Brisbane School of Distance Education
Task Sheet
Student name
Teacher name
Subject
Year 9 English
Task title
Due date
Summative Assessment 5 (SA5)
Refer to WRC
Technique
Analytical
Mode
Written
Text type
Essay
Length/Duration
XXXXXXXXXXwords
Task purpose
To analyse and evaluate ethical issues represented in 12 Angry Men.
Task details
Respond to one of the following:
a) Reginald Rose represents Juror 3 as clearly prejudiced against the defendant. To what extent do you agree with this statement? Analyse the ethical issue that Juror 3 represents, and the language techniques used to position the audience to accept his particular perspective.
OR
) Reginald Rose represents Juror 8 as displaying justice and courage. To what extent do you agree with this statement? Analyse the ethical issues that Juror 8 represents, and the language techniques used to position the audience to accept his particular perspective.
Your essay needs to follow the conventions of analytical essay writing:
1. Introduction with a clear thesis statement that answers the essay question
2. Two body paragraphs that discuss the characters, ideas and issues in the novel
3. Use evidence to support your position
4. Evidence should include reference to characters and language choices
5. Language conventions of an analytical essay, including formal language and third person perspective
Conditions
· Submit completed draft/draft scaffold for teacher feedback as per the date on the WRC
· Length: 500 – 700 words
· This task sheet – signed by student
· Refer to WRC for due dates
Student declaration
By submitting this item, I declare that the work submitted:
· is my own work and has not been written by any other person,
· contains no plagiarised material, and has not been obtained from any other source except where due acknowledgement has been made.
Student signature
Date
Page | 1
Year 9 English- Task Specific Marking Guide
Unit 5: 12 Angry men
Item:
Summative Assessment 5 (SA5)
Type:
Written
Task Description:
Students analyse and evaluate ethical issues represented in 12 Angry Men
Assessable Elements
A
B
C
D
E
Knowledge and Understanding
discerning use of a variety of language features to create different levels of meaning
effective use of a variety of language features to create different levels of meaning
use of a variety of language features to create different levels of meaning
use of some language features to create meaning
use of language features to create meaning
discerning evaluation and integration of relevant ideas and information from 12 Angry Men to form appropriate and supported interpretations
effective evaluation and integration of relevant ideas and information from 12 Angry Men to form appropriate interpretations
evaluation and integration of ideas and information from 12 Angry Men to form interpretations
partial evaluation and integration of ideas and information from 12 Angry Men to form interpretations
fragmented evaluation and integration of ideas and information from 12 Angry Men to form interpretations
Comprehending texts
discerning analysis and explanation of how language choices and conventions are used to influence audiences by selecting relevant evidence from the text
effective analysis and explanation of how language choices and conventions are used to influence audiences by selecting relevant evidence from the text
analysis and explanation of how language choices and conventions are used to influence audiences by selecting evidence from the text
partial analysis and explanation of how language choices and conventions are used to influence audiences by selecting general evidence from the text
fragmented analysis and explanation of language choices and conventions that are used to influence audiences by selecting some evidence from the text
discerning interpretation and integration of relevant ideas from 12 Angry Men to create an analytical essay that responds to characters
effective interpretation and integration of relevant ideas from 12 Angry Men to create an analytical essay that responds to characters
interpretation and integration of ideas from 12 Angry Men to create an analytical essay that responds to characters
partial interpretation and integration of ideas from 12 Angry Men to create an analytical essay that responds to characters
fragmented interpretation and integration of ideas from 12 Angry Men to create texts
Creating texts
discerning creation of an analytical essay to articulate complex ideas including:
-clear thesis
-TEEL paragraph structure
-essay structure
-formal tone
-third person perspective
effective creation of an analytical essay to articulate complex ideas including:
-clear thesis
-TEEL paragraph structure
-essay structure
-formal tone
-third person perspective
creation of an analytical essay to articulate complex ideas including:
-clear thesis
-TEEL paragraph structure
-essay structure
-formal tone
-third person perspective
partial creation of an analytical essay to articulate ideas including:
-thesis
-TEEL paragraph structure
-essay structure
-formal tone
-third person perspective
fragmented creation of an analytical essay to articulate some ideas
consistent use of accurate spelling and purposeful use of punctuation
consistent use of accurate spelling and effective use of punctuation
use of accurate spelling and punctuation
partial use of accurate spelling and punctuation
fragmented use of accurate spelling and punctuation
SA5 Draft Scaffold
Question:
Thesis Statement:
Introduction
· Contextual sentence give the title of the play, playwright’s name and a
ief synopsis of the play.
