Laura Schelble

Exploring Rights and Institutions through Documentary Television Series
Lesson Plan (1)
Central Focus: Students will begin their 5-week unit on Exploring Rights and Institutions through
Documentary Television Series by completing a two-day pre-assessment writing task. In the first class
they will most likely only be able to complete the reading, annotating and graphic organizer, however,
students who finish these stages can move along to the writing if time permits.
Essential Question (prompt for pre-assessment):
Is the purpose of the American prison system to rehabilitate prisoners OR should they function as a means
to punish and remove bad people from society?
Grade Level: 11th grade ELA Date: TBD
Content Objectives: Language Objectives:
SWBAT use articles to collect evidence in support SWBAT read and annotate an article
of their claim about the purpose of the American
prison system SWBAT use a graphic organizer to organize their
claim, evidence, etc
SWBAT make a claim about the purpose of the
American prison system SWBAT write a complete, coherent argumentative
essay using their graphic organizer
SWBAT write a complete, coherent argumentative
essay
Assessment of Content Objectives: Assessment of Content Objectives:
Informal: Questions (in texts) Informal: Graphic Organizer
Formal: Argumentative Essay Formal: Argumentative Essay

CCSS Content Standards: NYS ESL Standards:
Initiate and participate effectively in a range of Formulate, ask and respond to various questions to
collaborative discussions (one-on-one, in groups, obtain, clarify and extend information and
and teacher-led) with diverse partners on established meaning (Standard 1.5)
essential questions, building on others' ideas and
expressing their own clearly and persuasively.
(Standard 11-12.1]
Evaluate multiple sources of information presented

in different media or formats in order to address
prior assumptions and biases in response to the
essential questions. (Standard 11-12.7)
Materials:
- SMART board to project the instructions, etc
- Handouts (Articles, Graphic Organizer, Paper)
- Pencils
Prior Academic Knowledge and Conceptions:
This is a Regents prep ELA class so students are familiar with Task 2 of the exam which asks them to
write an argumentative essay. Since the summative performance task is an argumentative essay about two
different docu-series that address the injustices in the American judicial process/system, this pre-
assessment will give the teacher an idea where the students stand at the beginning of the unit. It will help
the teacher know what content, academic language, structure, etc. needs to be taught before they can
produce the summative performance task.
Language Function: Argue a position
Academic Language Competencies: Vocabulary and Key Terms:
Grammatical Competence: Students will need to Rehabilitate
know these vocabulary and key terms in order to
answer the question and form their argument.
Synonyms have been provided as footnotes as well
to assist students in becoming more independent in
this process.
Language Supports:
Linguistic Support: Footnotes provide alternative synonyms for difficult words, Recording available
Graphic Support: Chart (graphic organizer) for collecting evidence from the articles that supports their
claim
Lesson Format (60 minutes) Support Structures
Introduction (5 minutes)
As Ss walk in T will greet them while giving them the pre-
assessment for the new unit. Ss will get their folders and take a
seat so that they can begin immediately. T will address the
whole class explaining what is being asked of them using the
SMARTboard to address the texts and the questions and then
the texts and the chart. Since Ss will most likely not have time
to start their formal writing, it is important for the T to spend
time going over the initial stages of gathering the evidence and
forming their claim.
Writing Assessment (55 minutes)
Ss will have nearly the whole class to finish their writing. If ! Planned Support (graphic organizer,
they finish early the T will instruct them to use the Rubric recording available)
Checklist to ensure that they have everything before turning it
in.
Name: _________________
Pre-Assessment: Argumentative Writing
(1) Read and annotate the following two texts

(2) Answer the multiple choice questions that are throughout the reading.
(3) Utilize the graphic organizer to plan out your argumentative essay about the following topic,
Is the purpose of the American prison system to rehabilitate1 prisoners OR

should they function as a means to punish and remove bad people from society?
Text 1. VICE The People You Meet on the life of a prisoner at Rikers.
On rare occasions during my six or so years of incarceration, I felt something approaching mild
terror. When I first got locked up in 04 I was kinda scaredI wandered into Clinton Correctional
Facility in Dannemora, just seeing that monstrous wall, and everyone, including the correction officers
(C0s), looked so sick almost blue. I think it was the lightingor lack thereofor the hazy smoke that
drifted through the poorly ventilated tiers.
If I really sat down and thought about it, its the COs who scared me the most. The majority of
them are harmless and just doing their job (its an easy job), but some of them are so stupid and cruel
and possess a dangerous potential to abuse power. There was one CO who tried to molest me, and
another who physically assaulted me, both threatening to max me out on my 3-9 year sentence. The
amount of power those individuals wield is undeniably scary.
The authors use of the word wield is most similar to _________________ in this sentence.
a. carry
b. utilize
c. abuse
d. misuse
COs are generally too stupid to even be regular cops. Ive seen them add years and years on to
too many inmates sentences for utter nonsense. Upstate, closer to the border, the amount of racist COs
increases greatly, so Ive seen a lot of black guys go down for nothing other than a CO hated the way
they looked and acted. I witnessed an evil lady cop (who would try to be buddy-buddy with the white
inmates and call minorities [actually the majority in prison] niggers and spics behind their backs)
claim a borderline retarded black kid from Brownsville was sexually assaulting her. We were all in the
dorm and knew this didnt happen, but also knew we couldnt stop this kid from being physically
assaulted in the box for six months and gettin a new sex charge with the added punishment of going
through the SOP (Sexual Offender Program) ordeal.
Not too long ago I was subjected to one of these mildly terrorizing situations at the bullpen at
Rikers, also known as cell therapy, where they make you sit in holding cells for days with no beds or
anywhere comfortable to sit and everyone is crazy and everything is filthy-dirty-nasty and you only
want to kill someone or yourself and get out of there. Usually, were waiting for transportation or to go
to court or something, but it literally takes days to get a ride out. People will do anything to get out of
there, including admitting to crimes they didnt commit.

1
Restore (someone) to health or normal life

2. In the first three paragraphs, the author suggests that the main reason that prisoners suffer in
jail is due to
a. racism
b. poor living conditions & facilities
c. overcrowding
d. psychological & physical abuse
I wasnt having any serious problems cause I was accustomed to sub-human treatment by then
so I was staring at the wall thinking about how Ive ruined my life, idly listening to Spanish guys talk
about how much crack they had in the buttpocket to trade for some methadone. I saw a white guy so we
started to converse a little, bullshiting for a couple hours. He had some real straight edge-looking tattoos
and I took him for a white power type of inmate. He looked a little like Shrekclean-shaven with an
embarrassing bowl haircut, and had been on the island for a couple years so his upper body was ripped
in comparison to his tiny lower body.
The guy was weirdly emotional and told me he was facing 25 to life for something he didnt do, and I
believed him enough to feel kinda bad for him. Anyone who spends extended time on The Rock will
have permanent damage. We were sitting next to the Portuguese male model who castrated and killed an
older gay journalist in a hotel, and my new friend explained how the male model tongue kisses his
mother on the visit room floor. The male model was visibly shaking and talking to himself. Clearly, he
was on medication or needed to be. He didnt look much like a model anymore. A year or so in Rikers
can ruin someone, especially a young kid from Portugal, who was probably already suffering from some
psychological problems considering he chopped an old dudes maracas off.
We talked about how we used to sell drugs and how he got caught with weight in Florida and did
time there, and also about how no jail was as shitty as Rikers. Apparently, he was confident he would
get off on this crime and sue New York State for putting him through hell all these years. He told me I
had dilated pupils and I looked high even though I hadnt touched anything in quite some time. He
suggested I had permanent damage from drug use. I kinda stopped talking to him at this point.
The cops called my new buddy off to court and I learned his name was Joseph Pabon. I later found out
the crime he was charged withhunting down a cleaning lady, then stuffing her bloody body in an air
ductand it still haunts me that I conversed with him like a normal guy. I was reminded of him last
week when I read that his trial is starting almost three years after the crime. Sitting on Rikers for almost
three years is pretty vicious torture when hes presumed innocent until proven guilty, but the crime he is
charged with is one of the most disgusting imaginable, so he never even had a chance to make bail. I
remember looking into his eyes as he was explaining how he couldnt wait to get a chance to prove his
innocence and re-earn the respect of his wife and kids. He almost had me sold, but when you look at the
facts of his case, Ill be shocked if he isnt going to prison for life. Hell probably live inside Clintons
walls before the month is over.
After meeting this guy, the experience stuck with me. I dont want to be around people like this
anymore. I used to work with an older white guy at Riverview Correctional doing garbage pick-up,
recycling, compost, and maintenance. His name was Vinnie and he got respect. Then one day a
counselor blew his cover to another inmate and told him the guy raped his own daughter. I have
countless stories like this, when Id be hanging out with a guy thinking they were swell, and then
BOOM! I learn that they perpetrated some truly reprehensible shit.
Sitting face to face with a heartless murderer, having a decent conversation, realizing I have things in
common with him, and later learning he killed an innocent women in a brutal way I dont want this
reality anymore. I need to take a bunch of necessary steps to avoid it, but Im supposed to follow a
gaggle of shitty rules like 9 PM curfew and no drinking or drugs. I still can't believe that this is my life,
but I need to remember that staring Pabon in the eye and having a seemingly normal interaction with a
monster was very cocksucking real, and that the threat of returning to prison should produce a feeling of
more than just mild terror.
3. Which statement best describes the central idea of this passage?

a. People always assume the worst about people in prison.
b. Inadequate government funding prevents prisons from properly caring for inmates.
c. Everyday problems that prisoners confront can make their time served longer and more difficult.
d. Prisoners learn to adapt to a life of crime the longer they remain incarcerated.
Article 2. VICE The People You Meet on the life of a prisoner at Rikers.
Debates over how to treat prisoners have gone on since imprisonment began: should the prison
system leave inmates to fester in cold cells, with punishment and deterrence as the goal of incarceration?
Or should it let them wander from classroom to games room, preaching rehabilitation into society as its
main aim? Alan Weston, currently serving his second rape sentence at HMP Frankland, complained to
prison newspaper Inside Time this month saying he couldnt access National Prison Radio (NPR) on his
new digital system. Mr. Westons complaint raises the age-old question should we give criminals the
same basic luxuries we take for granted, or would that be spoiling them?
Although the UK spends a higher amount of GDP on public order than the US or any EU
countries, our jails are highly ineffective. With over 83,000 prisoners currently locked away, England
and Wales have a staggering imprisonment rate of 150 per 100,000 of the population. Our prisons have
been officially overcrowded since 1994; nearly 14,000 current inmates are serving indeterminate
sentences.
4. The authors use of indeterminate in the last sentence of this paragraph means _______.
a. indefinite
b. exact
c. long
d. overstayed
If lowering the number of criminals is the reason behind imprisonment, recent figures point to a
failing system: almost three quarters of under-18s are reconvicted within a year of release. As James
Bell, an American lawyer and prison reform activist, said: As it stands now, justice systems are
extremely expensive, do not rehabilitate, but in fact make the people that experience them worse.
In response to worldwide alarm over the ineffectiveness of how we manage criminals, a growing
number of prisons are embracing a new style of incarceration. By giving inmates more responsibility,
comfort, and freedom within the prison walls, governors say they are offering prisoners the chance to
change. In Austrias Justizzentrum Leoben minimum security prison, convicts live in one-bed cells
which each come with a television set and en suite. Halden prison in Norway has a two-bedroom house
where inmates can enjoy overnight visits from family members. Critics argue such systems can only
lead to unruly and dangerous behaviour, but surprisingly one of them boasts the lowest reoffending rate
in Europe.
Basty Prison, situated on an island off the coast of Norway, is a minimum-security prison home
to over 110 inmates, but only 69 staff members. Every type of offender may be accepted, and those who
are free to cycle the islands tracks and fish in the surrounding waters. When interviewed, many of its
prisoners expressed eagerness to start families and enter employment upon release.
Greater freedom for inmates is slowly becoming more accepted in the UK. The radio service
Alan Weston wanted to listen to is part of a scheme by the Prison Radio Association, a charity
established in 2006 following inmate appeals for prison radio. One of several prison programmes aimed
at lowering reoffending rates, content for the Sony Award-winning NPR station is presented and
produced by prisoners.
As the Prison Radio Association spokespeople said: Reducing reoffending is of benefit to
everybody. Equipping prisoners with skills and confidence is crucial in bringing down reoffending rates.
Prison radio offers a unique, innovative and effective way to communicate with prisoners and engage
them in education, debate and community.
5. In paragraphs 3-7, the author is expressing the opinion that _______.

