Transcript 12 Angry Men Act 2

This is week 2 of a 3 week lesson plan for Ribault High School’s “Wonder
Curriculum.” The curriculum was designed by Educational Directions, the
Educational Management Company advising our school. In our federal school
improvement grant, our students have an extended school day. There is a
daily one hour long enrichment period. During this time, students are placed
in classes to assist them in what they specifically need to be successful in
FCAT, ACT, SAT, etc. My assignment is teaching reading to the +2 bubble
students in the 9th grade. These are students that are within 50 points of a
level 3 on the reading FCAT. Most of my students missed a level 3 by 2 – 3
questions.
All level two students in the 9th grade are reading the play “Twelve Angry
Men.” Each week, one of us along with the 9th/10th grade reading coach
write the lesson plan for all classes. Since my reading coach is also in the
TLSI program, she allowed me to be the lead on this one as long as I followed
the gradual release method and embedded activities tied to the language
arts benchmarks. During the first week, students were handed a “Facebook
Status” Sheet to update their independent reading on.
Hopefully this meets the criteria for the artifact. Garden Gate Organizer
attached in pdf.
Week 2 - Day 1
(Oct. 31)
Task – IDIOM
ALERT! Pg 29
“clutching at straws”
- In a desperate
situation and you grasp
or clutch at straws,
you try any method,
even if it has little
chance of success,to
find a solution.
20 minutes - IR
5 minutes
Hook!
Notes - IDIOM ALERT One possible origin - The ancient
Egyptians made bricks and one of the chores the Pharaoh
set for the Israelites was making bricks without providing
any straw. The straw was what made the bricks hold
together, so the Israelites had to scrounge in the desert
to find straw so they could make their quota of bricks.
Grasping at straws meant grabbing anything you could get
that would serve the purpose, and that's reportedly what
they did.
Continue with the FB Status Sheets.
Benchmark
Analyze
Words/Phrases
Derived from Other
Languages LA.910.1.6.7
Strategy of Expert
Reader Questioning
1.
10 minutes
Anchor Text
Act 2 – pages 27 – 30
20 minutes
Meaningful Work
Period
Benchmark –
Author’s Bias –
LA.910.1.7.2
Students should work together and come up with at least
ONE Defense question and ONE Prosecuting question for
each of the remaining EIGHT cases. They can use the
Wagon Wheel Graphic Organizer if it helps!
5 minutes
Closing (Community
Building)
You will have to
show the VOIR
DIRE slide to the
class!!!!
2.
Use the attached PPT slide AND the Garden Gate
Graphic Organizer as students define the 5 main
points of the concept, VOIR DIRE.
Read the first case (Shawn Cho) and solicit
questions students might ask as either a defense or
prosecuting attorney. Remember, they are trying to
get sympathetic jury members for THEIR SIDE!
(It will probably be helpful to refer them back to
the GOLD packet from Week 1 and the Selecting a
Jury – Asking the Right Questions.)
•When people respond to a jury summons, they gather at the court house to form a pool
of potential jurors from which they are called in groups for specific criminal or civil
trials. There they are questioned by attorneys for each side and/or the trial judge
about their background, life experiences, and opinions to determine whether they can
weigh the evidence fairly and objectively. This process is called voir dire, an AngloFrench term meaning “to speak the truth.”
•Through voir dire, an attorney can challenge a prospective juror “for cause” if that
person says or otherwise expresses a bias against the attorney’s case. Each attorney
can also exercise a limited number of “peremptory” challenges for which no reason is
required. Those individuals who are accepted by both attorneys [or the trial judge, if
the judge conducts the voir dire] are impaneled and sworn in as the jury.
•Traditionally, American attorneys have had much latitude in conducting voir dire. The
power to challenge-and the discretion to use it-is very important in our adversary
system of justice; each attorney works for a jury most sympathetic to their side. Like
all powers, this one has been subject to misuse and even abuse. As American society has
evolved, so too has voir dire.
