Objective: SWBAT describe how a song can be used as foreshadowing in a play.
Do-Now: Based on Othello’s actions, do you believe he is now fully convinced that Desdemona is cheating on him? What might he do now because he believes she cheated? What evidence from the text leads you to believe this?
Today: 1) Class will read Act 4, Scene 3 and answer the following questions: How can Desdemona’s “Willow” song be viewed as foreshadowing? What might be about to happen next in the play?
2) Re-read Emilia’s monologue at the end of the scene. Written Response: What are Emilia’s opinions on husbands and marriage?
Homework: "Addressing Emilia's Arguments" : Write TWO paragraphs (minimum 10 sentences) in which you explain WHY you agree or disagree with each of Emilia's arguments about why women cheat on their husbands. Ultimately, you need to explain whether or not you agree with Emilia that it is the husband's fault if his wife cheats.
Monday, October 31, 2011
Friday, October 28, 2011
Monday, October 31
Objective: SWBAT evaluate the effectiveness of figurative language in Othello.
Do-Now: Have you ever been accused of something you didn’t do? What were you accused of? How did it make you feel to be accused? What did you do/say in an attempt to free yourself from blame? Did the person who blamed you ever realize the truth?
Today: 1) Figurative Language: simile, metaphor, personification and hyperbole.
2) Class will begin to read Act 4, Scene 2 examining Othello’s use of figurative language as he insults Desdemona.
3) In groups, students will finish reading Act 4, Scene 2. Answer the following questions: Why is Roderigo upset at Iago? How does Iago respond? What is Iago’s new plan?
Homework: Find THREE more examples of Figurative Language to add to your chart (for a total of SIX). Answer the three questions about the end of Act 4, Scene 2.
Do-Now: Have you ever been accused of something you didn’t do? What were you accused of? How did it make you feel to be accused? What did you do/say in an attempt to free yourself from blame? Did the person who blamed you ever realize the truth?
Today: 1) Figurative Language: simile, metaphor, personification and hyperbole.
2) Class will begin to read Act 4, Scene 2 examining Othello’s use of figurative language as he insults Desdemona.
3) In groups, students will finish reading Act 4, Scene 2. Answer the following questions: Why is Roderigo upset at Iago? How does Iago respond? What is Iago’s new plan?
Homework: Find THREE more examples of Figurative Language to add to your chart (for a total of SIX). Answer the three questions about the end of Act 4, Scene 2.
Thursday, October 27, 2011
Friday, October 28
Objective: SWBAT evaluate how Desdemona’s handkerchief is being used as proof of her affair.
Do-Now: FREE WRITE (Write 5-7 complete sentences about anything you want)
Today: 1) What "proof" has Iago given to show that Desdemona is having an affair?
2) Class will begin reading Act 4, Scene 1. How is dramatic irony being used in this scene? What does Othello believe he is seeing? What is he really seeing?
3) In groups, students will finish reading Act 4, Scene 1. Answer the following questions: How is Othello beginning to treat Desdemona? Do you feel Othello has been given enough proof to believe she has been cheating on him?
4) Group Discussion: Class will discuss whether or not Othello is justified in his treatment on Desdemona. Is it right for him to treat her badly based on the “evidence” he was given?
Exit Slip: Why is Othello so willing to believe Desdemona is cheating on him? What does this reveal about his character? Why doesn’t Othello just ask Desdemona if she is having an affair?
Do-Now: FREE WRITE (Write 5-7 complete sentences about anything you want)
Today: 1) What "proof" has Iago given to show that Desdemona is having an affair?
2) Class will begin reading Act 4, Scene 1. How is dramatic irony being used in this scene? What does Othello believe he is seeing? What is he really seeing?
3) In groups, students will finish reading Act 4, Scene 1. Answer the following questions: How is Othello beginning to treat Desdemona? Do you feel Othello has been given enough proof to believe she has been cheating on him?
4) Group Discussion: Class will discuss whether or not Othello is justified in his treatment on Desdemona. Is it right for him to treat her badly based on the “evidence” he was given?
Exit Slip: Why is Othello so willing to believe Desdemona is cheating on him? What does this reveal about his character? Why doesn’t Othello just ask Desdemona if she is having an affair?