a. We can reduce crime by establishing stricter prisons.
b. The less strict the prisons are, the more likely the inmates become to commit crimes in the
future.
c. The role of the prison system should be to help reintegrate inmates into society after theyve
committed a crime.
d. Everyone benefits from a more lenient prison system.
In addition to equipping inmates for life after imprisonment, the station also gives convicts
something essential to successful rehabilitation: hope. As Michael, an inmate at HMP Lindholme said:
I've just been introduced to NPR and the inspiration your radio station gives has been a very welcome
breath of fresh air. I have now found a new lease of life and I'm now going after a dream I once had as a
student at college.
With fewer than 15 open prisons in the UK, our system is focused on punishment rather than
rehabilitation. However, the results of loosening our hold on prisoners and granting them more
responsibility are clear.
6. According to the authors, which of the following is a positive effect of a more lenient prison
system?
a. Inmates are able to experience the same rights as they did before they were placed in jail.
b. A new lease on life.
c. Happier and more productive staff.
d. More inmates are able to go to college.
Name: _________________
Pre-Assessment Argumentative Writing: Chart
Directions: Use the following chart to organize the information that youve gathered from the two
articles. Before you start writing, you need to have a clear position that you will argue in your thesis
statement. Then, go back to the articles and determine which pieces of information you will be using to
develop your argument.
Claim/Argument:
Evidence Development - What does this mean, Reasoning/Implications - How does this
in your own words? information make my thesis clearer?
Information that
SUPPORTS
my claim
(FOR)
Information that
CONTRADICTS
my claim
(AGAINST)
Name: _________________
Pre-Assessment: Argumentative Writing
Topic: Is the purpose of the American prison system to rehabilitate prisoners OR

should they function as a means to punish/remove bad people from society?
Your task: Using your chart write a well-developed argument regarding if the purpose of the American
prison system is to rehabilitate prisoners or to punish/remove bad people from society. Clearly establish
your claim and use specific, relevant evidence from both texts to develop your argument. Do not simply
summarize each text. Your essay should be three paragraphs in length.
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Lesson Plan (2)
Documentary Television Series by completing a two-day pre-assessment writing task. In general there
will be less support than other classes as this is a pre-assessment and the teacher needs to know
what/where to focus on in this unit. In the first class they will most likely only be able to complete the
reading, annotating and graphic organizer, however, students who finish these stages can move along to
the writing.
Essential Question (prompt for pre-assessment):
Is the purpose of the American prison system to rehabilitate prisoners OR should they function as a means
to punish and remove bad people from society?
SWBAT make a claim about the purpose of the SWBAT write a complete, coherent argumentative
American prison system essay using their graphic organizer
SWBAT write a complete, coherent argumentative SWBAT check/edit their work using a rubric
essay checklist
Assessment of Content Objectives: Assessment of Content Objectives:
Formal: Argumentative Essay Informal: Rubric Checklist
Formal: Argumentative Essay
expressing their own clearly and persuasively.
(Standard 11-12.1)
Evaluate multiple sources of information presented

in different media or formats in order to address
Materials:
- Handouts (Articles, Graphic Organizer, Paper)
- Pencils
This is a Regents prep ELA class so students are familiar with Task 2 of the exam which asks them to
write an argumentative essay. Since the summative performance task is an argumentative essay about two
different docu-series that address the injustices in the American judicial process/system, this pre-
assessment will give the teacher an idea where the students stand at the beginning of the unit. It will help
the teacher know what content, academic language, structure, etc. needs to be taught before they can
produce the summative performance task.
Language Function: Argue a position

Grammatical Competence: Students will need to Rehabilitate
answer the question and form their argument.
Synonyms have been provided as footnotes as well
to assist students in becoming more independent in
this process.
Language Supports:
Linguistic Support: Footnotes provide alternative synonyms for difficult word, recording available
Graphic: Chart (graphic organizer) for collecting evidence from the articles will support them as they
begin to write
Introduction (5 minutes)
As Ss walk in T will greet them while giving them the Rubric
Checklist for their writing. Ss will get their folders and take a
seat so that they can begin writing immediately. T will address
the whole class explaining how it is their last class to complete
their argumentative essay. They will be reminded that it needs
to be three paragraphs (introduction, body, conclusion), state
an argument and include evidence from both articles to support
it.
Writing Assessment (55 minutes)
Ss will have nearly the whole class to finish their writing. If
! Planned Support (graphic organizer,
they finish early the T will instruct them to use the Rubric
recording available)
Checklist to ensure that they have everything before turning it
in.
Name: _________________
Pre-Assessment Argumentative Writing: Texts for Evidence
(1) Read and annotate the following two sources.

(2) Answer the multiple choice questions that are throughout the reading.
(3) Utilize the graphic organizer to plan out your essay.
(4) Write a four paragraph argumentative essay that addresses the following question
Is the purpose of the American prison system to rehabilitate1 prisoners OR

should they function as a means to punish and remove bad people from society?
On rare occasions during my six or so years of incarceration, I felt something approaching mild terror.
When I first got locked up in 04 I was kinda scaredI wandered into Clinton Correctional Facility in
Dannemora, just seeing that monstrous wall, and everyone, including the correction officers (C0s), looked so
sick almost blue. I think it was the lightingor lack thereofor the hazy smoke that drifted through the
poorly ventilated tiers.
If I really sat down and thought about it, its the COs who scared me the most. The majority of them are
harmless and just doing their job (its an easy job), but some of them are so stupid and cruel and possess a
dangerous potential to abuse power. There was one CO who tried to molest me, and another who physically
assaulted me, both threatening to max me out on my 3-9 year sentence. The amount of power those individuals
wield is undeniably scary.
The authors use of the word wield is most similar to _________________ in this sentence.
a. carry
b. utilize
c. abuse
d. misuse
COs are generally too stupid to even be regular cops. Ive seen them add years and years on to too many
inmates sentences for utter nonsense. Upstate, closer to the border, the amount of racist COs increases greatly,
so Ive seen a lot of black guys go down for nothing other than a CO hated the way they looked and acted. I
witnessed an evil lady cop (who would try to be buddy-buddy with the white inmates and call minorities
[actually the majority in prison] niggers and spics behind their backs) claim a borderline retarded black kid
from Brownsville was sexually assaulting her. We were all in the dorm and knew this didnt happen, but also
knew we couldnt stop this kid from being physically assaulted in the box for six months and gettin a new sex
charge with the added punishment of going through the SOP (Sexual Offender Program) ordeal.
Not too long ago I was subjected to one of these mildly terrorizing situations at the bullpen at Rikers,
also known as cell therapy, where they make you sit in holding cells for days with no beds or anywhere
comfortable to sit and everyone is crazy and everything is filthy-dirty-nasty and you only want to kill someone
or yourself and get out of there. Usually, were waiting for transportation or to go to court or something, but it
literally takes days to get a ride out. People will do anything to get out of there, including admitting to crimes
they didnt commit.

1
Restore (someone) to health or normal life

2. In the first three paragraphs, the author suggests that the main reason that prisoners suffer in jail is
due to
a. racism
b. poor living conditions & facilities
c. overcrowding
d. psychological & physical abuse
I wasnt having any serious problems cause I was accustomed to sub-human treatment by then so I was
staring at the wall thinking about how Ive ruined my life, idly listening to Spanish guys talk about how much
crack they had in the buttpocket to trade for some methadone. I saw a white guy so we started to converse a
little, bullshiting for a couple hours. He had some real straight edge-looking tattoos and I took him for a white
power type of inmate. He looked a little like Shrekclean-shaven with an embarrassing bowl haircut, and had
been on the island for a couple years so his upper body was ripped in comparison to his tiny lower body.
The guy was weirdly emotional and told me he was facing 25 to life for something he didnt do, and I believed
him enough to feel kinda bad for him. Anyone who spends extended time on The Rock will have permanent
damage. We were sitting next to the Portuguese male model who castrated and killed an older gay journalist in a
hotel, and my new friend explained how the male model tongue kisses his mother on the visit room floor. The
male model was visibly shaking and talking to himself. Clearly, he was on medication or needed to be. He
didnt look much like a model anymore. A year or so in Rikers can ruin someone, especially a young kid from
Portugal, who was probably already suffering from some psychological problems considering he chopped an
old dudes maracas off.
We talked about how we used to sell drugs and how he got caught with weight in Florida and did time
there, and also about how no jail was as shitty as Rikers. Apparently, he was confident he would get off on this
crime and sue New York State for putting him through hell all these years. He told me I had dilated pupils and I
looked high even though I hadnt touched anything in quite some time. He suggested I had permanent damage
from drug use. I kinda stopped talking to him at this point.
The cops called my new buddy off to court and I learned his name was Joseph Pabon. I later found out the
crime he was charged withhunting down a cleaning lady, then stuffing her bloody body in an air ductand it
still haunts me that I conversed with him like a normal guy. I was reminded of him last week when I read that
his trial is starting almost three years after the crime. Sitting on Rikers for almost three years is pretty vicious
torture when hes presumed innocent until proven guilty, but the crime he is charged with is one of the most
disgusting imaginable, so he never even had a chance to make bail. I remember looking into his eyes as he was
explaining how he couldnt wait to get a chance to prove his innocence and re-earn the respect of his wife and
kids. He almost had me sold, but when you look at the facts of his case, Ill be shocked if he isnt going to
prison for life. Hell probably live inside Clintons walls before the month is over.
After meeting this guy, the experience stuck with me. I dont want to be around people like this
anymore. I used to work with an older white guy at Riverview Correctional doing garbage pick-up, recycling,
compost, and maintenance. His name was Vinnie and he got respect. Then one day a counselor blew his cover
to another inmate and told him the guy raped his own daughter. I have countless stories like this, when Id be
hanging out with a guy thinking they were swell, and then BOOM! I learn that they perpetrated some truly
reprehensible shit.
Sitting face to face with a heartless murderer, having a decent conversation, realizing I have things in common
with him, and later learning he killed an innocent women in a brutal way I dont want this reality anymore. I
need to take a bunch of necessary steps to avoid it, but Im supposed to follow a gaggle of shitty rules like 9 PM
curfew and no drinking or drugs. I still can't believe that this is my life, but I need to remember that staring
Pabon in the eye and having a seemingly normal interaction with a monster was very cocksucking real, and that
the threat of returning to prison should produce a feeling of more than just mild terror.
3. Which statement best describes the central idea of this passage?

a. People always assume the worst about people in prison.
b. Inadequate government funding prevents prisons from properly caring for inmates.
c. Everyday problems that prisoners confront can make their time served longer and more difficult.
d. Prisoners learn to adapt to a life of crime the longer they remain incarcerated.
Debates over how to treat prisoners have gone on since imprisonment began: should the prison system
leave inmates to fester in cold cells, with punishment and deterrence as the goal of incarceration? Or should it
let them wander from classroom to games room, preaching rehabilitation into society as its main aim? Alan
Weston, currently serving his second rape sentence at HMP Frankland, complained to prison newspaper Inside
Time this month saying he couldnt access National Prison Radio (NPR) on his new digital system. Mr.
Westons complaint raises the age-old question should we give criminals the same basic luxuries we take for
granted, or would that be spoiling them?
Although the UK spends a higher amount of GDP on public order than the US or any EU countries, our
jails are highly ineffective. With over 83,000 prisoners currently locked away, England and Wales have a
staggering imprisonment rate of 150 per 100,000 of the population. Our prisons have been officially
overcrowded since 1994; nearly 14,000 current inmates are serving indeterminate sentences.
4. The authors use of indeterminate in the last sentence of this paragraph means _______.
a. indefinite
b. exact
c. long
d. overstayed
If lowering the number of criminals is the reason behind imprisonment, recent figures point to a failing
system: almost three quarters of under-18s are reconvicted within a year of release. As James Bell, an American
lawyer and prison reform activist, said: As it stands now, justice systems are extremely expensive, do not
rehabilitate, but in fact make the people that experience them worse.
In response to worldwide alarm over the ineffectiveness of how we manage criminals, a growing
number of prisons are embracing a new style of incarceration. By giving inmates more responsibility, comfort,
and freedom within the prison walls, governors say they are offering prisoners the chance to change. In
Austrias Justizzentrum Leoben minimum security prison, convicts live in one-bed cells which each come with
a television set and en suite. Halden prison in Norway has a two-bedroom house where inmates can enjoy
overnight visits from family members. Critics argue such systems can only lead to unruly and dangerous
behaviour, but surprisingly one of them boasts the lowest reoffending rate in Europe.
Basty Prison, situated on an island off the coast of Norway, is a minimum-security prison home to over
110 inmates, but only 69 staff members. Every type of offender may be accepted, and those who are free to
cycle the islands tracks and fish in the surrounding waters. When interviewed, many of its prisoners expressed
eagerness to start families and enter employment upon release.
Greater freedom for inmates is slowly becoming more accepted in the UK. The radio service Alan
Weston wanted to listen to is part of a scheme by the Prison Radio Association, a charity established in 2006
following inmate appeals for prison radio. One of several prison programmes aimed at lowering reoffending
rates, content for the Sony Award-winning NPR station is presented and produced by prisoners.
As the Prison Radio Association spokespeople said: Reducing reoffending is of benefit to everybody.
Equipping prisoners with skills and confidence is crucial in bringing down reoffending rates. Prison radio offers
a unique, innovative and effective way to communicate with prisoners and engage them in education, debate
and community.
5. In paragraphs 3-7, the author is expressing the opinion that _______.

a. We can reduce crime by establishing stricter prisons.
b. The less strict the prisons are, the more likely the inmates become to commit crimes in the future.
c. The role of the prison system should be to help reintegrate inmates into society after theyve committed
a crime.
d. Everyone benefits from a more lenient prison system.
In addition to equipping inmates for life after imprisonment, the station also gives convicts something
essential to successful rehabilitation: hope. As Michael, an inmate at HMP Lindholme said: I've just been
introduced to NPR and the inspiration your radio station gives has been a very welcome breath of fresh air. I
have now found a new lease of life and I'm now going after a dream I once had as a student at college.
With fewer than 15 open prisons in the UK, our system is focused on punishment rather than rehabilitation.
However, the results of loosening our hold on prisoners and granting them more responsibility are clear.
6. According to the authors, which of the following is a positive effect of a more lenient prison system?
a. Inmates are able to experience the same rights as they did before they were placed in jail.
b. A new lease on life.
c. Happier and more productive staff.
d. More inmates are able to go to college.
Name: _________________
Pre-Assessment Argumentative Writing: Chart
Directions: Use the following chart to organize the information that youve gathered from the two articles.
Before you start writing, you need to have a clear position that you will argue in your thesis statement. Then,
go back to the articles and determine which pieces of information you will be using to develop your argument.
Claim/Argument:
Evidence Development - What does this mean, Reasoning/Implications - How does this
in your own words? information make my thesis clearer?
Information that
SUPPORTS
my claim
(FOR)
Information that
CONTRADICTS
my claim
(AGAINST)

