This module is intended to be used over a two-week time period. Students should complete one update a day and spend four days on the extension activity.

These learning outcomes are meant to be used in an 11th grade general education setting and use the common core state standards as they are currently adopted in most of the United States. This unit focuses on the selection of textual evidence, close reading analysis, and a research component. These standards were selected based on gaps found in student skill sets earlier in the year, with the exception of the research task. The choice to incorporate this task was made as this standard has not yet been covered, and students will need to hone their research skills as investigating and synthesizing new information is a 21st century skill. The first six lessons of the module will focus on analyzing the theme, conflict, and character development within Act 1, with the extension activity and final assessment being the research paper. 

• 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.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
• CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
• CCSS.ELA-LITERACY.RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
• 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: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• CCSS.ELA-LITERACY.SL.11-12.1.C: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
• CCSS.ELA-LITERACY.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Materials Needed:

• Students will need a copy of "Fences" by August Wilson. The copy referred to in the module is linked here. 
• Students should have a composition notebook to complete some of the assigned tasks.
• Students will need their own device. (Laptop, chromebook, computer, tablet, etc.)

Pedagogical Rationale:

Before beginning this text, students need to understand the historical context of the play since the context drastically shapes the protagonist. This is considered to be an “integral setting” in which the setting itself must be understood as it shapes the understanding and message of the play. And as, “Reading and understanding period fiction presents its own set of difficulties for students, namely the obstacle of stepping out of contemporary times and entering a story locale far different than perhaps what one knows in real life,” students need time to ground themselves in the reality of the time period before starting the text. (Watson, 1991, p. 645) The purpose of this lesson is to provide this opportunity.

This lesson addresses:

• Activities that get students to group and classify things, form concepts and define terms.
• Activities that immerse students in new experiences or information.
• Activities in which students tie concepts together into generalisations or map the interconnections between concepts.

Standards Mapping:

• CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
• CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• CCSS.ELA-LITERACY.SL.11-12.1.C: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Teaching Suggestion:

This lesson should occur before students have access to the novel. If implemented in person, consider having students create a list of events together before selecting their Update topic. Additionally, after students have posted their comments, consider sharing one of the posted questions with the class for students to discuss using a think-pair-share model.

This is not meant to fully encapsulate all of the hardships and racial discrimination of the time, but to give students an overview so that they have some understanding before diving into the text.

Assessment Note:

The purpose of today is for students to grasp a better understanding of 1957 and begin to think about how the setting might affect the protagonist of the play. Check that updates are about an event from 1957 and that they adequately assess whether the event improved conditions or created racial tension. In the comments, ensure that students have thoughtfully incorporated their learning about the 1950’s into their claim about Wilson. Consider pulling a small-group into office hours for students who struggle to grasp why Wilson may have made this choice. The Pre-Course Survey does not have an answer key, as it should be used to guide small group instruction during office hours. 

Resources:

For an extension, students could work with the following site to analyze photos from the time period.

https://www.smithsonianmag.com/history/these-photos-offer-glimpse-1950s--south-180962929/

Fences Pre-Course Survey

Pedagogical Rationale:

Students begin with class time to ground them in the novel before analyzing the text. I have chosen to begin with the trailer for the film as an aid for visual learners and to peak student interest.

In this lesson, students will begin to establish a framework for who Troy is and what systemic issues have caused him to act this way. Students will actively engage with the text through focused annotation. “Annotating helps readers reach a deeper level of engagement and promotes active reading.” (Porter-O'Donnell, 2004, p. 82) This ultimately will lead to students being better equipped to craft their update analyzing Troy’s role and predicting conflict.

This Lesson Addresses:

• Activities which explore motives, purposes and interests.

Standards Mapping:

• 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.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Teaching Suggestions:

If taught in person, read the play aloud and pause throughout the first few pages to complete a think-pair-share focusing on their annotations about Troy. Consider providing a bank of possible evidence and sentence frames for students who may struggle with the update writing task.

Assessment Note:

Check students updates to see that they are able to cite strong evidence from the text to support their thinking. Consider pulling a small-group into office hours for students who struggle with identifying evidence. In your reteach, work with them to select strong evidence that reveals Troy’s personality.

