Spring Board Unit 4. Academic Vocabulary and Literary Terms. Directions: Write out the definition of each word. 1. Justice. 2. Criteria. 3.

Transcription

1 Spring Board Unit 4 Academic Vocabulary and Literary Terms Directions: Write out the definition of each word. 1. Justice 2. Criteria 3. Advance 4. Direct characterization 5. Indirect characterization 6. Complex character 7. Character sketch 8. Oral interpretation 9. Stage directions 10. Stichomythia 11. Ode 12. Dynamic character 13. Static character 14. foil

2 Spring Board Unit 4 Academic Vocabulary and Literary Terms Directions Use each of the following words in a sentence that clearly shows understanding of the meaning of the word. Make sure to spell each word correctly in your sentences. 1. Justice 2. Criteria 3. Advance 4. Direct characterization 5. Indirect characterization 6. Complex character 7. Character sketch 8. Oral interpretation 9. Stage directions 10. Stichomythia 11. Ode 12. Dynamic character 13. Static character 14. foil

3 Spring Board Unit 4 Activity 4.2 Learning Target: Examine methods of characterization 1. Think of a memorable and complex character from a book or film who advanced the plot or theme of the work. List three adjectives to describe this character. For each adjective, explain why you attribute this trait to the character and determine whether your interpretation is based on direct or indirect characterization. 2. Complete the chart on Spring Board pages

4 Activity 4.8 Analyzing the Characters through Character Sketches Learning Target: Complete the character sketches below to analyze how characters, conflicting motivations, and character relationships advance the plot. Directions: Answer each question about the motivation of each juror. Instead of organizing the jurors in numeric order, the characters are listed in the order they decide to vote in favor of the defendant. 1. Jury #8 is the only one who initially votes Not guilty, but he actually believes that the defendant is probably guilty. Why, then, does he vote Not guilty? 2. Juror #9 is described in the stage notes as a mild, gentle old man, defeated by life and waiting to die. Despite this bleak description, he is the first to agree with Juror #8, deciding that there is not enough evidence to sentence the young man to death. During Act 1, he says of juror #10, What this man says is very dangerous. What does he mean by this? 3. Juror #5 is a young man who is nervous about expressing his opinion, especially in front of the elder members of the group. He grew up in the slums. On what basis does he come to the conclusion that the accused is innocent? 4. Juror #11 sometimes feels self-conscious about his foreign accent. Why is he so intent on administering justice as a jury member? 5. Juror #2: is the most timid of the group. How does this affect his ability to perform his duty as a juror? 6. Juror #6: is a house painter by trade. How does his level of education and intelligence affect his ability to perform his duty as a juror? 7. A slick and sometimes obnoxious salesman, Juror #7 admits during Act One that he would have done anything to miss jury duty. He represents the many real-life individuals who loath the idea of being on a jury. How can this attitude have a negative effect on a jury trial? 8. Juror #12 is an arrogant advertising executive. What does he seem most concerned with in the early part of the deliberation? 9. What role does Juror #1 serve on the jury, and how does this affect his behavior during deliberations? 10. What character trait does Juror #10 have that affects both his view of the accused and the way he is perceived by the other jurors?

5 11. A logical, well-spoken stock-broker, Juror #4 urges fellow jurors to avoid emotional arguments and engage in rational discussion. What piece of evidence is discredited, finally causing him to change his vote? 12. Juror #8 believes the case is simple, and that the accused is guilty. He is quick to lose his temper when the other jurors disagree with him. What past experience must he eventually come to grips with before he can finally vote Not guilty? 13. Although the jury agrees that there is enough reasonable doubt to warrant an acquittal at the end of the play, the playwright never reveals the truth behind the case. Did they save an innocent man from the electric chair? Did a guilty man go free? Why do you think the playwright left the question unanswered?

6 Activity 4.9 Comparing Characters Learning Target: Infer character motive and compare characters from Twelve Angry Men. 1. What is unique about the setting of the play? How does this unique quality affect the way you think about the play, or how does it advance the theme? 2. If you had to identify one character as the protagonist in this play, who would you identify, and why? 3. Does the character you identified above have a character foil in this play? If so, who is it? If not, what is the conflict the protagonist must overcome? 4. How does the fact that the accused must face capital punishment in the electric chair affect your perception of the trial? Why do you think the playwright specifically chose the electric chair as the potential punishment? 5. How do you react to Juror #8 s revelation of his strained relationship with his son? Does it make you more or less sympathetic to the juror? 6. Explain the internal conflict in juror #10. Is this conflict ever resolved? Support your answer by referencing the film or quoting the text. 7. Give an example of stichomythia from the film or play. 8. Based on the way the characters in the play are portrayed, what do you think the playwright s message is? Explain your answer.

7 Activity 4.11 Gentlemen of the Jury Learning Target: Analyze a literary film or text to examine changes in a dynamic character. 1. Define the following terms: a. Dynamic character b. Static character 2. Identify one character who changes as a result of the events of the play. 3. List two lines of dialogue that represent how the character thinks at first, and then how he changes. 4. List two things the character does that represent how the character behaves at first, and then how he changes. 5. List two examples of what other characters say about the character that represent how they perceive the character at first, and how they perceive him later. 6. How would Reginald Rose, who wrote the play, define an effective juror? Explain and support your answer.

8 Activity 4.13 An Epic Foil Learning Target: Analyze how a minor character can serve as a foil of a major character. 1. Consider Juror #8 in the role of protagonist. How is Juror #2 different from him? 2. How is Juror #7 different from Juror #8? 3. How is Juror #10 different from Juror #8? 4. How is Juror #3 different from Juror #8? 5. Which of the above characters do you think has served as the strongest foil for Juror #8? How did this foil help develop and highlight Juror #8 s character? 6. Give an example of foreshadowing from the play. 7. Do you think Juror #8 was meant to be seen as the protagonist of the play? Is there another character who could be seen as the protagonist? If so, who? Explain your answer.

9 Embedded Assessment 4.2 On-Demand Literary Analysis Essay on Characterization and Theme Directions: Write a five-paragraph essay in which you analyze a character of your choice and in which you identify and explain the theme of the play.