**Lesson Plan: Reading and Content Analysis of Non-African Play: "Fences" by August Wilson, Plot Account**
**Grade Level:** Senior Secondary 1
**Subject:** Literature in English
**Duration:** 90 minutes
**Topic:** Reading and Content Analysis of Non-African Play: "Fences" by August Wilson, Plot Account
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**Objectives:**
1. Students will gain an understanding of the plot of "Fences" by August Wilson.
2. Students will analyze the primary themes, characters, and settings of the play.
3. Students will develop skills in critical thinking and literary analysis.
4. Students will improve their ability to summarize and discuss key plot points.
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**Materials Needed:**
- Copies of "Fences" by August Wilson (one per student or per small group)
- Whiteboard and markers
- Plot diagram handouts
- Character analysis charts
- Excerpts from the play for in-class reading
- Projector (optional, for showing video clips or images related to the play)
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**Lesson Steps:**
1. **Introduction (10 minutes)**
- Begin with a brief overview of August Wilson, the playwright (context: his background, contributions to American theater, and themes in his work).
- Introduce the play "Fences", including a summary of its historical and cultural context (e.g., the African-American experience in the 1950s).
- Explain the objectives of the lesson.
2. **Reading Activity (20 minutes)**
- Divide the class into small groups and assign each group a different scene or excerpt from "Fences" to read aloud.
- As students read, ask them to note significant moments, character interactions, and any immediate reactions or questions.
3. **Plot Summary Discussion (20 minutes)**
- Reconvene the class and discuss the general plot of "Fences".
- Use a whiteboard to create a plot diagram, highlighting key events, including the exposition, rising action, climax, falling action, and resolution.
- Encourage students to contribute to the plot diagram with insights from their assigned readings.
4. **Character Analysis (20 minutes)**
- Hand out character analysis charts to the students.
- Discuss the main characters: Troy Maxson, Rose Maxson, Cory Maxson, Gabriel Maxson, and other supporting characters.
- Engage students in examining the motivations, relationships, and development of these characters throughout the play.
- Students can fill in their charts with notes from the discussion.
5. **Thematic Analysis (10 minutes)**
- Identify and discuss central themes in "Fences", such as race, family, duty, and personal dreams.
- Use quotes from the play to support the thematic analysis.
- Encourage students to express their thoughts on how these themes are represented and their relevance to the play's setting and characters.
6. **Interactive Review (5 minutes)**
- Conduct a quick interactive review, where students can ask questions and clarify any uncertainties about the plot, characters, or themes.
- Use a fun method like a quiz game or group discussion to reinforce the lesson's main points.
7. **Homework Assignment (5 minutes)**
- Assign students to write a brief essay on one of the following topics:
- Analyze the character of Troy Maxson and his influence on the family dynamics in "Fences".
- Discuss how the theme of dreams vs. reality is portrayed in the play.
- Compare and contrast the relationships between Troy and Cory with that of Troy and Rose.
8. **Closure (5 minutes)**
- Summarize the key points covered during the lesson.
- Highlight the importance of understanding diverse cultural and historical contexts through literature.
- Encourage students to continue exploring the themes and characters of "Fences".
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**Assessment:**
- Participation in class discussions and activities.
- Completeness and accuracy of the plot diagram and character analysis charts.
- Quality and thoughtfulness of the homework essay.
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**Reflection:**
- After the lesson, reflect on which activities were most effective in helping students understand the plot and themes of "Fences".
- Consider any necessary adjustments for future lessons based on students' feedback and performance.