Lesson on Raynell in Fences
Jaclyn Marta
Independent Study
Fences
- Introduction
- In the last act of the play a new character is introduced in the play, Raynell. We don't get too much of a sense of who she is as a person. This gives students a lot of information they can play with on who they think she is, based on what the text has told them, as well as their own personal inferences and what their imagination has told them. Students will have to fill out a worksheet on what they think Raynell was like and so forth and then begin writing a short story about her and her relationship with Cory.
- Standard
- Invent a character based on personal experience or research.
- Opening *lesson to be done once students have just read play* (15 min)
- Ask students their opinions on the end of the play
- What did they like? What did they not like? Did it feel satisfying as an ending?
- Ask students their opinion on Raynell
- Did you like her? What kind of impact did she have on you? Is she like her father at all? What about her siblings?
- Tell students the assignment for class today
- First they will use information from the play, as well as their own personal opinions, imagination, and inferences to fill out a character sheet on her. They will then begin to write a short story on her relationship with Cory.
- story does not need to be long, needs to be one page typed
- Character Sheet (30 min)
- Character Sheet will be worked on in groups of 2-4
- Questions include: interests, relationship with parents and siblings, goals, personality traits, favorites, etc.
- look at play text for some of the questions, if not allow students to have fun in making up answers
- as long as it makes sense with the character and her context of the play
- Once this is finished, begin working on short story
- think about what aspect you want to focus on
- a specific event or emotion?
- Closing ( 5 min)
- Have students finish up their character sheet to turn in at the end of the period
- Spend time later in the week working on the short story, perfecting them and finalizing them
- Invent a character based on personal experience or research.
- Students will be working on a character that is not fully involved in the text. They will be using some information from the text, but mostly information from their own imagination and personal ideas to decide who this character truly is and write a piece of fiction to fill out who this character is in more detail.
Independent Study
Fences
- Introduction
- In the last act of the play a new character is introduced in the play, Raynell. We don't get too much of a sense of who she is as a person. This gives students a lot of information they can play with on who they think she is, based on what the text has told them, as well as their own personal inferences and what their imagination has told them. Students will have to fill out a worksheet on what they think Raynell was like and so forth and then begin writing a short story about her and her relationship with Cory.
- Standard
- Invent a character based on personal experience or research.
- Opening *lesson to be done once students have just read play* (15 min)
- Ask students their opinions on the end of the play
- What did they like? What did they not like? Did it feel satisfying as an ending?
- Ask students their opinion on Raynell
- Did you like her? What kind of impact did she have on you? Is she like her father at all? What about her siblings?
- Tell students the assignment for class today
- First they will use information from the play, as well as their own personal opinions, imagination, and inferences to fill out a character sheet on her. They will then begin to write a short story on her relationship with Cory.
- story does not need to be long, needs to be one page typed
- Character Sheet (30 min)
- Character Sheet will be worked on in groups of 2-4
- Questions include: interests, relationship with parents and siblings, goals, personality traits, favorites, etc.
- look at play text for some of the questions, if not allow students to have fun in making up answers
- as long as it makes sense with the character and her context of the play
- Once this is finished, begin working on short story
- think about what aspect you want to focus on
- a specific event or emotion?
- Closing ( 5 min)
- Have students finish up their character sheet to turn in at the end of the period
- Spend time later in the week working on the short story, perfecting them and finalizing them
- Invent a character based on personal experience or research.
- Students will be working on a character that is not fully involved in the text. They will be using some information from the text, but mostly information from their own imagination and personal ideas to decide who this character truly is and write a piece of fiction to fill out who this character is in more detail.
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