Name: _________________
Pre-Assessment Argumentative Writing: Formal Three-Paragraph Essay
Topic: Is the purpose of the American prison system to rehabilitate prisoners OR

should they function as a means to punish/remove bad people from society?
Your task: Using your chart write a well-developed argument regarding if the purpose of the American prison
system is to rehabilitate prisoners or to punish/remove bad people from society. Clearly establish your claim
and use specific, relevant evidence from both texts to develop your argument. Do not simply summarize each
text. Your essay should be three paragraphs in length.
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Lesson Plan (3)
Documentary Television Series by exploring the 7 essential questions, the images of the accused and the
trailers of the series they will be watching.
Essential Question:
1. Who determines what is right? The public? An individual in a position of authority? The
government? Explain.
2. How does your family shape your personal identity? How does your community shape your
personal identity?
3. Who is responsible for protecting your rights? You as an individual? The court? The school?
4. Is it possible to change other peoples opinions of you once theyve already established beliefs
about who you are and what you represent?
5. What role does media play in swaying public opinions and determining who is right and
wrong? How does social media add to those shifting opinions?
6. Can education serve as a means for preventing crime? Does the education level of an individual
relate to their potential to commit crime?
7. Is justice relative? Does fairness change based on race, religion, age, gender, class etc?
SWBAT respond to the seven essential questions of SWBAT state and justify their responses to the
the unit. seven essential questions of the unit.
SWBAT use vocabulary related to the unit in their SWBAT find the definition of difficult words in
written responses. the handouts and define them using the resources
available.
SWBAT compare/contrast their opinions before and
after watching the clips. SWBAT recognize and record how their opinions
have shifted (or not) after watching the clips.
Assessment of Content Objectives: Assessment of Language ObjectiveS:
Informal: Informal:
Written Responses Use of vocabulary resources on handout
Participation in the gallery walk Written Responses
Classroom Discussion Participation in the gallery walk
Classroom Discussion
Formal:
Exit Response Formal:
Exit Response
expressing their own clearly and persuasively. Recognize and communicate personal and multiple
(Standard 11-12.1) points of view within and among groups, in
discussing, interpreting, and evaluation
(2) Evaluate multiple sources of information information; make inferences about a writers or
presented in different media or formats in order to speakers point of view (Standard 3.3)
address prior assumptions and biases in response to
the essential questions. (Standard 11-12.7) Recognize and share cross-cultural experiences
and ideas, and connect with those of others
(Standard 5.3)
Materials:
- SMART board
- Handouts (warm-up, written response, exit response)
- Powerpoint (images of Avery and Browder)
- Netflix trailer: Making a Murderer
http://www.imdb.com/video/imdb/vi809153049
- Netflix trailer: The Life of Kalief Browder
http://fusion.net/story/376297/kalief-browder-documentary-jay-z/
- Printed essential questions
- Large poster paper
- Post-its
- Pencils
This is the first time justice has been discussed specifically in relationship to class, race and education. It
is also the first time that documentaries will be used to drive instruction instead of text. Students will be
familiar with the structure of this particular class as gallery walks and class discussion are common
practice.
Language Function: Respond to Essential Questions

Pragmatic: During class/group discussions and Identity

share outs students will be given the Justice
opportunity/scaffolds to express their ideas. They Relative
will also practice writing complete sentences (with Byproduct
the aid of sentence stems) in their formal Upbringing
assessment. The silent conversation will also allow Adolescence
them to practice useful discourse skills in written Swaying
form. Fairness
Grammatical Competence: Students will need to

answer the questions. Synonyms have been
provided as footnotes as well to assist students in
becoming more independent in this process.
Language Supports:
Linguistic Support: footnotes provide alternative synonyms for difficult words, sentence stem notecards
for written responses
Graphic Support: Posters, post-its to write down responses (smaller space, anonymous)
Visual Support: Images, videos
Writing Warm-Up (5 minutes)

As Ss walk in T will greet them while giving them the ! Language-Focused Structured
handout for the class. Ss will take a seat and answer the Practice/Application (sentence stem
following prompt on their handout: notecards available)
To what extent are people a byproduct of their surroundings

and upbringing? How significant is the role that family and
community experiences in the creation of personal identity, as
it is developed during adolescence specifically.
Gallery Walk - Silent Conversation (20 minutes)
The essential questions for the unit will be posted around the ! Leveled Questions (1) (2) (3)
room and Ss will be given 7 post-its to respond to each (available for if students dont
essential question, silently. The T will keep track of time two understand the EQ. as written)
minutes at each poster; one minute to read/reflect, one minute
to write) and alert students when it is time to move to the next
poster. Ss will be reminded that Idk or I agree are not
acceptable answers they must elaborate.
Whole Class Discussion (10 minutes)
Following the students participation in the gallery walk, the
class will choose at least two questions to engage in a whole
class discussion based on their responses and the responses
theyve read of others.
Writing Response (5 minutes)
Ss will be shown images of both Avery and Browder. As a
class the images will be discussed briefly before they will be
asked to respond to the following prompt on their handout:
Upon looking at the images displayed during class, these two

individuals have been accused of a crime, who do you think is ! Planned Support (visual)
innocent or guilty? What do crime do you think theyve
committed?
Video Clip Viewing (10 minutes)
The whole class will then look at the two trailers for the
documentaries we will be spending the next few weeks
critically examining. Ss will use these two clips to respond to
for the exit ticket.
Exit Response (10 minutes)
The T will pass out the exit ticket and Ss will respond to the ! Planned Support (video)
following prompt:
After viewing the two video clips, what are your general ! Language-Focused Structured
observations and impressions about the information Practice/Application (sentence stem
presented? How have your original opinions from the images notecards available)
shifted about these two men from watching the two clips? ! Differentiation (can be written by
the T is Ss is struggling to put ideas
down on paper)

LEVELED QUESTIONS:
Level 3 (X, A) Level 4 (M) Level 5
Who in your family do you Did anyone in your family How does your family shape
admire/want to be like? influence who you are today? your personal identity?
(EQ 2, part 1) (EQ 2, part 1) (EQ 2, part 1)

Where in the city do you live? Is your community important to How does your community
Are you similar to people in you? Why/Why not? shape your personal identity?
____? (EQ 2, part 2) (EQ 2, part 2)
(EQ 2, part 2)

Do you think people are How are people treated Is justice relative? Does fairness
treated the same by police? differently by the police? Is it change based on race, religion,
(EQ 7) based on race, religion, age, age, gender, class etc?
gender, class, etc? (EQ 7) (EQ 7)
Name: ____________________________________________
Writing Warm-Up: To what extent are people a byproduct 1of their surroundings and
upbringing2? How significant is the role that family and community experiences in the creation of
personal identity, as it is developed during adolescence3 specifically.
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Writing Response: Upon looking at the images displayed during class, these two individuals have been
accused of a crime, who do you think is innocent or guilty4? What do crime do you think theyve
committed5?
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1
Side effect; unintended result
2 Childhood; growing up
3
Teenage years
4
Responsible; in the wrong
5 Done; accomplished
Name: ____________________________________________
Exit Response: After viewing the two video clips, what are your general observations and impressions
about the information presented? How have your original opinions from the images shifted 6about these
two men from watching the two clips?
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6
Changed
Lesson Plan (4)
Central Focus: Students will continue their 6-week unit on Exploring Rights and Institutions through
Documentary Television Series by watching Episode 1 of Making a Murderer. They will continue to
discuss who determines what/who is right and the role that the community has in determining this.
Essential Questions:
personal identity?
SWBAT identify important evidence in the episode SWBAT find the definition of difficult words in
about law enforcement and the judicial process. the handouts and define them using the resources
available.
SWBAT apply the evidence they have collected to
formulate their answer regarding public sentiment SWBAT record important information on their
about law enforcement. viewing guide while watching the episode using
language/short-hand notes that they can
understand.
SWBAT state and justify their response regarding

public sentiment about law enforcement using the
evidence they gathered.
Assessment of Content Objectives: Assessment of Language Objectives:
Informal: Informal:
Do-Now Do-Now
Journal Journal
Small group Discussion Effective use of vocabulary resources on handout
Small group Discussion
Formal:
Viewing Guide Formal:
Post-Viewing Question Exit Response Viewing Guide
Post-Viewing Question Exit Response
Evaluate multiple sources of information presented information; make inferences about a writers or
in different media or formats in order to address speakers point of view (Standard 3.3)
Materials:
- SMARTboard
- Handouts (viewing guide, exit ticket)
- Powerpoint to project small groups/do-now prompt
- Episode 1
- Pencils
As this is the second lesson of the unit, students should be familiar with the theme of justice and legality.
However, this is the first time that a documentary will be used in class (as opposed to text) so students
may need additional assistance as to how to collect evidence while watching it.
Language Function: Answer questions and analyze

Pragmatic: Students will practice taking quick Desecrated
notes while watching the documentary and then use Inadequacy
them to participate in class discussion and complete Incarceration
a written exercise in their formal assessment. Inhabitants
Law Enforcement
Grammatical Competence: Students will need to Judicial Process
answer the questions. Synonyms have been provided
as footnotes as well to assist students in becoming
more independent in this process.
Language Supports:
Linguistic Support: Sentence starters, definitions included in the handouts, Subtitles in English/Spanish
Graphic Support: Viewing guide to complete while watching Episode #1
Visual Support: Video with subtitles in English/Spanish
Do Now (10 minutes)
As Ss walk in T will greet them while giving them the

handouts for the class. Ss will see their small groups projected ! Planned Support (mixed ability
on the board and will be instructed to sit with them. They will groups w/ one teacher supervising)
take a seat and answer the following prompt on their handout. ! Leveled Questions (1) (2)
Ss will be encouraged to discuss their answers as a group.
Write out a thoughtful response that is detailed (specific) to

the image here. Think about the following as you develop
your ideas.
Things to THINK before you WRITE:

Does legal = right?
Why does the author mention things like the Holocaust
and slavery?
How do you define power?
How to start: ! Language-Focused Structured

Practice/Application (sentence stem)
In my opinion, legality is/is not a matter of power
because
For groups that finish early they can respond to the following ! Differentiation (fast finishers)
journal prompt about jail:
What do you know about being in jail? Even if youre not

sure about what jail is like, consider what predictions you can
make about those experiences. How does a long term
incarceration impact an individual, in terms of their everyday
habits and behaviors? How can an institution condition long-
term behaviors and personality traits or tendencies?
Episode 1: Making a Murderer (30 minutes)
Ss will watch 25 minutes of Episode #1 (~10:00-35:00) and ! Planned Support (subtitles)

complete the viewing guide. The T will pause the episode ! Language-Focused Structured
around 20:00 to check-in with Ss. Before starting the episode Practice/Application (viewing guide)
the T will discuss the two prompts they are collecting
evidence about to ensure Ss understand what to look for.
Small Group Discussion (10 minutes)
After completing the viewing, Ss will remain in their small

groups to discuss what they have recorded in their viewing ! Planned Support (mixed ability
guide. For Ss that were unable to write down answers while group w/ T support)
watching the episode they can now use their group members
as support.
Law Enforcement: What are some of the specific ways that

people in Manitowoc desecrated Averys basic rights and
chance of a fair trial?
Judicial Process: What are some of the inadequacies that

have since been identified in the in the process of collecting
evidence and making a case against Steven Avery?
Post Viewing Response Exit Response (10 minutes)
The T will instruct Ss to respond to the following prompt ! Leveled Questions (3)
which will be passed in as they leave the classroom ! Language-Focused Structured
Practice/Application (sentence stems
How does this case shape the public sentiment for law available for ELLS who may be
enforcement? Why is this problematic for the town and its struggling to get started)
inhabitants? What should residents learn from what
happened to Steven Avery in 1985?
LEVELED QUESTIONS:
Was slavery legal in the past? Why was slavery legal in the How is it possible that legality
Is it legal now? (repeat for all past and not today? What can change over the years? What
examples) changed? (repeat for all must also change for this to
examples) happen?
How do you define what is Does legal mean that something If something is legal is it always
legal? is right? Why/Why not? right? Can you give an example?
Does the community like/trust How does this case change how How does this case shape the
the police? the community feels about the public sentiment for law
police? enforcement?
Name: ______________________________
Making a Murderer: Eighteen Years Lost (Episode 1)
Do-Now
Things to THINK before you WRITE:
- Does legal = right?

- Why does the author mention things like
the Apartheid
(segregation/discrimination because of
race), Slavery, the Holocaust?
- How do you define power?
In my opinion, legality is/is not a matter of

power because
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Journal 1. (extra time): What do you know about being in jail? Even if youre not sure about what
jail is like, consider what predictions you can make about those experiences. How does a long term
incarceration1 impact an individual, in terms of their everyday habits and behaviors? How can an
institution condition long-term behaviors and personality traits or tendencies?
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1
Jail
Name: ______________________________
Viewing Guide: In the space provided use the following questions to guide your notes as you watch
todays episode.
Law Enforcement: What are some of the specific ways that people in Manitowoc desecrated2 Averys basic
rights and chance of a fair trial?
Judicial Process: What are some of the inadequacies3 that have since been identified in the in the process of
collecting evidence and making a case against Steven Avery?
Post Viewing/Exit Response: How does this case shape the public sentiment4 for law
enforcement? Why is this problematic for the town and its inhabitants? What should residents learn
from what happened to Steven Avery in 1985?
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2
Ruined; destroyed
3
Shortcomings; faults; mistakes
4
Feelings; opinion
Lesson Plan (5)
Documentary Television Series by focusing on responses to questions related to episode 1 of Making a
Murderer and our essential questions.
personal identity?
SWBAT apply the evidence they have collected to SWBAT find the definition of difficult words in
formulate their answer regarding the law the handouts and define them using the resources
enforcement, upholding reputations and the available.
appropriate repercussions for those involved.
SWBAT state and justify their response regarding
the law enforcement, upholding reputations and
the appropriate repercussions for those involved
using the evidence they gathered in the previous
class.
Informal: Informal:
Writing Warmup Writing Warmup
Class Discussion Class Discussion
Share outs Share outs
Formal: Formal:
Written Response Written Response
Materials:
- Handouts (written response)
- SMART board
- Powerpoint to project quotes/take notes during share out
- Poster Paper (timeline)
- Episode 1
- Pencils
Students completed a viewing guide in the last class that focused specifically on law enforcement and the
judicial process. They will now need to use the evidence that they recorded on it to form thoughtful
written answers.
Language Function: Reason using relative evidence

Grammatical Competence: Students will need to Impacting
know these vocabulary and key terms in order to Redeemed
answer the questions. Synonyms have been Transgressions
provided as footnotes as well to assist students in Reintegrate
becoming more independent in this process. Inadequate
Repercussions
Pragmatic: During class discussions and share outs Impartial
of responses students will be given the Compromising
opportunity/scaffolds to express their ideas. They Miscarriage
will also practice writing complete sentences (with Insurmountable
the aid of sentence stems) in their formal Accountable
assessment.
Language Supports:
Linguistic: Sentence starters, definitions included in the handouts, subtitles in English/Spanish
Graphic: Timeline of events
Visual: Video with subtitles in English/Spanish
Do Now (5 minutes)
As Ss walk in T will greet them while giving them the ! Differentiation (can work together or
handout for the class. Ss will take a seat and the following independently)
quote will be projected on the board. Ss will have time to
adjust to class/get ready but will be expected either to
discuss the quote with the person next to them, or gather their
own ideas individually about it. There will be a quick class
share out before the writing warm-up.

