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Grade Level: Junior level-11th grade (can be modified to fit any secondary level grade)
Subject: English III
Time Frame: 2-3 day lesson (50 minute periods)
Rationale
Students will be able to 1) understand, identify, and use the literary devices foreshadowing and irony;
2) understand themes within, but not limited to, short stories regarding community, tradition, and
sacrifice; and 3) use current knowledge relating to the story to create a suitable alternative ending.
Learner Outcomes/Objectives:
Lesson will teach students to understand the importance of community, sacrifice, and tradition.
Materials
-Teacher's copy of “The Lottery” (unedited)
-Copies of “The Lottery” for students (edited-student copies will not have the final section during
reading, they will get the final section after the reading is completed) Cut student’s text off at “"All
right, folks." Mr. Summers said. "Let's finish quickly."
Materials for activity
-Slips of paper for names to be written on
-Black box
-Quizzes
-Discussion guide
-Whiteboard/Markers
-Pre-test
References:
Jackson, Shirley. "The Lottery," The New Yorker, June 26, 1948, p. 25 (original printing)
Jackson, Shirley. “The Lottery”. www.classicshorts.com/stories/lotry.html
Strategies
Classroom Management
*Volunteer for reading/Going around by rows
Literacy
*Pre-test on prior knowledge over vocabulary/themes
*Discussion over prior knowledge on themes
Pre-Assessment:
A quiz focusing on challenging vocabulary within the text and discussion question about individual
feelings regarding the themes found in the lesson. This pre-assessment will allow for understanding of
students' ability to understand challenging vocabulary and determine meaning through its usage in the
sentence. This pre-assessment relies on prior knowledge and the lesson allows for a building and
expansion of the prior knowledge.
Another pre-assessment needs to address students' prior knowledge on literary themes present
throughout the text. This assessment will give teacher a better understanding of the prior knowledge of
the students regarding literary associated with the themes of tradition, community, and sacrifice.
Knowing the students' prior knowledge, again, allows for the lesson to be part of a building process.
What the students know about the themes can now be used as a platform to build upon a deeper
knowledge and understanding regarding the themes. Given that the students may have very limited and
superficial understandings regarding the themes, the ability to deepen the understanding of themes
comes from the pre-assessment of the students' literacy skills.
A last inquiry to be made needs to come about during the discussion of the text itself. Knowledge
gained during this pre-assessment will determine whether on not the alternative activity (reenactment
of story) will cause too much mental/emotional stress on the students. This assessment needs to
address the deeper understanding of the story and the themes that lie within. Only if the students have
a complete understanding of tradition, community, and sacrifice should the reenactment take place.
Modifications:
2 Quizzes- one standard and one modified for remediation
Reading of text by teacher/students (with clarification if needed during reading)
Reading of quiz offered for students in need of this modification
Vocabulary introduced before reading to make reading easier for students
Lesson Focus:
Instructional Plan
The class will enter the classroom and seats will already be in the circular arrangement (not normal for
the classroom). A black box will be situated inside of the circle. Students will be asked to take a seat,
anywhere that they like. We will start the lesson, once all students have entered the room and taken a
seat, by writing their name on a scrap of paper. The teacher will tell the students that this will be
explained later (depending on the speed of the class this suspense could be drawn out for as little as one
class period to as much as three class periods). The themes and literary devices will then be gone over.
Each class will construct their own definition of tradition, sacrifice, and community. These definitions
will need to adhere, somewhat, to the following:
Tradition: the handing down of information, beliefs, and customs by word of mouth or
by example from one generation to another without written expression
Sacrifice: destruction or surrender of something for the sake of something else
Community: the people with common interests living in a common area
Students will also help define and identify the literary devices:
Irony: the use of words, expressions, or emotions to express something other than and
normally something opposite of the real meaning
Foreshadowing: suggesting, hinting, indicating, or showing what will occur later in a
narrative. Often provides hints about what will happen next
As a class, the story will be read aloud. Pausing to allow considerations and questions as needed. The
need of the circular seating will, in hopes, parallel the importance of community in the reading.
