Examining How Character Motivations Influence Character Relationships and Theme: Close Reading of Troy and Cory’s Conflict, Act 1 Scene 3

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Objective

SWBAT analyze Troy's character by focusing on the conflict between Troy and Cory by closely reading the text and by using a summarizing strategy.

Big Idea

Is Troy a flawed character? Let's see what Troy's interactions with Cory will reveal!

Introduction

Today's lesson is a preview to our modeling of SWBST tomorrow. In the past, I have had challenges with delivering a strategy during modeling in my classes, so I want to start laying the foundatoion for my students to benefit from this experience.

In addition, to prepare for our performance assessment for Fences (aligned to W.9-10.1a and W.9-10.1b), it is important for us to understand the sins of the father as a central idea in the play, it is important for my students and I to analyze the conflicts between the main characters, Cory and Troy, and to start examining the cause of their conflicts. Analyzing the sins of the father as a central idea in the play is aligned to RL.9-10.2.

To accomplish our goal, we will be looking at the conflict between Troy and Cory to see what we can learn about Troy's character.  We will create an initial summary of the conflict between Troy and Cory (RL.9-10.3).

The goal of today's lesson is to introduce the initial summary of the conflict so as to establish the focus for tomorrow's cornerstone lesson which will focus on analyzing the conflict between Troy and Cory.

Warmup

10 minutes

For the Warmup, my students will be looking at why people do the things they do. They will use their copies of Fences to find specific references of Troy's actions, and after re-reading these references they will try to determine why Troy did what he did.

 

My students will be looking at references on the following pages:

Page 1-2: Meet up with Bono on a Friday night.

Page 4: Walking around Alberta’s house when he is supposed to be at Taylor’s

Page 19: Give Rose his paycheck of $76.42

Page 28: Leave Rose on a Saturday afternoon to got to Taylor’s

 

This task is aligned to RL.9-10.1. because it requires students to look at textual evidence to make inferences.This task is also aligned to RL.9-10.3

 

My students and I are participating in this activity because we want to see how readily we identify a character's motivation so that I can determine how to approach modeling SWBST later in the lesson. The purpose of this activity is to identify Troy's character flaws so that when we look at the struggle between Troy and Cory, we will be able to identify reasons for Troy's actions based on his prior behavior in the text.

 

Here is a sample of student work for this task: Student #1

Share

10 minutes

For this part of the lesson, my students and I will continue to develop our speaking and listening skills. We will re-visit SL.7.1 since students are struggling to move past this standard.  We will start with the discussion starters from the discussion ticket. Students will  respond to their peers' responses to the work they did in the section above using the following discussion starters:

AGREE: I agree with __________ because...

DISAGREE: I disagree with __________because...

ASK A QUESTION: I would like to ask _______ a question about her opinion. ______________?

EXPLAIN: ___________, can you explain what you meant when you said__________?

ADD TO SOMEONE'S IDEAS: I would like to add the following to ________'s idea. __________

Engagement: Introducing Summarizing Strategy Focusing on Conflict (Day 2 of 2)

20 minutes

PowToon Presentation of SWBST:

For this part of the lesson I will model SWBST for each character, Troy and Cory, on Page 37-38.  This task is partially aligned to RL.9-10.3 because we are examining the motivations of Troy and Cory in this excerpt, which helps to advance the conflict in the plot because Cory's actions run counter to that of Troy. In addition, I want to emphasize the central conflicts that exist between these two characters. We will be focusing on identifying the conflicts in today's lesson. 

We will be focusing on defining responsibilities by looking at Cory's chores. So, we will be looking at how Cory sees his responsibilities and how Troy's sees Cory's responsibilities. Students will record their findings on the SWBST Handout.

A SWBST chart in progress would look like Cory's conflict with Troy and Troy's conflict with Cory.

Shared Reading and Writing

30 minutes

For this section of the lesson, my students and I will be looking at a specific section of the text so that we will be able to elaborate further on the conflict between Troy and Cory. Students will share their understanding of the conflict verbally by using the SWBST template

My students and I will be reading Pages 29-40 and examining the external conflict between Troy and Cory in more detail. Then, they will answer the following questions describing the conflict between Troy and Cory using the SWBST Handout (RL.9-10.3 and W.9-10.10).

Here is a sample of student work for this task: Student#1