lesson 7
Lesson 9
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
Annotate for and analyze conflicts in Act 1.
RL.8.3 RL.8.4
Analyze what Troy’s personification of death reveals about his life perspective.
RL.8.6
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
Analyze August Wilson’s purpose as a playwright and describe how Fences reflects this purpose.
RI.8.6
Analyze Wilson’s depiction of Troy and Cory’s differing perspectives.
Analyze Troy’s understanding of his role as a father.
Analyze Troy’s monologue to make inferences about character beliefs about masculinity.
RL.8.3 RL.8.6
RI.8.2 RL.8.2
Explain August Wilson’s portrayal of father-son relationships.
Explain Troy's belief about his role as a father.
Analyze how particular stage directions reveal aspects of a character and his/her relationships.
Explain the impact of Troy's tone in his monologue on the audience.
RL.8.4
Analyze the symbolism of the fence in Cory and Troy's relationship.
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
Select pivotal passages from the play in preparation for performances.
RL.8.2 RL.8.3
Practice reading profound excerpts from Fences, focusing on volume, pace, emotion, and accuracy.
SL.8.4
Perform profound excerpts from Fences, focusing on the public speaking skills of volume, pace, emotion, and accuracy, in front of the class.
Discussion
Use evidence from the text to support their assertions in a rigorous literary discussion.
SL.8.1
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