Wednesday, October 26, 2011
Thursday, October 27
Objective: SWBAT evaluate how Desdemona’s handkerchief is being used as proof of her affair.
Do-Now: If your husband/wife were cheating on you, would you want to know about it or would you rather not find out? Is it better to know and be made miserably by knowing or to be ignorant and made happy by not knowing? Explain.
Today: 1) Class will begin reading Act 3, Scene 4. How is the handkerchief causing Othello to believe Desdemona is having an affair?
2) In groups, class will finish reading Act 3, Scene 4. How is Cassio treating Bianca? How does she react to this treatment? How is the handkerchief used to implement Cassio in an affair?
3) Symbolism Chart: List each of the following characters on the left hand side of the chart: Othello, Desdemona, Iago, Emilia, Bianca, Cassio. On the right hand side, describe what the handkerchief symbolizes to each of these characters.
EXIT SLIP: Describe how Desdemona's handkerchief is being used to implement her in an affair with Cassio?
Do-Now: If your husband/wife were cheating on you, would you want to know about it or would you rather not find out? Is it better to know and be made miserably by knowing or to be ignorant and made happy by not knowing? Explain.
Today: 1) Class will begin reading Act 3, Scene 4. How is the handkerchief causing Othello to believe Desdemona is having an affair?
2) In groups, class will finish reading Act 3, Scene 4. How is Cassio treating Bianca? How does she react to this treatment? How is the handkerchief used to implement Cassio in an affair?
3) Symbolism Chart: List each of the following characters on the left hand side of the chart: Othello, Desdemona, Iago, Emilia, Bianca, Cassio. On the right hand side, describe what the handkerchief symbolizes to each of these characters.
EXIT SLIP: Describe how Desdemona's handkerchief is being used to implement her in an affair with Cassio?
Friday, October 21, 2011
Wednesday, October 26
Objective: SWBAT evaluate how Desdemona’s handkerchief is being used as proof of her affair.
Do-Now: What evidence would you need to believe someone was cheating on you? What would you have to hear? What would you have to see? Would you trust what others were telling you about your significant other? Explain.
Today: 1) Teacher will review dramatic irony. What does Iago know that none of the other characters in the play know? What does Othello believe about Desdemona?
2) Class will finish reading Act 3, Scene 3. How are Iago's lies starting to get to Othello?
Homework: Draw a picture of an item you own that is priceless to you. Write a paragraph describing this object. Where did you get it from? Why is it so priceless to you? What does it symbolize for you?
Do-Now: What evidence would you need to believe someone was cheating on you? What would you have to hear? What would you have to see? Would you trust what others were telling you about your significant other? Explain.
Today: 1) Teacher will review dramatic irony. What does Iago know that none of the other characters in the play know? What does Othello believe about Desdemona?
2) Class will finish reading Act 3, Scene 3. How are Iago's lies starting to get to Othello?
Homework: Draw a picture of an item you own that is priceless to you. Write a paragraph describing this object. Where did you get it from? Why is it so priceless to you? What does it symbolize for you?
Thursday, October 20, 2011
Friday, October 21
Objective: SWBAT analyze how Iago is able to use the actions of other characters as well as his own lies in order to convince Othello that Desdemona is having an affair with Cassio.
Do-Now: Respond to the following quote: “Believe half of what you see and none of what you hear.” Do you agree with this quote? How can you relate it to your own life?
Today: 1) Class will read Act 3, Scene 1 and 2
2) In groups, students will read Act 3, Scene 3. How is Iago using other characters’ actions in combination with his own lies in order to convince Othello of Desdemona’s affair? Students will make a list of Iago’s “evidence” against Desdemona.
Exit Slip: Do you believe that Othello lacks self-confidence? What evidence can you find from the play to show Othello may not have confidence in himself? How does Iago play on Othello’s lack of confidence?
Homework: Defending Desdemona: Iago has Othello convinced that Desdemona is having an affair with Cassio. Find evidence from the play to prove that Desdemona is actually loyal to Othello. What has she done/said to prove herself as a loyal wife to him?
