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UTL 640E Lesson Plan UTL 640E Meredith Lawrence/Round Rock High School
Lauren Gonzaba English IV–Seniors
Date: 10/7/14 8th period (2:38-4:08)
Lesson #1 Teach #1
Lesson Objectives:
After students read the court case and 18 jury profiles presented, they will independently choose 12 jurors for their jury, as though they were the nineteen-year-old boy on trial, while explaining in their journals which traits from the jurors they primarily looked for and why some people were not chosen, in order to demonstrate understanding of how significant character traits are essential to story development in Twelve Angry Men. Students will read the opening lines of Twelve Angry Men, then work with their group to define the underlined words and explain their importance to the justice system using their prior knowledge and context clues, in order to draw conclusions about word meanings from textual analysis.
Resources/Materials:
“To Do”
Re-read play Make copies of the 18 juror profiles for groups and cut strips Make copies of the “Opening Lines” worksheet
For the Lesson
Ask students to have their writing journals out Project the court case summary onto the board before lesson begins Have the envelopes with juror profiles ready to be handed out to each group Have “Opening Lines” worksheet ready to be handed out after first activity
TEKS and Student Expectations:
English IV (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters
Steps in Lesson:
Engagement– Students will notice the case summary displayed on the board as they walk into the classroom. Students will begin to read the board on their own and start becoming curious
about how this is applicable to what they will be doing for the day. Once all the students have taken their seats, I will ask them to take out their writer’s notebook and turn to the next clean “notes” page. I will then begin to read the case summary to the entire class. After I have finished reading, I will then start handing out the envelopes of juror profiles (1 envelope per table of 3 students). As I hand out the envelopes I will explain that each strip of paper has a profile of a potential juror on it. I will direct the students to work individually on choosing which 12 jurors they would prefer on their jury if they were the young man being tried in the case. I will instruct the students to write their 12 chosen jurors in their writer’s notebook. The students will also write a few sentences explaining what particular traits they were looking for when choosing their jury, and why they did not choose the remaining 6 jurors (students only have to write a few traits about each juror they choose–as long as they can differentiate between their choices, they do not need to copy the entire profile down). I will write the directions on the board as well for reference. I will allow the students about 10-15 minutes for this task. I will walk around the class and offer assistance as needed while the students work. Once the students are finished choosing their jurors and explaining their choices, I will then begin asking the class which of the jurors they decided on. This will lead to a class discussion about what particular traits stood out to the students and why these traits were important to have when deciding the fate of the boy on trial. I will then transition the students into introducing the play, Twelve Angry Men, by explaining that this is the plot to the play and that the jurors in the play are not as diverse as the ones they were just able to choose. This will lead to the “Opening Lines” worksheet where the students can receive the knowledge required to understand the legal jargon used in the play. This will all take a total of about 25-30 minutes. Stated Objective– “In your groups, you will read the excerpt from Twelve Angry Men and then, using context clues and prior knowledge, you will write down the definitions you come up with– as well as how they pertain to the justice system–for the underlined words in the passage.” Active Learning– Students will read the opening lines of Twelve Angry Men provided on the worksheet with certain words underlined, indicating these are the words that need to be defined. In groups, students will discuss and determine what each word means and how it is important to the justice system while using context clues and prior knowledge. Students may not use dictionaries for this part of the lesson. I will walk around the class and monitor the students as they discuss their ideas with their groups, offering some assistance, if needed. Students will have about 20 minutes to complete this activity. With about 10 minutes remaining in class, I will redirect the student’s attention to me as I ask the class to tell me what definitions they came up with. After we discuss the words and explain their importance, I will ensure all students have the correct definitions by revealing the words’ meanings on the board. The students will keep these worksheets in their writer’s notebooks for future reference during the unit.
Closure–
(Closing the “Engagement” portion of lesson): At the end of the jury selection activity, I will redirect the class so we may discuss which jurors they chose and why. We will also discuss why particular jurors’ traits would be more preferable for this case and how this relates to Twelve Angry Men. We will then transition into a brief summary of the play’s main plot and the “Opening Lines” worksheet. I will address the entire class towards the last 10 minutes to explain why the selected words in the “Opening Lines” worksheet are significant to the play. We will also review the definitions of the words to ensure the students have the correct meanings for future reference. I will inform the students that they will begin reading the play on their next class day, so they should bring back their worksheet in order to reference it as they read.
Modifications/Differentiation Strategies:
Following the IEPs
Evaluation Strategies:
The students will record their answers for the “Engagement” activity in the “notes” section of their writer’s notebooks, while writing the definitions from the “Opening Lines” activity on their individual worksheet. I will also be observing the students as they discuss the activities in their groups.
