Meyer

**Lesson Title**: Convincing Evidence Through Digital Storytelling **Grade level**: 9th Grade **Unit**: Twelve Angry Men by Reginald Rose (2006) **__GOALS__** **Common Core State Standards (2011)**: **(Reading Standards for Literature 9-10)** 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.==

**(Writing Standards 9-10)** W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence == W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.==

**ISTE NETS-S** : 1. Creativity and Innovation

**Instructional Objectives**: Students will identify a motif in the play and create a digital story from the point-of-view of their assigned juror once the trial has ended reflecting upon the specific motif and how they have felt throughout the deliberation recalling key events and overall feeling about the outcome. (Motif suggestions include: the Justice System, Fairness, Truth, Courage, Prejudice, Murder, Capital Punishment, Deliberation)

**__ACTION__** **During Class/Instructional Activities**: == Day One: The assignment will be handed out (both hard copy and on my website). I will explain this assignment as a group lesson and then go through the timeline of events that will take place prior to the presentation of the completed product. I will use Abrams (2008) Digital StoryTelling-Best Practices PowerPoint that goes through the 10 step Model. I will then show my students a sample I have created giving them a visual to go with the steps.==
 * Before-Class Preparation : The creation of student guidelines, the assignment, and a rubric will be created. Sample digital stories and tools will be reviewed and uploaded to my website as well. IEP Modifications will be reviewed and lesson modifications and accommodations will be made.**

Homework: Students will identify the motif they would like to use and brainstorm a script of their story from the point-of view of their juror. == Day Two and Day Three: Students will continue with the script and proceed to storyboard cards once they have a sketched an outline. Students will be given five class periods to work on their digital stories; if they need additional help, they can always come after school.==

Presentation Days(allot 3 days): Students will present their digital stories to the class. Students will grade their classmates following the rubric and engage in reflections after each presentation.

**__MONITOR__** **Ongoing Assessments**:

A Performance-based assessment grade (following the rubric given) will be given for each student’s digital story based upon the rubric. **Accommodations and Extensions**: Students will be exposed to many other digital media projects after this one.IEP modifications will be implemented as well including:


 * Check often for understanding/review-repeat, reword, clarify directions when necessary
 * Allow extra time for assignments, projects, and tests when necessary
 * Assist students in proper use of technology if needed
 * Communication to parent when assignments not completed
 * Use models for projects and writing assignments
 * Encourage and facilitate student participation in class lessons and discussions

**__EVALUATION__**
 * Lesson Reflections and Notes**: *Reflections and additional notes will be added after implementation.

**Online Collaboration Lesson~Lesson 2**
**Lesson Title** : Character Journal/Social Networking & Online Collaboration **__GOALS__** **NJ Content Standards**: **(Reading Standards for Literature 9-10)** 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.9-10.3. 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. **(Writing Standards 9-10)** W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. **(Speaking and Listening Standards 9-10)** ‍SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. ‍  SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (**Language Standards 9-10)** L.9-10.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.9-10.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
 * Grade level ** : 9th Grade
 * Unit ** : Twelve Angry Men by Reginald Rose (2006)

1. Creativity and Innovation 2. Communication and Collaboration 3. Critical Thinking, Problem Solving, and Decision Making 6**.** Technology Operations and Concepts
 * ISTE NETS-S ** :

Day One: Roles will be assigned followed by the character journal assignment. Using the projector, I will explain the directions for the character journals throughout the course of the play directly from the link on my webpage. Students will also have a hard copy. They will also be shown a character journal sample so they know exactly what I am looking for as well as a rubric for the way these will be graded. Once this is explained, I will follow up by explaining the way I would like them to engage in discussions through the class wiki. I will pull up the wiki and copy and past the sample to my wiki page. I will then pretend I am juror 3, for example, reading juror 8’s entry and respond on the discussion board. Through this visual, students should have minimal questions. (The entire class period will be used for the explanation of these assignments that will be assigned throughout the play). Day Two and Three: We will read and discuss Act I of Twelve Angry Men. Homework: Journals will need to be completed and shared with me prior to class the day after we finish reading Act I through Google Docs. (If time allows, students will be given time to begin their character journals in class.) Students also need to copy and paste their journal onto their wiki page. Day Four: As a class, I will ask for a few volunteers to share their journals from Google Docs. Students will independently write down any grammatical errors they notice and any other questions that come to mind as they reflect on how their juror would respond. Class discussion will take place. I will demonstrate once again how they will complete their responses for homework.
 * Instructional Objectives ** :
 * Students will express their thoughts in the voice of the juror assigned through a character journal for each of the three acts in the play Twelve Angry Men (Reginald Rose, 2006)
 * Students will choose one main event from each act to relive through their journal entry.
 * Students will engage in discussions and respond to classmates as if they were the assigned juror talking to the other juror on the class wiki
 * __ ACTION __**
 * Before-Class Preparation ** : Prior to this lesson, students will be asked to go home and review the “Notes on Characters and Costumes” page in the play to get a brief background on each of the characters and see if they would like to play the role of a specific juror. (I will already have discussed certain roles for specified students due to IEP modifications). Sample character journals and directions for completing a character journal will be uploaded to my school webpage as well as hard copies printed out for students.
 * During Class/Instructional Activities ** :

Class participation during the reading of the Twelve Angry Men (Reginald Rose, 2006), class discussions, and the anticipatory set will be daily informal assessments.
 * __ MONITOR __**
 * Ongoing Assessments ** :

A homework grade will be given for the completion of the character journals, uploading the journals to the wiki, and completing the responses to classmates.