Do-Now: Respond to the following quote: “Believe half of what you see and none of what you hear.” Do you agree with this quote? How can you relate it to your own life?
Today: 1) Class will read Act 3, Scene 1 and 2
2) In groups, students will read Act 3, Scene 3. How is Iago using other characters’ actions in combination with his own lies in order to convince Othello of Desdemona’s affair? Students will make a list of Iago’s “evidence” against Desdemona.
Exit Slip: Do you believe that Othello lacks self-confidence? What evidence can you find from the play to show Othello may not have confidence in himself? How does Iago play on Othello’s lack of confidence?
Homework: Defending Desdemona: Iago has Othello convinced that Desdemona is having an affair with Cassio. Find evidence from the play to prove that Desdemona is actually loyal to Othello. What has she done/said to prove herself as a loyal wife to him?
Wednesday, October 19, 2011
Thursday, October 20
Objective: SWBAT explain how minor characters in a play can be used by major characters in order to drive the plot of the play forward.
Do-Now: Describe a time in your life when someone caught you at your worst. Did you try to explain yourself? Did the person believe you when you told them you didn’t normally act that way? Why is it that actions often speak louder than words.
Today: 1) Class will read Act 2, Scene 3, focusing on how Iago uses the play’s minor characters in order to further his scheme toward revenge on Othello. What web of disaster in Iago beginning to weave? How might his evil get the best of him in the end?
2) Analyzing Iago’s third soliloquy. How can Iago be described as two-faced? Who does he pretend to be? Who is he really?
3) Did the Punishment Fit the Crime: Class will discusss Cassio’s military demotion that resulted from his drunken brawl. Was his punishment just? Did he deserve to lose his job even though it was his first offense? Was Othello too harsh with Cassio’s punishment? What may have motivated Othello to be so strict with Cassio?
4) Exit Slip: If you were Othello, would you have administered the same punishment to Cassio? Explain. What may have been a more appropriate punishment for Cassio based on his crime?
Do-Now: Describe a time in your life when someone caught you at your worst. Did you try to explain yourself? Did the person believe you when you told them you didn’t normally act that way? Why is it that actions often speak louder than words.
Today: 1) Class will read Act 2, Scene 3, focusing on how Iago uses the play’s minor characters in order to further his scheme toward revenge on Othello. What web of disaster in Iago beginning to weave? How might his evil get the best of him in the end?
2) Analyzing Iago’s third soliloquy. How can Iago be described as two-faced? Who does he pretend to be? Who is he really?
3) Did the Punishment Fit the Crime: Class will discusss Cassio’s military demotion that resulted from his drunken brawl. Was his punishment just? Did he deserve to lose his job even though it was his first offense? Was Othello too harsh with Cassio’s punishment? What may have motivated Othello to be so strict with Cassio?
4) Exit Slip: If you were Othello, would you have administered the same punishment to Cassio? Explain. What may have been a more appropriate punishment for Cassio based on his crime?
Tuesday, October 18, 2011
Wednesday, October 19
Objective: SWBAT analyze Iago’s misogynistic views on women and explain whether or not his views are accurate or flawed.
Do-Now: What are some common stereotypes associated with women? Do you believe these stereotypes are true? Explain. How are women often characterized as being different from men?
Today: 1) Teacher will introduce to the class the concept of a misogynist. How have both Troy and Walter shown themselves to be misogynistic? What have they said/done to show they have prejudice against women? How have men historically shown prejudice against women?
2) Class will read Act 2, Scene 1, focusing on the misogynistic comments Iago makes about women. Are these comments accurate or are they bias?
3) Debate: Class will take another look at the comments Iago made about women and discuss whether or not there are any grounds for accuracy in what he says. What historical influences might contribute to his bias?
Exit Slip: What do you think of Iago at this point in the play? What type of person has he shown himself to be? What do you predict may happen to Iago?
Homework: Turning the Mirror Around: Now that Iago has bashed women in the play, it is time for some men-bashing. What stereotypes are associated with men? Write an additional scene for the play in which Emilia has a chance to defend herself from Iago by criticizing men the way Iago criticized women.
Do-Now: What are some common stereotypes associated with women? Do you believe these stereotypes are true? Explain. How are women often characterized as being different from men?