If I did it, Ill admit right away But I dont break for
something that I didnt do Steven Avery.

Do you think Avery is telling the truth? What have you
witnessed so far that leads you to believe that?


After the share out students will write for 10 minutes about

the following prompt,

What are some of your initial reactions to what happened in

Manitowoc with Steve Averys sentencing?

Review of Episode 1 (10 minutes)
! Planned Support (graphic and visual)
Ss will be led through a quick review of Episode 1 if the

episode wasnt finished time can be used to finish it here.

A timeline will be created on poster paper during this review
of Episode 1 and added to during subsequent lessons. It will
be added to as the show goes on.
Written Response (30 minutes)
After Episode 1 has been watched/reviewed the T will ask Ss
to answer the following questions thoughtfully. They will be
reminded that they must reference one particular moment in
! Language-Focused Structured
the episode to support their answer. The T should go over the
questions before asking Ss to answer them as the wording Practice/Application
! Planned Support (student, teacher)
may be difficult. Footnotes have been provided and attention
should be drawn to them to help with
comprehension/language development. T will circulate around
the room as the students are answering the questions for
assistance Ss should not be discouraged from working
together to answer the questions. Cutout sentence starters will ! Leveled Question (1,2,3)
be available for students who cannot seem to start their idea.
1. In the case against Steve Avery, do you feel as though

his character and reputation are automatically
redeemed upon his release from prison? Especially
coupled with the fact that he was found innocent
during his sentence, are you more likely to forgive him
for his past transgressions once he reintegrates into
society?
2. In the documentary, we see inadequate repercussions
for the law enforcement at fault. Do you feel as
though the image and reputation of an impartial
judicial system is worth compromising for one
persons justice? Is it more important that citizens
recognize and admit miscarriages of the judicial
process or that they maintain the image of an
insurmountable institution?
3. What sort of actions would you take in order to hold
those involved in wrongly accusing Steve Avery
accountable? What punishments should they receive?
Share Out (5 minutes)
T will invite Ss to share out some of their responses. If Ss are
hesitant the easiest for Ss to share may be the third about
punishment.

LEVELED QUESTIONS:

Do you forgive Avery for his When Avery leaves prison do Are you more likely to forgive
past actions when he leaves you think he should be forgiven him for his past transgressions
prison? for his past actions? once he reintegrates into
Why or why not? society?
Is it more important to look good Is it worth ruining a mans life in Do you feel as though the image
(keep up your reputation) or order to save the reputation of and reputation of an impartial
admit you did something wrong? the judicial system? judicial system is worth
compromising for one persons
justice?
If the courts make a mistake Is it important for the judicial Is it more important that citizens
should they admit to it? system to appear perfect or can recognize and admit
they admit their mistakes? miscarriages of the judicial
process or that they maintain the
image of an insurmountable
institution?
Name: ______________________________
Writing Warm-Up:
What are some of your initial reactions to what happened in Manitowoc with Steve Averys sentencing?
Written Response: After watching the final scenes of Episode 1 of Making a Murderer, respond to
each of the following questions thoughtfully. In your responses make sure to reference one particular
moment in the documentary that supports your understanding and analysis of Steven Averys situation
and the larger structures impacting1 his case.
In the case against Steve Avery, do you feel as though his character and reputation are
automatically redeemed2 upon his release from prison? Especially coupled with the fact
that he was found innocent during his sentence, are you more likely to forgive him for his
past transgressions3 once he reintegrates4 into society?
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1
Affect
2
Saved
3
Crimes; offenses
4
Returns
In the documentary, we see inadequate5 repercussions6 for the law enforcement at
fault. Do you feel as though the image and reputation of an impartial7 judicial system is
worth compromising8 for one persons justice? Is it more important that citizens
recognize and admit miscarriages9 of the judicial process or that they maintain the image
of an insurmountable10 institution
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What sort of actions would you take in order to hold those involved in wrongly accusing
Steve Avery accountable11? What punishments should they receive?
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5
Not enough
6
Consequences
7
Unbiased
8
Trade-off; agreement
9
Failure
10
Too great to be ruined
11
Responsible
Lesson Plan (6)
Documentary Television Series by watching Episode 2 of Making a Murderer and completing a
viewing guide that will help guide them as they make inferences about certain events.
Essential Question:
personal identity?
SWBAT identify the important events of episode 2 SWBAT find the definition of difficult words in
and record them chronologically. the handouts and define them using the resources
available.
SWBAT make inferences about what the events
mean for Steven Avery. SWBAT record important events chronologically
on their viewing guide while watching the episode
by using language/short-hand notes that they can
understand.
SWBAT make inferences about what the events

mean for Steven Avery by using evidence from the
episode.
Informal: Informal:
Do-Now Discussion Do-Now Discussion
Effective use of vocabulary resources on handout
Formal:
Viewing Guide Formal:
Exit Response Viewing Guide
Exit Response
Materials:
- SMARTboard
- Handouts (viewing guide, exit response)
- Episode 2
- Pencils
Students finished written responses about Episode 1 that related to the law enforcement, upholding
reputations and the appropriate repercussions for those involved.
Language Function: Make inferences

Pragmatic: Students will continue to practice Chronological/Chronologically
taking quick notes about the main events of Objective/Objectively
episode 2 and then make inferences about what Repercussions
these events mean for Steven Avery.

Language Supports:
Linguistic: Sentence stems for exit ticket, subtitles in English/Spanish
Graphic: Viewing Guide (note-catcher)
Visual: Video with subtitles in English/Spanish
Do-Now (5 minutes)
quote will be projected on the board. Ss will have time to ! Planned Support (student support if
adjust to class/get ready but will be expected either to wanted)
share out before the writing warm-up.
Theyre not just going to hand Steven Avery $36

million Kim Ducat, Averys cousin
If Steven Avery was innocent and spent 18 years in prison,

doesnt he deserve this money? How could the county avoid
paying him that money?
Episode 2: Making a Murderer (30 minutes)

Ss will watch the second episode of Making a Murderer and ! Planned Support (viewing guide,
will need to fill in the left column of the Viewing Guide with videos, subtitles)
important events from the episode in chronological order. The
T can stop the film at different points for students to do this - ! Leveled Question (1)
they will also be written on the board.
Viewing Guide (15 minutes)
After watching the episode and completing the left column of
the Viewing Guide they will now need to complete the right
side which asks them to think about what each event ! Leveled Question (2)
represents for the case against Steve Avery.
Exit Ticket (10 minutes)
The T will instruct Ss to respond to the following prompt
which will be passed in as they leave the classroom
Based on the timeline of events and your reactions to Turning

the Tables (Episode 2), answer the following question in a
well-developed paragraph using evidence from your notes to
develop your response. ! Leveled Question (3)
Do you feel that Steven Averys case is handled objectively? Practice/Application (sentence stems
available for ELLS who may be
Why or why not? struggling to get started)
LEVELED QUESTIONS:

Is ___________ the next event What is the next event that What is the next chronological
that we can write in our charts? happened that we can write in event that we can write in our
our charts? charts?
If ___________ happened, what Based on these events what are
Does this affect Steven Avery? are the consequences for Steven the existing repercussions for
Avery? Steve Avery?
Was Steven Avery treated fairly Did the investigators let their Do you feel that Steven Averys
during the investigation? feelings about Steven Avery case is handled objectively?
affect their work?
Name: ______________________________
Making a Murderer: Turning the Tables (Episode 2)
Viewing Guide: Use the following table to record the events that took place when Teresa Halbach disappeared on
the Avery property. Take note of the events chronologically1, while you also think about what each event
represents for the case against Steve Avery.
Chronology of Events Based on the event that you selected, identify the
existing repercussions2 for Steve Avery.
1.Example: The Avery family is kept from their property for 1.Example: This event represents a potential abuse of police
eight consecutive days while the police search the grounds power and might be a moment where evidence can be
for clues. tampered with.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.

1
In order of time
2
Consequences
Name: ______________________________
EXIT RESPONSE: Making a Murderer: Turning the Tables (Episode 2)
Based on the timeline of events and your reactions to Turning the Tables (Episode 2), answer the
following question in a well-developed paragraph using evidence from your notes to develop your
response.
Do you feel that Steven Averys case is handled objectively3? Why or why not?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3
With an open mind; Without bias; Fairly
Lesson Plan (7)
Documentary Television Series by examining the sixth amendment and then watching Episode 3 of
Making a Murderer to determine if Steven Averys constitutional rights were upheld.
personal identity?
SWBAT analyze what the Sixth Amendment of the SWBAT rewrite the Sixth Amendment of the
Constitution. Constitution with a partner in their own words so
as to help them better understand it.
SWBAT identify important evidence in the episode.
SWBAT record important information on their
SWBAT apply the evidence they have collected in viewing guide while watching the episode using
relation to the sixth amendment to form their opinion language/short-hand notes that they can
about whether or not constitutional rights understand.
were/werent upheld in the investigation.
SWBAT write and justify their response regarding
constitutional rights citing the evidence they
gathered in their viewing guide.
SWBAT find the definition of difficult words in

the handouts and define them using the resources
available.
Informal: Informal:
Do-Now Do-Now
Class Discussion Effective use of vocabulary resources on handout
Class Discussion
Formal:
Sixth Amendment Formal:
Viewing Guide Sixth Amendment
Post-Viewing Question Exit Response Viewing Guide
Post-Viewing Question Exit Response
Materials:
- SMARTtboard
- Handouts (writing warmup, viewing guide, exit response)
- Episode 3: Making a Murderer
- Pencils s
In the previous class students watched Episode 2 and completed a viewing guide helped guide them to
make inferences about what certain events meant for Steven Avery. The students should be familiar with
the ways in which the law enforcement behaved wrongly in the first two episodes. However, during this
episode they will be asked to look specifically at the sixth amendment and decide how the police did not
act in accordance with it.
Language Function: Analyze and critique

Pragmatic: Students will practice taking quick Perceptions
notes while watching the documentary and then Biased
use them to complete a written exercise in their Combatted
formal assessment. Impact
Upheld
Language Supports:
Linguistic Support: Sentence starters, definitions included in the handouts
Graphic Support: Viewing Guide (note catcher) to complete while watching Episode #3
Visual Support: Video with subtitles
Do-Now (5 minutes)
meme will be projected on the board. Ss will have time to ! Planned Support (student support if
adjust to class/get ready but will be expected either to wanted, visual support)
discuss the meme with the person next to them, or gather their
share out before the writing warm-
Do you think the Manitowoc police force were honest during

their investigation of the Avery property? If Avery committed
the murder do you think he would have been so careless?
Write down your answer OR share it with your shoulder

partner OR just think about it silently.
Quick Share-Out (5 minutes max)
After Ss have time to collect their thoughts, they will be asked
to share out.

After a quick share out students will write for 10 minutes
about the following prompt,
Write a response to the Sixth Amendment of the Constitution,

drawing from both your understandings of history as well as
your personal experiences so far, and address the following:
What rights are Americans granted by this Amendment? How

do you know? (THINK: Where in the text can you find
evidence for your analysis of the law?)
(ELLS have the option of summarizing the Sixth Amendment

in their own words if they appear to be struggling)
Class Discussion (5 minutes)
After Ss are given time to examine the sixth amendment and ! Differentiation
write their responses, the T will lead them in class discussion
about it. Notes will be taken on the projector.
Class Discussion: What understandings have we been able to ! Planned Support (writing answers
gather about the standard of the law, as it relates to how for Ss who may not have been able to
individuals are treated and viewed in court? put something down)
THINK: What does the Bill of Rights promise to Americans

who have been accused of a crime?
View Episode 3 (30 minutes)

Ss will watch the third episode of Making a Murderer and will
need to fill in the Viewing Guide. The T can stop the film at ! Planned Support (viewing guide,
different points for students to do this. It will also provide an videos, subtitles)
opportunity to check in with the Ss and answer any questions
they may have.
! Leveled Question (1)
Viewing Guide Questions:
Role of the Media: How does the media shape perceptions of

Steve Avery? Do you think what is presented about him are
biased or accurate depictions? Use at least one specific piece ! Leveled Question (2)
of evidence to explain your response.
Gathering of Evidence: As the case is pieced together, what

evidence is presented and discussed by Stevens lawyers to
prove his innocence? How is that evidence combatted by the ! Leveled Question (3)
Manitowoc County Sheriffs Department?
Introduction of additional suspect, accomplice Brendan

Dassey: How does the introduction of Brendan Dasseys
involvement in the case impact the case? How does this new
information shape your impressions of Steve Averys
involvement?