A Performance-based assessment grade (following the rubric given) will be given for each character profile and for the discussion responses.


 * Accommodations and Extensions ** : Character journals and discussion responses will continue to be assigned after Act II and Act III. The daily anticipatory set will also focus on peer editing as they pick out errors I put on the screen using pieces of students writing samples without names.Students will be asked to volunteer for the initial sharing of their whole Act I journal to make sure they are comfortable with others reading their work and critiquing it. IEP modifications will be implemented as well including:
 * Use written backup for oral directions
 * Check often for understanding/review-repeat, reword, clarify directions when necessary
 * Allow extra time for assignments, projects, and tests when necessary
 * Assist students in proper use of technology if needed
 * Communication to parent when assignments not completed
 * Use models for projects and writing assignments
 * Encourage and facilitate student participation in class lessons and discussions
 * __ EVALUATION __** ** Lesson Reflections and Notes ** : *Reflections and additional notes will be added after implementation.



**English Problem-Based Learning Lesson~Lesson 1** **Daily Lesson GAME Plan** **Lesson Title** : The Death Penalty **Grade level**: 9th Grade **Unit**: Twelve Angry Men by Reginald Rose(2006) **__GOALS__** **NJ Content Standards**: 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. 7. Research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 * (Reading Standards for Literature 6-12)** 2. Determine a theme or central idea of a text and analyze in detail its
 * (Writing Standards 6-12)**
 * (Speaking and Listening Standards 6-12)**

**ISTE NETS-S**: 2. Research and information fluency 3. Critical thinking, problem solving, & decision making 6**.** Technology operations and concepts

**Instructional Objectives**: Students will research and debate a theme central to a dramatic selection (the death penalty-Twelve Angry Men(Rose, 2006))

**__ACTION__** **Before-Class Preparation**: The problem-based assignment needs to be copied for each student as well as uploaded to the class website and gradebook. Make sure laptops are charged, IEP modifications have been reviewed, and pairs thought out for research.

**During Class/Instructional Activities**: **1st 15 minutes**- In a whole-class setting, introduce the topic of the death penalty and the jury system; explain the plot of Twelve Angry Men by Reginald Rose (2006) and the jurors role in deciding the verdict. Reflect upon the following situation: **//You are on a jury in which you have to decide whether a 19 year old accused of killing his father is guilty or innocent. If he is guilty of murder, his sentence will be the death penalty. After researching the death penalty and reflecting upon this situation, are you pro-death penalty or anti-death penalty? What effect can your role as a juror play in the lives of others?//**
 * 35 minutes (class period**): In pairs, have students research the death penalty as it is used across the United States answering the questions on the sheet provided such as the states who use the death penalty, states who don’t, statistics regarding its use, and characteristics a crime must have in order for the death penalty to be sentenced.


 * (Next period)** Students will complete their research and gather their thoughts.

**(Homework)** Students will create a brief outline of their discoveries regarding the death penalty and their personal feeling regarding it. They will reflect upon the question:** Did any preconceived ideas you may have had before completing this research alter after doing this research? ** They will post their responses on their class wiki page, which will be used as part of the discussion tomorrow.
 * Following day:** Students will engage in a class discussion about whether they are pro-death penalty or anti-death penalty; students will then be broken up into groups based on their beliefs. I will ask for 3 volunteers from each side to have a small debate. (Students have already been exposed to the rules following a debate because I use this technique as a way of activating their knowledge and expressing their ideas. We had a large trial after reading Speak (Anderson, 1999) when we put Andy Evans on trial).

**__MONITOR__** **Ongoing Assessments** : Monitor student responses during class discussions and the debate to make sure students understand the topic and the question they are researching and reflecting upon.

Walk around observing pairs of students as they engage in the research process; take notes on progress and engage in discussions with pairs as I walk around.

Wiki page responses/reflection will count as a homework grade and their research data sheet will be counted as a classwork grade as well.

**Accommodations and Extensions**: Students who excel on the computer will be paired with those who do not feel as comfortable with their computer skills, particularly their research skills. They will act as a mentor and guide them as they answer the questions about the death penalty and conduct other searches for relevant information they find necessary.

Students will be asked to volunteer for the debate while others watch and observe; each will be actively engaged in the learning process.

IEP modifications will be implemented as well including:
 * Read assigned material orally; summarize and clarify
 * Group special and general education students in a manner that maximizes individual strengths
 * Allow extra time for assignments, projects, and tests when necessary
 * Assist students in proper use of technology
 * Use proximity controls to refocus students on task
 * Offer positive reinforcement and immediate feedback
 * Do not call on student unless he/she volunteers

**__EVALUATION__** **Lesson Reflections and Notes**:
 * Reflections and additional notes will be added after implementation.