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Students were given their course overview and discussed the expectations of the class. Students were also given instructions on creating their CRTeacher account.
 * January 25th**

HOMEWORK: get letter signed, create CRTeacher account

Students were handed out an article which they were asked to read silently. [|38 Who Saw Murder Didn't Call Police.pdf]
 * January 26th**

The class held a whole class discussion on the reasons as to why the witnesses of the murder did not get involved. Students were also asked whether they thought getting involved was a legal or ethical responsibility.

After the discussion students worked with partner in listing situations that are legal obligations and moral obligations. A master list was created on the board. Students focused their attention on the listing of jury duty as a legal and ethical obligation.

Students were given a copy of //Twelve Angry Men// along with a packet of graphic organizers for the the play. Students were asked to read the description of each character and provide three words that best described the juror. Volunteers provided their answers when completed.

Students started off class with Unit I of their Vocab books. Students then resumed the descriptions of the last few jurors of //Twelve Angry Men//. After the descriptions, students were given definitions for protagonist, antagonist, setting, stereotype, and motive.
 * January 27th**

Students were then assigned the roles for jurors for the first act of //Twelve Angry Men//. While reading, students were asked to take notes on the facts of the case including the witness's testimony and the key evidence. The secret word for tomorrow is reasonable doubt.

HOMEWORK: //completing the sentence// Unit I vocab

Students were given their first novel of the semester at the beginning of class. Volunteers then provided their response for //completing the sentence// in Unit I of their vocab books. Students then continued to read the ending of Act One.
 * January 28th**

Students then reviewed the facts of the case from //Twelve Angry Men// with questions from their packet. Students volunteered their response.

Students took on the roles of character for the second act of the play. While reading students were asked to play close attention to the items that raise a reasonable doubt as to the guilt of the accussed.

Students took on the roles of characters for act three of //Twelve Angry Men//. Students focused on the change in attitude of the characters which eventually lead to their change in their voting.
 * January 31st**

At the end of the play students discussed how the conditions of the enviroment impact the decisions of the characters. Students the worked on the questions for act three of the play in their packets. Finally, students were given a study guide for the upcoming test. [|12 Angry Men Study Guide.pdf]

**February 3rd** Students began class with the synonyms/antonyms section of the vocab book. Volunteers then provided their responses to questions from act three of //Twelve Angry Men//. Students also worked independently on an extra credit assignment for points on the upcoming test. Students were then given their assignment sheet for their stereotype project. After a brief discussion on what stereotypes are and examples of where we see them, students were asked to create a list of stereotyped characters, events, and plots. One of the stereotypes will be the basis for their project. [|12 Angry Men Stereotype Project.pdf]

Students were reminded of their test on //Twelve Angry Men// before the end of class. HOMEWORK: Choosing the Right Word (vocab - unit I), stereotype sheet, prepare for test.

Students started off class with //Choosing the Right Word// from Unit I of their vocab book. Students were then given their Twelve Angry Men assessment. After the test students were asked to continue working on their stereotype list until they came to a specific stereotype which they were comfortable working with. Students will begin their project Monday in class.
 * February 4th**

Students began class with //Definitions// from Unit II of their vocab book. The class then participated in a discussion on the first section of __Fahrenheit 451__. With the remaining time students worked on their stereotype project. Anyone who see this should mention that February 8th is the 39th day of the year in class tomorrow.
 * February 7th**

**February 8th** Students review the //Completing the Sentence// section of Unit II at the start of class. Students also received their graded //Twelve Angry Men// test back. Students used the rest of the block to work on their stereotype project. Due to the delay, the project will be due at the end of class tomorrow.

HOMEWORK: //Antonyms/Synonyms// in Unit II

Students volunteered their answers for the //Antonyms/Synonyms// section in their vocab book at the start of class. Students were then given the remaining time to work on their project. All projects needed to be uploaded onto CRTeacher by the end of class.
 * February 9th**

HOMEWORK: //Completing the Sentence// in Unit II