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) Teacher will introduce theme to the class and explain how “fences” can be viewed as a theme in the play. What are the physical fences being built in the play? What are the emotional fences being built?
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.
4) Class will discuss why they feel Gabriel is present in this play. What do Rose and Troy’s responses to Gabriel’s mental illness reveal about their characters?
5) "Fences" Poem: Compose a poem (at least 20 lines long) about the fences (both physical and emotional) you have built in your life. Your poem may rhyme or be free verse and can be written in any style you choose.
Exit Slip: What fences have you built in your life (both physical and emotional). Why did you choose to build these fences?
Homework: Finish "Fences" poem.
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