Name: Charlena Bailey

Cooperating Teacher: Matthew Albert Subject & Grade Level: English 10

Lesson Topic: Voting on page 26 Estimated Time: 80 minutes

1. Standards
 RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
 RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
 RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
 RL.9-10.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
2. Teaching Model
 Inquiry Based Learning: Students will partake in this learning when
o Writing their journal entry and in the discussion
o When voting on page 26
o During their reading

3. Objective
 SWBAT: Use textual evidence that they have read in order to make a judgment.
 SWBAT: Begin thinking like a jury in order to get into the character’s from the
play frame of mind.
4. Material/ Resource
 Power Point for warm up journal entry (teacher provides)
 English journal (Student provides)
 Something to write with (Student Provides)
 Class Copies of 12 Angry Men By Reginald Rose Play (School provides)
 Act I Study Question worksheet (Teacher Provides) *Located below
  Act I Vocabulary words (Teacher Provides) *Located below
 Overhead projector (Classroom Technology)
 Character Webs (Students will provide the copy that they were given a few class
periods before this.)
 Whiteboard (Classroom equipment)
5. Instructional Procedures (15 minutes)
I will be greeting students as they enter into the classroom and telling them to start on the
warm up.
a. Introduction
 Students will be prompted to take out their English journals and begin to
write in their journals on the warm up prompt in a quick located on the
projector.
 Students will have five minutes to write on this prompt.
o Prompt: What are the qualities of a strong leader?
 At the last minute mark I will prompt students to wrap up their finals
thoughts and finish it off with bullet points.
 To finish up the warm up we will as a class break off into a discussion on
the prompt.
 We will discuss this for the next 10 minutes

**This is important to discuss with the students in order to get students thinking about the
qualities that they deem to be leadership worthy. They can use their own guide as a way to
“judge” Juror 8 and the other characters in the Play. Discussing with the class can provide other
view points and perspectives for other students to think about.

b. Activities or Learning Experiences (25 minutes)

 Once we have finished up the warm up portion of the lesson students will be
asked to put their English journals away for they will not need them for the
remainder of the class period.
 We will then all turn to page 26 in our books in order to take a vote on
whether we as a class believe the young man who is on trial is guilty or not.

**This is important for students to do so that they can begin thinking like a jury and begin to
think like the characters that they are reading about. Getting into this frame of mind allows
students to begin analyzing the steps and proves each juror goes through when making a
decision. It also helps students focus on the EQ of the unit. This is not a right or wrong type of
exercise. Rather is will help enlighten students to the importance of the moral compass man must
hold himself to when taking on the role of a juror.

 We will not have a class discussion on this. I want students to think about how
they voted and compare to the other jurors in the play as they read. I want student
 to be able to evaluate their vote as more evidence and thought process is
developed as the play unfolds. This truly gives students the ability to set
themselves inside of the play that they are reading about.
 After voting we will assign the roles for each character in the play.
 Once we have all character roles accounted for we will finish reading act I of the
play as a class.
c. Closure (10-15 minutes)
 Once we have finished reading students will be given time in class to finish up
their Act I study questions and vocabulary that will be due and collected at the
end of this class.
 This portion of the activity will be done on an individual basis. No talking during
this time or sharing answers.
 It will be expressed to students that if talking is done during this portion of the
activity all students who decide to not follow the rules will have a zero
implemented into the grade book for both of these worksheets.
 This is for cheating purposes. I do not believe it is fair for the students who have
actively been participating and paying attention during the reading and lessons to
have to share their answers with students who have not.
 If students have a question they can raise their hand and I will be more than
willing to assist them.
 This allows students to refresh before they take the Act I Quiz next class.
 After the allotted time students will be prompted to turn in what they have
complete. Everything will be passed forward to the front of their group tables.
 Remember to remind students to put their names on their work in order for them
to receive credit.
d. Extension/ Contingency Plan (Remainder of Class Period)
 If students have used their time properly with doing the majority of the
Study questions and vocabulary for homework they should have extra time
in class to begin working on their character webs.
 Students will be prompted to work on their character webs if they do have
extra time in class. They will have to pull textual evidence in the form of
quotes in order to support each characters development.
6. Accommodations/ Modifications
 Accommodations would be implemented depending on the type of 504s and IEPs
that are in my classroom when this lesson is taught
 Modifications will also be made once the lesson is taught and I see what need to
be changed and or adapted to make lesson work more smoothly.
 If there is a student who has eye sight problems and or requires it in their
504s/IEP I will have the text of the play enlarged for them.
  If students have trouble staying awake during the reading they are allowed to
move to a singular seat with no desk and are allowed to stand up at one of the
walls in the room.
 Extra writing utensils and paper are provided for students who have not come
prepared to class for whatever the reason at the back of the room on the student
shelf.
 If students need another character web I am more than willing to provide it for
them but they will have to start all over since the lost the original packet that first
started on.
7. Assessment/ Evaluation of Learning
 Formative assessment: The Act I SQ and Vocab will serve as the summative
assessment. It will allow me to see what students are struggling with and give me
an informed perspective on how students will do on the quiz. It will also allow me
to see which students are actively paying attention to what we are reading or at
least trying to understand what we are reading versus the students who are not
paying attention participating. I can also use this formative assessment to begin
making necessary modifications to future lessons in this unit.
 Summative assessment: At the end of this unit students will have to create a PSA
taking a stance and provide a creative rationale on the unit EQ. This will be done
in groups and is further explained in the assessment portion of the unit.
8. Homework
 No homework is assigned for this lesson
9. Post Lesson-Reflection
 I have not yet taught this lesson in order to give a post reflection. This section will
be filled in once I have officially taught this lesson in my future classroom.
Twelve Angry Men Act I Study Questions

