Lesson Plan #3: Fences Introduction and Context

(Teach #4)

UTL 640E Kayla Fry

Holly Griffin / Cedar Ridge HS AP Lit / 12th grade
Submission Date/Time: October 23, 2020 / 12:12 pm
Implementation Date(s)/Time(s): October 27, 2020 / 9:05-9:50, 1:15-2:00
Mode of Implementation: Fully synchronous Synchronous & Asynchronous Fully asynchronous
*Double Teach? Yes No
Note: Remember your lesson reflection requirements for the 640 semester! See Canvas for associated instructions
and deadlines.

Unit Connection—EUs, EQs, & GQs

Global/Thematic Enduring Understanding: When marginalized by oppressive, social and economic
forces such as systemic racism and generational poverty, even the most hopeful of individuals may
struggle to sustain their aspirations and the drive necessary to attain them.

Essential Question: Is the American Dream something that is actually attainable? Is it real? If it is,
then is attainable for everyone equally? (C)

Guiding Questions:
• When you think of a fence, or maybe more specifically, a white picket fence, what do you
associate with that? (C)
•What was happening in the 1950s and 60s surrounding racial and other issues? Any particular
movements, ideas, or moments you can allude to? (F)
•August Wilson has white skin, but had a Black mother and a White father. Do you think this
caused him problems growing up in the 50s/60s? Do you think that his life may have been more
privileged because of his lighter skin? (C)
Reader/Writer Craft Enduring Understanding: Having information and context of a certain time period,
about a writer, and about the ideas that are at the forefront of a work allows for a deeper
understanding of said work and establishes a purpose for reading. It also creates a space to think about
questions before, during and after reading a work.

Essential Question: What do you think the purpose of reading Fences is? (C)

Guiding Questions:
• What are some things that already strike you, before we have even read this play? (F) Or what
questions do you have going into this play? (F)
•Do you think that August Wilson’s own life had a place in his play? Essentially, do you think the
events that will unfold will reflect what August Wilson’s own experience? Why? (C)
TEKS/SEs Targeted in the Lesson:
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.html
§110.39. English Language Arts and Reading, English IV (One Credit), Adopted 2017.
(c) Knowledge and skills.
(4) Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected texts;
(B) generate questions about text before, during, and after reading to
deepen understanding and gain information;
(6) Multiple genres: listening, speaking, reading, writing, and thinking using
multiple texts--literary elements. The student recognizes and analyzes literary
elements within and across increasingly complex traditional, contemporary,
classical, and diverse literary texts. The student is expected to:
(D) evaluate how the historical, social, and economic context of setting(s)
influences the plot, characterization, and theme.

Resources/Materials:
A. Advance preparation needed for this lesson:
o Read about August Wilson.
o Read Fences.
o Create Google Slides and a Pear Deck extension to go with it.
o Find a couple relevant clips from the movie and/or play Fences to show as a preview to the
class (see slides for clip).
o Make sure I know how this technology will work when sharing with the class.
o Find an artwork that evokes thought and is relevant to the lesson (see slides for picture).
B. Materials needed to implement the lesson on day of:
o I will need the Google Meet to be open.
o I will need to the Google Slides with the Pear Deck extension ready to go.

Accommodations / Differentiation Strategies:

Differentiation of:  Content  Process  Product
For students identified as:  GT  ADHD  Dyslexic  Hearing Impaired  Vision Impaired  504
 SpEd  Other (include details in strategy explanation below)
• For accommodations, Mrs. Griffin has informed me that any student she has mentioned under 504
and the one that is dyslexic will have more time on assignments, but in this lesson we are not reading
the play yet nor is there any “assignment” we are doing other than responding on Pear Deck—in which I
can give more time for them to continue typing/drawing, etc. by having their screen unlocked to finish.

Everything I do with text will be read aloud and be available on screen. There will also be many
moments where students are not necessarily dealing with text such as when they draw, watch the clips,
view the artwork. Any student is always welcome to unmute instead of typing if that is easier for them.

•For differentiation:
  I will always read aloud any text on screen and have it available for students to see clearly.
 I will have different types of responses such as drawing and responding through typing.
 I will be using video clips and artwork in this lesson.
 Students can unmute or type when responding.
 I will also have a picture of August Wilson along with information surrounding him and pictures
of housing and other moments from the time period to go along with text.

Lesson Frame:
Objective(s)
- We will be looking at context surrounding the play Fences.
*Where will this explicitly be stated during the lesson? See blue highlighting.
Companion Concluding Task(s)
- I will establish a purpose for reading this play and either write two things that strike me
about the context we have learned, or two questions about the context and information we
have learned prior to reading the play (or a combination—1 of each).
*Where will this explicitly be stated or conveyed during the lesson? See blue highlighting.
Tip: The concluding task, enabling students to execute the “I will” statement, will either fall within
‘apply/elaborate’ or ‘evaluate’ phase of active learning or function as the closure activity,
depending.