Ss will answer the following question in a well-developed
paragraph using evidence from their viewing guide notes to
develop their response. ! Language-Focused Structured
After watching todays episode, do you think that Steves available for ELLS who may be
constitutional rights as an accused individual were upheld by struggling to get started)
the officials of the court, police, judge, media,
public/society?
LEVELED QUESTIONS:

Was the evidence presented Was the evidence presented Do you think what is presented
about Steven Avery fair or about Steven Avery accurate or about him are biased or accurate
unfair? not? depictions?
Does the Sheriffs Department How does the Sheriffs How is that evidence combatted
like the evidence presented by Department respond to the by the Manitowoc County
Averys lawyers? evidence presented by Averys Sheriffs Department?
lawyers?
Does Brendan Dasseys role How does the introduction of How does the introduction of
change the case? Brendan Dassey change the Brendan Dasseys involvement
case? in the case impact the case?
Name: ______________________________
Making a Murderer: Plight of the Accused (Episode 3)
Writing Warm-Up: Write a response to the Sixth Amendment of the Constitution, drawing from both
your understandings of history as well as your personal experiences so far, and address the following:
What rights are Americans granted by this Amendment? How do you know?
(THINK: Where in the text can you find evidence for your analysis of the law?)
Be prepared to share your response with your small groups!
Amendment VI
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an
impartial jury of the state and district wherein the crime shall have been committed, which district
shall have been previously ascertained by law, and to be informed of the nature and cause of the
accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining
witnesses in his favor, and to have the assistance of counsel for his defense.
___________________________________________________________________________________
The Sixth Amendment guarantees the rights of criminal defendants, including the right to a public trial
without unnecessary delay, the right to a lawyer, the right to an impartial jury, and the right to know
who your accusers are and the nature of the charges and evidence against you. It has been most visibly
tested in a series of cases involving terrorism, but much more often figures in cases that involve (for
example) jury selection or the protection of witnesses, including victims of sex crimes as well as
witnesses in need of protection from retaliation.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Name: ______________________________
Making a Murderer: Plight of the Accused (Episode 3)
Viewing Guide: In the space provided use the following questions to guide your notes as you watch
todays episode.
Role of the Media: How does the media shape perceptions1 of Steve Avery? Do you think what is
presented about him are biased2 or accurate depictions? Use at least one specific piece of evidence to
explain your response.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Gathering of Evidence: As the case is pieced together, what evidence is presented and discussed by
Stevens lawyers to prove his innocence? How is that evidence combatted 3by the Manitowoc County
Sheriffs Department?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Introduction of additional suspect, accomplice Brendan Dassey: How does the introduction of Brendan
Dasseys involvement in the case impact 4the case? How does this new information shape your
impressions of Steve Averys involvement?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
1
Beliefs; Judgment
2
Influenced
3
Fought
4
Influence; Effect
Name: ______________________________
EXIT RESPONSE: Making a Murderer: Plight of the Accused (Episode 3)
Based on todays episode, answer the following question in a well-developed paragraph using evidence
from your notes to develop your response.
After watching todays episode, do you think that Steves rights as an accused individual were upheld5
by the officials of the court, police, judge, media, public/society?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5
Protected; Preserved
Lesson Plan (8)
Documentary Television Series by examining two different articles about the Steven Avery case.
Students will be asked to make a well-supported claim about which article most accurately represents the
case they have seen so far in episodes 1-3.
Essential Question:
personal identity?
SWBAT read, annotate and summarize two articles SWBAT use the note-catcher to record the main
about the Steven Avery case. ideas of the two articles about the Steven Avery
case.
SWBAT form a claim about the Steven Avery case
using one of the two sources and include evidence to SWBAT use the following sentence stems in the
support it. graphic organizer to introduce evidence in their
claim,
X states, ______
As the research shows, ______
According to X, ______
The write proves his point that ______
This becomes evident when ______
SWBAT use the following sentence stems in their

graphic organizer to explain their evidence
presented in their claim,
In other words, ______

X insists that ______
The importance of this is ______
This proves ______
Apparently ______

available.
Informal: Informal:
Do-Now Do-Now
Note-catcher Efficient use of glossary with
definitions/synonyms during the small group read
Formal:
CER paragraph evidence included Formal:
Note-catcher
CER paragraph use of sentence stems
expressing their own clearly and persuasively. Make and support inferences about information
(Standard 11-12.1) and ideas with reference to features in oral and
written text. Such features include vocabulary,
Evaluate multiple sources of information presented format, facts, sequence, register and relevance of
in different media or formats in order to address detail (Standard 1.6)
Materials:
- SMARTtboard
- Handouts (two articles, note-catcher, skeleton of CER paragraph/exit response w/out skeleton)
- Powerpoint to project do-now prompt
- Highlighters, sticky-notes
- Pencils
In the previous class students examined the sixth amendments, exploring what rights are guaranteed under
it. They then watched Episode 3 to determine if Steven Averys constitutional rights were upheld during
the investigation, using evidence to support their opinion.
Language Function: State and support a claim

Pragmatic: Students will practice Detained
annotating/summarizing texts using a note-catcher Obscured
Sensationalize
Grammatical Competence: Students will need to Titillate
know these vocabulary and key terms in order to Conflating
answer the questions. Definitions/Synonyms have Charred
been provided as footnotes as well to assist Exoneration
students in becoming more independent in this Groundswell
process.
Discourse: Students will write a well-supported

CER paragraph with the aid of sentence stems in
their formal assessment.
Language Supports:
Linguistic: Sentence stems, Definitions/synonyms included in the handouts
Graphic: Note-catcher, CER paragraph skeleton
Do Now (5 minutes)
handout for the class. Ss will take a seat and the following
image will be projected on the board. Ss will have time to
discuss the image with the person next to them, or gather their
own ideas individually about it on paper or in their heads.
Brendan Dassey was Steven Averys nephew (i.e. Steven

Avery was his uncle) do you think he is a snitch or do you
think he is a victim? Explain.

Quick Share Out (5 minutes)
After Ss have time to collect their thoughts, they will be
asked to share out.
Small Group Read: Annotate and Note-catcher
(30 minutes)
The reading groups will be projected on the board and Ss will ! Planned Support/Differentiation:
break into pre-determined (homogenous) reading groups. Small groups that are either T led or Ss
Some groups will be T led, whereas others will be S led led
(determined by skill level). Ss in the T led group will receive ! Language-Focused Structured
extra help in their annotation of the text and have the option of Practice/Application (graphic organizer
having the text read by the T, as opposed to by one of the Ss. for notes, sticky notes, highlighters
available too)
Ss will need to complete the graphic organizer about the two
sources, to document the different perspectives from source ! Leveled Question (1)
#1 and #2.
Class Discussion (10 minutes) ! Planned Support: The T will ask
All groups will come back together after 30 minutes and the T leading questions that relate to the Exit
will complete the graphic organizer based on what the Ss have Ticket
put in their own. This way Ss who were unable to write ! Leveled Question (2)
everything down the first round can do so now.
Exit Response: CER PARAGRAPH (15 minutes) ! Differentiation Ss can choose if

After the discussion Ss will be instructed to make a claim they want the graphic
about the following prompt, organizer/sentence stems or not when
forming their claim
Which of the two articles represents the Steven Avery case
better? Provide evidence from the article to support your ! Leveled Question (3)
claim.
Students will have a graphic organizer that will aid them in Practice/Application (sentence stems
this process, the T can also walk along and help Ss who may available for ELLS included in the
be struggling to make a decision. graphic organizer)
LEVELED QUESTIONS:

Is the author saying Steven What does the author mean? Do What is the author implying here
Avery is innocent or guilty? you think the author thinks about the Steven Avery case?
Steven Avery is guilty or
innocent?
Does the author view Steven What is one point that the author What is one perspective
Avery as innocent or guilty in makes in the Source #1? presented in Source #1?
Source #1? What do they say to
show that?
Which article do you agree with? From what youve seen so far on Which of the two sources
the show do you believe Steven represents the Steven Avery case
Avery is innocent or guilty? better?
Which article does a better job
showing this?
Name: _______________________________________
Source #1: The Wire, Dont Believe the Press. Steven Avery ss Guilty of Murder
Steven Avery is a murderer. No, he wasnt framed. Yes, his detainment1 is lawful.
Unfortunately, the Netflix documentary series Making a Murderer has deliberately ignored or
obscured2 essential facts of the case, prompting a media-driven popular uproar that has resulted in
petitions on Change.org and WhiteHouse.gov calling on Obama to pardon Avery (something he cannot
do as Avery was not convicted of a federal crime).
In an attempt to sensationalize3 an open-and-shut murder case, filmmakers Laura Ricciardi and
Moira Demos infused uncertainty and suspense into their carefully crafted narrative to titillate4
audiences about the murder of 25-year-old photographer Teresa Halbach. The film masterfully
manipulates viewers to conclude that Avery was framed by omitting essential facts and effectively
conflating Avery's previous apparent false conviction of rape with his overwhelmingly evidence-based
5
conviction of murder.
The efforts of the filmmakers have paid off, creating a massive buzz around the film. "Since
broadcasting via Netflix, petitions urging the president to conditionally pardon the Wisconsin man have
gained traction, and the group Anonymous have claimed they hold critical evidence that proves he is
innocent," reports Independent (UK). But a closer look at the facts proves that all the buzz and outrage is
based on a deceptively crafted false narrative.
As The Federalist's David Harsanyi highlights, the facts of the case are clear enough: parts of
Halbachs body was found burned in Averys fire pit; police found a bullet in Avery's garage linked by
DNA to Halbach; Halbach's car with her blood on it was on Avery's family lot; Avery was the last
person to see her alive; and his cousin confessed that he helped Avery murder Halbach (though the
confession was terribly handled). Harsanyi walks through a series of deceptively omitted details from
Avery's case and prior history. A few excerpts:
Not only was the bullet found in the garage linked to Halbachs DNA, but it was
forensically tied to Averys gun as well.
The criminal complaint claimed that authorities had found restraints handcuffs and leg
irons at Averys residence.
The infamous car key that was found in Averys residence had DNA of his sweat on it.

Avery not only called Auto Trader and specifically requested Halbach to take pictures the
day she was killed, but he also gave a false name when he did so. Why?
Not only was Averys blood which were supposed to believe was planted by the
police after being extracted from an evidence room found in six places on Halbachs
vehicle, but DNA from his sweat was also found on a hood latch. How did it get there?

1
Kept in custody
2 To hide
3 Exaggerate
4 Excite
5 To combine
Then there's the series of accusations against Avery, including pouring gasoline on a cat and throwing it
into a bonfire, his plans in prison to create torture chambers and murder women, and allegations of
having a raped a young girl and threatened her family. The filmmakers conveniently ignore all of this
context.
Source #2: The New York Post (8/27/16)
The attorney for a Wisconsin inmate featured in the hit Netflix series Making a Murderer filed
a motion Friday seeking permission to perform extensive testing on evidence she believes will show
hes innocent. Steven Avery was convicted in 2007 and sentenced to life in prison in the death of 25-
year-old photographer Teresa Halbach, who disappeared after a visit to the Avery familys Manitowoc
County salvage yard in 2005. Avery has argued he was framed.
His attorney, Kathleen Zellner, told reporters awaiting her filing outside the Manitowoc County
courthouse that she wants to date blood and DNA found at the scene to see if it was planted. She
promised the results will show that Avery isnt guilty and that someone else killed Halbach.
Her motion notes that forensic science has advanced dramatically since Avery was convicted. It
asks for testing and re-testing on an extensive list of evidence, including Halbachs vehicle key, which
was found in Averys room with his DNA on it; Averys blood found in the vehicle; and a pair of
womens underwear found in the yard to see if they belonged to Halbach and contain male DNA.
The most reassuring thing is that we are going to get to the bottom of who killed Teresa
Halbach, Zellner said. And we firmly believe that we will establish it was not Steven Avery.
The Wisconsin Department of Justice is handling post-conviction activity in Averys case on
behalf of county prosecutors. A spokesman for the agency didnt immediately respond to an email
Friday afternoon.
Avery, now 54, was charged in November 2005 with sexually assaulting and killing Halbach,
who disappeared that Halloween after traveling to the salvage yard to shoot photos for a car magazine.
Investigators found her charred6 remains in a burn pit in the yard.
Avery and his then 16-year-old nephew, Brendan Dassey, lived on the property. A jury in 2007
convicted Avery of being a party to first-degree intentional homicide and a judge sentenced him to life
in prison. Later that year, a separate jury convicted Dassey of being party to first-degree intentional
homicide, mutilating a corpse and sexual assault. He, too, was sentenced to life.
The case fascinated the public. Two years before Halbachs death, Avery had been released from
prison after spending 18 years behind bars for rape that a DNA test later showed he didnt commit.
Avery contended police framed him for Halbachs death because the rape exoneration7
embarrassed them and he had a $36 million wrongful conviction lawsuit pending against Manitowoc
County. That lawsuit collapsed when he was arrested in Halbachs death.
Avery has alleged that investigators planted blood taken from him during the rape case and
planted Halbachs DNA at the scene.
He argued in an appeal that he should have been allowed to blame others for Halbachs death,
that police illegally searched his trailer and that a judge improperly replaced a juror during deliberations.
A state appeals court rejected those arguments in 2011.
Avery and Dassey burst back into the public consciousness late last year after Netflix aired
Making a Murderer. The series raised questions about investigators integrity in the Halbach case.
Prosecutors insisted the show was one-sided but it still created a national groundswell8 of support for
Avery and Dassey. A federal magistrate judge overturned Dasseys conviction this month, ruling

6
Burned
7
Find Innocent
8
Support
investigators coerced him into confessing. The state Justice Department has 90 days to appeal or decide
whether to retry him. If the agency chooses to do nothing, he will go free.
Directions:
Use the graphic organizer below to document the different perspectives from source #1 and #2.
SOURCE #1 SOURCE #2
Name: _______________________________________
EXIT RESPONSE
Based on the two sources and your viewing of Episodes #1-#3, make a claim about which article
more accurately represents Steve Averys case. Support your claim with evidence.
CLAIM:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
INTROCUE _________________________________________________________________
EVIDENCE BY: _________________________________________________________________
X states, ______ _________________________________________________________________
As the research _________________________________________________________________
shows, ______ _________________________________________________________________
According to X, _________________________________________________________________
______ _________________________________________________________________
The write proves his _________________________________________________________________
point that ______ _________________________________________________________________
This becomes _________________________________________________________________
evident when _________________________________________________________________
______
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
QUOTE: _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
EXPLAIN THE _________________________________________________________________

QUOTE: _________________________________________________________________
In other words, _________________________________________________________________
______ _________________________________________________________________
X insists that _________________________________________________________________
______ _________________________________________________________________
The importance of _________________________________________________________________
this is ______ _________________________________________________________________
This proves ______ _________________________________________________________________
Apparently ______ _________________________________________________________________
_________________________________________________________________
Name: _______________________________________
EXIT RESPONSE
Based on the two sources and your viewing of Episodes #1-#3, make a claim about which article
more accurately represents Steve Averys case. Support your claim with evidence.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
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Lesson Plan (9)
Documentary Television Series by examining one article about the Steven Avery case and the role of the
media. Students will be asked to read the chunked text and answer questions.
personal identity?
SWBAT read and annotate an article about the role SWBAT answer questions that relate to the
of the media in the Steven Avery case. Essential Question, What role does media play in
swaying public opinions and determining who is
SWBAT answer questions that relate to the Essential right and wrong? How does social media add to
Question, What role does media play in swaying those shifting opinions? through the use of a
public opinions and determining who is right and chunked text and focused questions.
wrong? How does social media add to those shifting
opinions? SWBAT find the definition of difficult words in
available.
Informal: Informal:
Do Now Do-Now
Efficient use of glossary with
Formal: definitions/synonyms
Answers to questions
Formal:
Answers to Questions
Participation in Class Discussion
Materials:
- SMARTboard
- Handouts (article, questions, do-now, exit response)
- Powerpoint to project do-now prompt
- Google Classroom: recording of the article
- Pencils
In the previous class students examined two different sources and wrote a claim about which article
represented the Steven Avery case better. They developed skills to annotate, take notes and form a claim
in small groups. These skills will be used again today using an article about the role of the media in the
case, however, they will do so individually.
Language Function: Critique

Pragmatic: Students will practice taking quick Valiant
notes while watching the documentary and then Depiction
use them to complete a written exercise in their Unduly
formal assessment. Obscuring
Reluctant
Grammatical Competence: Students will need to Jaded
know these vocabulary and key terms in order to Implication
answer the questions. Synonyms have been Susceptible
provided as footnotes as well to assist students in Contradict
Review: Exoneration, Unbiased
Language Supports:
Linguistic Support: Definitions included in the handouts, chunked texts, recording of the text
Graphic Support: Focused, boxed questions that have been inserted in the chunked text
Do-Now (5 minutes)
handout for the class. Ss will take a seat and the following
image will be projected on the board. Ss will have time to
discuss the image with the person next to them, or gather their
own ideas individually about it on paper or in their heads.
Why would President Trump have a Running War with the
media? What does he not like about the media?

