Lesson Title: The Lottery-Shirley Jackson 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, identify, and use the literary devices foreshadowing and irony; 2) understand themes within, but not limited to, short stories regarding community, community, tradition, and sacrifice; and 3) use current knowledge relating re lating to the story to create a suitable alternative a lternative ending.
Learner Outcomes/Objectives: Outcomes/Objectives: Lesson will teach students to understand the importance of community, sacrifice, and tradition.
Illinois Learning Standards: Not yet modified to Common Core 1.B. 4a- Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources 1.B.i6-Clarify meaning of a text by focusing on the key ideas presented explicitly or implicitly 1.C.4b-Explain and justify the interpretation of a text 1.C.4d-Summarize and make generalizations from content and relate them to he purpose of the material 1.C.4g-Explain how story elements and themes contribute to the reader's understanding of the text 2.A.4b- Explain relationships between and among literary elements including character, plot, setting, theme, conflict, and resolution and their influence on the effectiveness of the literary piece 2.B.4b-Analyze form, content, purpose, and major themes of American literature and literature of other countries in their historical perspective 2.B.4c-Discuss and evaluate motive, resulting behavior, and consequence s demonstrated in literature 4.A.4b-Apply listening skills in practical settings (classroom)
Assessment(s) of student learning Discussion Vocabulary quiz Writing/journaling
Materials -Teacher's copy of “The Lottery” (unedited) -Copies of “The Lottery” for students (edited-student copies will not hav e 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 an d 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, commun ity, and sacrifice. Knowing the students' prior knowledge, aga in, 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 deep en 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
Preparation of Learning Environment The seating will be moved to create a more communal environment to add to the understanding of the theme used in the text. The black box will be used to create inquiry and suspense regarding the reading of the text. Possible management issues that may arise are lack of participation (negatively influencing the importance of community); failure of understanding of themes before/during/after reading; lack of
ability of communicate properly during reading; lack of engagement during unit/lesson. Readings will be edited (omission of ending to insure no student knows the conclusion). Readings will be handed out after initial discussion over theme and literary devices. Engagement will be secured through the suspense created by the box, dramatic reading, and voting. Students will need copies of the text, pencils, and paper. All materials supplied by the teacher will be distributed as needed throughout the lesson.
Lesson Focus: Motivation and Prior Knowledge Pre-assessment will look at the students' knowledge of vocabulary used in the text. It will also inquire about their knowledge and personal considerations on themes used throughout the text. This preassessment will secure and exhibit the students' prior knowledge so that modifications may be made to the initial lesson plan to insure that no student is left behind during the teaching of the lesson itself. Engagement during the lesson will come from the suspense that the lesson (text) itself holds along with the activity of the “box”, and the voting.
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.
Explanation and Practice Students will enter the room and probably have some concern as to why the seating has changed. Assure them that this ties into the reading and does, in fact, have a purpose. Allow them to sit anywhere. As they are getting seated, there will be questions regarding the black box in the center. Assure them that this will be explained. Once all students have been accounted for, pass out the scraps of paper. Instruct them to write their first and last name on the paper and put it into the box. This again will cause some questioning; assure them that it will all be clear at the end of the reading. Remind students that “we” are beginning a new short story (the vocabulary that they received before is the
vocabulary for this story). Once they have gotten out the vocabulary, begin by asking what the word “Lottery” means to them. After receiving multiple answers (be sure to try and include any ELL or known culturally different students for their input-may be very different from the US), move onto the themes definitions (community, sacrifice, tradition). Prompt students to allow the definitions to be student created while still adhering to the basic technical definition. This process will, hopefully, engage and make the definitions more personal for the students given them being of their creation. Once the students have a good understanding of the theme definitions, move onto the literary device definitions (foreshadowing and irony). Here again, allow students to create the definitions. Once the vocabulary portion is completed, move onto the reading. Students will need a copy (edited-see above Materials section) and their vocabulary definitions. Once students have the materials needed, the teacher can begin reading or take volunteers. Try and get the class involved in the reading (let them know that you are there to help if anything unfamiliar comes up). Pause throughout the reading to see if anyone has found any textual based examples of foreshadowing (explain they might not realize it until the end) and irony. If the class is cooperating well, once the reading reaches the dialogue part, see if any students will volunteer to read “parts”. Stop at the edited break in the story. Ask the students to take out a piece of paper or write on their discussion sheet (on the back) how they believe the story will end. Once everyone has written an ending (5-8 minutes), ask the students to volunteer their endings and share them with the class. Finish the ending with teacher copy. Ask students to write down their immediate reactions to the author's ending. Discuss any issues/questions that student's may have regarding the ending. Ask the students if they want to continue the tradition in the classroom (point to the black box). Discuss the importance of why communities had sacrificial traditions. Tell the class that “we” are going to conduct a vote to either abolish/keep our communities’ traditions. Make sure that they understand the importance behind the traditions (which can become superstitions). Vote!! Depending on how the vote goes, depends on if the “box” is opened or not. If the box is opened, decide what the “punishment” will be for the name drawn. Ask the student whose name is drawn how they feel about “tradition” now. Give students their copies of the ending. Homework will be looking for and textual based references of foreshadowing and irony (3 each).
