Three+Angry+Women+(Part+1)

= Pairing Project, Part One = Erin Kuhn, Lauren Howell, Alison Taylor, Dakota Jarvis

= Twelve Angry Men = Rose, Reginald. //Twelve Angry Men//. New York: Penguin, 2006. Print.
 * Basics: **

//12 Angry Men// (1957) by Sidney Lumet (D.) and Reginald Rose (W.)  media type="youtube" key="s0NlNOI5LG0" height="315" width="420" Preview of //Twelve Angry Men// available from Amazon.com: Kindle Preview
 * Links ** :

**Possible Connections**: The setting of the classic //Twelve Angry Men// by Reginald Rose and //Monster// by Walter Dean Myers share a similar setting: the courtroom. Courtrooms automatically provide an underlying theme of justice, because, ultimately the courtroom is where people are sent to be judged. Whether they are innocent or guilty, the public holds the court responsible for determining the “fate” of the alleged “criminal” based on evidence presented in a courtroom. In //Twelve Angry Men//, a young boy is on trial for the murder of his father which the readers learn at the beginning of the play. The jury is then responsible for determining the fate of this young man by proclaiming him innocent or guilty of murder. However, in the room the jurors struggle with the concept of justice and what is just becomes unclear: is conviction the only way to justice? Is it unjust to assume that the boy is guilty simply because he grew up in the slums? Is it just to come to a quick decision without discussing the case?

This theme of justice could provide a potential link between the two stories because each is set in a judicial courtroom. However, each story is told from a different perspective: //Twelve Angry Men// is told from the point of view of the jurors who are the ones responsible for determining the fate of the young boy on trial whereas //Monster// is told from the perspective of a young man on trial for murder waiting for his fate to be determined. This would give students a great opportunity to experience “justice” from two different perspectives.

The race and class of the defendant in //Twelve Angry Men// is never explicitly discussed, but Rose makes sure to allude to these things quite a few times throughout his work. Because of his implied poverty and status as a minority the readers of both //Twelve Angry Men// and //Monster// have a nice implicit tie between both works as Monster's main character, Steve Harmon, is a young black man. This will bring up questions of race and inherent prejudice among people and forms the basis for quite a few nice discussions with your readers, such as: How would each case turn out if the defendant's were white men? Are there any scenes in //Monster// where prejudice is as obvious as it is in //Twelve Angry Men//? How can we expect people to remove themselves from all prejudices while trying a case? Is this expectation fair? These questions will help young adult readers reflect on their own feelings of justice and the right to a fair trial.

= Research Focus: Pairing Classics with Young Adult Works =

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 * Gallagher, Janice Mori. "Pairing Adolescent Fiction with Books from the Canon." Journal of Adolescent & Adult Literacy 9.1 (1995): 8-14. JSTOR. Web. 01 Feb. 2013. .
 * This article discusses the benefits of pairing classics with YAL. The author has paired several classics with YAL. The main focus of the article is to give examples of pairings. Gallagher centers her article around making thematic connections between specific classics and YAL. Even though her examples don't include our chosen classic nor our YAL, we can use this article for ideas on how to make a thematic unit using the two different books by referencing her examples.
 * Johnson, A.B., L. Augustus, and C.P. Agiro. “Beyond Bullying: Pairing Classics and Media Literacy.” //English// //Journal// 101.6 (2012): 56-63. ProQuest. Web. 30 Jan. 2013.
 * This article concerns another facet of relating classical literature to young adults, the use of media literacy in learning. The authors use the classics work by Shakespeare, //Othello//, and film clips from two versions of //Othello//, one traditional adaptation and one contemporary adaptation, in order to pique student interest in the text. The authors found that students were more engaged with the core ideas of the play when the concepts were presented to them in new ways. The use of media could be a fitting boon to any pairing project that an English educator might try; while not all classic works have been adapted the number that have not is relatively low. This is a further extension of the pairing project and a nice write-up on a method that many teachers regularly employ.

= **Process** = The Next Step, Due Date: Pairing Project Part Two 2/27
 * Plumb, Daria. "New Rules for Old Literature: Connecting At-Risk Kids to the Classics 'Commando Style.'" English Leadership Quarterly30.1 (2007): 7-11. ProQuest. Web. 02 Feb. 2013.
 * <span style="font-family: Georgia,serif; font-size: 90%;">This Article, although focused on at-risk students, presents ideas to connect classic literature in a way that is engaging for all students. Daria Plumb calls this teaching style the "Commando Style." It introduces classics through alternative means that we have often discussed in class by pairing them with graphic novels, comics, plays, and TV shows. Anything that can help students visually connect and understand the stories we are teaching. He also suggests pairing classics with folk literature and current events. At the end of the article the common argument of "dumbing down" the classics is addressed. Overall, this source provides experience and examples for pre-teachers.

<span style="font-family: Georgia,serif;">Tasks: <span style="font-family: Georgia,serif;">1. Select a young adult work that connects to your classic = Attempting Monster by Walter Dean Myers <span style="font-family: Georgia,serif;">2. Read the young adult work that connects to your classic (2/6-2/26) <span style="font-family: Georgia,serif;">3. Complete the online planning document (Due 2/27)

<span style="font-family: Georgia,serif;">Division of tasks/ Time Line: (subject to change)

<span style="font-family: Georgia,serif;"> 2/6- 2/26 Read Monster: All should participate so we can discuss in a literature circle.

<span style="font-family: Georgia,serif;">2/13 Group Meeting before class to discuss how to fill out templet 2 and divide days

<span style="font-family: Georgia,serif;">Division of group work (Subject to change)

<span style="font-family: Georgia,serif;">2/23: Start working on Wikispaces Template 2 (Lauren Howell)

<span style="font-family: Georgia,serif;">2/24: Continue to add to Wikispaces (Erin Kuhn?)

<span style="font-family: Georgia,serif;">2/25: Proof read and add to wikispaces (Alison Taylor?)

<span style="font-family: Georgia,serif;">2/26: A careful revision and add additional information (Dakota Jarvis)

<span style="font-family: Georgia,serif;">2/27 Finished Template Part Two