Through the discussion of importance of community, this lesson will also lessen any apprehensions
about taking part in the discussion and all students will participate.
Demonstration
The teacher needs to model specific behaviors desired during the course of this lesson. Reading
aloud will probably be the most desired behavior modeled. The use of student created definitions will,
hopefully, help the students feel as though they are part of the creators of the lesson. Acceptance will
be another modeled behavior, given that if one is part of communal whole, the good of the whole is
more important than the good of one.
Activity
Please get approval from administration before attempting this activity.
The activity used for to understand the importance of community, sacrifice, and tradition will be
the “black box” activity, the voting activity, and the discussion that precedes the voting.
Materials needed:
Teacher will need:
Black Box
Torn up lunch bags (brown)
Sponges painted to look like rocks
Stool
White Board/Markers
Students will need:
Paper
Pen/Pencil
This activity should take place after the completion of the reading of “The Lottery”. (See lesson plan.)
Desks need to be arranged in rows. Open the day with any questions that the students may have
regarding the previous day’s discussion. (Try to make sure any misunderstandings, concerns, or fears
have been resolved.) After the students have assured you that they are comfortable with the story, tell
them that we are going to reenact the story. Many students’ fears may return. Know that this is normal
and the goal of the reenactment. The desired outcome is for students to feel the anxiety and emotions
related to the story.
Tell the students that the rows that they are in are their families. Write on the board the things they
need to do to prepare for the reenactment:
1. Family name
2. Ages of members
3. Reason male Head-of-Household missing
***If the first seat is occupied by a male and a female is somewhere in the row, the family is traditional
in having the male member draw in the first round.
***If the first seat is occupied by a female, the male head-of-household is missing. They need to
decide why he is not present.
***DO NOT ALLOW them to make up unreasonable excuses for his absence.
Go row by row and ask for the family name, ages, and why father not present if row dictates this.
Write all of this on the board. (Should look like chart above.)
After all of the rows have given family dynamics, make a big scene of getting out “the box”. Have the
stool sitting in the front of the classroom. Ask the students while placing the box on the stool if the
remember the description of the stool. (3 legged stool). Place the box on the stool.
Ask the students if they remember how the lottery is conducted- alphabetically.
Proceed this way and have each of the representing Head-of-households come forward and draw from
the box (make sure to put exact number of papers needed into the box-one bearing the “black spot”.
Remind them not to look at the papers until everyone has drawn.
Once the first drawing is finished, give them time to “worry” and then have them open their papers.
Give them time to react.
Ask the head-of-household how many members are in their family. Place that number of papers into
the box (discard the rest into the “rock” box), making sure to have the “black spot” paper in as well.
Ask the students how this part of the lottery was conducted-youngest to oldest.
Bring the family members up to draw by this process. Remind them not to open the papers. Once all
of the “members” have drawn, again give them time to “worry”. Have them open the papers all at
once. The winner needs to stay at the front, the others may return to their seats.
Walk around the class with the box of “rocks”. Have the students take out rocks (you will let them
know when it is okay to throw them). (Make sure to have different sizes and more than enough if
students choose to take more than one.) Also, be sure to have some of the discarded papers in the box.
After the students have taken their rocks, ask if anyone noticed anything in the box-the papers. Ask
them why this is relevant (the papers mixed with the rocks in the story). Also, ask them who took one-
and why. Two- and why. Three or more- and why. (Careful!!!! Some students may have done this out
of anger/hate. Do not allow this to turn into a revenge act!!!) Ask them about the different sizes of
rocks in the story. Before they throw them, ask what happens in the story: how many start the stoning?
(One-hits Tessie in the head- the student that answers gets to throw the first stone). Next prompt,
“What were the last words of the story?” (and then they were upon her). Get out of the way and let
them complete the stoning.