Notes/Recommendations for next time:
I had to repeat my instructions multiple times, so next time demand moments where students have to stop and look at me so they can all get the instructions. Writing the instructions on the board can also help with this. Raise my voice a little more next time. Perhaps ask students to summarize each other so I can see that everyone is engaged and participating.
Choose Your Jury 12 Angry Men Anticipation Activity
Display on overhead the following description of a criminal trial. Do not tell students this is the plot to the play they will be reading until after the activity is complete. Slide 1 of Overhead •
You are a 19 year old Caucasian male. You have been raised in low income housing your whole life. Your mother passed away when you were very young and you were raised by your father. After the death of your mother, your father became a violent alcoholic. His violent outbursts were frequently directed to you. As you grew into a teen, you had many run-ins with the law – nothing that culminated in adult jail time, but you do have a juvenile rap sheet that includes knife fighting, robbery, and stealing cars. You are a decent student when you are present in school, but you are frequently truant.
•
Your crime: 1st degree (premeditated) murder of your father
•
What the prosecution says: you and your father got into a heated argument. You left the apartment, came back several hours later after purchasing a knife, and stabbed your father.
•
Your Plea: Not Guilty
Slide 2 of Overhead Directions: you have been provided with an envelope with several strips of paper. On each paper is a profile of a potential jury member. Imagine yourself as the young man charged of the crime. Choose 12 people who, based on their profiles, you would like to see on your jury. After your selection, write a few sentences explaining what traits you were primarily looking for to include on your jury and why some people were not chosen.
Juror Profiles (cut out and put in separate envelopes to distribute to groups of students)
35 year old Hispanic man, works construction, has never been married, has two children
60 year old African American female, recently retired from teaching, likes to travel, lives in an apartment near the police station, has 10 grandchildren
19 year old African American college student, works part-time at Starbucks, his mother is a police officer
28 year old stay at home mom who is supported by her wealthy hardworking husband, she has never been employed. Although she doesn’t work, maids and nannies take care of the housework and children.
25 year old Chinese man, was just fired from his job at Pizza Hut, has a sister who was recently arrested for armed robbery.
54 year old Caucasian man with one arm. He lost his arm as a result of being a victim of a crime.
32 year old Caucasian woman, has five children, her husband is a minister of a church in Middletown. She likes to bowl and volunteer at her church in her spare time.
21 year old African American computer software clerk, goes to college full time, his father is the owner of a local funeral parlor
75 year old Caucasian male, lost his youngest son to a drunk driver ten years ago, is retired and likes to watch “American Idol”
23 year old Hispanic female, has a 3-year-old son, doesn’t have reliable daycare and has hinted that her son’s father is “shady”. She has tattoos on her neck, but you can’t read what they say.
41 African American male, was a police officer wounded in the line of duty, he now works as a substitute teacher.
38 year old African American male, his wife works at a daycare center, he works at a substance abuse center with teenagers.
18 year old Caucasian female, dropped out of high school when she was 16 to care for two children. She is currently taking GED classes during the day and works at McDonalds at night.
25 year old Caucasian unemployed man, still lives at home with his parents, likes to read comic books and going to the movies by himself. He spent time in a juvenile facility when he was younger.
22 year old African American male, who just finished his undergraduate degree in Physics, is traveling to Japan in a week. Lives in an upscale neighborhood and went to private school
45 year old recovering alcoholic, until recently hasn’t been able to keep a job or residence. After getting help through his church, has been able to begin to get his life together. 23 year old female, college graduate, originally from Mexico. Works for a local car dealership.
58 year old Native American man, owns a restaurant, likes to watch Law and Order in his spare time.
12 Angry Men Activity: Understanding the first lines Directions: Read the opening lines of the play, in which the Judge speaks to the members of the jury. Using your prior knowledge and context clues, work with your group members to decide what each of the following words means and its importance to the justice system.
JUDGE’S VOICE:… and that concludes the court’s explanation of the legal aspects of this case. And now, gentlemen of the jury, I come to my final instruction to you. Murder in the first degree – premeditated homicide – is the most serious charge tried in our criminal courts. You’ve listened to the testimony and you’ve had the law read to you and interpreted as it applies to this case. It now becomes your duty to try and separate the facts from the fancy. One man is dead. The life of another is at stake. I urge you to deliberate honestly and thoughtfully. If this is a reasonable doubt – then you must bring me a verdict of “not guilty.” If, however, there is no reasonable doubt – then you must, in good conscience, find the defendant guilty. However you decide, your verdict must be unanimous. In the event you find the accused guilty, the bench will not entertain a recommendation for mercy. The death sentence is mandatory in this case. I don’t envy your job. You are faced with a grave responsibility. Thank you, gentlemen. 1. Pre-meditated homicide 2. Testimony 3. Deliberate 4. Reasonable doubt 5. Verdict 6. Defendant 7. Unanimous
Lauren Gonzaba English IV–Seniors
Date: 10/7/14 8th period (2:38-4:08)
Lesson #1 Teach #1
Lesson Objectives:
After students read the court case and 18 jury profiles presented, they will independently choose 12 jurors for their jury, as though they were the nineteen-year-old boy on trial, while explaining in their journals which traits from the jurors they primarily looked for and why some people were not chosen, in order to demonstrate understanding of how significant character traits are essential to story development in Twelve Angry Men. Students will read the opening lines of Twelve Angry Men, then work with their group to define the underlined words and explain their importance to the justice system using their prior knowledge and context clues, in order to draw conclusions about word meanings from textual analysis.
