Reflection: Exit Tickets Stereotypical and Iconic Images Depicted in Drama: Baseball and the N-Word in Fences, Act 1 Scene 1 - Section 7: Writing + Closure


This is a point of contention for me. The exit ticket informs me of my next steps as far as planning future lessons, so how do I make future decisions when the lesson is incomplete? I know I am asking my students to complete various activities during one lesson and I am compartmentalizing many things. Therefore, I need to examine the efficacy of each of these activities so as to determine what best addresses my students' needs without creating redundancies and meaningless overlapping.

In addition, I am constantly looking for ways to make homework more meaningful. So, I feel post-reading questions and exit tickets can be seen as ways to assess student understanding of concepts delivered during the lesson.

  How do I assess an unfinished lesson?
  Exit Tickets: How do I assess an unfinished lesson?
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Stereotypical and Iconic Images Depicted in Drama: Baseball and the N-Word in Fences, Act 1 Scene 1

Unit 1: Fences: Character and Theme Analysis in Drama
Lesson 4 of 13

Objective: SWBAT analyze the context of Fences Act I Scene 1 by identifying the impact of the social and stereotypical images reflecting the time period and the author's intention for including these references in the text.

Big Idea: How do the images of America's favorite past time and racial stereotypes impact the disempowered?

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