· List your key arguments. Write one sentence per body paragraph
· Include your thesis statement as your final sentence
Body paragraph 1
· Topic sentence that supports your thesis
· elaborate on your argument by making points that support your thesis
· use supporting evidence to support your ideas
· make a link back to the main argument.
Body paragraph 2
· Topic sentence that supports your thesis
· elaborate on your argument by making points that support your thesis
· use supporting evidence to support your ideas
· make a link back to the main argument.
Conclusion
· outline your key arguments
· re-state your thesis in a different way
Microsoft Word - 12 Angry Men script.doc
1
Twelve Angry Men by REGINALD ROSE
The following play was written for television. It begins with a list of characters, but on television you would not have the
enefit of that list (although, of course, you would be able to tell something about each character from his appearance on the
screen). Imagine, then, on the screen of your mind the scene described at the start: a courtroom, with the area, or box, in the
foreground for the twelve members of the jury. The kinds of men they are will become clear as the play unfolds. One
suggestion, though: pay particular attention to juror NO. 8: And it might be helpful to fix your mind the equation: 7+3=10.
For jurors 7, 3, and 10 also play extremely important parts.
CHARACTERS
FOREMAN: A small, petty man who is impressed with the authority he has and handles himself quite
formally. Not overly
ight, but dogged.
JUROR NO. 2: A meek, hesitant man who finds it difficult to maintain any opinions of his own. Easily swayed
and usually adopts the opinion of the last person to whom he has spoken.
JUROR NO. 3: A very strong, very forceful, extremely opinionated man within whom can be detected a streak
of sadism. He is a humorless man who is intolerant of opinions other than his own and accustomed to forcing
his wishes and views upon others.
JUROR NO. 4: Seems to be a man of wealth and position. He is a practiced speaker who presents himself well
at all times. He seems to feel a little bit above the rest of the jurors. His only concern is with the facts in this
case, and he is appalled at the behavior of the others.
JUROR NO. 5: A naive, very frightened young man who takes his obligations in this case very seriously but,
who finds it difficult to speak up when his elders have the floor.
JUROR NO. 6: An honest but dull-witted man who comes upon his decisions slowly and carefully. A man who
finds it difficult to create positive opinions, but who must listen to and digest and accept those opinions offered
y others which appeal to him most.
JUROR NO. 7: A loud, flashy-handed salesman type who has more important things to do than to sit on a jury.
He is quick to show temper, quick to form opinions on things about which he knows nothing. Is a bully and, of
course, a coward.
JUROR NO. 8: A quiet, thoughtful, gentle man. A man who sees all sides of every question and constantly
seeks the truth. A man of strength tempered with compassion. Above all, he is a man who wants justice to be
done and will fight to see that it is.
JUROR NO. 9: A mild gentle old man long since defeated by life and now merely waiting to die. A man who
ecognizes himself for what he is and mourns the days when it would have been possible to be courageous
without shielding himself behind his many years.
JUROR NO. 10 An angry, bitter man. He is man who antagonizes almost at sight. A bigot who places no
values on any human life save his own, a man who has been nowhere and is going nowhere and knows it deep
within him.
JUROR NO. 11: A refugee from Europe who has come to this country in 1941. A man who speaks with an
accent and who is ashamed humble, almost subservient to the people around him, but who will honestly seek
justice because he has suffered through so much injustice.
2
Juror NO. 12: A slick,
ight advertising man who thinks of human beings in terms of percentages graphs, and
polls and has no real understanding of people. He is a superficial snob, but trying to be a good fellow.
ACT 1
Fade in on a jury box. Twelve men are seated in it, listening intently to the voice of the judge as he charges
them. We do not see the judge. He speaks in slow, measured tones, and his voice is grave. The camera drifts
over the faces of the jurymen as the judge speaks, and we see that most of their heads are turned to camera's