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
1. 2. 3. 4. 5. 6. 7. 8. 9.
Place the black box in the middle of the room Tell students that it will be explained as they go through the lesson Have students write their name on a scrap of paper Place the paper into the box Leave until reading is finished Discuss the importance of community and traditions Vote on whether or not to continue the “lottery” Depending on vote pull a name from the box Give “winner” the “consequence”
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. Example of what they should have- not necessarily in chart form. John-Dad Jane-Mom Beth-Mom Dave- Dad Todd- child (6) Kate- child (11) Ben- Child (14) Carol –Mom Emily –Mom Seth- child (9) Renee- Child(9) Sarah-child(16) Tracy-child (6) Bob-child (7) Kevin-child (8) Tara-child (14) Smith Borden Chopin Eliot Traditional Dad-broken Dad- “won” Traditional leg last years lottery Erase the prompts for the generating family assignment.
Sue-Mom Rick-child(2) Lee –child (8) Nick-child (4) Faulkner Killed in farming accident
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 oneand 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 workfocusing 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.)
Vocabulary for “The Lottery” Lottery Vocabulary: Profusely disengaged petulantly reprimand wonderingly surveyed hesitated conducted boisterously scold paraphernalia lapsed perfunctory
Vocabulary Quiz
Name_________________Hour____
Spelling and Matching (2 points each) a. Amazed admiration ____1.____________________________ _____2.___________________________________
b. Assorted objects; Things characteristic of something
c. To correct someone for _____3.___________________________________ doing something wrong _____4.___________________________________ d. Generous in giving _____5.___________________________________
e. To be slow to act f. To do or run something
____6.____________________________ ____7.____________________________
g. noisy, energetic, and rowdy
____8.____________________________
h. a person who criticizes; to tell someone off
____9.____________________________
i. Expired
____10.___________________________
j. Physically or mentally disconnect or detach yourself from another
____11.___________________________
____12.___________________________
k. Done as part of a routine; hastily
l. Look at something _____13.__________________________________ carefully; to consider 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._________________________________________________________ ___________________________________________________________ ___________________________________________________________
Vocabulary Quiz
Name_________________Hour____
Spelling and Matching (2 points each) a. Amazed admiration __D__1.__ Profusely __ __J__2.___ disengaged ____
b. Assorted objects; Things characteristic of something
__M__3.__ petulantly _____
c. To correct someone for doing something wrong
__C__4.__ reprimand _
d. Generous in giving
__A__5.__ wonderingly____
e. To be slow to act f. To do or run something
__L__6._____ surveyed __E__7._____ hesitated
g. noisy, energetic, and rowdy
__F__8._____ conducted
h. a person who criticizes; to tell someone off
__G__9._____ boisterously
i. Expired
__H__10.___ scold
j. Physically or mentally disconnect or detach yourself from another
__B_11.____ paraphernalia k. Done as part of a routine; hastily _I__12.___ lapsed __K__13._____ perfunctory
l. Look at something carefully; to consider 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._________________________________________________________ ___________________________________________________________ ___________________________________________________________