Class Discussion (5 minutes)
After Ss have time to collect their thoughts, they will be asked
to share out.
Read (30 minutes) ! Differentiation: Ss will be
Ss will have 30 minutes to read, annotate and answer encouraged to read alone, however
questions in a chunked text that examines the role of the there is always the option to listen to a
media in the Steven Avery case. Since Ss practiced these recording of the article on google
skills in the previous class they will be encouraged to do so on classroom
their own, however, the option to listen to a recording of the ! Language-Focused Structured
article on Google classroom is available. The T can walk Practice/Application (sentence stems
around during this time and answer any questions/provide available for ELLS who may be
sentence stems for answering the questions. struggling to get started)
Share-out (10 minutes)
After 30 minutes when the Ss have finished reading and ! Planned Support (different questions
answering the questions the T will lead the class in a can be asked from broad to general
discussion about the role of media. The first question that will if necessary)
be posed is in relation to the essential question and is
intentionally broad. If Ss seem to be struggling to answer
it/engage with it then the following two questions should be
used. Ss should be encouraged to reference what theyve read
in the article.
What role does media play in swaying public opinions and ! Leveled Question (1)
determining who is right and wrong?
How does the press/journalists influence public perceptions of ! Leveled Question (2)
those accused?
Why do you think murder is hot? Should shows be created

about murder cases?

Ss will answer the following question in a well-developed ! Language-Focused Structured
paragraph using evidence from their answers to develop their Practice/Application (sentence stems
response, available for ELLS who may be
struggling to get started)
Do you think its important that a show (media) was created
about the Steven Avery case? Is it possible that the creation of ! Leveled Question (3)
the show Making a Murderer contradicts the message they
are sending about the press? (i.e. it only shows isolated
moments results in an unfair representation of the case)
Explain.
LEVELED QUESTIONS:
If you watch a show about a How does the press/journalists How does the press/journalists
murderer do you feel differently change how people view influence public perceptions of
about them? murderers? those accused?
Do people like to watch shows Why are there so many shows Why do you think murder is hot?
about murder? Why? about murder? Is this ok? Should shows be created about
murder cases?
Is the local press (newspapers, Do you think the show Making Is it possible that the creation of
nightly news, etc) different than a Murderer presents the media the show Making a Murderer
a TV show? Why? positively? How is their contradicts the message they are
production any different? sending about the press?
Name: _______________________________________
Article: The Role of the Media in the Steven Avery Case
Netflixs explosive documentary series, Making a Murderer pits police and prosecutors, who seem hell-
bent on convicting a man of murder, against a pair of valiant1 defense attorneys. The 10-part series
follows the 2007 murder trial of Steven Avery in Wisconsin. He had recently been exonerated after
serving 18 years in prison for a rape that DNA evidence later attributed to another man. Amid the legal
battle, viewers also get a glimpse of a rather off-putting supporting character: the press.
Filmmakers Moira Demos and Laura Ricciardi use clips of the media in a manner that simultaneously
advances their narrative and criticizes the press. But reporters were doing their jobs in searching for
informationalbeit in a sometimes unseemly fashion; the only difference was that this time, someone
had a camera on them. In their depiction2 of the press, the filmmakers commit the same sin they
attribute to local reporters: focusing unduly 3on isolated moments, rather than the bigger picture.
What is the authors critique of documentary series, Making a Murderer? From what youve seen so
far, is this reaction accurate? Explain your response with reference to at least one specific moment
from the series.
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Dozens of TV, print, and radio reporters covered Averys six-week trial, in which the defense theorized
that law enforcement, angered by Averys celebrity status after his exoneration and by a civil suit he
filed against Manitowoc County and its former prosecutor and sheriff, had framed him. Many of these
journalists had been on the case since November 2005, when the car of the murder victim, Teresa
Halbach, was found in the Avery familys junkyard. It made for a complex mess to be deciphered by the
press, which was unaware it would become part of the story.
Of course we were going to be covering it as we would a high-profile case, says Angenette Levynow
known as the hot reporter in some online circleswho reported on the trial for Green Bays CBS
affiliate, WFRV. We were looking for answers. We were looking for truth.
Making a Murderer does offer reason to scold the press. Take the scene in episode seven, in which
reporters for a Fox affiliate beg for comment from Averys mother, who says their camera lights are
obscuring4 her vision. Reluctant5 to back off, the journalists hound her through a snowy parking lot
until she slams her car door in their faces. It gets worse. Right now, murder is hot, one jaded6
Dateline producer tells the filmmakers. Thats what everyone wants, thats what the competition wants,
1
Courageous, brave
2
Illustration
3
Excessively
4
Making unclear
5
Hesitant
6
Bored, Tired
and were trying to beat out the other networks to get that perfect murder story. That attitude harms
journalism and exposes its practitioners to public scorn.
What does it mean when the reporter says that murder is hot? Why does the author think its wrong
for journalists to think that?
____________________________________________________________________________________
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But most of the reporters covering the Avery trial came from local outlets in and around Green Bay and
Milwaukee to cover what was a humongous story in their state, and their methods were sometimes taken
out of context. The documentary often shows Levy asking tough questions and responding to officials
answers with a look of doubt. The film makes ample use of her facial expressions. Whether theyre
meant to suggest the presss hesitance to believe a particular theory, the fact that that theory is actually
unbelievable, or nothing at all, is unclear. The internet, meanwhile, has held Levy up as the kind of
skeptic journalism needs.
But as the Milwaukee Journal-Sentinels reporter on the trial tweeted this week: Glimpses of any one
facial expression may reveal nothing more than a reporter digesting lunch. At one point, Levy also
asks the defense what the police officers accused of framing Avery should say to their embarrassed
children. This moment in the documentary seems to imply that the local press may be overly
sympathetic to law enforcement. But taken in the context of a daily news conference, the question looks
more like a journalist seeking another entry into an important question: These are serious allegations.
What do you have to back them up? It was designed to provoke an aha moment, as Levy puts it. I
dont think anybody should read into my question [that] I was buying the states argument versus the
defense.
How can a journalist influence public perceptions of those accused unintentionally, based on the
passages above?
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Nevertheless, the implication7 is there. Levys question lands in the middle of a film that regularly
homes in on the defenses concern that the media had poisoned Averys chances of getting an unbiased
jury. The defense attorneys make a fair point, but saturation coverage by the local press was all but
7
Connection
unavoidable, says Aaron Keller, who covered the case for Green Bays NBC affiliate, and who has since
been dubbed the silver fox on social media.
Avery was known throughout Wisconsin because of his exoneration; news outlets had an obligation to
thoroughly cover his alleged fall from grace. The families of both the victim and the accused also had an
above-average degree of comfort with the press, says Keller, who is now an attorney and college
professor in New Hampshire. Had the families not made themselves available as often as they had in
the very early stages of the investigation, the story would not have gained as much air time. Wisconsin
also allows cameras in the courtroom, which made the trial especially TV-friendly.
Heres part of the problem: The reporters were scrambling for information, most of which came from
the state or the defense. Some tried to request public records, like documents related to Averys time in
prison or prior investigations. Others scored one-off interviews with Avery or his family. But most of
the headlines came from the he-said-she-said of the courtroom, as is so often the case in trial coverage.
The press was caught in a storm of spin. That looks bad on film, but the Netflix audience isnt apprised
of the scope or depth of the coverage. The Milwaukee Journal-Sentinel, for example, provided
consistently even-keeled and incisive reporting, and is now re-promoting its stories, perhaps hoping to
use the films success to lure new readers.
The filmmakers, unlike the local reporters, had the benefit of time. They got to watch how the trials of
Avery and his nephew, Brendan Dassey, who was charged with helping him kill Halbach, played out,
and make judgments based on the totality of what theyd seen. Thats the fundamental difference
between a documentarian and a daily journalist: One gets the birds eye view, while the other is trying to
climb out of an anthill. Both are susceptible8 to blindness.
Based on this reading, is it possible for Avery to receive a blind, objective jury? If you were a potential
juror could you be objective knowing the information youve received from the media coverage of the
investigation? Explain your response.
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Theres no way the filmmakers could include their almost 700 hours of video footage in Making a
Murderer. It was an admirable feat to condense what they had into 10 deeply compelling hours. But
thats opened the series up to criticism from people who believe the film was one-sided or, in some
cases, lacking context. They just kind of used snippets, says Emily Matesic, who covered the trial for
Green Bays ABC TV affiliate, when asked how she feels about the medias portrayal in the series.
With the success of the film, Demos and Ricciardi now find themselves at the center of another sort of
media storm. A representative said they had received a barrage9 of interview requests, and their booked
schedule meant they would be unable to speak with CJR before next week. Wisconsins local reporters,
8
At risk, vulnerable to
9
a lot!
busy with daily coverage, dont have much time to reflect, either. Several said they hadnt yet watched
Making a Murderer. But when those who have seen it look back on the footage, theyre proud of their
work. For them, it was just another day at the courthouse.
Name: ______________________________
EXIT RESPONSE: The Role of the Media in the Steven Avery Case
Based on todays reading, answer the following question in a well-developed paragraph using evidence
from the article to develop your response.
Do you think its important that a show (media) was created about the Steven Avery case? Or is it
possible that the creation of the show Making a Murderer contradicts the message they are sending
about the press (i.e. it only shows isolated moments results in an unfair representation of the case)
Explain.
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Lesson Plan (10)
Documentary Television Series by watching Episode 4 and completing a viewing guide that will lead
students to asking themselves what role a persons perceived level of education has on their ability to
commit a crime.
personal identity?
SWBAT identify important evidence in the episode SWBAT record important information on their
viewing guide while watching the episode using
SWBAT apply the evidence they have collected to language/short-hand notes that they can understand
form their opinion
SWBAT write and justify their opinion by citing
the evidence they gathered in their viewing guide

available
Informal: Informal:
Writing Warmup Writing Warmup
Viewing Guide Efficient use of glossary with
definitions/synonyms
Formal:
Exit Response
Viewing Guide
Materials:
- SMARTboard
- Powerpoint to project do now prompt
- Episode 4
- Pencils
In the previous class students examined a chunked text about the Steven Avery case and the role of the
media. Students answered focused questions about the text. Since the students spent the past two classes
reading/annotating and responding to different texts, this class will return to watching Making a
Murderer.
Language Function: Investigate, question

Pragmatic: Students will practice taking quick Testimony
notes while watching the documentary and then Complicit
use them to complete a written exercise in their Coerce
formal assessment. Aspects
Come Forward
Language Supports:
Linguistic Support: Sentence starters, definitions included in the handouts, Subtitles in English/Spanish
Graphic Support: Viewing Guide (note catcher) to complete while watching Episode #4
Visual: Video (Episode 4) with subtitles in English/Spanish
Do-Now (5 minutes)
handout for the class. Ss will take a seat and the following ! Differentiation (can work together or
quote will be projected on the board. Ss will have time to independently)
adjust to class/get ready but will be expected either to ! Planned Support (student support if
discuss the quote with the person next to them, or gather their wanted, visual support)
share out before the writing warmup.
What is Einstein saying about how we perceive (view) other
people? How can you relate this to your own life?

