12 Angry Men Lesson 2
Part of Curriculum Unit:Twelve Angry Men
Abstract help
Students will profile a character that I assign to them.
Students will write a journal on what they believe human nature is.
Students will write what they believe are the main themes upto this point.
My goal is to get students thinking about what it means to be
human. Each of the different characters in the play are
character types and my goal is to get students to see that humna
nature is made up of whole lot of different straits; sometimes
we can be courageous, angry and blind, timid, etc.
Students will write a journal on what they believe human nature is.
Students will write what they believe are the main themes upto this point.
My goal is to get students thinking about what it means to be
human. Each of the different characters in the play are
character types and my goal is to get students to see that humna
nature is made up of whole lot of different straits; sometimes
we can be courageous, angry and blind, timid, etc.
National Standards help
NS 4: through discussion of act 2 and their journal
NS 9: through our discussion of each character
NS 11: through our discusion of the journal and act 2
NS 9: through our discussion of each character
NS 11: through our discusion of the journal and act 2
Pre-requisite Skills help
N/A
Teacher Information help
N/A
Student Activity help
Character Profile--In groups of four or three, students will
say what kind of person they are. They will have to give
evidence as to why thy think so? (7-10 min)
Discussion--As a class we will discuss each character. Ask
them, “Up to this point, is their character dynamic or static,
flat or round? Why? What do you think will happen to your
character? Will he change his mind? Why? (10-15 min)
Journal--students will write about which character they find
most interesting? Tell them that they do not have to believe
in what that character believes to find him interesting.
What kind of things would you like to know about that character?
What do you think made him this way? (10-15 min)
Pair-Think-Share--Who are usually round characters in stories?
Why does the author do this? Who are usually static characters?
(Remind students what each is, and that round is not necessar
ily the opposite of static). (2-3 min)
PTS cont.--allow students to speak with other students about
(1-2 min)
Question--Ask students what is the main thing keeping their
attention in the play. (Have them think about it for a minute
before having them answer. As I want a clear and concise
answer.) (3-5 min)
Question--Are there any indications that 3 and 10 are going
to change their mind? What do you think is on 10’s mind.
(He may be thinking about the movie tickets.) (3-5 min).
Fiske’s Piece--As a class we will read parts of his essay on
Ideology. It is difficult, but I will be checking for
understanding a lot as we are going along. Tell students
that they need to be taking notes on the essay as we are
reading.
Planning Ahead--Tell students to have Act III read for next. Tell them to write down why they think the defendent is guilty or not guilty. Tell them about the journal assignment for tomorrow; they need to be thinking about it. (3-5 min)
Summary: Have students summarize what we have done for the
day, and what is expected for next time. (5 min)
Reading time: For the remainder of the period allow students to read whatever they want. They have to be reading. They cannot do homework from another class.
say what kind of person they are. They will have to give
evidence as to why thy think so? (7-10 min)
Discussion--As a class we will discuss each character. Ask
them, “Up to this point, is their character dynamic or static,
flat or round? Why? What do you think will happen to your
character? Will he change his mind? Why? (10-15 min)
Journal--students will write about which character they find
most interesting? Tell them that they do not have to believe
in what that character believes to find him interesting.
What kind of things would you like to know about that character?
What do you think made him this way? (10-15 min)
Pair-Think-Share--Who are usually round characters in stories?
Why does the author do this? Who are usually static characters?
(Remind students what each is, and that round is not necessar
ily the opposite of static). (2-3 min)
PTS cont.--allow students to speak with other students about
(1-2 min)
Question--Ask students what is the main thing keeping their
attention in the play. (Have them think about it for a minute
before having them answer. As I want a clear and concise
answer.) (3-5 min)
Question--Are there any indications that 3 and 10 are going
to change their mind? What do you think is on 10’s mind.
(He may be thinking about the movie tickets.) (3-5 min).
Fiske’s Piece--As a class we will read parts of his essay on
Ideology. It is difficult, but I will be checking for
understanding a lot as we are going along. Tell students
that they need to be taking notes on the essay as we are
reading.
Planning Ahead--Tell students to have Act III read for next. Tell them to write down why they think the defendent is guilty or not guilty. Tell them about the journal assignment for tomorrow; they need to be thinking about it. (3-5 min)
Summary: Have students summarize what we have done for the
day, and what is expected for next time. (5 min)
Reading time: For the remainder of the period allow students to read whatever they want. They have to be reading. They cannot do homework from another class.
Assessment help
At the end of the reading we will have a quiz over the reading
and over some of the activities for the day.
and over some of the activities for the day.
Enrichment / Alternative Activity help
Students will be allowed to read the remainder of the period,
if they are completely done with their work.
if they are completely done with their work.
Technology Requirements/Integration help
Students will be using Claris Works to type up their journals.