Resources/Materials:
“To Do”
Re-read play Make copies of the 18 juror profiles for groups and cut strips Make copies of the “Opening Lines” worksheet
For the Lesson
Ask students to have their writing journals out Project the court case summary onto the board before lesson begins Have the envelopes with juror profiles ready to be handed out to each group Have “Opening Lines” worksheet ready to be handed out after first activity
TEKS and Student Expectations:
English IV (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters
Steps in Lesson:
Engagement– Students will notice the case summary displayed on the board as they walk into the classroom. Students will begin to read the board on their own and start becoming curious
about how this is applicable to what they will be doing for the day. Once all the students have taken their seats, I will ask them to take out their writer’s notebook and turn to the next clean “notes” page. I will then begin to read the case summary to the entire class. After I have finished reading, I will then start handing out the envelopes of juror profiles (1 envelope per table of 3 students). As I hand out the envelopes I will explain that each strip of paper has a profile of a potential juror on it. I will direct the students to work individually on choosing which 12 jurors they would prefer on their jury if they were the young man being tried in the case. I will instruct the students to write their 12 chosen jurors in their writer’s notebook. The students will also write a few sentences explaining what particular traits they were looking for when choosing their jury, and why they did not choose the remaining 6 jurors (students only have to write a few traits about each juror they choose–as long as they can differentiate between their choices, they do not need to copy the entire profile down). I will write the directions on the board as well for reference. I will allow the students about 10-15 minutes for this task. I will walk around the class and offer assistance as needed while the students work. Once the students are finished choosing their jurors and explaining their choices, I will then begin asking the class which of the jurors they decided on. This will lead to a class discussion about what particular traits stood out to the students and why these traits were important to have when deciding the fate of the boy on trial. I will then transition the students into introducing the play, Twelve Angry Men, by explaining that this is the plot to the play and that the jurors in the play are not as diverse as the ones they were just able to choose. This will lead to the “Opening Lines” worksheet where the students can receive the knowledge required to understand the legal jargon used in the play. This will all take a total of about 25-30 minutes. Stated Objective– “In your groups, you will read the excerpt from Twelve Angry Men and then, using context clues and prior knowledge, you will write down the definitions you come up with– as well as how they pertain to the justice system–for the underlined words in the passage.” Active Learning– Students will read the opening lines of Twelve Angry Men provided on the worksheet with certain words underlined, indicating these are the words that need to be defined. In groups, students will discuss and determine what each word means and how it is important to the justice system while using context clues and prior knowledge. Students may not use dictionaries for this part of the lesson. I will walk around the class and monitor the students as they discuss their ideas with their groups, offering some assistance, if needed. Students will have about 20 minutes to complete this activity. With about 10 minutes remaining in class, I will redirect the student’s attention to me as I ask the class to tell me what definitions they came up with. After we discuss the words and explain their importance, I will ensure all students have the correct definitions by revealing the words’ meanings on the board. The students will keep these worksheets in their writer’s notebooks for future reference during the unit.
Closure–
(Closing the “Engagement” portion of lesson): At the end of the jury selection activity, I will redirect the class so we may discuss which jurors they chose and why. We will also discuss why particular jurors’ traits would be more preferable for this case and how this relates to Twelve Angry Men. We will then transition into a brief summary of the play’s main plot and the “Opening Lines” worksheet. I will address the entire class towards the last 10 minutes to explain why the selected words in the “Opening Lines” worksheet are significant to the play. We will also review the definitions of the words to ensure the students have the correct meanings for future reference. I will inform the students that they will begin reading the play on their next class day, so they should bring back their worksheet in order to reference it as they read.
Modifications/Differentiation Strategies:
Following the IEPs
Evaluation Strategies:
The students will record their answers for the “Engagement” activity in the “notes” section of their writer’s notebooks, while writing the definitions from the “Opening Lines” activity on their individual worksheet. I will also be observing the students as they discuss the activities in their groups.