Today: 1) Teacher will introduce to the class the concept of a misogynist. How have both Troy and Walter shown themselves to be misogynistic? What have they said/done to show they have prejudice against women? How have men historically shown prejudice against women?
2) Class will read Act 2, Scene 1, focusing on the misogynistic comments Iago makes about women. Are these comments accurate or are they bias?
3) Debate: Class will take another look at the comments Iago made about women and discuss whether or not there are any grounds for accuracy in what he says. What historical influences might contribute to his bias?
Exit Slip: What do you think of Iago at this point in the play? What type of person has he shown himself to be? What do you predict may happen to Iago?
Homework: Turning the Mirror Around: Now that Iago has bashed women in the play, it is time for some men-bashing. What stereotypes are associated with men? Write an additional scene for the play in which Emilia has a chance to defend herself from Iago by criticizing men the way Iago criticized women.
Monday, October 17, 2011
Tuesday, Octobar 18
Objective: SWBAT analyze a character’s motivations for his/her actions.
Do-Now: What do you believe makes a person fall in love with someone? What might a person do/say to make someone fall in love with them? Can love be based entirely on someone’s physical appearance?
Today: 1) Teacher will review character motivation. What motivated Iago and Roderigo to tell Barbanzio about Desdemona and Othello’s marriage? Teacher will introduce soliloquy and explain how it is used to express a character’s inner thoughts and ideas to the audience.
2) Class will read Act 1, Scene 3. According to Desdemona, what motivated her to marry Othello? According to Iago, what is motivating him to seek revenge on Othello?
3) Analyzing Iago’s soliloquy. Students will take a closer look at Iago’s soliloquy. How does Iago characterize himself in this soliloquy? What inferences can be made about him?
4) Students will re-write Iago’s soliloquy as a song/rap, making sure to express the main ideas.
Homework: "Fences" Project due Monday, October 24
Do-Now: What do you believe makes a person fall in love with someone? What might a person do/say to make someone fall in love with them? Can love be based entirely on someone’s physical appearance?
Today: 1) Teacher will review character motivation. What motivated Iago and Roderigo to tell Barbanzio about Desdemona and Othello’s marriage? Teacher will introduce soliloquy and explain how it is used to express a character’s inner thoughts and ideas to the audience.
2) Class will read Act 1, Scene 3. According to Desdemona, what motivated her to marry Othello? According to Iago, what is motivating him to seek revenge on Othello?
3) Analyzing Iago’s soliloquy. Students will take a closer look at Iago’s soliloquy. How does Iago characterize himself in this soliloquy? What inferences can be made about him?
4) Students will re-write Iago’s soliloquy as a song/rap, making sure to express the main ideas.
Homework: "Fences" Project due Monday, October 24
Friday, October 14, 2011
Monday, October 17
Objective: SWBAT characterize Iago based on his actions, dialogue and influence on other characters.
Do-Now: Why do we seek revenge on our enemies? Can seeing our enemy suffer really make up for what he/she has done to us? Does anything good ever come from seeking revenge?
Today: 1) Indirect vs. Direct Characterization
2) Class will begin reading Act 1, Scene 1 of “Othello.” How can you characterize Iago based on this scene?
3) In groups, students will read Act 1, Scene 2 of Othello. How can you characterize Othello based on this scene?
Do-Now: Why do we seek revenge on our enemies? Can seeing our enemy suffer really make up for what he/she has done to us? Does anything good ever come from seeking revenge?
Today: 1) Indirect vs. Direct Characterization
2) Class will begin reading Act 1, Scene 1 of “Othello.” How can you characterize Iago based on this scene?
3) In groups, students will read Act 1, Scene 2 of Othello. How can you characterize Othello based on this scene?
Exit Slip: Who does Iago remind you of? Explain. Who does Othello remind you of? Explain.
Homework: Addressing the Issue: Barbanzio is upset not only because his daughter married behind his back, but because she married a black man. If this play were set in today’s world, do you feel Barbanzio would have reacted the same way? Is interracial marriage still an issue today? Explain why or why not.
Friday, October 14
Objective: SWBAT recognize and evaluate a reoccurring theme in a text and explain how the theme relates to the plot of the story.