Extension Activities
This lesson could be extended to further enhance student learning by having the students
analyze the entire text and showing all references made to the ending (foreshadowing) and ironical
voice. This could be an assignment that can be taken to a very shallow or very in depth critical analysis
depending on the independent capabilities of each student. Therefore, this is a very manageable
assignment in regard to creating a broad spectrum of workable scaffolding.
Another extension would be a creation of “What happens next” for the citizens of the
community in “The Lottery”. Students could decide, on a personal level, whether or not the “lottery”
should continue. This assignment needs to have a definite standpoint with good supporting evidence.
Again, this assignment can be scaffolded to meet different capabilities of individual students. The
writing assignment needs to attend to the importance of the themes discussed during the lesson
(community, sacrifice, and tradition). Textual referencing is necessary to fully support any standpoint
that the student decides to take.
Closure
The actual closing of the lesson will depend on the depth desired by the presenting teacher. The
lesson could end in many ways. 1) A closing discussion regarding the understanding of the themes and
devices learned throughout the lesson, creating a tie-in for the next lesson (more short story work-
focusing on different themes and devices used in short story forms). Testing/quizzing over the material.
Turning in of a completed discussion guide for grade. 2) A writing assignment following the
guidelines described in the “extension activities”. 3) A day to present their own individual views
regarding the actual/self-created ending to “The Lottery”.
In any case, the students will be required to continue to consider the importance of the themes
introduced in the lesson for purposes of testing and/or final exams. Thematic understanding is of
importance given it's embedding in virtually every text. (This understanding of theme can be
exemplified by introducing the notion of almost standardized inclusion of theme into all media genre.)
a. Amazed admiration
____1.____________________________
b. Assorted objects; Things
characteristic of something
_____2.___________________________________
c. To correct someone for
_____3.___________________________________ doing something wrong
e. To be slow to act
_____5.___________________________________
f. To do or run something
____6.____________________________
g. noisy, energetic, and
____7.____________________________ rowdy
____9.____________________________ i. Expired
m. Ill-tempered or sulky in
manner
Choose 5 of the vocabulary words and write one sentence for each
word. Be sure to use context clues within the sentence as to hint to
the meaning of the vocabulary word used.
(3 points each)
1._________________________________________________________
___________________________________________________________
___________________________________________________________
2._________________________________________________________
___________________________________________________________
___________________________________________________________
3._________________________________________________________
___________________________________________________________
___________________________________________________________
4._________________________________________________________
___________________________________________________________
___________________________________________________________
5._________________________________________________________
___________________________________________________________
___________________________________________________________
Vocabulary Quiz Name_________________Hour____
a. Amazed admiration
__D__1.__ Profusely __
b. Assorted objects; Things
characteristic of something
__J__2.___ disengaged____
c. To correct someone for
__M__3.__ petulantly_____ doing something wrong
e. To be slow to act
__A__5.__ wonderingly____
f. To do or run something
__L__6._____ surveyed
g. noisy, energetic, and
rowdy
__E__7._____ hesitated
h. a person who criticizes;
__F__8._____ conducted to tell someone off
j. Physically or mentally
__H__10.___ scold disconnect or detach yourself
from another
__B_11.____ paraphernalia
k. Done as part of a routine;
hastily
_I__12.___ lapsed
l. Look at something
carefully; to consider
__K__13._____ perfunctory
something
m. Ill-tempered or sulky in
manner
Choose 5 of the vocabulary words and write one sentence for each
word. Be sure to use context clues within the sentence as to hint to
the meaning of the vocabulary word used.
(3 points each)
1._________________________________________________________
___________________________________________________________
___________________________________________________________
2._________________________________________________________
___________________________________________________________
___________________________________________________________
3._________________________________________________________
___________________________________________________________
___________________________________________________________
4._________________________________________________________
___________________________________________________________
___________________________________________________________
5._________________________________________________________
___________________________________________________________
___________________________________________________________