1. Students wrote down a barrier fence and a protector fence for as many characters as they could on their orange sheet or a graphic organizer. For example, Troy’s barrier fence might be race (or is it?) and his protector fence might be women.
2. Next, everyone got a pipe cleaner, color associated with a character. They shaped their pipe cleaners into pickets of a fence which looked like the barrier or protector for each character. We then worked in groups to share out our ideas and link our fence pickets together.
3. We read Act II, scenes 1, 2, and part of scene 3.
HW: None tonight. By Thursday, you should finish reading Fences.
Here’s some cool stuff:
watch through 3:00
watch 7:00-9:00
ALEXA GARVOILLE 