Do-Now: The last scene of the play begins seven years after Troy kicks Cory out of the house. What do you think may have happened during those seven years? Be specific.
Today: 1) Class will read Act 2, Scene 5
2) Class Fence: Students will find meaningful quotes from “Fences” and copy the quotes onto sentence strips which will be cut to look like pieces of a fence. The quotes will all be arranged together on the wall to create a class fence.
3) Deleted Scene: The play skips ahead seven years into the future. What do you think may have happened during those seven years? Write a deleted scene for the play that occurs some time during this seven year gap in order to help explain what happened to the family during that time.
HOMEWORK: FInish deleted scene. Work on "Fences" Project
Do-Now: The last scene of the play begins seven years after Troy kicks Cory out of the house. What do you think may have happened during those seven years? Be specific.
Today: 1) Class will read Act 2, Scene 5
2) Class Fence: Students will find meaningful quotes from “Fences” and copy the quotes onto sentence strips which will be cut to look like pieces of a fence. The quotes will all be arranged together on the wall to create a class fence.
3) Deleted Scene: The play skips ahead seven years into the future. What do you think may have happened during those seven years? Write a deleted scene for the play that occurs some time during this seven year gap in order to help explain what happened to the family during that time.
HOMEWORK: FInish deleted scene. Work on "Fences" Project
Wednesday, October 12, 2011
Thursday, October 13
Objective: SWBAT recognize and evaluate a reoccurring theme in a text and explain how the theme relates to the plot of the story.
Do-Now: What fences (both physical and metaphorical) has Troy built in this play? Are there any fences he still has left to build? Explain.
Today: 1) Making a list of Troy's fences
2) Class will read Act 2, Scene 4. How have things changed since the baby was born? What fences has Troy finally finished building in this scene?
3) Open Mind: Choose either Cory or Troy and fill out an open mind containing the thoughts/feelings of that character as Cory and Troy have their final falling out. You may use words, illustrations, or a combination of both. Make sure to fill in the ENTIRE mind.
EXIT SLIP: Which fence do you believe is the strongest fence Troy built? Explain.
Do-Now: What fences (both physical and metaphorical) has Troy built in this play? Are there any fences he still has left to build? Explain.
Today: 1) Making a list of Troy's fences
2) Class will read Act 2, Scene 4. How have things changed since the baby was born? What fences has Troy finally finished building in this scene?
3) Open Mind: Choose either Cory or Troy and fill out an open mind containing the thoughts/feelings of that character as Cory and Troy have their final falling out. You may use words, illustrations, or a combination of both. Make sure to fill in the ENTIRE mind.
EXIT SLIP: Which fence do you believe is the strongest fence Troy built? Explain.
Tuesday, October 11, 2011
Wednesday, October 12
Objective: SWBAT analyze instances of situational irony in a story and explain how they create drama and suspense. SWBAT explain a character’s motivations for his/her actions.
Do-Now: How might the news of Troy’s affair affect Troy and Rose’s marriage? Do you predict Rose will forgive Troy, or will she leave him? Explain your reasons will evidence from the play.
Today: 1) Review situational irony. Where have we seen it so far in "Fences?"
2) Class will read Act 2, Scene 2 pp. 73-77. Why was Alberta’s death unexpected? What is the significance of Troy talking to Death at the end of the scene? How is Troy being punished for his wrongdoings?
3) In pairs, students will read Act 2, Scene 3. How is Rose convinced to take care of Troy’s baby? Why is Troy still unwilling to admit he did anything wrong? What do you believe are Rose’s motives for deciding to keep the baby, but get rid of Troy?
4) Character Journal: Students will choose to be either Rose or Troy and will compose a journal entry in which they explain the motivations behind their actions. Students who choose Rose will explain why Rose decided to raise Troy’s baby, but kick Troy of her life. Students who choose Troy will explain why Troy decided to have his affair and why he didn’t regret it. Students will also explain why Troy decided to bring the baby to Rose.
Exit Slip: Do you feel Rose did the right thing by agreeing to be the baby’s mother? What would you have done if you were Rose?
