1 / 14

Turn in NOW!:

Explore Frost's poem "Dreams" & Wilson's play "Fences" to delve into themes of dreams and barriers. Analyze societal reflections, characters like Troy Maxon, and contextual influences post-WWII.

lounsbury
Download Presentation

Turn in NOW!:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Turn in NOW!: • Frost Analysis • Analysis on top • Directions/Poem/rubric packet stapled to the back • Take out poems that you did not use. • Frost Annotations • Name on top • You’ll get these back next class to study with. KEEP!!

  2. Today • Clip from the play: Denzel Washington • Background on Fences & August Wilson • Read next scene • HW: FINISH ACT I!

  3. “Dreams” by Langston Hughes Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.

  4. Fences • Play that tells an individual’s story in a way that showcases the social history of the time period (1950s +). • Can one person’s story be (or become) the story of a whole group of people?

  5. Context • Language/Dialect- The “N” Word • Setting- Place Pittsburg, Pennsylvania • Contrast immigrant experience • Setting- Time • Post WWII • Baseball • August Wilson’s legacy- understanding play’s impact.

  6. Sharing Context Information • Groups of 5 – each with a different article. • 7-8 min silent read/scan • If group of 4- leave off white copy • Go around; each person shares main ideas while others listen. Listen well, please. • 10 minutes to share.

  7. 1957 • From Act 1; Scene 1- What is Wilson saying about the African American experience? • How does this scene portray life in 1957? • What does Wilson say about the African American Dream? • How does Troy’s life reflect the changing status of African American’s in 1957?

  8. Troy Maxon • How does Wilson characterize Troy? • First impressions of this character • Find specific evidence to support claims

  9. Pg 10 - 12 • Wrestling with death… • Clip from Broadway production • Why might this be important? • What else do you notice about relationships? Troy and Bono, Troy and Rose, Troy and Cory, Troy and Gabe

  10. Themes and Motifs • Fences & Boundaries/Barriers • Relationships: father/son, husband/wife, past/present • Changing times, Generational Cycles/Patterns (how to break them) • Responsibility • Faith/Religion/Judgment

  11. Fences • The play is titled “Fences,” a fence is being built on stage—obviously it’s a dominant metaphor. • So—what is a fence literally? What kinds of metaphoric fences do people erect? Which of those do people put up to protect themselves? Which are imposed by others? • Mending Wall Flashbacks??

  12. Types of Fences • segregation • gender bias • family estrangement • generation gap • psychological barriers [e.g. not being able to understand • emotional/communication barriers

  13. Act 1; Scene 2 • Can one person’s story be (or become) the story of a whole group of people?

  14. Announcements/HW • Reminders: • Frost Review- Thursday 3:30-? • Gatsby/Fences Review- Friday @ Lunch • HW: Complete Act 1 • Remember to read everything; stage directions in italics are very important to understanding the unspoken details of the performance.

More Related