Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
- Students will be able to analyze how tradition influences the behavior of the villagers through marking and categorizing specific lines from the text and lines of dialogue.
- Students will able to summarize the development of tradition in Shirley Jackson's "The Lottery" and analyze how rituals and tradition changes over time noting how the changes are conveyed through character, setting, and plot in a one to two paragraph written response.
- Students will be able to create, pose, and respond to each other's questions regarding "The Lottery" through the use of the Socratic Seminar structure.
Prior Knowledge: What prior knowledge should students have for this lesson?
- Students should have knowledge of the terms tradition and ritual. Students should be able to discuss and provide examples of traditions and rituals from their own various cultures.
- In order to ensure success in comprehending academic vocabulary, students will activate background knowledge on key vocabulary words by examining the word and context clues. Academic vocabulary to activate background knowledge and make predictions: ritual, profusely, assembled, boisterous, reluctantly, conducted, jovial, shabbier, paraphernalia, chant, soberly, petulantly, and stoutly.
- Students will activate prior knowledge and make predictions of word meaning by utilizing the Tea Party strategy. See instructions in "The Lottery" activities handout and resources in "The Lottery" Vocabulary handout.
Guiding Questions: What are the guiding questions for this lesson?
How does tradition and ritual influence behavior?
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will model and think aloud marking the text while reading. The teacher will say, "Today you are going to read a short story called "The Lottery" by Shirley Jackson. Good readers think actively about what they are reading while they are reading, so today I will model how to think actively about reading while marking the text. When you read the text, you will need to think about whether or not the villagers are staying faithful to their traditions by marking the text with a "T" or whether they are straying from their traditions by marking the text with a "C" in the right hand margin. Remember no two people will mark the text exactly the same. The purpose is to think actively about what the text is saying while you are reading."
2. The teacher will read the first paragraph aloud and model how he or she would mark the text in the right hand margin. The teacher reads the first sentence and second sentence. After the second sentence, the teacher states, "I will place a T next to this part of the sentence in the margin because it reveals a specific date and time requirements for conducting the lottery (the lottery had to be started on June 2nd)."
3. Teacher will ask for student volunteers to assist in marking the second paragraph. Depending on student responses, the teacher can continue to model and think aloud marking the text and soliciting student volunteers or allow the students to read the remainder of the text.
4. Depending on the level of the students, the students will silently read the text, partner read the text, or listen to the text stopping intermittently to mark the text.
5. Once students have finished reading the text, they can share and discuss their best examples of staying faithful to tradition and straying from tradition.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Students will then respond to the focus question by writing a one paragraph response in "The Lottery" close read student handout resource.
2. Students will re-read (or skim – depending on the level of the students) the text in order to complete the directed note-taking handout (see "The Lottery" Close read student handout resource). Students will review the practices in the lottery and determine whether it is faithful to tradition or strays from tradition. Students can work in pairs or independently.
3. Question generation is a powerful comprehension strategy; thus, students will use higher order question stems in order to develop three of their own legitimate questions about the text. Questions could be unanswered in the text or ambiguous in the text. Each student needs to write three questions. Question stems are provided for student use.
4. Once students have written down three questions in the "The Lottery" close read student handout, they will share their questions with a small group. Each group will briefly discuss the questions, and students will write down their best question on a post-it note.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Using their best questions, students will participate in a Socratic Seminar. Socratic Seminar rubric and detailed description included in "The Lottery" activity resource.
Socratic Seminars are student led inquiry based and question oriented discussions. The teacher serves as a time keeper and a reminder of protocols, but the teacher is not an active participant in the discussion. "Correctness" is not stressed, but rather inquiry and meaning making are valued in this process. Teacher poses a focus question and refers to it again if students get off track; however, student questions and responses drive the conversation.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After students have participated in the Socratic Seminar, they will revisit the focus question and write a new response. Revised focus question responses will serve as a summative assessment. Responses should introduce a clear argument, support argument with at least three logical pieces of text evidence, and provide the reader with a sense of closure.
The teacher will determine if students have mastered the specified skills by reading their revised response to the focus question. The response must introduce a claim, provide at least three pieces of logical text evidence for support, and give the reader a sense of closure. Responses will range from one to two paragraphs in length.
Students will answer a question in writing immediately after reading "The Lottery." The question is: "How does tradition influence the villagers' behavior?"
After the second read, students will sort and categorize text evidence in a graphic organizer to answer the question, "What aspects of the lottery have maintained true to tradition or have changed over time?" Students will discuss their responses with a partner.
Feedback to Students
Students will receive feedback from their peers and their teacher while they are marking the text and completing the directed-note taking component. Students will work with peers during these assignments.