Homework: Finish writing your character journal; Continue working on your "Fences" project
Do-Now: How might the news of Troy’s affair affect Troy and Rose’s marriage? Do you predict Rose will forgive Troy, or will she leave him? Explain your reasons will evidence from the play.
Today: 1) Review situational irony. Where have we seen it so far in "Fences?"
2) Class will read Act 2, Scene 2 pp. 73-77. Why was Alberta’s death unexpected? What is the significance of Troy talking to Death at the end of the scene? How is Troy being punished for his wrongdoings?
3) In pairs, students will read Act 2, Scene 3. How is Rose convinced to take care of Troy’s baby? Why is Troy still unwilling to admit he did anything wrong? What do you believe are Rose’s motives for deciding to keep the baby, but get rid of Troy?
4) Character Journal: Students will choose to be either Rose or Troy and will compose a journal entry in which they explain the motivations behind their actions. Students who choose Rose will explain why Rose decided to raise Troy’s baby, but kick Troy of her life. Students who choose Troy will explain why Troy decided to have his affair and why he didn’t regret it. Students will also explain why Troy decided to bring the baby to Rose.
Exit Slip: Do you feel Rose did the right thing by agreeing to be the baby’s mother? What would you have done if you were Rose?
Homework: Finish writing your character journal; Continue working on your "Fences" project
Friday, October 7, 2011
Tuesday, October 11
Objective: SWBAT evaluate Troy’s reasons for cheating on his wife and explain weather or not each reason is valid.
Do-Now: What reasons might a man have for straying from his marriage? Do you believe it is ever okay for a man to cheat on his wife? How should I wife respond to a husband that has cheated on her?
Today: 1) Foreshadowing: Where have we seen instance of foreshadowing in "Fences?"
2) Class will read Act 2, Scene 1 pp. 59 – 64. What advice is Bono offering to Troy? How is this foreshadowing what will happen next to Troy?
3) In pairs, students will finish reading Act 2, Scene 1 pp. 64-72. What reasons does Troy giving for having an affair? Why is Rose unwilling to accept these reasons?
4) Debate: Is Troy wrong for cheating on Rose? Students will examine the reasons Troy gave to Rose for his affair. Each student will decide whether he/she feels Troy is wrong for what he did and create a list of reasons why. The class will then have an open debate on the issue.
Homework: TV Script: Pretend Troy decided to bring Rose on a talk show to confess his affair to her. Write a script for the show, explaining how Troy breaks the news to Rose and how Rose responds.
Do-Now: What reasons might a man have for straying from his marriage? Do you believe it is ever okay for a man to cheat on his wife? How should I wife respond to a husband that has cheated on her?
Today: 1) Foreshadowing: Where have we seen instance of foreshadowing in "Fences?"
2) Class will read Act 2, Scene 1 pp. 59 – 64. What advice is Bono offering to Troy? How is this foreshadowing what will happen next to Troy?
3) In pairs, students will finish reading Act 2, Scene 1 pp. 64-72. What reasons does Troy giving for having an affair? Why is Rose unwilling to accept these reasons?
4) Debate: Is Troy wrong for cheating on Rose? Students will examine the reasons Troy gave to Rose for his affair. Each student will decide whether he/she feels Troy is wrong for what he did and create a list of reasons why. The class will then have an open debate on the issue.
Homework: TV Script: Pretend Troy decided to bring Rose on a talk show to confess his affair to her. Write a script for the show, explaining how Troy breaks the news to Rose and how Rose responds.
Thursday, October 6, 2011
Friday, October 7
Objective: SWBAT describe how the events in a story can alter the story’s mood as well as the characters’ mood.
Do-Now: What type of mood are you in today? Why do you feel this way? Explain what has happened to your or what will be happening to you that has put you in this mood.
Today: 1) Review mood
2) Class will read Act 1, Scene 4 pp. 41-44. How has Troy’s mood changed now that he’s received his promotion? How does this change the mood of the story? How can this scene be compared to a scene from “A Raisin in the Sun?”
3) In groups of five, students will continue reading Act 1, Scene 4 pp. 44-49. How has the change in Troy’s mood affected how he treats his family?
