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Fences by August Wilson.pdf
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Transcript of Fences by August Wilson.pdf
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K.Pearsall/Theater:BringingPrimarySourcestoLifeThroughDrama
Lesson:ModernTragedy:FencesbyAugustWilson
Grade:12
Subject:English+LanguageArtsJuly14,2012
AspartofasemesterofstudyingtragedyfromtheGreekstotheModerns,twelfthgradeAPEnglishLiteratureandCompositionstudentswillreadAugustWilsonsFences.ResourcesfromtheLibraryofCongresswillhelpthestudentsdiscoverthemeaningofWilsonstext.Uponcompletionoftheplaythestudentswillhaveagreaterunderstandingoftragedyandthecommonman,asArthurMillersoeloquentlydescribesinanessayofthatname,andmakedirectcomparisonsofWilsonsFencestoMillersDeathofaSalesman.
OverviewStudentObjectivesListthebulletedgoals/objectivesbehindyourlessonplan
Studentswill: Useprimarysourcestobecomeacquaintedwiththecolorbarrierin
baseball Beabletoappreciatetheinternalconflictsfacingthemaincharacter
TroyMaxson IdentifytheclassictragicelementsinthisTwentiethCenturyplay Identifyissuesthatareuniversallytragic,notjustonesrelatedtorace ExplainthebaseballmetaphorsWilsonincorporatesinthedialogue Understandtheatreartistsuseprimarysourcestorealizeconceptual
interpretationsofdramatictext
Gradelevel 12thGradeAdvancedPlacementEnglishLiteratureandComposition
CurriculumareaExample:LanguageArts
English/LanguageArts
Materials 1.AugustWilson.Fences.2.SourceslistedonLibraryofCongressbibliographyendofthisdocument3.NegroLeaguesBaseballMuseum,KansasCity,MOwebmuseumvisitathttp://www.nlbm.com/s/index.cfm4.NYTimesarticleDodgersPurchaseRobinson,FirstNegroinModernMajorLeagueBaseball,Friday,April16,1947http://www.nytimes.com/learning/general/onthisday/big/0410.html#article
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K.Pearsall/Theater:BringingPrimarySourcestoLifeThroughDrama
5.TranscriptofLibraryofCongressinterviewwithBranchRickywhyandhowRickeybrokethecolorlineinbaseballhttp://memory.loc.gov/ammem/collections/robinson/davis.html6.SpeechbyBranchRickeyforthe"OneHundredPercentWrongClub"banquet,Atlanta,Georgia,January20,1956.BroadcastonWERD860AMradio.describestheproblemshefelthefacedinthe1940s,whenhedecidedtointegratemajorleaguebaseball.Healsodiscusseseventsthatinfluencedhisdecisionandfactorsthathethinkswillreduceracialprejudicehttp://memory.loc.gov/ammem/collections/robinson/branch.html
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K.Pearsall/Theater:BringingPrimarySourcestoLifeThroughDrama
StandardsLearningStandardsbyStateExplaininbulletpointshoweachoftheObjectivesalignwithstatelearningstandards
Common Core Standards for Reading Literature, Reading Informational Text, Writing, Speaking and Listening Grades 11,12:
Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaorformats(e.g.,visually,quantitatively)aswellasinwordsinordertoaddressaquestionorsolveaproblem.Objectiveusingprimarysources
Initiateandparticipateeffectivelyinarangeofcollaborativediscussions
(oneonone,ingroups,andteacherled)withdiversepartnersongrades1112topics,texts,andissues,buildingonothersideasandexpressingtheirownclearlyandpersuasively.Objectiveclassdiscussionsabouthowprimarysourcesinformunderstandingoftheplay
Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,
recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.Objectiveanalyzing/comparingtheYouTubeactingdemonstrationsoftheplay
Analyzetheimpactoftheauthorschoicesregardinghowtodevelopand
relateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).Objectivestudentscreatetheirowninterpretationsofauthorscharactersandthemes
Determinetwoormorethemesorcentralideasofatextandanalyze
theirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.Objectivecompletedwhenreadingindependentlytheremainderoftheplay
Writeinformative/explanatorytextstoexamineandconveycomplex
ideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.Objectivecompletingwrittenassessment
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K.Pearsall/Theater:BringingPrimarySourcestoLifeThroughDrama
Procedures/ResourcesRecommendedtimeframeoverviewExample:6sessions:130mingroupintro/530mincomputerbasedactivitysessions/130mingroupwrapup
Fortyfiveminuteinclasssessions
Listtheprocedureandresourcesforbulletpointswithresourcelinksforeachsessions:
SessionOne: BackgroundonAugustWilsonandhisplays McCarterTheatreteachingresourcehandoutsAboutAugustWilsonhttp://www.mccarter.org/Education/gemoftheocean/12.htmlAugustWilsonsCycleAfricanAmericansinthe20thCenturyhttp://www.mccarter.org/Education/gemoftheocean/14.htmlDVDfromschoollibrary
SessionTwo: EssentialQuestion toOpenUnit:Whataretheissuesofracialsegregationinbaseball?whatweretheNegroLeagues?whowasBranchRickey?whatcanwegleanfromoursourcesaboutthesignificanceoftheseissues?Teachingobjective:StudentswillanalyzeprimarysourcesinordertounderstandthebackgroundofTroysconflict.Procedure:Passoutlaptops.Studentsworkinpairstoreviewallprimarysources(photosandmanuscripts)listedundermaterialsinthelessonplan.Thetextoftheplaywillbereadaftersessionstwoandthree.Togetherstudentswillmakenotesinresponsetotheprimarysources:Guidingquestionsforphotonotes:Describewhatyousee.Whatshappening?Whatisthecontextandaudienceofthephoto?Whatdoyouwonderabout?Conclusions?Guidingquestionsformanuscripts,articles,andwebmuseumvisit:Whatdoesthetextsay?Whoistheintendedaudience?Whatdowelearnandwonderabout?
