Direct instruction

Teacher(s): Samuel Larsen

Subject: English
12 Angry Men - video analysis

1. Present first half of the video 12

Angry Men. Students follow and
complete worksheet containing
aspects of the movie, rhetorical
elements, and propaganda
techniques during viewing.
Teacher pause at crucial moments
and facilitate discussion.
2. Students perform a role-play
exercise where they are the boy on
trial writing a letter to his mother.
The assignment is to be presented in
a fashion of the students choice:
written speech, essay, or video.
Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply
to this lesson
ISTE-S
1a. Apply existing knowledge to generate new ideas, products, or processes.
2c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
2d. Contribute to project teams to produce original works or solve problems.
4a. Identify and define authentic problems and significant questions for investigation.
ACCRS
Writing Standards Grades 11-12
1. Write arguments focused on disciplinespecific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying
the most relevant data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a
disciplineappropriate form that anticipates the audiences knowledge
level, concerns, values, and possible biases.
d. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they

are writing.
e. Provide a concluding statement or section that follows from or supports
the argument presented.

Objectives (Explicit): Use Blooms verbiage and formula

Students will demonstrate ability to identify biases and analyze their effects by creating
a letter that shows 3 to 5 possible characteristics of the character that dispel the
negative bias towards the character.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to
grade/grading tool? (rubric, checklist, etc.)
Evidence of mastery is shown by:
Summative Assessment
The student creating a letter from the point of view of boy on trial written to the presiding judge that
identifies character biases, and then dispels them.
This accomplishes all ACCR Standards listed in the standards section above, as well as 1a, 2c, and 4a of
the ISTE-Student Standards

Grading Rubric
Minimum 500 Words------------------------------------20%
Formatting (MLA, 12 pt. font)---------------------------5%
Free of grammatical errors--------------------------------5%
Outlines 3 to 5 misconceptions-------------------------30%
Dispels 3 to 5 misconceptions--------------------------30%

Word Count

Over 500 Words 10

pts

350-500 Words 5 pts

Less than 350 words 0 pts

Formatting

MLA, 12 Pt Font 5
pts

Other 0 pts

Grammatical Errors

0-3 Errors 5 pts

3 to 5 Errors 2 pts

More than 5 errors 0 pts

Outline of
Misconceptions

3-5 Misconceptions
15 pts

1-2 Misconceptions
10 pts

0 Misconceptions 0 pts

Dispelling of
Misconceptions

3-5 Misconceptions
15 pts

1-2 Misconceptions
10 pts

0 Misconceptions 0 pts

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action
verbs such as write, list, highlight, etc.)

Propaganda techniques introduction and rhetoric

Point of View

Key vocabulary:

Materials/Technology Resources to be Used:

Rhetoric
Propaganda Techniques
POV Point of view
Bias

-Television/Projector
-Computer capable of youtube
-Clip of kaepernick
-News clips reporting kaepernick
-12 Angry Men movie
-Worksheet

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/
hook the students
Hello, Class.
Today we will be delving further into rhetoric and propaganda techniques. We are going to take a close
look at bias through when viewing the film 12 angry men (yes, movie time!)
*OBJECTIVE*
Each of you will demonstrate your ability to identify biases and dispel them by writing a letter to the
judge from the perspective of the boy on trial.
Some of you may already be familiar with this, but please hold your comments until after we have
finished.
*Show video clip of Kaepernick during national anthem of 49ers football game*
So, do any of you see anything out of place?
Again, Im sure some of you know, but for those of us who arent football fans and arent current in the
news, not long ago a the quarterback for the San Francisco 49ers made the decision to sit during the
national anthem, creating controversy within the media. He spoke to reporters after the fact, and stated
that he is exercising his right to sit, as he is not proud to be American. He sees injustice around him that
has overshadowed any patriotism he might have. Specifically, African American males being targeted by
police.
This has aroused some strong feelings on both sides of the argument. Rather than pick sides and draw a
divide between each other, lets look closer at the issue from an educated standpoint by examining some
of the commentary people have made:
*show news clip of Kaepernick being attacked*
This makes some pretty strong assumptions about what we know of Kaepernicks background doesnt it?
Is it fair and impartial for them to be reporting this way?
Connect the kid to kaepernick. Do we know how kaepernick grew up? Bias