Resources:

For students who may need additional support, consider providing them with a link to the audio for the text.

• Audio Book 

Pedagogical Rationale:

The purpose of this lesson is for students to slow down in the reading and engage with Troy’s monologue in order to fully examine the symbolism. Particularly, the importance of the Death’s white robe and the connection to the KKK. Therefore, students will work to annotate the text for three separate aspects. “Because annotating slows the reading down, students discover and uncover ideas that would not have emerged otherwise.”

(Porter-O'Donnell, 2004, p. 85) Students will then take this thinking to develop their writing. This is so that students will discover, “for themselves that annotations were serving their intended purpose.” (Porter-O'Donnell, 2004, p. 87) By having the annotations serve a clear purpose, students are more likely to complete the work and thus deepen their analysis.

This Lesson Addresses:

• Activities which explore cause, effects, relationships and functions

Standards Mapping:

• CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
• CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Teaching Suggestions:

If teaching in person, read the text out loud with students and pause to share and discuss the descriptions of death. (Ex: What did you underline? Why do you think Wilson included this word/phrase here? Why does Troy consistently reference baseball?

If time allows, deepen the discussion of Troy’s character by rewatching the clip and focusing on Bono and Rose. This will lead into a conversation about how Troy is performative in his conversations with loved ones rather than truthful.

Assessment Note:

When examining student updates, key in on whether or not students are able to make the leap and analyze the symbolism of Death’s robe. For students who struggle to make this connection, have them explore the resource below on the KKK and then edit their update afterwards.

Resources: For students who may need additional support, consider providing them with a link to the audio for the text.

• Audio Book

If students need additional information about the KKK to fully analyze Troy’s monologue, consider utilizing excerpts from the website below:

• History.com KKK Overview

Pedagogical Rationale:

As students continue through the novel, they will need to grasp the variety of ways that the protagonist Troy is in conflict with the world. Since this is the first time students are encountering these conflicts, the question for the update is focused on identification rather than analysis. This will come later in the unit. For the comment, students are asked to make a connection to a prior piece of literature or a film. This is because, “Questions that require integration between prior knowledge and information located in the text are key to knowledge building.” (Cervetti, 2015, p. 265) By drawing a connection to an example they are more familiar with, students will better retain the forms of conflict definitions. This is also the reason the connection to "Outsiders" is presented, as students will have encountered this text in prior curriculum.

This Lesson Addresses:

• Activities that require the transfer of knowledge to new situations and different contexts.
• Activities which explore motives, purposes and interests.

Standards Mapping:

• 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.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
• CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
• CCSS.ELA-LITERACY.RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Teaching Suggestions:

If teaching in person, have the students start by silently writing one example of conflict that they analyzed on a sticky note with the quote from the text and placing it on the board. After presenting the notes on forms of conflict, then create a three column chart titled, “Character vs. Character / Character vs. Self / Character vs. Society”. Then have students work to sort each conflict into the correct column. As they sort, they can grab another sticky note and add any conflicts they remember that might not be noted yet.

Assessment Note:

Check for student’s ability to transform the discussion around stage directions into a written analysis. If needed, consider pulling a small group and having students watch a portion of the film “Fences” to see how body language and staging adds to Wilson’s work.

Resources:

This storyboard website, explains the forms of conflict in more detail and provides additional graphics for students who need more support.

• Storyboard

Pedagogical Rationale:

In this lesson students are analyzing the relationship between the protagonist Troy and his son Cory. This will build on the work they did in the previous update about conflict. Students will read and annotate the text on their own. A video of the scene is also provided to help students, particularly visual learners, identify strong evidence of Troy’s perception of fatherhood. The purpose of the comment, while not addressing a common core standard, is to help students push past the text and make connections to their own experiences. When students make personal connections to a text they increase their ability to, “imagine themselves into other’s minds, transforming their understanding of themselves and each other”. (Gallagher & Kittle, 2018, p. 17) Student’s will further these connections in responding to their peer’s comments. The standards are addressed in the update students will compose. This provides a balance of standards driven instruction and student voice.

