LESSON DAY 2:
TITLE:
Focus on “The Lottery”
SUBJECT:
American Literature and Composition
GRADE:
10th
QCC(s):
2, 11, 27, 36, 41
GENERAL
OBJECTIVES: (IRA/NCTE standards for the English Language Arts)
Students will:
•
Read a wide range of print and nonprint texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world;
to acquire new information; to respond to the needs and demands of society and
the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works. (No. 1)
• Students read a wide range of
literature from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
(No. 2)
•
Apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context,
graphics). (No. 3)
•
Participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities. (No. 11)
•
Use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
(No. 12)
SPECIFIC
OBJECTIVES: (Georgia’s Quality Core Curriculum)
Students will:
•
Read critically, ask pertinent questions, recognize assumptions and
implications, and evaluate ideas. (Topic: Core Skills – L.A. 9-12 No. 2)
•
Use inferential comprehension skills (e.g., predictions, comparisons, conclusions,
implicitly stated main idea). (Topic: Core Skills – No. 11)
•
Analyze logical relationships in arguments and detect fallacies. (Topic:
Critical Thinking – L.A. 9-12 No. 27)
•
Engage in discussion as both speaker and listener, critically and constructively
interpreting, analyzing, and summarizing ideas. (Topic: Speaking/Listening – L.A. 9-12 No. 36)
•
Write in narrative, descriptive, persuasive, and expository modes with emphasis
on exposition. (Topic: Writing/Usage/Grammar – L.A.
9-12 No. 41)
PROCEDURES/TEARCHER
NOTES:
Daily Writing
Prompt: [10
minutes]
As
students enter the class each day they will be given a new expository prompt
either in a handout, written on the board or projected by an overhead. Students
will respond to the text by writing a paragraph.
Prompt:
"Statement"
by Martin Niemoller:
"In
Germany, they came first for the communists, and I didn't speak up because I
was not a communist. Then, they came for the Jews and I didn't speak up because
I was not a Jew. Then, they came for the trade unionists, and I didn't speak up
because I was not a trade unionist. Then, they came for the Catholics, and I
didn't speak up because I was a Protestant. Then, they came for me and by that
time, no one was left to speak up."
Question
the students will answer: Think about
what you have just read. Write an expository paragraph to turn in explaining
your response to the text.
Quick
Write: Students will create a fast response paragraph as quickly as possible.
When the students have finished their fast response, they should place it in
their class folder, put their pen/pencil down and remain quiet.
Overview of
main lesson:
Step
1: [10 minutes]
Introduction
– The teacher will start the lesson by asking students to
define the term scapegoating.
Step
2: [20 minutes]
When
a working definition is reached the teacher will then transition from the
definition into a discussion. For example: In “The Lottery” the sacrifice
ritual that takes place operates on the principle of "scapegoating".
How does "The Lottery" use scapegoating? What end result is desired
by the townspeople. Are there any examples in our current society of using
scapegoats?
Step
3: [20 minutes]
The
teacher will further the discussion by asking the class further questions:
Why
are the townspeople holding the lottery? Why don't they stop? Is this writing
style a type of horror? What type of atmosphere does Jackson create at first,
and how does that change?
Step
4: [25 minutes]
Students
will share what quotes they picked. The teacher will have the class discuss
whichever scenario occurred: great variation in the choice of quote, great
similarity in quote choice or closely split. Have them come to a conclusion on
why they think that was the result.
CLOSING:
Think about the fact that no one in the community attempted to stop the
lottery. Protest and lack of protest is something we will explore in our future
reading and especially in The Crucible.
MATERIALS:
Dry erase markers, copies of “The Lottery” by Shirley Jackson
ADDITIONAL
TEACHER NOTES:
If
students have strong opinions about what happened, then it means that the
simulation touched them in some way. Further questions should be explored.
a)
Did the withholding of information make the conclusion of
this story more disturbing for you?
SUPPLEMENTARY
MATERIALS: Students will provide their quote and reaction paragraph. Students
will need to have paper, pen/pencil.
EVALUATION:
Discussion:
Responses by students will illustrate understanding or lack of understanding of
“The Lottery” and the themes it explores.
Assignment:
Concrete assessment will come from the previous night’s homework, the
presentation of their quote in class, and their written explanation of their
choice that they will turn in for a classwork grade.
ACCOMMODATIONS: See accommodation sheet
REFERENCES:
Jackson,
Shirley. "The Lottery.” 1969. The Lottery. 22 Nov 2001.
http://mbhs.bergtraum.k12.ny.us/cybereng/shorts/lotry.html
Niemöller,
Pastor Martin. "Statement." Pastor Martin Niemöller. 22 Nov 2001.
http://serendipity.magnet.ch/cda/niemoll.html