•Use the Garden Gate Graphic Organizer to record the five main points of this concept!
Imagine that this gate can open or shut in favor of the defendant! And it all begins with
questioning potential jurors……
Example Case - Shawn Cho
Do you live within a five mile radius of the Pub?
Have you seen this case featured on your local news station?
Have you ever lost a job or a promotion to someone you perceive as an immigrant?
1. Shirley U’jest
Have you ever been cheated on by a significant other?
Had a friend or loved one every been murdered?
What is your personal opinion of politicians?
2. Bounty Hunter
Do you feel that you are adequately compensated by your employer?
Do you feel valued by your employer?
If you were caught doing something illegal, but someone else was doing the same thing and wasn’t caught, would you tell on them in
exchange for a lesser punishment?
5. Mark Walmart
Do you negotiate your salary at your job?
Do you have a positive relationship with your boss?
Do you have direct contact (daily/weekly) with your immediate supervisor?
Can you shoot a gun?
Are you a member of the NRA (National Rifleman’s Association.)
6. Bart Climpleton.
Do you have teenagers in the house?
Do you feel that it is harmful to pull pranks?
Have you ever been a victim of a prank?
Do you laugh at pranks?
Have you ever felt like you were a victim of racial profiling by the police?
7. Mary Mansion
Have you ever been voluntarily admitted to a Drug Rehab Center?
Have you ever been victimized by a loved one’s substance abuse?
Do you think there are merits to coming from a large family?
Are you the product of a single parent?
Have you or your spouse ever been involved in an extramarital affair?
Week 2 - Day 2
1.
BAG OF BEADS
AND 1 PURPLE
TALLY SHEET FOR
THE EXPERIMENT
ABOUT JURY
SIZES.
Task - Casey
Anthony trial history
http://www.trutv.com/library/crime/notorious_murders
/family/caylee_anthony/1.html
20 minutes - IR
5 minutes
Hook!
Notes - Here’s a link to a history of Casey
Anthony. Print chapters 1, 2, 3 from the
link below
Continue with the FB Status Sheets.
This mini-writing
prompt is on the
next slide!!!
Benchmark –
LA.910.6.2.2 –
Evaluating
validity/reliability
SRE – Students should spend five minutes answering this
Question – MANY STATES ARE EXPERIMENTING
WITH SMALLER JURY SIZES FOR BOTH
CRIMINAL AND CIVIL CASES. A SMALLER JURY
IS ALARMING BECAUSE OF ITS IMPACT UPON
DIVERSITY. DO YOU AGREE OR DISAGREE
AND WHY??
10 minutes
Anchor Text
Act 2 – pages 30-34
20 minutes
Meaningful Work
Period
1. While reading, mark the text with Caylee references
and items that cause one to question Casey’s “story.”
Active Reading
Strategy –
Determining
Importance
2. Conversations about jury diversity and and how that
might hinder the defendant’s chances for a fair trial!
3. Compare Casey Anthony Case to the case that the 12
Angry Men are discussing
Many states are experimenting with smaller jury sizes for both criminal
and civil cases. There are several reasons why the smaller jury is
alarming, specifically because of its impact upon diversity.
What are the ADVANTAGES of 12 jury members as opposed to 6???
Please respond with one paragraph!
Where does the number TWELVE come up in our historic sense of perfection?
Is 12 an Important Number?
Objectives
•Draw the issue of jury size to student awareness
•Evaluate the impact of reduced jury size
Materials
•FIVE grab bags. Each bag will have 90 beans of one color and 10 beans of another.
•Record sheets – One per group
Procedure
•Have one student demonstrate pulling 6 tokes randomly while another records the data! Return the tokens to the
bag and repeat the procedure to confirm understanding.
•Instruct students to continue sampling and recording to reach a total of 10 samples of 6 AND 10 samples of 12.
•Each group of students should tally each color in every random drawing!
•One student should fill out the class tally sheet.
•Analyze the data
Debriefing
•How might reduced size influence outcomes? Why?