l. What are the JUDGE'S instructions to the jury?

2. How might the room itself, the weather, and the time affect the jurors?

3. _________________is in a particular hurry to reach a verdict because

__________________________________.

4. What information is revealed about the crime to the reader before the first vote is taken?

5. The first vote is _______to________.

6. What is EIGHT'S reason for voting not guilty?

7. What are the other jurors' reactions to EIGHT'S vote?

8. During a discussion of the evidence, how do these jurors interpret the information?
 FOREMAN

TWO

THREE

FOUR

TEN

SIX

9. What comments do these jurors make about the defendant?

SEVEN

THREE

FOUR

10. Why does FIVE react the way he does?

11. Why is the switch-knife an important piece of evidence?

12. What is the dramatic climax of ACT I?

13. What does this episode reveal about EIGHT?

14. What proposition does EIGHT make to his fellow jurors?

15. If you were one of the jurors, how would you vote the second time? Why?

l6. _____________________________ is the protagonist.

17. _____________________________ is the antagonist

Name_____________________ Date____________

Twelve Angry Men Vocabulary Worksheet #1

Jury – group of 12 people chosen to decide a case

Peers – people of similar age, social class, etc.
Due Process – each trial will be conducted according to the law
Prosecutor – lawyer who tries to prove a case against the accused person
Defense Attorney – lawyer who tries to prove the accused person is innocent (not guilty)
Juror – a person who serves on a jury
Jury Duty – when you serve on a jury, you have jury duty
Opening Statements – lawyers for each side declare what they intend to prove
Evidence – outward signs that help establish proof, like documents, weapons, clothing, witnesses, etc.
Witness – person who has seen or heard the alleged crime
Alleged – asserted or declared without proof
Presumed Innocent – considered to be not guilty
Beyond A Reasonable Doubt – If a jury is not 100% certain that the accused is guilty, the jury should not
declare him/her guilty.
Proof – evidence that establishes the truth of something
Verdict – judgment, decision
Unanimous – everybody agrees
Hung Jury – a jury that can’t agree on a verdict
Premeditated – thought about beforehand
Homicide – murder (hom = mankind) (cide = killing)
Complex – difficult, confusing
Fancy (fact and fancy) - imagination
At Stake – at risk, in danger
Deliberate – think hard about
Grave – serious

Directions: Fill in the blanks with the best choices from the vocabulary list above. Not all of the words
are used.
In the United States, justice is dispensed through a trial by a _________ of one’s _________.
Each trial must follow_____________________, a set of rules and laws. A trial begins when the
_____________ and _____________________________ declare what they intend to prove in their
______________________________. Then ______________ is presented. A ______________________
may describe what he/she saw or heard. The jury must ____________________ long and hard before
reaching a ____________ because the life of the accused is ______________. In __________________
cases that verdict must be_________________. The accused person is ________________________until
or unless he/she is proven guilty ______________________________________________. Being a juror
is a ______________________ responsibility.
On the back write a paragraph explaining why you would or wouldn’t like to be a juror.