Lesson Plan #4: Fences

(Teach #5)

UTL 640E Kayla Fry

Holly Griffin / Cedar Ridge HS AP Lit/ 12th grade
Submission Date/Time: Nov 5, 2020 / 11:10 am
Implementation Date(s)/Time(s): November 9, 2020 / 9:05 am- 9:50 am
Mode of Implementation: Fully synchronous Synchronous & Asynchronous Fully asynchronous
*Double Teach? Yes No

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:
In what ways can generational problems and ideas be passed down from parent to child? Why or
how do you think this happens? (C)
Guiding Questions:
• What tensions and/or issues do you see already see arising in this play after reading Act 1, scene
1? What do you think has caused this tension? (C)
•What predictions can you make going into Act 1 scenes 2 & 3 after having read scene 1? What led
you to this prediction? (C)
•Are there any characters that seem to rub you the wrong way or seem problematic because of
their actions or thoughts? (C)
 What did Troy used to do? What does he do now? (F) Can you explain the similarities and
differences between these two jobs?
Reader/Writer Craft Enduring Understanding: The description of a character creates certain
expectations for that character’s behaviors; how a character does or does not meet those expectations
affects a reader’s interpretation of that character.

Essential Question:
Do you think our expectations of characters differ from expectations we have for people we truly
know? Why? (C)
Guiding Questions:
•How can we infer characters’ motives? (C)
•How does the writer of a text reveal the perspective of a character? (C)
•What is the difference between direct and indirect characterization? (F)
 What is the difference between a dynamic and static character? (F)

TEKS/SEs Targeted in the Lesson:

o §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:
(C) make and correct or confirm predictions using text features,
characteristics of genre, and structures;
(E) make connections to personal experiences, ideas in other texts, and
society;
(G) evaluate details read to analyze key ideas;
(5) Response skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student responds to an increasingly challenging variety of
sources that are read, heard, or viewed. The student is expected to:
(D) paraphrase and summarize texts in ways that maintain meaning and
logical order;
(E) interact with sources in meaningful ways such as notetaking,
annotating, freewriting, or illustrating;
(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:
(B) analyze how characters' behaviors and underlying motivations
contribute to moral dilemmas that influence the plot and theme;
(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 Prepare the Google Slides (edit a few of the slides already made by Ms. Griffin and add a
few in) with the Pear Deck extension on the appropriate slides.
o Character analysis assignment
o Revisit the specific parts of the play the students read last class and will read this class.
B. Materials needed to implement the lesson on day of:
o The play—found in the textbook or through an online pdf (if needed).
o Google Slides up and ready.
o Breakout rooms/groups have already been created so making sure everyone is still in the
correct group (Ms. Griffin will have to get this situated).

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)
•4 students are GT; one student under 504 for anxiety. No accommodations or changes were given for
this lesson for anyone except that the student under 504 gets extra time if needed.
•Differentiation:
 I will read aloud everything on the slides and have it provided for all students to see.
 Students will first start out with their personal writing (free-writing), they will then move to
reviewing and reflecting on last class, then they will change setting to their breakout rooms and
have a chance to unmute in order to read the play.
 Students can unmute or respond through typing.
 I will be using Google Meet, Pear Deck, and the break out room feature.
 Students will have different roles in their small groups each class period.

Lesson Frame:
Objective(s)
- We will review and discuss characterization and Act 1 scene 1 from last class and read Act 1
scenes 2 and 3 today in breakout rooms.
*Where will this explicitly be stated during the lesson? See blue highlighting.
Companion Concluding Task(s)
- I will find 3-5 quotes characterizing the four characters: Troy, Rose, Cory, Gabriel and label
them as indirect or direct characterization and then explain what this quote tells us about
the character with my group.
*Where will this explicitly be stated or conveyed during the lesson? See blue highlighting.

Lesson Sequence:
BEGINNING TIME
Open with Engagement (hook; connect; prime)— In total =
Students will start the class free-writing (doing their “day-write”).
7-8 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 start the class off with personal writing that gets their mind thinking
about the lesson before we dive right into it.