This Lesson Addresses:

• Activities that require the transfer of knowledge to new situations and different contexts.
• Activities which explore motives, purposes and interests.

Standards Mapping:

• 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.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Teaching Suggestions:

If teaching in person, consider reading the text out loud with students to help them hear the emotion in the scene. Additionally, when watching the clip have students key in on the dialogue from 1:29-2:00 of the video clip as this is the strongest evidence of Troy’s perspective. Consider then having students think-pair-share and discuss what Troy’s perspective is and why he may hold these beliefs. This will help segue into the next lesson.

Assessment Note: When reading the updates, make sure that all students have incorporated Cory’s question to Troy as a piece of their evidence. “How come you ain’t never liked me?” (Wilson & Richards, 1986, p. 37) This is the strongest evidence to support Cory’s perspective. Students may pull a variety of evidence to support Troy’s perspective as he lists several qualities of a good man.

Resources:

For students who may need additional support, consider providing them with a link to the audio for the text.

• Audio Book 
• For more analysis of Troy and Cory’s relationship read: LitCharts

Pedagogical Rationale:

In this lesson students are expanding their analysis of the text from what the text explicitly states, to the historical context of the play. August Wilson wrote this play in 1985 and yet the setting is 1957. Students previously researched this time period and now they will use it to draw connections to the character’s actions and outlook in life. As students may not be familiar with this task, I have included a modeling video. This task requires multiple steps and thought processes. Therefore, this model will help students know what steps to take and what to consider when engaging with the text. (Belknap & Belknap, 2021)

This Lesson Addresses:

• Activities which explore motives, purposes and interests.
• Activities which explore cause, effects, relationships and functions.

Standards Mapping:

• CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
• CCSS.ELA-LITERACY.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Teaching Suggestions:

If teaching in person, consider actively monitoring student progress on their t-charts while reading. If students are struggling, pull a student’s work who is excelling at the task and show it under the document camera. Students can then discuss the connections the exemplar student made between Troy and his past.

Assessment Note:

In the update, focus on whether or not students are able to connect how the systemic barriers in Troy’s life have caused him to view the world harshly as a place he must survive. Students should identify how Troy’s inability to pursue his dreams had led him to be disillusioned and angry at the world and his family. Use the "Fences Post-Course Survey" to inform re-teaching strategies and grouping in the next unit. 

Resources:

Audio Book 

Modeling Document

Fences Post-Course Survey

Pedagogical Rationale:

“Researchers have found that encouraging students to think of ‘history as the extended present’ (Bateman and Harris, 2008, p. 272) rather than as a chronological series of events — the past, present and future — enhances their understanding of the historical process.” (Rodwell, 2013, p.44) Thus students will be working to draw connections between a theme in the text to real world issues today. This act of connecting the text to the present, “ is a highly effective method of increasing engagement and motivation.” (Kern, 2009, p. 10) Students also need to hone their ability to search out credible sources and compile this information into a readable and engaging format. I have not worked through this project before, but I think viewing the text through a social justice lens will help more students find meaning in Wilson’s work. I wanted the project to be open-ended so that students can choose an issue they are passionate about. However, I know that some students may need a list to help them hone in on areas of interest.

This Lesson Addresses:

• Activities that require the transfer of knowledge to new situations and different contexts.
• Activities that require application of knowledge to actual problems and real world situations.
• Activities that bring in the students’ own experiences and existing knowledge.
   

Standards Mapping:

• 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.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

• 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.

Teaching Suggestions:

Give students time to choose a topic and refine what they are researching. Many students may find after researching that they are actually interested in a different issue. If this is their first time researching, consider modeling how to format a text as well as overviewing how to determine whether a source is credible.

Assessment Note: Students should submit a rough draft version first. This version should be peer edited by a minimum of two other students using coded annotations as outlined in the rubric below. Students should then receive revision time and teacher feedback before having to submit a final version.

Fences "Extension" Rubric

Resources:

• APA Purdue Owl
• Source Credibility