Instructional Input

BEGIN INSTRUCTIONAL INPUT

Teacher Will: Be specific|
Refresh students understanding of propaganda
techniques by asking the following questions:
Knowledge - 1. Will someone please name one of the
proganda techniques we have learned about?
2. Yes very good. Will someone else
please give me an example of this technique?
After confirming the majority of students identify
existing knowledge, connect the kid in the movie to
Kaepernick.
We now are going to watch the film. I want you to
read this worksheet through before we begin, and then
follow along completing the questions in order.
Worksheet:
1. What are the Judges instructions to the jury before
they retire to deliberation?
2. Upon taking an initial vote, all but 1 vote that the
defendant is guilty, knowing full well the
consequences for him should he be convicted (Not
Guilty).
What reasoning does the 1 not guilty person present
for why he voted as such?
What do you make of his reasoning?

Student Will: Be specific

Student will recall previous information

learned and carry that knowledge deeper into
the topic. Student will connect the topic to
real world situations, and observe other
students do the same.

Student will make the connection between

Kaepernick and the kid on trial in 12 Angry
Men.

Student will complete the exercises on the

worksheet while viewing the movie applying
what they already know concerning bias.

Stop at end of 1st half, before anyone has changed their

vote.

Formative Assessment
Teacher will randomly ask students to provide
examples of bias they have observed in their daily
lives .
75% confirm they understand before class moves
on to guided practice.

Formative Assessment
Students will answer with examples of
bias in their daily lives
75% confirm they understand before
class moves on to guided practice.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who
need differentiation or accommodations during your instructional input/teaching?

I will provide diverse examples of bias for students who arent grasping the content. I will ask
students to connect this concept with what they have observed in their daily lives. I will

inquire about the different cultures that people may come from, and play off of this
knowledge.
For the students who still arent understanding, I will ask them to try to the guided practice.
Teacher Will: Be specific
connect to ISTE standards

Student Will: Be specific

Blooms taxonomy

Provide a worksheet for students

Teacher will pause the movie at a crucial moment and
model innovative and creative ways of looking at the
trial to which each student is now on the jury.

After the 1st half of the movie, students will

collaborate together to complete the
worksheet.

Questions for discussion:

1. Why did the jurors answer the way they did?
2. Identify biases in the jurors.

Guided Practice

Formative Assessment
Teacher will collect worksheets during discussion, and
take moment to look through them. If any student is
not answering satisfactorily, teacher will make the
confusion part of the class discussion to get them on
track.
75% must confirm they understand before moving on
to independent practice.

Once everyone has given answers, the

student will participate in class discussion
concerning bias, how it is depicted in the
movie, and apply how it is found in their
own lives.

Formative Assessment
Student will apply existing knowledge of
biases to the questions that pertain to the
film. Student will fill in complete sentence
responses demonstrating they paid attention
to the film and possess an understanding of
bias.
75% must confirm they understand before
moving on to independent practice.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH

student is ready to move onto independent practice? And how are you going to differentiate if they do
not understand?
If students are still having trouble, we will perform an additional exercise as a group that gets students
on their feet ( I emailed you about your feedback on my last submission. I like the sound of it but am
not quite sure what you mean) .

Independen

If any students are still struggling, then teacher will ask them to meet after school during allotted
tutoring time.
*Teacher will provide online reference of bias description and detailed examples of its prevalence in
the world all around them.
Teacher Will: Be specific

Present the independent practice project

to students in a clear and concise

Student Will: Be specific

After the guided practice, the student will be

t Practice

manner.
Model digital age work and learning by
showing students digital examples of how
they can complete the project.

Now imagine you are the boy on trial. Each of you

are to write a letter from the perspective of this boy
to the judge that identify biases and then dispel
them.

prepared to produce a letter to the judge as if

they were the boy on trial.

They will identify biases, and they will

dispel them through this fictional
correspondence.
Student complete the assignment for
homework and bring it to the next class.

Teacher will select 3 to read to the class next time.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who
need differentiation or accommodations?

Teacher will clear that students are permitted to visit after school one during allotted if they
are having trouble.
Closing/Student Reflection/Real-life connections: What connections will students make to their real
lives? What essential questions will they reflect on in their closure of the lesson?
It is so important that we are able to view the world through others eyes, as there are many problems that
arise out of a tunnel vision point of view. People make assumptions that often are far from the truth, and
it affects us all.
Before I dismiss you guys, will someone please define bias for me?