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SUBJECT: Language Arts

TOPIC: Short Story Unit (Analysis + Sentence Types)

UNIT: Simple/Compound/Complex
MATERIALS:

TOTAL TIME: 55 mins

CLASS: 803

LESSON OBJECTIVES:

• 32 Printed Short Stories of “Lamb to
the Slaughter” by Roald Dahl

• use a variety of simple, compound and complex sentence structures
to communicate effectively, and to make writing interesting.

DIFFERENTIATION:
• Two students sit in the library because there are not enough computers in the library they working on activities,
make sure that they are brought in for the Discussion and the Reading of “Lamb to the Slaughter”. They may
go back out to the library when working on Corrections/Silent Reading and the Venn Diagrams.

INTRODUCTION: DISCUSSION

• Go over common mistakes with last assignment “Tale of Three Brothers”

• People forgot to include the stem of the question in their answer
• Use more than one sentence to answer the complex and compound sentences.
This will help you include the stem in the question without affecting the
sentence itself.
• Place a comma in a compound sentence before the conjunction.
• Don’t forget periods at the end of sentences
• When answering question 7. If you say “Yes”, put a comma. Or say “Yes, one of
my predictions came true as I read the short story. I thought that all brothers
would be greedy, yet only the first two brothers were greedy.”
• Compound-complex instead of compound. 

“If I were to compare the first and the third brother, I would say the first
brother was power-thirsty and the third brother was very wise and humble”

TIME:
(5 mins)




ACTIVITY 1: CORRECTIONS

• Have students check their papers for errors and correct them.
• Those who have finished move on to silent reading.

(15 mins)

• (No exceptions here, students cannot be working on other material or playing
games on their computers. They must be either correcting their sentences or
silently reading their books)

ACTIVITY 2: READING “LAMB TO THE SLAUGHTER” BY ROALD DAHL

• Have students read “Lamb to the Slaughter” by Roald Dahl out loud.

(share speakers)
• Instruct students to underline or highlight the following key
information as they come across it:
• New character names
• Character descriptions
• How the story ends

• When students reach page 6, line 7 “All right, she told herself. So
I’ve killed him.” pause the lesson and have them write down a
prediction of what they think will happen next on the back of their
short story. Give them 3-5 minutes for this.
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(30 mins)

CLOSURE: DISCUSSION
• Give them option to do test on Friday November 29 or Tuesday December 3.
Let them know that they will have a health day in the middle and may forget
some of the information that they were given. Recommend Friday November
29, as this is sooner and they can get the test out of the way. They know
exactly what to expect.
• Make sure that students leave their copy of the short stories on their desk with
their names on the top of them.

ADDITIONAL ACTIVITY (TIME PERMITTING): VENN DIAGRAMS

• Explain to students what Venn Diagrams are on the board.
• Using two characters from the story, have the students compare
and contrast using describing words on the back of their copy of
the short story.
LESSON CRITIQUE:


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(5 mins)