Dear Teachers
|
|  Yüklə 165.5 Kb.
|
Analyzing the EpigraphThis can be used as part of a mini-lesson on literary allusion. Just before the cast lists is an epigraph written by August Wilson. If you are comfortable using the Bible as literature, you can share that “sins of the father” is a Biblical reference. Leviticus 26:40 is the most direct reference, using the New International Version, a more approachable version than the King James. A search at http://www.biblegateway.com/quicksearch will help you locate other similar references if you desire to do a more detailed lesson. Once students have completed the play, you can revisit the epigraph to see if students can trace the sins of the father from Troy’s dad to Cory. Visualizing the SettingStudents can engage in this activity independently in small groups. Wilson devotes three paragraphs to the setting. The setting describes a house in a big-city neighborhood. While Wilson is not specific as to which city, it is widely accepted that all but one of Wilson’s plays is set in the Hill District of Pittsburgh, PA where he grew up. Discuss what students think the set might look like. What does it say about the people who live there? What do you expect them to be like? Have the students make a representation of the Maxson house. Quick: Have students work in small groups, or as a full class, to sketch out the set either on large newsprint paper, or on an overhead so you can refer back to the design during the play. Regular: Have students draw or cut out pictures, and bring in a representation of the house, yard or the entire set for Fences. Advanced: Have students build a three dimensional set or diorama based on the description. Students could also design the set using a computer. History/Inter-textual: America’s Great Migration, African American Migration from the South to the NorthBefore Act 1, Wilson writes a two-page description of immigrant and Black life in America up until 1957 titled “The Play.” This is useful background information for students and it will help them understand the context in which Wilson wants the play to be seen. As a mini-lesson: Use a map of the United States to visually trace the migration of African Americans from the rural South to the northern mills and factories of the Northern cities where they found employment. Highlight the following facts:
Writing prompt Ask students to consider the expectations of African Americans in the North, their feelings about being discriminated against even in the North, the different experiences and perspectives of African Americans in the North and those in the South, the different expectations of African Americans from different generations. As an independent learning activity, students could be asked to conduct research to find the key information about the Great Migration. This should still be followed with the reflective writing prompts suggested above. Vocabulary Much of the language in Fences is simple and easily understood. Most of the vocabulary words that will be unfamiliar to students come from Wilson’s background information about the play and from stage directions. destitute (xvii) emulate (1) guile (xvii) attendant (5) ramshackle (xvii) integral (5) eloquence (xvii) goatee (13) turbulent (xviii) ritual (13) provocative (xviii) methodical (40) Act 1 of Fences Suggested approaches for reading the play with your class Because Fences is full of sympathetic characters, Wilson’s writing style grabs readers’ attention immediately. Many students become so intrigued by the plot, they finish the play before sections are assigned in class. Because the story is so accessible, consider assigning sections of the play for students to read as homework in addition to allotting time in class for dramatic read alouds. Struggling readers can be anchored by study questions, and all readers can be directed to return to class with questions about the text. Of course since Fences is a play, it helps to get scenes up on their feet. One way to have students present a scene is explained step by step in section 2.2. Even after having students read a scene, it is fun to act it out in class to gain deeper understanding. This is helpful since students tend to gloss over certain sections and miss the fine points of Wilson’s reading. There are many fine acting guides to help you with performance techniques beyond those listed in this guide. Act 1, Scene 1Synopsis This expository scene introduces the audience to Troy, his best friend Bono, Rose, and his eldest son Lyons. We learn of Troy’s work woes, and see his deep friendship with Bono and his love of Rose. Troy pretends not to be interested in his son Lyons, a musician. While Lyons pursues his dream, he usually needs to borrow money from Troy when he’s between “gigs.” Note to Teachers: Struggling readers sometimes have a hard time understanding the metaphor of Troy wrestling with Death. The Scene from page 10-12 is worth a class discussion. However, if there are a number of struggling readers, check in to make sure they see the parallel between Troy’s figurative struggle with Death and Rose’s literal recollection of Troy’s bout with pneumonia. This is an effective passage to have students read aloud and dissect section by section. If you are using the character activity chart you can add new information about Troy and Rose by analyzing how Troy feels about life, and how Rose feels about Troy’s drinking and his health in general. Figurative Language
Discussion Questions These questions can be used to guide a class discussion, or as writing prompts in the student’s reader’s response notebooks and/or their writer’s notebooks. ** Note to teachers: Our intent in exploring this issue is not to validate standard English over dialect. We recognize the sensitivity of the issue of language, and we encourage you to consider the ways in which these questions could be difficult for your students to explore.
Activities Cross Curricular Connections/History: Exploring the Start of the Civil Rights Movement This can be a mini-lesson, or an independent activity for small groups. Use the timeline on the next page highlighting key Civil Rights events. Keep the timeline visible in the classroom throughout the play in order to integrate events from the play into actual historical events. Have students explore (either with you in a mini-lesson, or independently in small groups) what key events happened before the play starts, and which events are after. The goal is for students to recognize the connections between the characters and events from the play and the historical era the play is set within. For example, the Civil Rights Act establishing the Equal Employment Opportunity Commission did not exist in 1957, which would explain why Troy Maxson’s quest for a job as a garbage truck driver is so challenging. After the timeline are interpretive questions about the events highlighted in the timeline. Suggested Timeline of Key Civil Rights Events 1904 Fences character Troy Maxson is born 1926 Satchel Paige begins his professional career in the Negro League 1939-1945 World War II 1947 Jackie Robinson becomes the first African American player in the Major Leagues 1948 Satchel Paige is brought into the major leagues; he was the oldest rookie ever to play Major League baseball. Paige was in his late 40s 1951 Plessy v. Ferguson overturned by Supreme Court The state of Louisiana enacted a law that required separate railway cars for blacks and whites. In 1892, Homer Adolph Plessy, who was seven-eighths Caucasian, took a seat in a "whites only" car of a Louisiana train. He refused to move to the car reserved for blacks and was arrested. 1954 Brown v. Board of Education; Supreme Court declares racial segregation in schools unconstitutional 1955 December 1: Rosa Parks is arrested. 1957 First Civil Rights Act since Reconstruction era desegregates voting The year in which Fences is set 1959 Sit-ins begin as form of civil disobedience 1961 Freedom rides 1963 March on Washington 1964 Civil Rights Act passed; it establishes Equal Employment Opportunity Commission 1965 Fences character Troy Maxon dies After the students have gone over the timeline, have them respond to the following questions, either through full-group discussion, small group discussion, or writing in their writer’s notebooks:
Character Descriptions |