9.1.1: 12 Angry Men- Module 1- Prewriting-- Lesson Plan and Assignments
- Page ID
- 248449
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Module 1
Pre-Writing
SLO: Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading.
In addition to diagnostic essays, class introductions, reviewing the syllabus, etc., the teacher will assign the reading of the play Twelve Angry Men by Reginald Rose on the first day of class. This will set an early baseline for the rest of class. Students will be given a comprehension quiz to ensure that they have completed the reading.
The lesson associated with this module will cover the various methods students can take to prepare themselves to write, including:
· Basic Brainstorming
· Journaling
· Free Writing
· Diagramming/Clustering
· Outlining
The lesson will also discuss the use of Cornell Notes where students organize their thoughts on lectures, film viewings, audio recordings, etc. in a format that categorizes main ideas and content questions that lead into elaborations of minor details.
The next class will present a viewing of the Sidney Lumet film 12 Angry Men (1957) where they will actively record notes on the Cornell Notes template, leading into small group discussions in the next class.
Small groups will discuss the answers to these questions, obviously subject to change:
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Based on the information presented in the film, do you think the accused is guilty or innocent of this crime?
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Was it appropriate for the jury to take the case in their own hands? Whether it was “legal” or not, was it WORTH it for them to take the case into their own hands?
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This film could have accurately been titled 12 Angry White Men. How might the perspectives changed if the jury included any people of color and/or women?
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Is this film still relevant today? Why or why not?
The formative homework assessment linked to this module will be the choice of outlining or diagramming.
Students can:
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Create an outline where, based on a hypothetical thesis about 12 Angry Men assigned by the instructor, the students will organize three main reasons to support the thesis with subpoints of evidence taken directly from the film.
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The purpose of this assignment would be to acclimate the student to organizing their ideas and evidence to serve future essays. Ideas from the outline could serve future assignments in this class.
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This assignment fulfills the SOL: Establish a clear framework of organization appropriate to the writing task and the thesis.
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Create a Venn Diagram comparing the bare bones script of 12 Angry Men to the 1957 feature film. Students will also be asked to brainstorm two lists of at least fifteen attributes each to gather an appropriate amount of data to insert into the diagram.
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The purpose of this assignment would be to give the student an opportunity to practice with a more visual means of organization for those who are likewise more visual learners.
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Another formative continuous assignment will be launched at the end of this module:
Students will write a twelve week long weekly journal, writing one page per week profiling each member of the eponymous jury from the film. Each entry will reflect on their contributions to the discussion in the film, and analyze what elements shifted their respective mindsets.
Students will reference the article “Twelve Angry Men Produces Critical Thinking” by Henry F. Nardone (found on the Internet Archive) in each journal entry. The article profiles each character from the film, which gives students the opportunity to synthesize their own ideas with perspectives from secondary sources.
https://archive.org/details/readingsontwelve0000unse/page/84/mode/2up?view=theater
This ongoing assignment fulfills several SLO’s including:
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Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading
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Achieve the purpose of the writing task
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Formulate and support an explicit or implied thesis
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Integrate students’ own ideas with those of others, using appropriate documentation