Twelve Angry Men (2020)

Lesson 3
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ELA

Unit 9

8th Grade

Lesson 3 of 11

Objective


Make inferences about character motivation and setting through both stage directions and direct lines.

Demonstrate knowledge of the characters by acting/reading aloud Act I.

Readings and Materials


  • Book: Twelve Angry Men by Reginald Rose  pp. 5 – 10

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Target Task


Writing Prompt

If you were a defendant in a murder trial, would you be satisfied with this group of people as your jury? Use textual evidence from direct lines and stage directions to explain why or why not.

Key Questions


  • Make note of what we can infer about each character and his or her motivations. 
  • Annotate for evidence that shows justice being served or not served in this scene.
  • p. 5 – Describe the setting. (1957, New York, in a court room, hot summer day) 
  • Why would an author choose to set a courtroom drama in the summer? What does summer heat feel like? What is it maybe foreshadowing about the mood of the play? (uncomfortable, tense, sticky, etc.)
  • Pause at the middle of p. 6. From these stage directions. What can we infer about the relationships between the jurors at this point? What does the playwright want us to know about the feeling in the room at this point? (They don’t know one another. The mood is awkward. They aren’t interacting with each other at all.) 
  • p. 7 – What can you infer about Juror 3 based on what he just said?” (He is prejudiced or perhaps extreme, already thinks the kid is guilty just because he is a kid, and thinks this case is “obvious.”) 
  • p. 7 – What type of persuasion is the third juror employing? Emotional or rational?
  • What can we infer about how Juror 2 feels about Juror 3? How can we infer this? (He feels intimidated by him/doesn’t agree. Stage directions say, “looks nervously” and “moves away.”)
  • Are there examples of justice/injustice in this case so far? (They might mention Juror 3’s prejudice, or they might mention the judge’s instructions.)
  • What does Juror 10 mean when he says, “It’s those people! I’m telling you they let the kids run wild up there”? 
  • p. 10 – What do you notice about Juror 8?
  • What is Juror 7’s tone?

Notes


Consider having students listen to the book on audio.com for the first five pages in order to model for the students the tone and mood of Act I. 

Common Core Standards


  • RL.8.3 — Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Next

Analyze the conflicts that emerge between the jurors. 

Define “reasonable doubt” and determine whether or not there is evidence of the defendant’s guilt/innocence. 

Lesson 4
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Lesson Map

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