What the TEACHER will do / say—
o I will have the slide up with the day-write
“prompt” and read it aloud:
 What makes a character (or person,
for that matter) interesting and
compelling?
Complexity!
What makes you complex?
What are some of your traits that
contradict or work against each
other? Why?
[Provided by Ms. Griffin]
What the STUDENTS will do— Broken
— Students will free-write and down =
-5 min
respond to these questions.
 Possible responses or ideas:
• I feel differently toward
certain situations
depending on who I’m
with and feel different
emotions sometimes.
• I really care about my
friends and family, but
sometimes I get angry
easily…

o I will open the floor to anyone who wants to — Students can share their day- -2-3 min
share either through unmuting or in the chat. writes.
  I can share that I think what makes
me complex is that I don’t see myself
stuck in some stereotypical box—that
is, I do and I am more than just one
defining thing. I like reading and
school and knitting, but I also like
rock concerts and horror movies. I
can be really easy going, but also
anxious and stricter. I guess
sometimes it just depends how life is
going and on my mood. I feel that
everyone is this way, even if it may
not feel that way. We are all three
dimensional.
 I will respond and comment on
students’ responses and thank them
for sharing.
o I will go over the objectives and the “we will” -<1 min
statement: We will review and discuss
characterization and Act 1 scene 1 from last
class and read Act 1 scenes 2 and 3 today in
breakout rooms.

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 review and discuss what you all did last class.”

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

We will review characterization from the last class. ̃7 min
Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
We are doing this for one, because it’s always good to review and make connections between classes
and lessons and to see what students remember. Secondly, Ms. Griffin was not present for the last class
so it’s good to review to make sure students did what they were supposed to be doing.

What the TEACHER will do / say— What the STUDENTS will do— Broken
o I will tell students to open up Pear Deck and down =
then provide the code & tell them to keep
both the Meet and PD open.
o I will have a slide up that is also a Pear Deck — Students can follow along on the -< 1 min
Slide (that I will also read aloud) with a few slide as I read and start thinking
questions: about these questions.
 What do you remember from last
class about characters and
characterization? (I will have some
GQs below to help them)
 (GQ): How can we infer characters’
motives? (C)
 (GQ): How does the writer of a text
 reveal the perspective of a character?
(C)
 (GQ): What is the difference between
direct and indirect characterization?
(F)
 (GQ): What is the difference between
a dynamic and static character? (F)
o I will tell them to answer at least 2 of these.
o I will set a timer for 3 minutes on Pear Deck — Students will respond on Pear Deck. -3 min
so student can respond.  Possible responses:
— Direct
characterization
happens when the
writer tells us the
traits, but indirect
characterization is
when the writer
shows us the traits.
— A dynamic
character is one
that changes over
the course of the
text and their
actions affect the
climax or resolution
of the play while a
static character
stays the same and
doesn’t have much
effect on anything.
— We can infer
characters’ motives
through their
actions and
interactions with
others especially
when we have
certain
expectations of
them.

o I will then share some responses and
comment on them and also, if something has
been missed, I will make sure to explain or
bring up anything else as needed. I will ask if
there are any lingering questions or any
comments.
— Students can follow along with the -3 min
responses on screen and as I read
them aloud and ask any questions
or make any comments.
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 talk about what you read last class before we dive into today’s reading.”

MIDDLE TIME
Continue Active Learning (introduce/explore; explain; apply/elaborate; evaluate)— In total =
We will briefly discuss Act 1, Scene 1, which they read last. 8-10 min

Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
Again, it is always good to review from last class and make sure we’re all on the same page and to
establish connections and also this will give students some time to start thinking about the play again,
think about what happened, and look forward to the next scenes.