Lesson Sequence:
BEGINNING TIME
Open with Engagement (hook; connect; prime)—Students will start out freewriting (do their In total =
day write). They will respond to a quote that is relevant to the lesson.
8-9 min

Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
Students do this to start the class off writing personally and to get their minds going for what the rest of
the lesson will be out. Having them respond to a quote can be powerful because some may not agree or
may interpret it a different way or explain what it means for them.

What the TEACHER will do / say— What the STUDENTS will do— Broken
o I will put the day-write slide up with a quote — Students will follow along on the down =
- <1
that says: “The American Dream I believe in is slide and start to think about what
min
one that provides anyone willing to work hard they may write.
enough with the opportunity to succeed.”
— I will also have some questions on-
screen: Is there one definition of the
American Dream? Do you agree with
this quote? Why or why not? What
does this quote mean to you? What
thoughts does it evoke?
o I will read the entire slide aloud and tell them — Students will free-write. - 5 min
to respond to the questions that resonate
with them most and then set a timer for 5
 minutes while students write.
o After the timer goes off, I will ask if anyone — Students can share what they - 3-4
wants to share in the chat or unmute. *I wrote and also respond to min
would really love if someone would share so someone else.
I’m definitely working on my wait-time
here!!* If anyone shares I will respond to
what they say and ask if anyone else wants to
respond to them.
o I will then go over the objectives/we will - <
statement: We will be looking at context 1min
surrounding the play Fences.

Transition statement: (How will you smoothly connect to what’s next to show the progression to their learning within this
lesson? What will you say/do?)
“Now let’s meet over on Pear Deck and start discussing more about the American Dream and how it can
be pretty nuanced when we take race and other ideas into consideration.”

Launch Active Learning (introduce/explore; explain; apply/elaborate; evaluate)— In total =

We will be on Pear Deck and students will respond to an artwork and some -20-24
questions. min

Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
Students are doing this in order to think about some pretty nuanced questions and ideas, such as the
American Dream, and looking at an artwork and responding to some thought-evoking questions can
really get them thinking about these nuances and put them in the right head space before going into the
play next week.

What the TEACHER will do / say— What the STUDENTS will do— Broken
o I will show the Pear Deck slide with the — Students will look at the artwork down =
- 1 min
artwork that depicts the Statue of Liberty, but and follow along on the slide while I
it is holding a skull on instead of the light. It is read the slide aloud; students can
backed by an American flag and says “you will start thinking about what they want
die chasing the American Dream.” to write/analyzing the artwork.
o I will ask students to respond to this
artwork—I can ask:
— How does this artwork differ from the
quote we started out with in class:
“The American Dream I believe in is
one that provides anyone willing to
work hard enough with the
opportunity to succeed.”
— What are your reactions to this?
— What do you think is trying to be
conveyed here?
— What sticks out to you?
— (EQ): Is the American Dream
something that is actually attainable?
 Is it real? If it is, then is attainable for
everyone equally? (C)
*I will say that they can respond to
which ever questions that resonate
with them.
*These will all be on the slide as well. -3-4 min
o I will set a timer for 3 minutes for — Students will respond to the
students to write, giving 1 more minute if artwork and answer some
needed. questions that resonate with them.
 Possible responses:
- This artwork
depicts the death
of the “American
Dream,” that is, if it
ever was a real
thing. It means that
if you only focus on
this seemingly
impossible
destination, you
will die trying and
not succeeding. It
also assumes this
one definition of
the American
Dream, as does the
quote but I don’t
think it could
necessarily have
one meaning and
that is the only way
it could be possible
to achieve.
- I think it is
disillusioning to see
this because I have
hear about the
“American Dream”
a lot through my
academic life.
o I will then share some responses and talk — Students can respond by -4-5 min
about them. I will ask if anyone wants to unmuting or typing to someone
respond to anything I shared from other else’s response. They will be
students. able to see responses on
screen and follow along.
o Then I will move to the next slide that will — Students will follow along and -< 1 min
have this question: start thinking about this
— (GQ): What was happening in the question.
 1950s and 60s surrounding racial
and other issues? Any particular
movements, ideas, or moments
you can allude to? (F) Why would
these events be important to
know about going into a play
(Fences) about racial, economic,
and relational issues that takes
place in Pittsburgh in 1957? (C)
*I will read this aloud*
o I will then set a timer for 3 minutes to — Students will respond to the -3 min
allow for students to answer. question(s).
 Possible responses:
— The Civil Rights
Movement
— Discrimination in
many areas such as
housing and sports.
— Segregation.
— Rosa Parks
protests.
— Little Rock Nine
— The lynching of
Emmett Till
— They are important
to know because it
shows the
motivations of
people.
— They are important
because it gives
reason for the
actions of people,
gives the context of
what is happening
along with the
characters’ lives,
and it shows the
causes or catalysts
of events that may
happen.
o I will share some of the responses and - Students can respond to -2-3 min
comment on a few. others.
o I will then go to the next slide and have - Students will follow along on -<1 min
this question: the slide and start to think
— August Wilson, the author of about their answers.
Fences, has light skin, but had a
Black mother and a White father.
 What problems do you think this
caused him growing up in the
50s/60s? How might his life may
have been more privileged
because of his lighter skin, even
though he grew up in a poor
neighborhood, his father left, he
had many siblings, and had
trouble in school? (C)
*I will have a picture of August
Wilson on the slide as well.*
o I will set timer for 3 minutes so students - Students will respond to these -3 min
can respond. question(s).
 Possible responses:
- I think that he
would have more
privilege because of
his skin, but at the
same time having
parents of two
different races
could have been
difficult, especially
back then.
- I think some people
look down upon
interracial
relationships,
especially back
then, so I’m sure it
was hard for him.
He also grew up
being poor so while
he may have
privilege later on,
he still had
troubles.
o I will then share some responses and — Students will follow along with -4-5 min
comment on them. the responses and can respond
o I can ask if anyone wants to respond to to others if they want to.
another students’ answer.