Exit Slip: Troy has finally gotten what he wanted, but he has also ruined his Cory's dreams. What do you predict will now happen to both Troy and Cory? Will everything start going Troy's way, or will he be punished for what he did to his son? Will Cory get a chance to play football, or will he chances be ruined forever?
Homework: Begin working on your project for “Fences.”
Do-Now: What type of mood are you in today? Why do you feel this way? Explain what has happened to your or what will be happening to you that has put you in this mood.
Today: 1) Review mood
2) Class will read Act 1, Scene 4 pp. 41-44. How has Troy’s mood changed now that he’s received his promotion? How does this change the mood of the story? How can this scene be compared to a scene from “A Raisin in the Sun?”
3) In groups of five, students will continue reading Act 1, Scene 4 pp. 44-49. How has the change in Troy’s mood affected how he treats his family?
Exit Slip: Troy has finally gotten what he wanted, but he has also ruined his Cory's dreams. What do you predict will now happen to both Troy and Cory? Will everything start going Troy's way, or will he be punished for what he did to his son? Will Cory get a chance to play football, or will he chances be ruined forever?
Homework: Begin working on your project for “Fences.”
Wednesday, October 5, 2011
Thursday, October 6
Objective: SWBAT evaluate the differences in characters’ parenting styles.
Do-Now: What type of parent do you plan on being one day? What will you encourage your children to do? What will you encourage them not to do? How involved will you be in their lives and in the decisions they make? How much discipline will you give to them?
Today: 1) Parenting Styles: Pros and Cons
2) Class will read Act 1, Scene 3 pp. 30-39, focusing on the relationship between Troy, Rose, and Cory. How do Troy/Roses’ relationship to Cory remind you of their relationship to Lyons? What reasons does Troy give for not allowing Cory to play football? What do you believe might be his true reasons?
3) In pairs, students will finish reading Act 1, Scene 3 focusing on the continuing conflict in the marriage of Troy and Rose caused by their different parenting styles.
Exit Slip: If you were the father/mother of Cory, would you allow him to play football or would you force him to work instead? Which do you feel is more important?
Homework: Writing Assignment: Evaluate your mother or father’s parenting style. What type of parent are they? Do they fit into one of the categories the class came up with today? How do they compare with the parents from the plays we have read? (Ruth, Walter, Mama, Troy, Rose)
Do-Now: What type of parent do you plan on being one day? What will you encourage your children to do? What will you encourage them not to do? How involved will you be in their lives and in the decisions they make? How much discipline will you give to them?
Today: 1) Parenting Styles: Pros and Cons
2) Class will read Act 1, Scene 3 pp. 30-39, focusing on the relationship between Troy, Rose, and Cory. How do Troy/Roses’ relationship to Cory remind you of their relationship to Lyons? What reasons does Troy give for not allowing Cory to play football? What do you believe might be his true reasons?
3) In pairs, students will finish reading Act 1, Scene 3 focusing on the continuing conflict in the marriage of Troy and Rose caused by their different parenting styles.
Exit Slip: If you were the father/mother of Cory, would you allow him to play football or would you force him to work instead? Which do you feel is more important?
Homework: Writing Assignment: Evaluate your mother or father’s parenting style. What type of parent are they? Do they fit into one of the categories the class came up with today? How do they compare with the parents from the plays we have read? (Ruth, Walter, Mama, Troy, Rose)
Tuesday, October 4, 2011
Wednesday, October 5
Objective: SWBAT recognize and evaluate a reoccurring theme in a text and explain how it relates to the plot of the story.
Do-Now: Why do people build fences? Where do you usually see fences being built? How can a person build fences metaphorically?
Today: 1) How can fences be viewed as a theme in "Fences?"
2) Class will read Act 1, Scene 2 pp. 20-24, discussing the physical vs. emotional fences that Troy is in the process of building. Why does he want to build a fence around his house? Why is he building an emotional fence between himself and his family?
3) In groups of three, students will finish reading Act 1, Scene 2 focusing on the emergence of the character, Gabriel. How does Gabriel’s presence add to the play? Is he a necessary character? What can you infer about Troy based on his treatment of Gabriel.
