Unit name / Tradition and Culture / Lesson / The Lottery
Lesson # / 4 / Teacher / KayceeEckhardt
CC Standards
for
English Language Arts / Reading Standards (page38)
RL9-10.10 - By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing Standards (page 47)
W9-10.9a - Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening Standards (page 50)
SL9-10.1 – Initiate and participate effectively in a range of collaborative discussion, building on others’ ideas and expressing their own clearly and persuasively.
Lesson plan: The Lottery
SECTION / TIME / SHIFT / DETAILDo Now
Revision / 5minutes / Academic vocabulary / How does the newer generation feel about the lottery? How do you know? (Use the text, obviously!)
TEACHER VS. STUDENT GAME!
- What is a protagonist?
- What is an antagonist?
- Who is more important – the protagonist or the antagonist?
Opening and connection / 2minutes / Evidence from text / Students have one minute in their groups to complete the Post it notes activity:
List all of the main characters and the important events that have occurred in the “The Lottery” so far!
Today we finish reading the story and discuss the symbolism in this text.
Introduction to new material / 25 minutes / Evidence from text
Academic vocabulary / Assign characters before reading.
Finish the text – read using cold calling, pause to ask questions in the margin– all students will answer in margin and be prepared to share.
DISCUSSION: What happens at the end of this story?
What makes this an IRONIC ending?
- Students write
- Students share with groups
DEFINE: Symbol: stands for itself and for something else, often shows up repeatedly in the text.
Guided practice / 10 minutes / Evidence from text
Academic Vocabulary / What symbols could be contained in “The Lottery?”
MODEL: Stones. Stones are hard, they rest in the earth, they are used to make gravestones. In this story they probably symbolize death because it says in the text that they stacked them up in order to kill someone.
It is NOT a symbol without textual evidence telling us so
MODEL how notes should be set up (work sheet projected on board)
Students discuss and brainstorm repeating names and objects at tables– what could some other symbols be?
CIRCULATE and support groups
Independent practice / 3minutes / Evidence from text / MAKE A LIST on the board
Closing and exit ticket / 5minutes / Evidence from text / Read poem (Strange Fruit) to students, allow 5 minutes to answer question on what is the symbol and identify evidence from the poem.