“The Lottery" Unit Plan
Let's start with "The Lottery" summary.
On June 27, in a village of 300 people, the townsfolk gather. The kids gather stones before
gathering. Other gatherings are gathering in other towns, where one can presume kids are also
gathering stones before the gathering. Not all towns continue to hold these gatherings on June
27, leading to much scoffing from the folks in this village gathering on what apparently is an
annual gathering day.
At this gathering, there is a lottery—as made obvious in the title. Apparently the lottery that takes
place during this annual gathering requires the presence of the entire town. They gather,
apparently, so they can draw slips of paper from an old black box.
There’s a lot of talk at the gathering about rules and who draws for whom and whether or not a
new box is needed and whether or not to get rid of the lottery and its necessary gathering on the
annual gathering day because other towns have done so.
Right as the reader is about to stop reading the tedious dialogue of the townspeople and reread
The Hunger Games, a winner of the lottery is declared.
It’s Tessie Hutchinson.
The townspeople grab stones and kill her.
"The Lottery" Analysis and Lesson Ideas
 Setting. Understanding the theme of the story requires an understanding of setting. The
story takes place in a small (seemingly) peaceful town on a beautiful summer day.
Everyone in town knows everyone else. The story’s setting contributes significantly to
the ironic shock at the end.
 Irony Speaking of ironic shock, this story is full of irony, most of it situational, although
I’m sure you could find some dramatic and verbal irony if you looked hard enough.
 Characterization. Although there’s not a whole lot of depth to any of the story’s characters, it is probably more than a coincidence that the only person to show up late and show
irreverence to the lottery is the one who is killed. And what’s up with Old Man Warner
and his superstitious clinging to the town’s barbaric tradition? And why is Mr. Summers
given so much power?
 Symbolism. There is a deeper meaning to the eerie tale of a small town tradition. Some
claim the story is an attack on small town traditions; some claim its anti-religious; some
say it’s a warning about blindly following traditions. Perhaps the stones represent gossip?
Mr. Summers, perhaps, represents the dangers of big government; Old Man Warner is the
embodiment of the status quo. Use a symbolism chart to help students think through and
analyze symbolism.
 Themes. Themes in “The Lottery” include the dangers of blindly following tradition, the
randomness of persecution, and the randomness of life.
 Suspense. Jackson creates suspense through foreshadowing and pacing. Use the accompanying foreshadowing chart to help students analyze foreshadowing and suspense.
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
A Suggested Approach to Teaching “The Lottery”
What’s being offered here is merely a suggestion for incorporating all the assignments in this unit. As you
read “The Lottery” as a class or as individuals (or both), instruct students to annotate. The method you
choose depends largely on the abilities of your students and your strengths as a teacher. Here are
options.
1. Read the story aloud in class, instructing students to take notes and guiding them when
appropriate.
2. Read the story aloud in class and have them annotate afterward.
3. Assign the story to read in class and have students annotate.
4. Assign it as homework and have students annotate (make sure they are familiar with
annotating).
Procedures.
1. Follow the instructions for how to annotate a short story below. This should take at least one
class period. If done well, these annotations will serve the student well while completing the
assignments and graphic organizers that follow.
2. There are several graphic organizers included in “The Lottery” Unit. Depending on ability,
students can complete them at home, in class, or in groups. Experience shows that a mix of
methods works well. Here’s a sample unit timeline:
a. Day 1: Read the story. Discuss.
b. Day 2: Annotation
c. Day 3: In groups of 4, complete the foreshadowing handout.
d. Day 4: In groups or individually, complete the irony handout and assign the symbolism
handout for homework.
e. Day 5: Quiz/Essay
3. Revel in the admiration of your coworkers. Of course, the above is just a suggestion. Adjust
pacing and methods to accommodate as many students as possible.
4. I included two essay rubrics that are pretty much the same. The first one is a rubric for writing a
symbolism analysis of the story, which focuses on symbolism (which you probably figured out
already). The second is a straight literary analysis that would incorporate any or all of the literary
aspects of the story.
5. Of course, we can get creative, too. That’s why I threw in my favorite short, sweet, and easy to
grade Twitter writing assignment.
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ELA Standards Covered
These are just a few of the standards you can cover while teaching Shirley Jackson’s “The
Lottery” Tweaking or adding to the assignments herein will add more standards and help
students practice more skills. Since most of the 9th and 10th grade standards align with the 11th
and 12th grade standards with slight adjustments, these lessons can cover the entire range of
common core objectives, regardless of grade level.
1. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
2. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal
or informal tone).
4. RL.9-10.5 - Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
5. RL 9-10.6 Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
6. RL 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
7. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed).
8. RL 11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
9. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
10. W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis
of content.
11. RL.9-10.3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
12. W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
13. W 9-10.3 d - Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
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How to Annotate a Short Story
1. Choose a short story. Make copies of it. Make sure there is plenty of room in the margins. For
demonstration purposes, you’ll want a short short story.
2. Project the story on the white board.
3. Read the story as a class.
4. Instruct students to identify the following elements and make notations: figurative language, images, symbols, sound devices, key words, tough vocabulary, pretty much anything literary, anything important, and definitely anything both literary and important.
5. Instruct students to circle any part of the story that stands out, confuses them, or is important (I
know I’ve already said this, but it’s that important).
6. Write questions in the margin; highlight unusual words; mark phrases that indicate the story’s
theme.
7. Determine the story’s theme and draw arrows to the parts that support the theme.
Assume the Best
Don't assume students will find this activity boring. Most often, they are pleased they get to think through
a story without the pressure of being "right or wrong." Encourage them to write whatever comes to mind.
Use these lesson plan procedures to get the most out of the assignment.
