UTL 640E Lesson Plan

UTL 640E
Meredith Lawrence/Round Rock High School

Lauren Gonzaba
English IVSeniors

Date: 10/21/14
8th period (2:38-4:08)

Lesson #3
Teach #3

Enduring Understanding & Essential Questions:

Everyone views the world through the lens of their own culture and personal experiences, and
therefore make decisions based on these lenses.
a) What does biased and unbiased mean?
b) What is challenging about standing alone with your beliefs?
c) Is there a place for prejudices in the justice system?

Lesson Objectives:

While watching Twelve Angry Men as a class students will individually complete the Compare
and Contrast/Characteristics of Jurors handout, in order to promote critical thinking about
morally ambiguous characters.

Resources/Materials:

To Do

Re-watch the 1997 version of Twelve Angry Men

Generate compare and contrast worksheet with character descriptions table (attached
at end of lesson plan)

For the Lesson

Set up movie in projector

Ensure each student has a copy of the worksheet as they sit down

TEKS and Student Expectations:

English IV
(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 how authors develop complex yet believable characters in works of
fiction through a range of literary devices, including character foils
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words,
images, graphics, and sounds work together in various forms to impact meaning.
Students will continue to apply earlier standards with greater depth in increasingly more
complex texts. Students are expected to:
(A) compare and contrast how events are presented and information is
communicated by visual images (e.g., graphic art, illustrations, news
photographs) versus non-visual texts;

Steps in Lesson:

Engagement 5-10 minutes

As students come into the classroom, they will take their seats in their groups as
usual
Ask students to turn to their group and discuss what morally ambiguous
means
After discussion, call on a group to answer for the entire class
Next, ask students to name characters (from TV, books, movies, etc.) that can be
classified as morally ambiguous.
After discussion, call on a group to answer for the entire class
Introduce the Twelve Angry Men movie

Stated Objective
As you watch Twelve Angry Men, complete the handout in front of you as you compare
and contrast the movie and the play, while taking notes on the jurors character traits
and looking for morally ambiguous characters.

Active Learning Remainder of class/until movie ends (117 minutes)

1. Make sure all students have a worksheet in front of them.
Students should be actively watching the movie so they are able to complete
their worksheet.
This worksheet has a section for the students to compare and contrast the
movie and the play, as well as a section for the students to take notes on each
jurors personality traits.
Students keep this completed worksheet as a reference for when they write
their essays
2. Inform students that they must have at least 3 similarities/differences for each section
of their Venn Diagram
3. Give a brief example of how to take notes on character traits using Juror 5 as a model
Do not write every characteristic of Juror 5. Just give the students an idea of
what they need to write.
4. Turn on the movie, Twelve Angry Men.

Closure
1. After the movie, ask students if what they saw was similar to how they envisioned the
play in their heads. Ask the students if they identified any morally ambiguous characters
(ask students to give evidence supporting this). Tell students to put their worksheet in
their writers notebooks so they can refer back to it later.

Modifications/Differentiation Strategies:

Allow ELL students to sit closer to the screen so they may hear the movie better. All
students may stay in their assigned seats, move to a closer seat, or sit on the floor, so
long as they are still able to take notes on their handout.

Evaluation Strategies:

The students will complete the worksheet provided and place it in their writers
notebooks, so they may have it as references when writing their essays. I will walk
around the room to ensure each student has completed their worksheets.

Notes/Recommendations for next time:

Next time I can try walking through an example with the students so they know how to
complete an entry. During movie days, I can also clearly outline expectations beforehand,
so I dont have to keep redirecting students who are off task (using their phones,
sleeping, etc.).

***Remember to consider which jurors strike you as morally ambiguousand what textual
evidence you would use to support such a characterizationas you watch the play***

Compare and Contrast

Characteristics of Jurors
Foreman
Juror #2
Juror #3
Juror #4
Juror #5
Juror #6
Juror #7
Juror #8
Juror #9
Juror #10
Juror #11
Juror #12