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K.Pearsall/Theater:BringingPrimarySourcestoLifeThroughDrama
LibraryofCongressresourceforanalyzingprimarysources:http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdf
SessionThree:
Objective:Studentsbegintounderstandthesignificanceofthecolorbarrierinbaseball.StudentsdiscussfindingsfromtheprimarysourcesclassroomsharingHandinnotesforaclassworkgradejustacheckforcompletion.
SessionFour:
Objective:StudentswillobserveanactorsinterpretationofTroysconflictwithhissonandassessitsrelationshiptotheprimarysourcematerialtheyexamined.(Watchyoutubevideoclips)
1. HowComeYouAintNeverLikedMe?(fathersonconflictDenzelWashington2010)http://www.youtube.com/watch?v=UBTXS42dj40
YouAintNeverLikedMe(samesceneJamesEarlJones1987)http://www.youtube.com/watch?v=K_kGtQmvrVI&feature=related**Discussionofbothactorscreationofthecharacter,notingsimilaritiesanddifferencesandaudiencesreaction.2.FightingDeathDenzelWashington2010http://www.youtube.com/watch?v=7v4l36NTrsA
3. IDontWantHimtoBeLikeMeDenzelWashington2010(Troysbitternessaboutpastdiscrimination)http://www.youtube.com/watch?v=EqIHzuBm2Gk
SessionFive:
Objective:Studentswillcreatetheirown interpretationsaboutTroyscharacterasinformedbytheirprimarysourceresearch.BeginreadingFencesaloudinclass.Studentstakeroles.TheydiscovercomplexityofTroysconflictbyreferringtowhattheyhavelearnedintheirreviewoftheprimarysources.Homework:Readrestofplayathomesuggestreadingaloudtoselforreadingwithsiblingorparents.
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K.Pearsall/Theater:BringingPrimarySourcestoLifeThroughDrama
SessionSix:
Objective:Studentsdemonstrateunderstandingofboththethemesoftheplayandtheplaywrightscraftbyrespondingtoaninclassessay.Givenasetofquotationsbyfamoushistoriansandwriters,studentsselectoneandapplyittotheplayintermsofeither/boththeAfricanAmericanconditionor/andtheuniversalhumancondition.
EvaluationNotetherubricwhichwillhelpyouevaluate/gradeyourstudents
StudentswillbeevaluatedusingtherubricforgradingAPEnglishLiteratureandCompositionessays.
AdditionalResourcesListanyadditionalresources(example:websitesrelatedtolessonplantopic)thatstudentscanuseforadditionalinformationand/orafterclassexploration
1. AugustWilsonhomepagehttp://www.augustwilson.net/
2. AugustWilsonCenterforAfricanCulturehttp://www.augustwilsoncenter.org/
3. TheatreReviewofDenzelWashingtonandViolaDavisinFences2010http://theater.nytimes.com/2010/04/27/theater/reviews/27fences.html
4. TheatreReviewof1987productionwithJamesEarlJoneshttp://theater.nytimes.com/mem/theater/treview.html?res=9b0de7de1f3df934a15750c0a961948260
AccommodationsNoteanyaccessibilityoptionsthatmightbeappliedtoaddressstudentneed
Usuallynotnecessaryforthisclasslevel
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K.Pearsall/Theater:BringingPrimarySourcestoLifeThroughDrama
Primary Sources from the Library of Congress
ImageThumbnail Description Citation URL
SatchelPaige,headandshouldersportrait,seatedinfrontofaportraitofhimselfinabaseballuniform
Gotfryd,Bernard.SatchelPaige.1970.LibraryofCongressPrintsandPhotogtraphsDivisionWashingtonD.C.20540
http://www.loc.gov/pictures/item/2006689909/
AfricanAmericanbaseballplayersfromMorrisBrownCollege,withboyandanothermanstandingatdoor,Atlanta,Georgia
AfricanAmericanBaseballPlayersfromMorrisCollege.LibraryofCongressPrintsandPhotographsDivisionWashingtonD.C.20540http://www.loc.pnp.ppprintpublishedinBaseballAmericana:TreasuresfromTheLibraryofCongress/HarryKatz,et.al.NewYork:SmithsonianBooks,2009
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K.Pearsall/Theater:BringingPrimarySourcestoLifeThroughDrama
ofthe200squaremileMarineBase,CampLejeune,atNewRiver,NorthCarolina.Evidenceofthelackofracialfrictionmaybeseeninthesportsprogramatthecamp.OnthebaseballteamNegroenlisteesandwhitenoncomofficersareteammates.