Notes/Recommendations for next time:
I had to repeat my instructions multiple times, so next time demand moments where students have to stop and look at me so they can all get the instructions. Writing the instructions on the board can also help with this. Raise my voice a little more next time. Perhaps ask students to summarize each other so I can see that everyone is engaged and participating.
Choose Your Jury 12 Angry Men Anticipation Activity
Display on overhead the following description of a criminal trial. Do not tell students this is the plot to the play they will be reading until after the activity is complete. Slide 1 of Overhead •
You are a 19 year old Caucasian male. You have been raised in low income housing your whole life. Your mother passed away when you were very young and you were raised by your father. After the death of your mother, your father became a violent alcoholic. His violent outbursts were frequently directed to you. As you grew into a teen, you had many run-ins with the law – nothing that culminated in adult jail time, but you do have a juvenile rap sheet that includes knife fighting, robbery, and stealing cars. You are a decent student when you are present in school, but you are frequently truant.
•
Your crime: 1st degree (premeditated) murder of your father
•
What the prosecution says: you and your father got into a heated argument. You left the apartment, came back several hours later after purchasing a knife, and stabbed your father.
•
Your Plea: Not Guilty
Slide 2 of Overhead Directions: you have been provided with an envelope with several strips of paper. On each paper is a profile of a potential jury member. Imagine yourself as the young man charged of the crime. Choose 12 people who, based on their profiles, you would like to see on your jury. After your selection, write a few sentences explaining what traits you were primarily looking for to include on your jury and why some people were not chosen.
Juror Profiles (cut out and put in separate envelopes to distribute to groups of students)
35 year old Hispanic man, works construction, has never been married, has two children
60 year old African American female, recently retired from teaching, likes to travel, lives in an apartment near the police station, has 10 grandchildren
19 year old African American college student, works part-time at Starbucks, his mother is a police officer
28 year old stay at home mom who is supported by her wealthy hardworking husband, she has never been employed. Although she doesn’t work, maids and nannies take care of the housework and children.
25 year old Chinese man, was just fired from his job at Pizza Hut, has a sister who was recently arrested for armed robbery.
54 year old Caucasian man with one arm. He lost his arm as a result of being a victim of a crime.
32 year old Caucasian woman, has five children, her husband is a minister of a church in Middletown. She likes to bowl and volunteer at her church in her spare time.
21 year old African American computer software clerk, goes to college full time, his father is the owner of a local funeral parlor
75 year old Caucasian male, lost his youngest son to a drunk driver ten years ago, is retired and likes to watch “American Idol”
23 year old Hispanic female, has a 3-year-old son, doesn’t have reliable daycare and has hinted that her son’s father is “shady”. She has tattoos on her neck, but you can’t read what they say.
41 African American male, was a police officer wounded in the line of duty, he now works as a substitute teacher.
38 year old African American male, his wife works at a daycare center, he works at a substance abuse center with teenagers.
18 year old Caucasian female, dropped out of high school when she was 16 to care for two children. She is currently taking GED classes during the day and works at McDonalds at night.
25 year old Caucasian unemployed man, still lives at home with his parents, likes to read comic books and going to the movies by himself. He spent time in a juvenile facility when he was younger.
22 year old African American male, who just finished his undergraduate degree in Physics, is traveling to Japan in a week. Lives in an upscale neighborhood and went to private school
45 year old recovering alcoholic, until recently hasn’t been able to keep a job or residence. After getting help through his church, has been able to begin to get his life together. 23 year old female, college graduate, originally from Mexico. Works for a local car dealership.
58 year old Native American man, owns a restaurant, likes to watch Law and Order in his spare time.
12 Angry Men Activity: Understanding the first lines Directions: Read the opening lines of the play, in which the Judge speaks to the members of the jury. Using your prior knowledge and context clues, work with your group members to decide what each of the following words means and its importance to the justice system.
JUDGE’S VOICE:… and that concludes the court’s explanation of the legal aspects of this case. And now, gentlemen of the jury, I come to my final instruction to you. Murder in the first degree – premeditated homicide – is the most serious charge tried in our criminal courts. You’ve listened to the testimony and you’ve had the law read to you and interpreted as it applies to this case. It now becomes your duty to try and separate the facts from the fancy. One man is dead. The life of another is at stake. I urge you to deliberate honestly and thoughtfully. If this is a reasonable doubt – then you must bring me a verdict of “not guilty.” If, however, there is no reasonable doubt – then you must, in good conscience, find the defendant guilty. However you decide, your verdict must be unanimous. In the event you find the accused guilty, the bench will not entertain a recommendation for mercy. The death sentence is mandatory in this case. I don’t envy your job. You are faced with a grave responsibility. Thank you, gentlemen. 1. Pre-meditated homicide 2. Testimony 3. Deliberate 4. Reasonable doubt 5. Verdict 6. Defendant 7. Unanimous
