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
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