•Is juror diversity important? Why or why not?
Week 2 - Day 3
Task
Notes
20 minutes - IR
Continue with the FB Status Sheets.
5 minutes
Hook!
Casey Anthony Blogs – Jurors What do we need to know
about the Casey Anthony Jurors?
http://blogs.discovery.com/criminal_report/2011/0
5/casey-anthony-trial-juror-profiles.html
10 minutes
Anchor Text
Act 2 – pages 35-38 –Continue marking the 12
ANGRY MEN graphic organizer with distinct
characteristics about each juror!
20 minutes
Meaningful Work
Period - Benchmark
1.Casey Anthony trial. (article/tourists obsessions –
Figurative Language LA.910.2.1.7
Strategy of Expert
Reader - Connecting
following on facebook and you tube) Students in small
groups will find blogs, tweets, and you tube videos on
the obsessions the public has with Casey Anthony. Each
group will report on media findings. How will a fair jury
be found?
2. Students should begin responding follow up articles
Juror speaks about Anthony trial
5 minutes
Closing (Community
Building)
Week 2 - Day 4
Task -
Notes -
20 minutes - IR
Continue with the FB Status Sheets.
5 minutes
Hook!
1. Explain this line from the poem you will be reading!
“Tell me why a hearse horse snickers hauling a lawyer’s
bones?”
2. Class discussion –
•
What does RESPECT mean?
•
Is it more about ATTITUDES or ACTIONS?
•
What happens if you have one without the other?
10 minutes
Anchor Text
Act 2 – pages 39-43 - Continue marking the 12
ANGRY MEN graphic organizer with distinct
characteristics about each juror!
20 minutes
Meaningful Work
Period - Benchmark
1.“The Lawyers Know Too Much” by Carl Sandburg. –
Respond to Guiding Questions AND class discussion about
WHY the lawyer’s office is characterized by a shark?
2. Otis Redding/Aretha Franklin – RESPECT!
Otis - http://www.youtube.com/watch?v=H3mYnJyDkFs
Aretha http://www.youtube.com/watch?v=6FOUqQt3Kg0
3. Make Text – Text or Text – World Connections,
comparing the poem and song with the text!
4. Students should complete the Section 3 questions
(27-35) and begin the Section 4 questions (35-42)
The Otis and
Aretha youtube
clips SHOULD be
embedded on the
next 2 slides!
5 minutes
Figurative Language LA.910.2.1.7
Strategy of Expert
Reader - Connecting
Closing (Community
Building)
Week 2 - Day 5
Task -
20 minutes - IR
10 minutes – Hook
5 minutes
Notes Continue with the FB Status Sheets.
Benchmark –
LA.910.6.2.2 –
Evaluating
validity/reliability
http://en.wikipedia.org/wiki/Death_of_Caylee_Anthony
Anchor Text
Act 2 – Finish!
Meaningful Work
Period - Benchmark
Fleshing out a Character – Use the TWO attached
SKELETON graphic organizers (10-31 is right around the
corner after all!!!), students should look at their notes
about the juror members (the 2 page 12 ANGRY MEN
graphic) and use that information to focus on TWO
jurors. Complete the SKELETON graphic, referring to
the text as needed.
Students should write a conversation between these 2
jurors OR find a partner and match up characteristics.
Closing (Community
Building)
While he was in college at FAMU, our very own
Senor Marcil created and edited a story about
FSU Quarterback Christian Ponder as a candidate
for the Heisman Trophy. Watch this 15 minute
clip! As a class, discuss what EVIDENCE is
Read link above. Is the source valid and reliable. Discuss
in elbow partner groups. Each group give 1 support
for validity and reliability and 1 dispute for validity
and reliability.
(should have
finished on Day
5)
15 minutes
Characterization –
LA.910.2.1.5
Active Reading
Strategy –
Visualization
10 minutes
This video is 15
minutes. If Act 2
finished Day 4 will
have plenty of time.
“Pondering Heisman
– students should
look for Statistics,
Injuries,