Name: Charlena Bailey

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

Lesson Topic: One is the Loneliest Number 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

3. Objective
 SWBAT: Apply what they have read in the play to the meaning of a song in order
to develop better understanding by applying one written aspect to another.
 SWBAT: Use the song One is the Loneliest Number by Three Dog Night and
apply it to characters from the play to provide context through a critical lens.
4. Material/ Resource
 Act II Study questions and vocabulary (Students will provide)
 English Journal (Students provide)
 Warm up prompt (Teacher provides) **prompt located below
 Act II Quiz (Teacher provides) **located below
 Computer with Internet Access (Teacher’s classroom technology)
 YouTube (on the internet)
 Video of music video/ song (on the internet)
 Loneliest Number worksheet (Teacher provides) **located below
  Something to write with (Student provides)
 Projector (Classroom Technology)
5. Instructional Procedures (15 minutes)

***As students are entering into the classroom I will be greeting them into the classroom
and asking them to take out their English journals and their Act II study questions and
vocab.

a. Introduction
 I will remind everyone that they should be sitting in their seats getting out
their English notebooks and their Act II study questions and vocab as I
will be collecting in the next two minutes.
 I will also take this time to say good morning and set the tone for the class.
 Up on the projector screen I will have the warm up prompt up.
 Students should already at this point know when they are told to take out
their English journals that they are expected to begin writing on the warm
up prompt.
o Prompt: Make a list of conflicts (internal and external) in the play.
How are each of the conflicts resolved? Explain.
 As students begin writing I will ask for all of Act II paperwork to be
passed up.
 Once I have all of Act II paperwork collected I will make a final
announcement for anymore papers and that once this is closed any papers
turned in will be considered late.
 Whatever time reminds from the 10 minutes students get to write in their
journals will be the remainder allotted time. Once this time is up students
will be prompted to put their journals away.
 We will not discuss this warm up because I want students to have enough
time to take Act II quiz.
b. Activities or Learning Experiences (35-40 minutes)
 Once all English journals are put away, students will be prompted to put
everything away and to take everything off their desk, this includes water
bottles of any kind.
 Once this is complete I will go over the quiz rules. If you are:
o Talking
o Cheating
o Whispering
o Looking at another person’s paper
o Having anything out other than the quiz and something to
write with
o Doing anything other than taking your quiz
 ****Will result in an immediate zero

 After we have gone over this I will pass out the quiz
 During this time I will be walking around the classroom observing students
 Students will have no more than 40 minutes to complete the quiz.
 After this time has concluded I will go around and collect all of the quizzes
c. Closure (10-15 minutes)
 Now that the quiz is over I will pass out the loneliest number worksheet
and pull up the music video by Three Dog Night with the lyrics.
o https://www.youtube.com/watch?v=d5ab8BOu4LE
 Students will watch the video and follow the directions on the worksheet
 The worksheet has questions that they must answer
 This will be due and collected at the end of class.
 This activity is important because this song can directly relate to not only
juror 8 but eventually juror 3 and of course the young man who is on trial.
 This provides students a different way to analyze these characters through
song and provides more insight through the musical context.
 Two minutes before the bell rings I will collect this worksheet and talk
about the homework.
d. Extension/ Contingency Plan (Remainder of Class Period)
 If there happens to be time left in the class period we will discuss the loneliest
number worksheet together as a class and how this relates to the warm up.
6. Accommodations/ Modifications
 Students with IEPs and 504s will have extended time to take the quiz if it is
needed.
 I will play the music for the video over the classroom speaker if there are students
that require help hearing.
 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.
 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.
7. Assessment/ Evaluation of Learning
 Formative assessment: The loneliest Number worksheet will serve as the
formative assessment. This will allow me to see if students understand what types
of conflicts are happening in the play. It will also allow me to assess students on
their analytical abilities through using different lens
 
Summative assessment: Act II quiz will serve as a summative assessment to make
sure students have been following along, understanding what they have been
reading, are applying the strategies we learn in the past lessons to analyze the play
and identifying critical ideas and themes throughout the play.
 Future 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
 There will not be any assigned homework but I will remind students that they can
take this time as an opportunity to complete or catch up on the following:
o Any missing work **it will be late but any points is better than a 0
o Catch up on character webs **especially for students who lost their 1st one
o Evidence tracker sheet
o Reading if they have missed days

***The evidence tracker and character webs will be collect at the end of the unit.

***Students need to follow the schools absent policy in regards to their absent work
otherwise everything else will follow my classroom late policy.

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.
Name______________________ Date____________ Ms.
Manor Period______

Twelve Angry Men by Reginald Rose

Quiz on Act 2

Directions: You are to write True or False in the space provided in front of each question.

_______________ 1. The second ballot is secret.

_______________ 2. Juror Five votes not guilty on the second ballot.

_______________ 3. Juror Eight argues that to say “I’m going to kill you” is not
necessarily to mean it.

_______________ 4. Juror Five changes his vote in the middle of the discussion to
not guilty.

_______________ 5. Juror Eight calls for a diagram of the old man’s apartment as a
delaying tactic.

_______________ 6. The old man testified that it took 15 seconds to go from his
bedroom to his door.

_______________ 7. Juror Three encourages Juror Eight to conduct his experiment

testing the old man’s testimony.

_______________ 8. Juror Eight’s experiment casts doubt on the old man’s

testimony.

_______________ 9. Juror Three reacts to Juror Eight’s experiment with violent

anger.

_______________ 10. Juror Eight loses his temper at Juror Three’s outburst.
One (Is The Loneliest Number)
By Three Dog Night
One is the loneliest number that you'll ever do
Two can be as bad as one
It's the loneliest number since the number one
"No" is the saddest experience you'll ever know
Yes, it's the saddest experience you'll ever know
'Cause one is the loneliest number that you'll ever do
One is the loneliest number, whoa, worse than two
It's just no good anymore since you went away
Now I spend my time just making rhymes of yesterday
One is the loneliest number
One is the loneliest number
One is the loneliest number that you'll ever do
One is the loneliest, one is the loneliest
One is the loneliest number that you'll ever do
It's just no good anymore since you went away
Number
One is the loneliest
Number
One is the loneliest
Number
One is the loneliest number that you'll ever do

1. Give one example of repetition used in the lyrics. Explain the impact it has on the listener.

2. Give one interpretation of the situation being described in the lyrics.

3. Explain at least two interpretations of how these lyrics relate to the play.

4. What type of mood does the melody create? Be specific.