What the TEACHER will do / say— What the STUDENTS will do— Broken
o I will have the following side up and read — Students can follow along on the down =
-<1 min
it aloud as well: slide and as I read it.
 Can someone volunteer to summarize
what you read from last class (Act 1,
Scene 1)?
Feel free to unmute! It might be
easier to summarize this way.
Maybe if your role was “summarizer”
for that day.
o I will wait until someone volunteers to — Students can volunteer to -2-3 min
summarize. summarize (and hopefully unmute
to do it).
-1min
o I will ask if anyone wants to add anything. — Another student can speak if they
feel something was missed.
o I will then go to the next slide with the — Students can follow along on the -<1 min
following questions on it (which will also slide and while I read aloud and
be a Pear Deck slide): start thinking of these questions.
 (GQ): What tensions and/or issues do
you see already see arising in this play
after reading Act 1, scene 1? What do
you think has caused this tension? (C)
 (GQ): What predictions can you make
going into Act 1 scenes 2 & 3 after
having read scene 1? What led you to
this prediction? (C)
 (EQ): In what ways can generational
problems and ideas be passed down
from parent to child? Why or how do
you think this happens? (C)
o I will tell them to answer one of these.
o I will set a timer for 1 minute, check — Students will respond to one ̃2 min
where everyone is at and add 30 sec-1 question.
minute as needed.  Possible responses:
— I see that there is
 tension between
Rose and Troy
regarding their son
Cory because of
football. I think the
fact that Troy’s
career didn’t work
out caused this
tension.
— I see that there
could be some
infidelity because
Troy is talking
about another
woman.
— If a parent is in
poverty or has
experienced a lot of
hardships in life,
they probably want
a better life for
their child, but also
might still be bitter
and pass that
down. They also
could create a cycle
of poverty. -2-3 min
o I will then share responses, comment on - Students can follow along
them and tell students they can also as I share responses and
comment on them or add anything. comment on anyone 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?)
“Okay, you’re about to start reading Act 1 scenes 2 & 3 in breakout rooms, but let me tell you about
your assignment really quick beforehand.”

END TIME
Continue Active Learning (introduce/explore; explain; apply/elaborate; evaluate)— In total =
Students will read Act 1, scenes 2 & 3 in breakout rooms and I will introduce their character
analysis assignment that they will do while they read/after they read (to be finished in
asynchronous time if not finished in class).

Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
Students are doing this because they will get to experience the play aloud in small groups with a focus
on characterization within these scenes.

What the TEACHER will do / say— What the STUDENTS will do— Broken
down =
o I will have the slide up that shows the — Students will follow along on the ̃3 min for
character assignment and I will explain the slide and as I read it aloud and talk everything
directions. about the assignment. until the
 I will find 3-5 quotes characterizing breakout
room
the four characters: Troy, Rose, Cory,
time.
Gabriel and label them as indirect or
direct characterization and then
explain what this quote tells us about
the character with my group.
 I will make sure everyone has access — Students will pull up the
to the assignment and send the link in assignment.
the chat.
 (Ms. Griffin also may need to take
over here for a second to ensure
students know what to do logistically
with the assignment/have it shared
just with their group etc.)
o I will then go to the next slide and tell them — Students can follow along on the
that they will now get into their breakout slide and as I talk. Students can ask
rooms to read the next couple of scenes and any questions.
to come back at 9:48 am to the main Meet. I
will make sure to tell them to finish the
scenes in asynchronous time in their groups
and to make sure to work on their assignment
as they read and in asynchronous time as
needed. I will ask if there are any questions
before we go to breakout rooms -Students
o I will then have Ms. Griffin briefly take over as — Students will read the play and will have
she will have to get everyone into their work on their assignment in their ̃18 min to
breakout rooms. small groups. read
o Sara and I will hopefully be able to be
assigned to some breakout rooms to hear the
students reading and working on their
assignment. I will check-in with students if
there is just silence and make sure they are
on task. I’m sure Ms. Griffin will also be doing
this.
o I will make sure everyone is back around 9:48 — Students will return to the main
to check in and have our closure assignment meet when they are done/by 9:48
before synchronous time is over. am

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?)
“Before you leave, send one word, phrase, or comment in the chat that you feel encompasses the
scenes you have read today.”

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

2 min
Students will send one word, phrase, or comment in the chat that they feel encompasses
the scenes they have read today.
Rationale: (Why are students doing this? What purpose does it meet? How does it connect to the obj./EQ)
The purpose of this is to have students be able to gather their thoughts in a very concise way about the
part of the play they experienced today. That way others can see what resonated with others or what
was important.

What the TEACHER will do / say— What the STUDENTS will do— Broken
o I will have the slide up and read it aloud: — Students will put one word, phrase, down =
-2 min
 Before you leave, send one word, or comment in the chat that they
phrase, or comment in the chat that feel encompasses the scenes they
you feel encompasses the scenes you read to day.
have read today.
o I will read these aloud as they come in the — Students can see and hear other
chat. students’ responses.

Notes/Recommendations for next time:

o Try google forms next class in order to have a more in-depth exit ticket/have everyone
participate.