After Ss have time to think about their answer, the T will ask
some to share out their thoughts.
Writing Warm-up (5 minutes)
How does the education level of Steve Avery and Brendan
Dassey influence their potential to commit crime? Do you
think they would not be accused of killing Halbach if they
were perceived as more educated?
After Ss have time to finish their quick write, they will be
asked to share out.
Instruction and View Episode 4 (30 minutes)
Ss will watch the third episode of Making a Murderer and will
need to fill in the Viewing Guide that breaks up the episode ! Language-Focused Structured
into the following sections: the interviewing officers, judicial Practice/Application (sentence stems
process, and Brendans family. The T should make sure that available for ELLS who may be
the class understands these sections and can stop the film to struggling to get started)
show one example of each (when it comes up). This will also
provide an opportunity to check in with the Ss and answer any
questions they may have.
Viewing Guide Questions:
How do the interviewing officers impact the statements that

Brendan Dassey makes?
What aspects of the judicial process (the interviews, the

investigation, the testimonies, the assignment of lawyers, etc.) ! Teacher models using the viewing
influence Brendan Dasseys statements? guide
Who in his family seemed to have the most impact on his ! Planned Support (viewing guide,
testimony? Do you feel as though he was pressured by his
family to come forward? videos, subtitles)

develop their response,
How complicit is Brendan Dassey in his alleged involvement ! Leveled Question (1)
in the crimes? Do you think he was coerced (by the
interviewing officers, judicial process, and his family)? Do
you hold Brendan Dassey responsible for his statements ! Leveled Question (2)
and/or confession and his potential involvement in Teresa
Halbachs murder? Why or why not? Explain your response
using details from todays class. ! Leveled Question (3)
available for ELLS who may be
struggling to get started)
LEVELED QUESTIONS:

Did the interviewing officers How did the interviewing How do the interviewing officers
make Brendan Dassey confess? officers make Brendan Dassey impact the statements that
confess? Brendan Dassey makes?
Did the interviews/investigation How did the the What aspects of the judicial
/testimonies/ assignment of interviews/investigation process (the interviews, the
lawyers (choose one to say) /testimonies/ assignment of investigation, the testimonies,
influence Brendan Dassey? lawyers (choose one to say) the assignment of lawyers, etc.)
influence Brendan Dassey? influence Brendan Dasseys
statements?
Did Brendan Dasseys family How did Brendan Dasseys Who in his family seemed to
influence him to confess? family influence him to confess? have the most impact on his
testimony? Do you feel as
though he was pressured by his
family to come forward?
Name: _________________________________________
Making a Murderer: Indefensible (Episode 4)
Writing Warm-Up: How does the education level of Steve Avery and Brendan Dassey influence their
potential to commit crime? Do you think they would not be accused of killing Halbach if they were
perceived as more educated?
____________________________________________________________________________________
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____________________________________________________________________________________
Name: _______________________________
Making a Murderer: Indefensible (Episode 4)
Viewing Guide: While you are viewing portions of Episode 4 Indefensible, identify the ways in
which Brenden Dasseys testimony1 seems to have been coerced2 & influenced by the following
outside forces: interviewing officers, judicial process, and his family.
Interviewing officers
How do the
interviewing officers
impact3 the statements
that Brendan Dassey
makes?
Judicial Process
What aspects4 of the

judicial process (the
interviews, the
investigation, the
testimonies, the
assignment of lawyers,
etc.) influence Brendan
Dasseys statements?

1
Sworn statement
2
Pressured
3
Affect
4
Parts
Family
Who in Brendans
family seemed to have
the most impact on his
testimony? Do you feel
as though he was
pressured by his family
to come forward? 5
Additional Notes:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

5
Admit guilt
Name: ______________________________________
Exit Response Making a Murderer: Indefensible (Episode 4)
How complicit6 is Brendan Dassey in his alleged involvement in the crimes? Do you think he was
coerced (by the interviewing officers, judicial process, and his family)? Do you hold Brendan Dassey
responsible for his statements and/or confession and his potential involvement in Teresa Halbachs
murder? Why or why not? Explain your response using details from todays class.
____________________________________________________________________________________
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6
Choosing to be involved in illegal activity
Lesson Plan (11)
Documentary Television Series by watching Episode 5 of Making a Murderer and completing a
viewing guide that will help students to inform their opinion about whether the courts should get rid of
individuals who are seen as bad or self-preservation is necessary.
Essential Question:
personal identity?
SWBAT identify important evidence in the episode. SWBAT record important information on their
viewing guide while watching the episode using
SWBAT apply the evidence they have collected to language/short-hand notes that they can understand
form their opinion
SWBAT write and justify their opinion by citing

available
Informal: Informal:
Formal:
Exit Response
Viewing Guide
Materials:
- SMARTboard
- Episode 5
- Pencils
In the previous class students watched Episode 4 and completed a viewing guide that helped them
examine the role a persons perceived level of education has on their ability to commit a crime.
Language Function: State their opinion and support it

Pragmatic: Students will practice taking quick Prosecution
notes while watching the documentary and then Defense
use them to complete a written exercise in their Witness
formal assessment. Impartial
Self-Preservation
know these vocabulary and key terms in order to The most important role of the court is
answer the questions. Synonyms have been This is true because
provided as footnotes as well to assist students in For example, in the case of Steven Avery and
becoming more independent in this process. Brendan Dassey
Language Supports:
Linguistic Support: Sentence starters in Exit Ticket, definitions included in the handouts
Graphic Support: Viewing Guide (graphic organizer) to complete while watching Episode #5
Visual: Video (Episode 5) with subtitles
Do-Now (5 minutes)
quote will be projected on the board. Ss will have time to ! Planned Support (student support if
adjust to class/get ready but will be expected either to wanted, visual support)
share out before the writing warm-
Do you agree or disagree with this quote? Explain why.

partner OR just think about it silently
Instruction and View Episode (40 minutes)

Ss will watch the fifth episode of Making a Murderer and will ! Teacher models using the viewing
need to fill in the Viewing Guide that breaks up the episode guide
into the following sections: Opening Statement, Witness, ! Leveled Question (1)
Evidence. The T should make sure that the class understands ! Leveled Question (2)
these sections and can stop the film to show one example of ! Leveled Question (3)
each (when it comes up). This will also provide an ! Planned Support (viewing guide,
opportunity to check in with the Ss and answer any questions videos, subtitles)
they may have.
develop their response, ! Language-Focused Structured
Based on what you saw in todays clip, whats the main job of available for ELLS who may be
the people in court (lawyers, judge, jury, etc.)? In your struggling to get started)
opinion, should courts try to get rid of individuals who are
seen as bad OR should the courts try to protect the laws
reputation by taking sides with the officers and court officials
as a means of self-preservation?
LEVELED QUESTIONS:

Does the prosecution represent, Who does the prosecution Who is the prosecution?
Steven or Teresa? represent?
Does the defense represent, Who does the defense represent? Who is the defense?
Steven or Teresa?
What is a witness? Who can be a witness? Why are there witnesses in a
trial?

Name: ______________________________
Viewing Guide: The Last Person to See Teresa Alive (Episode 5)
As you watch todays clip, take notes in the space provided. Record how each side presents their case
(opening statements, calling of witnesses, presenting of evidence, etc.). Pay attention to the differences
from each side by jotting down words or phrases that you hear that support their argument.
Prosecution1 Defense2
Opening Statements: The opening statement is Opening Statements: The defense is trying to blame
supposed to dismiss his past and trying to Manitowoc County for their previous mistakes and states,
present Steven Averys reputation as impartial3, Send him home and do the right thing this time in order
in order to try and prove his guilt rather than to show Averys innocence. They provide specific facts
focusing on the previous false conviction. and details in their statement which grounds their
argument.
Witnesses: 4 Witnesses:
Evidence: Evidence:

1 Lawyers representing the state/Teresa
2 Lawyers representing/defending Steven Avery
3
Equal, fair
4
People who testify in court
Name: ______________________________
EXIT RESPONSE: The Last Person to See Teresa Alive (Episode 5)
Exit Ticket: Based on what you saw in todays clip, whats the main job of the people in court (lawyers,
judge, jury, etc.)? In your opinion, should courts try to get rid of individuals who are seen as bad OR
should the courts try to protect the laws reputation by taking sides with the officers and court officials
as a means of self-preservation? 5
Ex. The most important role of the court is This is true because For example, in the case of Steven
Avery and Brendan Dassey
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____________________________________________________________________________________
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5
Behavior that allows for survival
Lesson Plan (12)
Documentary Television Series by watching Episode 6 of Making a Murderer and discussing the
impact that certain individuals had on Steven Averys case.
Essential Question:
personal identity?
SWBAT identify important evidence in the episode SWBAT identify important evidence in the
that relates to their individual. episode that relates to their individual focusing on
taking notes about the who, what, when, where and
SWBAT make connections between the impact that why.
the three different individuals had on the case and
the essential question, SWBAT share that evidence with their classmates
Is justice relative? Does fairness change based on during a jigsaw activity.
race, religion, age, gender, class etc?
Informal: Viewing Guide Informal: Viewing Guide notes
Formal: Participation in Jigsaw Activity Formal: Participation in Jigsaw Activity
Materials:
- SMARTboard
- Handouts (viewing guide)
- Episode 6
- Pencils
examine whether the courts should get rid of individuals who are seen as bad or if self-preservation is
necessary.
Language Function: Collect information and share it with their classmates

Pragmatic: Students will practice taking quick Fairness
notes while watching the documentary and then Justice
use them to help build their classmates Relative
comprehension. Travel Ban
Language Supports:
Linguistic Support: Subtitles, heterogeneous lass grouping jigsaw activity
Graphic Support: Viewing Guide (graphic organizer) to complete while watching Episode 6

Do-Now (5 minutes)
share out,
President Trumps issued a travel ban that prevented citizens

from the following countries to enter the USA.
Now answer our Essential Question,
Is justice relative? Does fairness change based on race,
religion, age, gender, class etc?
Reference the Travel Ban to support your response.
Ss will be put into groups (three rows so each row is one
individual) and will have to track information about one ! Teacher models using the viewing
person from the case. They will use the space provided on the guide
viewing guide to document the new information surrounding ! Planned Support (viewing guide,
Steve Averys case that we become privy to throughout videos, subtitles)
Episode 6. The T will ask them to specifically document how
their individual impacted the investigation of the case. The T
will make sure they focus their observations around the
essential question,
Is justice relative? Does fairness change based on race,
religion, age, gender, class etc?
The T should make sure that the class understands these

sections and can stop the film to show one example of each
(when it comes up). This will also provide an opportunity to
check in with the Ss and answer any questions they may have
Jigsaw (10 minutes)
After watching episode 6 the groups will jigsaw the ! Planned Support (students help one
information that they have collected about their predetermined another build comprehension)
individual (Fassbender, Lenk, Remiker). New groups of three
will be formed so that information can be shared equally ! Leveled Question (3)
about the three individuals. Students will be able to help build
comprehension and by the end of the sharing should have
complete notes.
LEVELED QUESTIONS:
Level 3 Level 4 Level 5

Do you think people are treated How are people treated Is justice relative? Does fairness
the same by police? differently by the police? Is it change based on race, religion,
(EQ 7) based on race, religion, age, age, gender, class etc? (EQ 7)
gender, class, etc? (EQ 7)
Is the travel ban fair? How does the travel ban treat Is it fair to treat people
people unfairly? differently based on the country
they were born in?
Did the individual impact Steven How did the individual impact In what way did the individual
Averys case positively or Steven Averys case positively impact Steven Averys case?
negatively? or negatively?

Name: ______________________________
Viewing Guide: Testing the Evidence (Episode 6)
MY NOTES How did _________________ impact the investigation of Steven Averys case?
What
When
Where
Why
JIGSAW How did the individuals impact the investigation of Steven Averys case?
Tom Fassbender:____________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
James Lenk: _______________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
David Remiker: _____________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Lesson Plan (13)
Documentary Television Series by watching part of Episode 7 of Making a Murderer.
Essential Question:
personal identity?
SWBAT apply the evidence they have collected to SWBAT write and justify their opinion using the
form their opinion sentence stem provided and by citing the evidence
they gathered in their viewing guide
Formal: Informal:
Formal:
Viewing Guide correct use of sentence stems
Materials:
- SMARTboard
- Handouts (viewing guide)
- Episode 7
- Pencils
examine the impact that certain individuals had on the case and how that affected justice/fairness.

Pragmatic: Students will practice taking quick Implications
notes while watching the documentary and then Deplorable
use them to complete a written exercise in their
formal assessment. Sentence Stems:
This helps Averys case because
Grammatical Competence: Students will need to This evidence strengthens Averys case because
know these vocabulary and key terms in order to This helps Averys case by
answer the questions. Synonyms have been This evidence strengthens Averys case by we
provided as footnotes as well to assist students in could speculate that the
Students will also need to know the difference
between by/because in the sentence stems.
Language Supports:
Linguistic Support: Sentence stems on viewing guide, definitions included in the handouts
Do-Now (5 minutes)
own ideas individually about it.
Do you think you are addicted to social media? What type of

news do you get from social media? Do you believe it all? ! Leveled Question (1)
And which is better Instagram or Snapchat?


Ss will watch the seventh episode of Making a Murderer and ! Teacher models using the viewing
will need to fill in the Viewing Guide that breaks up the guide
episode into the following sections of evidence: Key found, ! Planned Support (viewing guide,
Car Log, Blood & DNA, FBI bias and Media Influence. videos, subtitles)
The T should make sure that the class understands these

sections and will stop the film after each piece of evidence to ! Leveled Question (3)
allow the students to determine how it helps Steven Averys
case.
Since this episode is important and longer than the others
there will be no Exit Response. Instead Ss must complete the ! Language-Focused Structured
right hand column. Various sentence stems have been Practice/Application (sentence stems)
provided and the T will instruct Ss about the difference
between because/by as they will need to be cognizant of this
difference of they will misuse the sentence stem.
LEVELED QUESTIONS:
Do you use social media a lot? Could you live without social Do you think you are addicted to
(yes/no) media? Why or why not? social media? Why/why not?
Do you read the news on social What type of news do you get How do you use social media?
media? (yes/no) from social media? Do you ever get your news from
social media?
Does this help Avery? (yes/no) Does this this strengthen Averys How does this evidence
case? (yes/no) strengthen Averys case?
Name: ______________________________
Viewing Guide: Framing Defense (Episode 7)
Bias in the Investigation: From the beginning of the Halbach investigation, Steve Avery seemed to be an
immediate suspect. (Manitowoc Officers were not supposed to be involved at all, but found some of the most
deplorable 1fragments of evidence. Complete the chart below by recording how the defense analyzes each piece
of the Avery Investigation. Then, explain how these examples would be helpful in strengthening Averys
defense.
Piece of Angle of the Defense Implications2 for strengthening Averys

Evidence defense - How does this HELP Avery?
Key Found LENK & COLBOURN volunteered to This helps Averys case because
TYSON join the search, even though the
Manitowoc police were told to stay away
from Halbach investigation
COULBOURN directly connected to This evidence strengthens Averys case because

Steves past
Car Log LENK never signed the log Nov. 5 This helps Averys case by
LENK, Wasnt sure of when he signed in, switches og, we could speculate that the key was pla
KUHARSKI, up the times nted. This helps to sup
COULBOURN
\
Blood & DNA DNA test results allowed in trial This evidence strengthens Averys case by
LENK, FBI LENK was responsible for submitting the
evidence fromerys first case. This is significan
Because
e...

