Digital Unit Plan Template

Unit Title: Fences Name: Torres

Content Area: English Grade Level: 11/12
CA Content Standard(s)/Common Core Standard(s):

 CCSS.ELA-LITERACY.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text
 CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
 CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
 CCSS.ELA-LITERACY.SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Big Ideas/Unit Goals:

Students will immerse themselves in the presented literature and after carefully reading the piece they should be able to compose their own thoughts and responses to
Fences. Students should be able to answer the following; What are some clues, evidence or phrases that give away the time period of the text? What are some themes or
social issues within the play that are still current today? Would you consider Troy Maxson an antagonist or protagonist of the play, and why? How does the setting of the play
affect the context of the play?
Unit Summary:
In this unit, we will be reading and discussing August Wilson's Fences. We will be applying our in-depth reading skills while exploring the complex themes of marriage,
family, racism, and others. Group discussions will be held to share thoughts and ideas on the material along with quick write activities in order to record questions and ideas.
We will be discussing the many symbols within Fences and how they affect the narrative of the play. Also, we will be looking at the various characters and their roles within
the play. All in all, students will be exercising their reading, writing, and verbal communication skills in order to make conceivable arguments and observations of the text.
Assessment Plan:
Entry-Level: prior to the reading students will choose Formative: There will be a class discussion held each Summative: There will be pop quizzes held each class
to write on any of the topics related to the time period class meeting to discuss the previous assigned meeting to ensure that students are reading the
of Fences (eg. The Negro Baseball League, Blues music, readings. Participation is highly encouraged as students assigned pages. At the end of the unit there will be a
Women in the 1950’s, etc.) Students will discuss one of who present the most points and ideas will be given take home essay assigned where students will pick one
the topics in the form of a one page research essay. participation points. major theme of the material to discuss.
Students will then discuss these topics in class and talk
about how they relate to the play of Fences.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence: Lesson Activities: A PowerPoint will be presented to the class as an overview of the text Fences, along with the
Students will be introduced Discussion questions will be future objectives and activities that will be taking place during the duration of the reading of Fences. The
to the text, along with presented after the PowerPoint will be introducing and discussing an important piece of the literature, such as symbols. Students will
important aspects of the PowerPoint to stimulate
piece in order to fully students' critical thinking understand the role of symbolism within the text along with it's importance. With this knowledge students can
understand the purpose and and to reflect on the lecture. connect this new knowledge to future readings.
meaning of the text.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities: Students will break into groups and assign characters for each group member to
The goal is to bring the Students will write an portray. One student will play as the talk show host (this is can be in the form of a talk show, reality show
characters to life in a creative informal group reflection reunion, or any other idea I approve of) Each student within the group will be acting as a character within
way and for students to paper that reflects on their the play, aside from the host. The talk show should reflect back on memorable moments of the play along
respond and act in such ways decisions and why they chose
with direct questions to characters from the play. In order for the students to portray their character
to discuss themes and ideas
they believe the characters accurately this requires careful reading of the text in order to understand the emotions, and motives of
from the text.
would. Students will need to the character.
come up with a title for the
talk show and one
commercial that is
appropriate for the time
period.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities: Students will design a flow chart in the sequence of an Act and Scene from the text
Students will also practice Students must cite pages, and they have chosen. The flow chart is to demonstrate their understanding from the scene along with its
their writing skills and their quotes from the text as significance and purpose. Key moments are meant to be highlighted within the flow chart and
mastery of language evidence of their reading and interesting or important quotes are to be included as well.
through group discussions, understanding of the scene.
quick writes and a final
essay.
Unit Resources:
http://americantheatrewing.org/legends/fences/
https://www.commondreams.org/views05/1014-21.htm
https://www.npr.org/templates/story/story.php?storyId=90374807
https://weemagine.com/2017/01/18/8-teachable-facts-about-fences-playwright-august-wilson/
https://www.nytimes.com/1987/04/05/theater/fences-no-barrier-to-emotion.html
http://www.historylink.org/File/10315
https://www.seattletimes.com/sports/august-wilsons-raw-fences-still-has-relevance/
Useful Websites:
http://englishwtorres.weebly.com/