12 Angry Men Day 1
Part of Curriculum Unit:Twelve Angry Men
Abstract help
I want students to come away with a sense of how important
the American jury system is to our country. I also want them
to see how prejudice shapes peoples' lives and what an impact
it can have on not only the individual, but the people around
him or her. Students need to really understand the prejudice,
ingorance, stereotypes, classism, racism and any other ism are
unintelligent, and potentially very destructive.
In addition, students will come to understand characterization,
I want students to be able to tell something about a character
from one line he or she says. It is important for students
to understand that what someone says is a reflection of who
they are and that as important as what you say is how you say
it. This will, hopefully, lead to better communication skills.
Finally, as compare/contrast essays are common in college I
want students to master this form. We will do a lot of comparing
and contrasting of characters through out the play which will
eventually lead to an essay c/c two characters and perhaps c/c
the movie and the play.
the American jury system is to our country. I also want them
to see how prejudice shapes peoples' lives and what an impact
it can have on not only the individual, but the people around
him or her. Students need to really understand the prejudice,
ingorance, stereotypes, classism, racism and any other ism are
unintelligent, and potentially very destructive.
In addition, students will come to understand characterization,
I want students to be able to tell something about a character
from one line he or she says. It is important for students
to understand that what someone says is a reflection of who
they are and that as important as what you say is how you say
it. This will, hopefully, lead to better communication skills.
Finally, as compare/contrast essays are common in college I
want students to master this form. We will do a lot of comparing
and contrasting of characters through out the play which will
eventually lead to an essay c/c two characters and perhaps c/c
the movie and the play.
National Standards help
NS 4: through discussion of act 1 and their journal
NS 9: through our discussion of the defendant
NS 11: through our discusion of the journal and act 1
NS 9: through our discussion of the defendant
NS 11: through our discusion of the journal and act 1
Student Activity help
Journal Writing--some questions to consider: Is there such a
thing as truth? If so how do we know what truth is? How do
we search for truth? For you, are there any absolute
truths? Anything that you firmly believe in? How do we know
what we see, hear, and experience is true what we see hear or
experience? (15-20 min)
Discussion of journals. Give them the bullseye example to
illustrate that what we might see may not actually be what we
really see? (7-10 min)
Pair-Think-Share--students will get together in pairs and
discuss what is the purpose of a murder trial.
Some questions: who is involved in a trial? Is it possible
to send the wrong person to jail? If so, what would lead to
the former? (5 min)
Discuss the results (5-7 min)
Go over good reading habits--the most important thing is to
ask questions, make predictions, and try to recognize what
the author is trying to do. (5 min)
Literary terms: introduce the ideas of round and flat charact
ers and static and dynamic characters. Ask them to give exam
ples for the short stories they have read.
Read Act I of the play--ask for volunteers for the parts and
if none assing roles to students. Through out the play stop
and ask questions of the text to demonstrate good reading
habits. Let students know that this will most likely be
happening in their head.
Announcement--if time permits tell students about the charact
er sketch/short story outline that we will be doing. Tell
them they should pay attention to a particular character of
their choice, as they will be developing one of the characters.
Round Robin Activity if time permits.
Planning Ahead: Have students read Act II for the next class period.
Hand out a study guide to fill out.
Evaluation: Level of discussion and class participation.
Did we go over under or over the scheduled time. Do a quick
thumbs up, down or middle in regards to how the period went.
thing as truth? If so how do we know what truth is? How do
we search for truth? For you, are there any absolute
truths? Anything that you firmly believe in? How do we know
what we see, hear, and experience is true what we see hear or
experience? (15-20 min)
Discussion of journals. Give them the bullseye example to
illustrate that what we might see may not actually be what we
really see? (7-10 min)
Pair-Think-Share--students will get together in pairs and
discuss what is the purpose of a murder trial.
Some questions: who is involved in a trial? Is it possible
to send the wrong person to jail? If so, what would lead to
the former? (5 min)
Discuss the results (5-7 min)
Go over good reading habits--the most important thing is to
ask questions, make predictions, and try to recognize what
the author is trying to do. (5 min)
Literary terms: introduce the ideas of round and flat charact
ers and static and dynamic characters. Ask them to give exam
ples for the short stories they have read.
Read Act I of the play--ask for volunteers for the parts and
if none assing roles to students. Through out the play stop
and ask questions of the text to demonstrate good reading
habits. Let students know that this will most likely be
happening in their head.
Announcement--if time permits tell students about the charact
er sketch/short story outline that we will be doing. Tell
them they should pay attention to a particular character of
their choice, as they will be developing one of the characters.
Round Robin Activity if time permits.
Planning Ahead: Have students read Act II for the next class period.
Hand out a study guide to fill out.
Evaluation: Level of discussion and class participation.
Did we go over under or over the scheduled time. Do a quick
thumbs up, down or middle in regards to how the period went.
Assessment help
Students will write a comparing and contrasting essay (c/c)
on two characters that are very different.
Students will write a c/c between the movie version and the
play. (Maybe)
Students will be given an object exam consisting of multiple
choice, matching, true/false, and vocabulary.
on two characters that are very different.
Students will write a c/c between the movie version and the
play. (Maybe)
Students will be given an object exam consisting of multiple
choice, matching, true/false, and vocabulary.
Enrichment / Alternative Activity help
Students can begin reading the next act on their own.
Technology Requirements/Integration help
We will be using word processing with journal writing activity.
In addition, we may watch part of the movie after we read the
the first act. It depends on how you want to do this. The
other option is just watching the entire movie at the end.
In addition, we may watch part of the movie after we read the
the first act. It depends on how you want to do this. The
other option is just watching the entire movie at the end.