Homework: Fences Poem: Compose a poem (minimum 20 lines) about the physical and metaphorical (emotional and mental) fences you have put up in your life. In this poem, describe the fences you have put up and explain why you have built them.
Do-Now: Why do people build fences? Where do you usually see fences being built? How can a person build fences metaphorically?
Today: 1) How can fences be viewed as a theme in "Fences?"
2) Class will read Act 1, Scene 2 pp. 20-24, discussing the physical vs. emotional fences that Troy is in the process of building. Why does he want to build a fence around his house? Why is he building an emotional fence between himself and his family?
3) In groups of three, students will finish reading Act 1, Scene 2 focusing on the emergence of the character, Gabriel. How does Gabriel’s presence add to the play? Is he a necessary character? What can you infer about Troy based on his treatment of Gabriel.
Homework: Fences Poem: Compose a poem (minimum 20 lines) about the physical and metaphorical (emotional and mental) fences you have put up in your life. In this poem, describe the fences you have put up and explain why you have built them.
Monday, October 3, 2011
Tuesday, October 4
Objective: SWBAT describe the relationship between two characters by drawing inferences from the characters’ dialogue.
Do-Now: What are common issues husbands/wives tend to fight about? Why do you believe they typically fight about these issues?
Today: 1) Review direct vs. indirect characterization. How can dialogue be used to characterize someone?
2) Finish reading Act 1, Scene 1, focusing on the dialogue between Lyons, Rose, and Troy. What can be inferred about the relationship between these characters based on how they talk to one another? How can their relationships with one another be compared/contrasted to the relationships between Ruth, Walter and Travis?
3) Make a VENN diagram comparing and contrasting Rose’s relationship with Lyons to Troy’s relationship with Lyons.
Exit Slip: Rose and Troy appear to play “Good Cop, Bad Cop” with Lyons. Is this dynamic similar to the dynamic your parents have with each other? Explain.
Homework: Create a two-page scene of dialogue in which Rose and Troy from “Fences” meet Walter and Ruth from “A Raisin in the Sun.” What might these characters have in common that they could talk about in terms of their marriages, families, and jobs?
Do-Now: What are common issues husbands/wives tend to fight about? Why do you believe they typically fight about these issues?
Today: 1) Review direct vs. indirect characterization. How can dialogue be used to characterize someone?
2) Finish reading Act 1, Scene 1, focusing on the dialogue between Lyons, Rose, and Troy. What can be inferred about the relationship between these characters based on how they talk to one another? How can their relationships with one another be compared/contrasted to the relationships between Ruth, Walter and Travis?
3) Make a VENN diagram comparing and contrasting Rose’s relationship with Lyons to Troy’s relationship with Lyons.
Exit Slip: Rose and Troy appear to play “Good Cop, Bad Cop” with Lyons. Is this dynamic similar to the dynamic your parents have with each other? Explain.
Homework: Create a two-page scene of dialogue in which Rose and Troy from “Fences” meet Walter and Ruth from “A Raisin in the Sun.” What might these characters have in common that they could talk about in terms of their marriages, families, and jobs?
Saturday, October 1, 2011
Monday, October 3
Objective: SWBAT describe how a story’s setting is used to create mood.
Do-Now: Read and respond to the quote on the third unnumbered page of “Fences.”
Today: 1) Review mood
2) Class will read the Introduction to “Fences” as well as the setting and a description of the history surrounding the play. What type of mood is the setting creating for the play?
3) Students will separate into pairs and beginning reading Act 1, Scene 1 pp. 1-5. How does this initial conversation between Troy and Bono help to establish the story’s setting and mood?
Exit Slip: Based on the first part of Act 1, Scene 1, what predictions can you begin to make for what might happen later on in the play?
Do-Now: Read and respond to the quote on the third unnumbered page of “Fences.”
Today: 1) Review mood
2) Class will read the Introduction to “Fences” as well as the setting and a description of the history surrounding the play. What type of mood is the setting creating for the play?
3) Students will separate into pairs and beginning reading Act 1, Scene 1 pp. 1-5. How does this initial conversation between Troy and Bono help to establish the story’s setting and mood?
Exit Slip: Based on the first part of Act 1, Scene 1, what predictions can you begin to make for what might happen later on in the play?
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