1
Terrible, shockingly bad
2
The conclusion that can be drawn
No EDTA This helps Averys case because
FBI Bias Only some of the blood samples tested This evidence strengthens Averys case because
No trace of EDTA because they didnt This helps Averys case by

see it, or because it wasnt there
Media Kidnapping Charge This evidence strengthens Averys case by

Influence LENK was responsible for
Brendan Dassey Press conference This evidence strengthens Averys case by

LENK was responsible for
Lesson Plan (14)
Documentary Television Series by watching part of Episode 8 of Making a Murderer.
Essential Question:
personal identity?
SWBAT annotate a transcription from the SWBAT record important information on their
courtroom, identifying key information viewing guide after reading the transcription and
viewing the episode using language/short-hand
SWBAT apply the evidence they have collected in notes that they can understand
the annotated transcription and from the episode to
form their opinion SWBAT write and justify their opinion by citing
Informal: Annotated Transcription Informal: Viewing Guide
Formal: Exit Response Formal: Exit Response

Materials:
- SMARTboard
- Handouts (courtroom transcription, viewing guide, exit response)
- Episode 8
- Pencils
examine evidence presented in the trial and how it supported Steven Avery.

Pragmatic: Students will practice taking quick Speculate
notes while watching the documentary and then Redeem
use them to complete a written exercise in their
formal assessment.
Language Supports:
Linguistic Support: Sentence starters in Exit Response, transcription of conversation
Do-Now (10 minutes)

handout(s) for the class. Ss will take a seat and the following ! Differentiation (can work together or
adjust to class/get ready but will be expected either to ! Planned Support (visual support)
own ideas individually about it.
It is possible to change other peoples opinions of you once

theyve already established beliefs about who you are and
what you represent.
Do you agree or disagree with this statement?

Think about it in terms of Steven Avery.
Think about it in terms of Obama.


Ss will watch the final episode (for our class that is) of
Making a Murderer and will need to annotate a transcription
and complete a Viewing Guide that will prepare them for their
exit ticket.
Before viewing the final scenes of the episode, Framing !Planned Support (transcription before
Defense Ss will be asked to read and annotate a transcription viewing)
of the courtroom conversation before jurors determine the
verdict. They will be asked to consider the motivating factors
that contribute to Averys decisions and actions.
! Planned Support (viewing guide,
Following this the T will play the final episode. Ss will videos, subtitles)
complete their viewing guide while watching it.
develop their response,
The decision is I'm an innocent man and theres no reason
for me to testify, he says. Everybody knows I'm innocent. - ! Leveled Question (2)
Steven Avery
What do you think about Steves decision not to testify in ! Language-Focused Structured
court to prove his innocence? Speculate on and explain some Practice/Application (sentence stems
of the things that might have motivated him to stay silent and available for ELLS who may be
let his lawyers do the work of proving his innocence. Put in struggling to get started)
his position, what would you do with this opportunity to
redeem your character?
Explain your response.
LEVELED QUESTIONS:
Is this statement true or false? Do you agree or disagree with Do you think its possible to
this statement? change other peoples opinions
of you once theyve already
established beliefs about who
you are and what you represent?
Do you think it was smart that Do you think it was smart that What do you think about
Avery didnt testify? Avery didnt testify? Why or Averys decision not to testify in
why not? court to prove his innocence?
Do you think its important to In this situation would you What would you do with this
testify in court? testify in court? Why or why opportunity to redeem your
not? character?
Name: _______________________________________________
Directions: Before viewing the final episode, Framing Defense read and annotate the the following
transcription of the courtroom conversation before jurors determine the verdict. As you are reading,
consider the motivating factors that contribute to Averys decisions and actions.
Transcription from Courtroom, March 2007
(Jury not present.)
THE COURT: At this time we are back on the record, outside the presence of the jurors. All counsel and
the defendant are present. Mr. Strang, does the defense have any additional evidence it wishes to
present?
ATTORNEY STRANG: We do not, your Honor. We intend to rest, formally, before the jury next joins
us in the courtroom.
THE COURT: Very well, before we bring the jurors in the courtroom to inform them of that fact, the
defendant in this case has a right to testify if he wishes. And the Court wants to make sure that if he is
declining to exercise that right, that it is done so knowingly and voluntarily. Mr. Strang, have you raised
this issue with your client?
ATTORNEY STRANG: I have raised it with Mr. Avery; that is, Mr. Buting and I both have, jointly,
several times, probably beginning before trial and then during the trial.
THE COURT: Thank you. You can move the microphone over to Mr. Avery then. Mr. Avery, do you
understand that you have a constitutional right to testify in this case, if you wish?
THE DEFENDANT: Yes, I do.
THE COURT: And do you further understand that you have a constitutional right not to testify, if you
wish?
THE COURT: Do you understand that the decision whether to testify or not is yours to make?
THE DEFENDANT: Yes.
THE COURT: That means, you can listen to your attorneys and listen to their advice, but, ultimately, it's
your call; do you understand that?
THE COURT: Has anyone made any threats or promises to you to influence your decision?
THE DEFENDANT: No, they didn't.
THE COURT: Have you thoroughly discussed your decision with your attorneys?
THE DEFENDANT: Yes, I did.
THE COURT: And have you made a decision as to whether or not you wish to testify in this case?
THE DEFENDANT: Yes.
THE COURT: What is your decision?
THE DEFENDANT: My decision is, I'm an innocent man and there's no reason for me to testify.
Everybody knows I'm innocent.
THE COURT: Okay. So you wish not to testify; is that correct?
THE DEFENDANT: Yes.
THE COURT: Thank you. You may be seated.
THE DEFENDANT: Thank you.
THE COURT: Mr. Strang and Mr. Buting, have each of you had sufficient opportunity to thoroughly
discuss this case and the decision whether or not to testify with your client?
ATTORNEY BUTING: Yes, we both have.
THE COURT: And are each of you satisfied that he's making his decision not to testify knowingly,
intelligently and voluntarily?
ATTORNEY BUTING: Yes.
THE COURT: Very well, the Court finds that Mr. Avery's decision not to testify in this case is
knowingly and voluntarily made. I'm satisfied he's aware of his constitutional right to testify, if he
wishes. And he is knowingly and voluntarily declining the right to exercise the right to testify. Is there
anything else that either party wishes to address before we bring the jurors in?
____________________________________________________________________________________
Name: _______________________________________________
Viewing Guide: Framing Defense (Episode 8)
In preparation for todays exit ticket response, record notes on what the documentary chooses to include
and select from the transcription above. Use the space provided to respond to the following questions,
How does viewing Averys reaction alongside the transcription contribute to your understanding of his
decision to not testify?
Name: ______________________________
Exit Response: Framing Defense (Episode 8)
The decision is I'm an innocent man and theres no reason for me to testify, he says.
Everybody knows I'm innocent. - Steven Avery
What do you think about Averys decision not to testify in court to prove his innocence? Speculate1 on and
explain some of the things that might have motivated him to stay silent and let his lawyers do the work of proving
his innocence. Put in his position, what would you do with this opportunity to redeem2 your character?
Explain your response.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

1
Guess
2
Save
Lesson Plan (15)
Documentary Television Series by preparing for their final fishbowl assessment that will take place in
class the following day.
Essential Question:
personal identity?
SWBAT brainstorm ideas with their group for what SWBAT use their graphic organizer to record the
they will discuss during the fishbowl activity ideas brainstormed by their group

Informal: Participation Informal: Participation
Formal: Graphic Organizer Formal: Graphic Organizer

Materials:
- SMARTboard
- Handouts (graphic organizer, rubric, directions)
- Pencils
In the previous class students finished watching the docu-series Making a Murderer.
Language Function: Brainstorm ideas
Pragmatic: Students will practice taking effective Fishbowl
notes for the class discussion Participants vs. Observers
Relevant vs. Irrelevant comments
Personal Attack
Clarifying Question
Language Supports:
Linguistic Support: Printed Instructions
Graphic Support: Fishbowl Rubric, Graphic Organizer
Visual: Visual representation of fishbowl

Do-Now (5 minutes)
handout(s) for the class. Ss will take a seat and the following independently)
questions will be projected on the board. Ss will have time to
adjust to class/get ready but will be expected to either
discuss the questions with the person next to them, or gather
their own ideas individually about it.
1. What does a good discussion sound like/look like?

2. What is the individual's role in making a discussion
run smoothly?

Quick Share Out, T Explanation (15 minutes)
some to share out their thoughts. The T will then explain that ! Planned Support (rubric, printed
in the following class there will be a fishbowl activity. directions, visual)
Directions will be passed out and the following image will be
projected on the board,
The Ss will then receive the rubric that the T will use to score
them and the T will explain it in detail.
! Planned Support (heterogeneous

Instruction and Preparation (35 minutes) groups, graphic organizer)
The T will pass out the different questions (based on the
Essential Questions) that will structure the fishbowl activity.
They will then be able to work together to complete the
graphic organizer, locate evidence and prepare for the
following class.
Exit Response (5)
Before Ss leave they will be asked to turn and share out one of
their responses to a classmate. Graphic organizers will be
collected and saved for the following calss.
Name: _____________________
Making a Murderer Fishbowl Directions
1. Five seats are placed, in a circle, in the center of the room.
2. All other seats a pushed to the walls for seating for non-participants.
3. The five students in the circle, the fishbowl, are the only ones allowed to speak in the room.
There is to be no conversation outside of the circle. The teacher chooses the first students in the
circle, at random.
4. The students engage in a discussion choosing one of the questions to respond to.
5. Once a student in the circle has spoken, a student from outside the circle may come and tap that
student. The student in the circle must then give the one who tapped them their seat and return to
the outside observation seats. The new student may not be tapped until he or she has spoken at
least once.
6. Students, once removed from the circle, may return at any time.
7. The teacher does not participate in the discussion except to provide a new question or to
terminate an irrelevant, or inappropriate, line of discussion.

Name: _____________________
Making a Murderer Fishbowl Rubric
Positive Contribution Points
Makes a relevant comment 2 point
2 points
Uses supporting evidence/factual info to
strengthen argument
Asks a clarifying question to classmate 2 points
Positive: ______________
Negative Contribution Points off
Not paying attention while observing 1 point
Irrelevant Comment 1 point
Personal Attack/Interrupting 1 point
Minus: ______________
Total:
Name: _____________________
Making a Murderer Fishbowl Statements/Questions respond to them!
1.Steven Avery
received the
sentence he
deserved.
2.Was Steven
Averys identity
shaped
(influenced) by
his family? Did
this help or hurt
his case?
3.How did Steven

Averys
community shape
his personal
identity?
4.Did the court

protect Steven
Averys rights?
5.Is it possible to
change other
peoples opinions
of you once
theyve already
established beliefs
about who you
are and what you
represent?
Respond to this
question in
relation to Steven
Avery.
6.The media
ruined Steven
Averys chance at
having a fair trial.
8.If Steven Avery

had a higher level
of education he
would not have
committed the
crime.
8.Why do you
think Steven
Avery treated
poorly in court?
Is this ok?
9.Did Netflix do a
good job
representing
Steven Avery
case? Why or
why not?

Laura Schelble

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Exploring Rights and Institutions through Documentary Television Series

Lesson Plan (1)

Formal: Argumentative Essay Formal: Argumentative Essay

Evaluate multiple sources of information presented

Lesson Format (60 minutes) Support Structures

(1) Read and annotate the following two texts

Is the purpose of the American prison system to rehabilitate1 prisoners OR

3. Which statement best describes the central idea of this passage?

5. In paragraphs 3-7, the author is expressing the opinion that _______.

Topic: Is the purpose of the American prison system to rehabilitate prisoners OR

Evaluate multiple sources of information presented

Language Function: Argue a position

Lesson Format (60 minutes) Support Structures

(1) Read and annotate the following two sources.

Is the purpose of the American prison system to rehabilitate1 prisoners OR

3. Which statement best describes the central idea of this passage?

5. In paragraphs 3-7, the author is expressing the opinion that _______.

Topic: Is the purpose of the American prison system to rehabilitate prisoners OR

Language Function: Respond to Essential Questions

Pragmatic: During class/group discussions and Identity

Grammatical Competence: Students will need to

Writing Warm-Up (5 minutes)

To what extent are people a byproduct of their surroundings

Upon looking at the images displayed during class, these two

Level 3 (X, A) Level 4 (M) Level 5

SWBAT state and justify their response regarding

Language Function: Answer questions and analyze

Do Now (10 minutes)

As Ss walk in T will greet them while giving them the

Write out a thoughtful response that is detailed (specific) to

Things to THINK before you WRITE:

How to start: ! Language-Focused Structured

What do you know about being in jail? Even if youre not

Episode 1: Making a Murderer (30 minutes)

Ss will watch 25 minutes of Episode #1 (~10:00-35:00) and ! Planned Support (subtitles)

Small Group Discussion (10 minutes)

After completing the viewing, Ss will remain in their small

Law Enforcement: What are some of the specific ways that

Judicial Process: What are some of the inadequacies that

Post Viewing Response Exit Response (10 minutes)

Things to THINK before you WRITE:

- Does legal = right?

In my opinion, legality is/is not a matter of

Language Function: Reason using relative evidence

Lesson Format (60 minutes) Support Structures

1. In the case against Steve Avery, do you feel as though

Level 3 (X, A) Level 4 (M) Level 5

SWBAT make inferences about what the events

Language Function: Make inferences

Grammatical Competence: Students will need to

Lesson Format (60 minutes) Support Structures

Theyre not just going to hand Steven Avery $36

If Steven Avery was innocent and spent 18 years in prison,

Episode 2: Making a Murderer (30 minutes)

Based on the timeline of events and your reactions to Turning

Level 3 (X, A) Level 4 (M) Level 5

SWBAT find the definition of difficult words in

Language Function: Analyze and critique

Do you think the Manitowoc police force were honest during

Write down your answer OR share it with your shoulder

Writing Warm-Up (10 minutes)

Write a response to the Sixth Amendment of the Constitution,

What rights are Americans granted by this Amendment? How