Transition statement: (How will you smoothly connect to what’s next to show the progression to their learning within this
lesson? What will you say/do?)
“Now let’s draw to think through our ideas.”

MIDDLE TIME
Continue Active Learning (introduce/explore; explain; apply/elaborate; evaluate)— In total =
Students will draw what they think of in reaction to a question about fences/white
6-7 min
picket fences.
Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
Students are doing this because it allows them to have a different way to express their ideas by drawing
and to see what they already associate with something as seemingly simple as a fence. Associations and
what something represents can be very powerful.

What the TEACHER will do / say— What the STUDENTS will do— Broken
o I will have the pear deck slide open that — Students will follow along on the down =
-<1 min
allows for drawing and will have the question: slide and start thinking about what
- When you think of a fence, what do they might draw and/or write.
you associate with that? (C) What do
you picture or see in your mind?
- Draw and/or write in response to this
question.
*I will read these aloud*
o I will set a timer for 3 minutes while they — Students will respond to this -3 min
respond. question by drawing and/or writing.
 Possible responses:
- Drawings of a
typical house with a
fence around
it/what a “rich”
person lives in in
the suburbs.
- I think about how
fences are used to
keep people out
and they are
associated with
having money or
being white.
o I will then share their drawings/writings and — Students can see the responses -3-4 min
comments on them. and respond to someone else’s.
o I will ask if anyone wants to respond to
someone else’s response.

Transition statement: (How will you smoothly connect to what’s next to show the progression to their learning within this
lesson? What will you say/do?)

“Now let’s look at August Wilson’s life and briefly talk about his play Fences that we will be reading next
week”
END TIME
Continue Active Learning (introduce/explore; explain; apply/elaborate; evaluate)— In total =
I will give an overview of Fences and talk briefly about August Wilson. I will show a video clip 8 min
from the movie Fences.
Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
Students are getting this content in order to have some more context pertaining specifically to the play
and the playwright’s life before starting it next week.

What the TEACHER will do / say— What the STUDENTS will do— Broken
o I will show a few slides with information — Students will follow along on the down =
-6 min
pertaining to August Wilson’s life that is slides.
relevant to know for his play and then give a
brief overview of the play and its plot, ideas
and themes.
o I will have pictures on these slides as well.
o I will then show a brief clip from the movie as — Students will watch this short clip. -2 min
a small preview.
*Video will stop at 1:28.
*Mrs. Griffin will show the video on her
screen because I cannot share during Pear
Deck. It will be a brief switch.

Transition statement: (How will you smoothly connect to what’s next to show the progression to their learning within this
lesson? What will you say/do?)
-“(I will) Let’s establish a purpose for reading this play and either write two things that strike me about
the context we have learned, or two questions about the context and information we have learned
prior to reading the play (or a combination—1 of each).”

Provide Closure (tie up; connect; look ahead)— In total =

Students will provide a purpose for reading and then write questions or statements in 6-7 min
response to what we have learned today.

Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
Students are doing this in order to reflect on what we have done today, but also look forward to when
we read the play.

What the TEACHER will do / say— What the STUDENTS will do— Broken
o I will have the slide on the screen with this — Students will follow along on the down =
--<1 min
one it: slide.
- What do you think the purpose is of
reading Fences?
- Write either two things that struck
you about the context we have
learned, or two questions about the
context and information we have
learned prior to reading the play (or a
combination—1 of each).
o I will set a timer for 3 minutes for students to — Students will respond to the -3 min
answer. questions.
 Possible responses:
- I think the purpose for
reading Fences is to think
about the American Dream
and how it can look very
differently for everyone
and how the “typical”
meaning may not be
equally accessible.
- I think the purpose is to
focus on how racism
affects so many aspects of
life.

o I will read a few responses and comment on — Students can follow along and see
them and then ask if anyone has any final the responses and say any final -3-4 min
thoughts. thoughts/reactions to others.

**Make sure to link resources/materials used (ppts, handouts, websites, etc.) within the lesson or
attach them to your lesson submission email.**

Notes/Recommendations for next time:

o Pay more attention to time so you don’t have to rush at the end.
o Try and see if anyone will respond to what someone else said (but would probably need a
better way for students to see others’ responses).