Name
Subject
Emily Gould
English (12th)
Date
Start
Day 1
1:10
Stop
2:40
Virginia SOL
12.3.f Use knowledge of the evolution, diversity, and effects of language
Lesson Title
to comprehend and elaborate the meaning of texts.
Introduction to themes of oppressive government
Objectives
1. TSW complete the first two components of a KWL chart prior to the
reading.
2. TSW read the short story, “The Lottery”
3. TSW complete the third KWL component by discussing what they learned
about oppressive government
4.
Materials
Important Vocabulary
Introduction
Body
Hunger Games clip, copies of “The Lottery,” copies of the KWL
chart, pencils
“Oppressive government”
Class will begin with the teacher handing out copies of the KWL chart and
explaining that the students will be completing the chart in class today
alongside a reading of “The Lottery.”
Once the charts have been handed out, the teacher will ask students to
consider what they do or do not know about oppressive government. She will
instruct students to record their thoughts in the first two columns of the chart,
which are split between what the student knows and wants to know about this
theme. (10-15 min)
The teacher will then pull up a clip from The Hunger Games movie:
https://www.youtube.com/watch?v=e3PJ3Du_zDc (4:00)
The clip should prompt discussion about the situation of the scene. The
teacher should ask students to consider why Katniss and the rest of the people
in the districts must go through the yearly “reaping.” Students can volunteer
their thoughts to the class, but should be encouraged to record those thoughts
on the first two columns of the KWL chart.
The teacher will then hand out copies of the short story, “The Lottery” by
Shirley Jackson. The teacher will probably inquire whether students have
heard of the story or read it before now. The teacher will tell students that
they will be reading along to a recorded reading of the story. The teacher will
instruct students to annotate their text as they read along. Students should
look for critical moments and significant language.
The teacher will play the recording:
https://www.youtube.com/watch?v=BuXNyeC0YCY (~21:00)
Conclusion
Following the reading of “The Lottery,” the teacher will ask students what they
can tell, specifically, about the common elements that make an oppressive
government—is there fear involved? Where is it placed? How is that fear
instilled?
This can be a short discussion. Students should focus on recording their
thoughts in the third, “what I learned,” column on the chart to hand in.
The teacher will collect the KWL charts.
As an exit slip, students will write how well they understand the concept of
oppressive government.
Homework
No homework
Assessment
Effort put into the KWL chart. Do students exhibit an understanding of the
theme? Does the student display a deeper understanding in the L section from
the K section? What meaning did the student create from analysis of Jackson’s
language?
What did students write about their knowledge of oppressive government?
How does what they wrote on the exit slip compare to what they wrote on the
chart?
Reflection
Sources:
YouTube links
How did the class timing work? Were students engaged? Did students have
sufficient understanding of the assignments? Did students exhibit
understanding of the theme introduced?
KWL Chart: Oppressive Government
What I know about
oppressive government
What I want to know
about oppressive
government
What I learned about
oppressive government