Lesson #7: The Summative
Persuasive Essay and Digital Presentation Based on a Famous Trial



Subject: English— Drama: Twelve Angry Men
Title: Lesson 7—Summative: Persuasive Essay and Digital Presentation on a Famous Trial
Date:
Grade: ENG 3C1
Time Frame: 450-750 minutes


Curricular Expectations:

  • Oral Communication:
    • Speaking to Communicate: (2.1) communicate orally for a variety of purposes, using language appropriate for intended audience; (2.2) demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience; (2.4) use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate and engage their intended audience; (2.7) use a variety of audio-visual aids appropriately to support and enhance oral presentation and to engage the audience.
  • Reading and Literature Studies:
    • Reading for Meaning: (1.3) identify the most important ideas and supporting details in texts; (1.6) analyse texts in terms of the information, ideas, issues, and themes they explore, exampling how various aspects of the texts contribute to the presentation or development of these elements; (1.7) evaluate the effectiveness of texts, using evidence from the text to support their opinions.
  • Writing:
    • Developing and Organizing Content: (1.2) generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources; (1.3) locate and select information to appropriately support ideas for writing; (1.4) identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose of writing;
    • Using Knowledge of Form and Style: (2.3) use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for intended audience; (2.4) write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas;
    • Reflecting on Skills and Strategies: (4.1) describe a variety of strategies they used throughout the writing process, identifying appropriate steps they can take to improve as writers.
  • Media Studies:
    • Creating Media Texts: (3.4) produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques.


Lesson Expectations:

  • Students will research a famous trial, compiling the evidence presented within the trial, and developing a thesis to prove a specified point of view;
  • Students will extend their understanding of legal elements and the interpretation of evidence by researching, organizing, and composing a five-paragraph persuasive essay;
  • Students will produce a media text using a web 2.0 application to digitally display their essay arguments and supports, and subsequently deliver a verbal presentation using this interactive display as a presentation aid;

Anticipatory Set: (10 minutes)


Recap: Evidence
-The teacher leads a review discussion on evidence, primarily those pieces of evidence presented in the play.
-The class discusses the power of interpretation within the law, and examines how the evidence presented had reasonable doubt, which would lead to an acquittal rather than a conviction because it was not satisfactorily conclusive.


Procedure/Instructional Sequence: (50 minutes)

Introduce
Two-Part Summative Activity
-The teacher hands out the “Twelve Angry Men Summative Activity” package and uploads the documents on the SMARTboard for visual reinforcement.
-The teacher begins with the introduction, the task, purpose, and where to begin (see below).

PART A:
Five-Paragraph Persuasive Essay
-The teacher reviews the persuasive essay structure (hand diagram and linear diagram), as well as reviewing the importance of a well-crafted body paragraph;
-The teacher reviews the sample paragraph that illustrates the structure (Topic Sentence + 3 Points, 3 PEAs, Concluding/Transition Sentence, plus 4 Transition Words);
-The teacher reviews the assessment rubric with students;
-Students must first select a famous trial from the list to research and compose a five-paragraph persuasive essay about the evidence presented.
-Students will conduct research on the famous trial and complete the “Famous Trial” organizer (K/U /14);
-After conducting more thorough research about the evidence presented (eye-witness testimony, forensics, circumstantial evidence, manipulating techniques from lawyers, etc.), students will complete their “Examining the Evidence” organizer that outlines evidence that proves guilt, and that which presents reasonable doubt (not guilty). Students will then develop their thesis with the "Examining the Evidence" organizer which is based on the evidence presented in the trial and prove whether the defendant was guilty or not guilty (T/I /9);
-From there, students will begin to plan out their essays by selecting THREE subtopics with THREE PEAs for each one (this will require students to source out NINE examples of evidence presented OR interpreted that would lead a jury to believe the accused is either guilty or innocent (APP /9). Students will complete the “Essay Organizer” for their three body paragraphs;
-Students will engage in a peer edit activity (checklist), then make necessary revisions/edits and compose a good copy. Students will submit one hard copy of their essay to the teacher and a digital copy of the essay to Turnitin.com
PART B:
Verbal Presentation Using a Web 2.0 APP
-The teacher reviews the second component of the summative, which is a verbal presentation that includes an interactive/digital web 2.0 application;
-Students will incorporate the evidence presented in their essay into a five-eight minute verbal presentation using one of the following:
  1. An interactive slideshow (digital reel) using either Prezi or VuVox;
OR
  1. An interactive timeline using Dipity
-Students will include the following in their digital presentation:
  • 5Ws of the case (from initial trial organizer)
  • Background information on accused
  • Evidence presented (types and examples)
  • Outcomes of trial
  • Thesis argued
  • Did justice prevail? (offer a rationale)
-The teacher reviews the assessment rubric with the students.
Independent Work Periods/ Research Periods
-Students will have ample time to complete various research for their essays and visual presentations.
-The teacher is available for consultation for thesis development, as well as to teach the format of the digital applications.


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