1. Go over the instructions for annotating a short story
2. Instruct students to annotate the story. Give them enough time to come up with at least a few intelligent notations.
3. Hand a white board marker to a student and have him or her identify something literary. Because
you want to get off to a good start, choose a student that’s really smart or as you’re looking about
the room, find a good answer and “randomly” hand the student with the good answer the marker.
4. Choose a different student to mark another specific aspect of the story. Repeat as often as necessary. For “The Lottery,” you’ll definitely want to look at examples of irony, symbolism, suspense,
imagery, and whatever else strikes your fancy.
5. Make sure to do plenty of cartwheels and whooping and hollering for good notations.
6. Ask for volunteers to come up and add anything they wish to the board annotations. They may be
shy at first. If so, throw the marker and choose the student it lands closest to. You can also chuck
the marker at an annoying student’s head and pretend it was an accident (not recommended for
job security).
7. You may have anywhere from 1-5 students at the board at once while the remainder of the class
continues writing on their own slice of paper.
8. Feel free to make a few annotations yourself to keep things rolling. It's important to encourage
students. Acknowledge all efforts with appreciation. And cartwheels.
9. Revel in the words of master authors.
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Analyzing Irony in “The Lottery” Lesson Plan
Standards
1. RL 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
2. RL 9-10.2 Determine a theme or central idea of a text and analyze in detail its develop-
ment over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
3. RL 9-10.6 Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
4. RL 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
5. RL 11-12.6 Analyze a case in which grasping point of view requires distinguishing what
is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Procedures
This lesson is best done after you read “The Lottery.”
1. Discuss irony. The graphic organizer handout lists the basics of irony and is sufficient for
successful completion of the lesson’s objectives.
2. Find examples of irony in “The Lottery” and copy them in the chart.
3. Identify the type of irony and write it in the chart.
4. Interpret the irony and explain its significance to the overall meaning of the story.
5. Discuss student discoveries with a small group and/or full class discussion.
6. Optional: Write an analysis of irony in “The Lottery.”
Assessment
The chart is an excellent opportunity to practice and discuss the lesson’s stated objectives. In
most cases it should be considered a formative assignment. Advanced students may write an
irony analysis as a summative assignment. Use the literary analysis rubric to help you grade.
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Analyzing Irony in Literature
Irony is the contrast between what is expected and what is real. The three primary types of irony in
literature are situational, verbal, and dramatic.
Situational Irony: When what happens is the opposite of what is expected. Most of the
examples in “The Lottery” fall into this category.
Verbal Irony: A contrast between the intended meaning of what is spoken and what the
apparent meaning is to the hearer.
Dramatic Irony: When the audience knows something a character does not.
Directions: Fill in the chart below. In the left column write a specific example of irony from “Lottery.” In
the middle column write the type of irony in your example. In the right column explain the significance
of the example.
Specific Example
“The morning of June 27th was clear
and sunny, with the fresh warmth of a
full-summer day; the flowers were blossoming profusely and the grass was
richly green. The people of the village
began to gather in the square, between
the post office and the bank, around
ten o’clock”
Type
Explanation
Situational
The story’s setting indicates a pleasant tale
of a town gathering for its annual festival.
The purpose of the gathering is anything but
pleasant.
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Analyzing Irony in Literature
Irony is the contrast between what is expected and what is real. The three primary types of irony in
literature are situational, verbal, and dramatic.
Situational Irony: When what happens is the opposite of what is expected. Most of the
examples in “The Lottery” fall into this category.
Verbal Irony: A contrast between the intended meaning of what is spoken and what the
apparent meaning is to the hearer.
Dramatic Irony: When the audience knows something a character does not.
Directions: Fill in the chart below. In the left column write a specific example of irony from “Lottery.” In
the middle column write the type of irony in your example. In the right column explain the significance
of the example.
Specific Example
“The morning of June 27th was clear and
sunny, with the fresh warmth of a fullsummer day; the flowers were blossoming profusely and the grass was richly
green. The people of the village began to
gather in the square, between the post
office and the bank, around ten o’clock”
“…some people believed that the official
of the lottery used to stand just so when
he said or sang it, others believed that
he was supposed to walk among the
people, but years and years ago this part
of the ritual had been allowed to lapse.”
“Next thing you know, they’ll be wanting to go
back to living in caves, nobody work anymore, live
that way for a while. Used to be a saying about
Lottery in June, corn be heavy soon. ‘First thing
you know, we’d all be eating stewed chickweed
and acorns. There’s always been a lottery,” he
added petulantly.”
“"It isn't fair, it isn't right," Mrs.
Hutchinson screamed, and then they
were upon her.”
“Bill Hutchinson was standing quiet, staring
down at the paper in his hand. Suddenly,
Tessie Hutchinson shouted to Mr. Summers.
“You didn’t give him time enough to take any
paper he wanted. I saw you. It wasn’t fair!”
Type
Explanation
Situational
The story’s setting indicates a pleasant tale of
a town gathering for its annual festival. The
purpose of the gathering is anything but
pleasant.
Situational
Situational
Situational
Verbal
Although this is supposed to be a strict
ritual, the villagers had no problem letting
certain parts of the ritual go by the
wayside, but “they still remembered to
use stones.”
Old Man Warner speaks of how
primitive it would be to not have a
lottery, how barbaric. In reality, the
lottery is about as barbaric as it gets.
Actually, the lottery is perfectly fair. Each
person, theoretically, has an equal chance
of “winning.”
The irony here is that Tessie had told Bill to
hurry up and get his paper when his name
was called earlier. What Tessie really means is
“This lottery sucks because my family lost.”
Everyone, including Tessie, knows it’s fair.
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Analyzing Foreshadowing in “The Lottery” Lesson Plan
Standards
1. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
2. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its devel-
opment over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. L.9-10.6 Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension or expression.
4. RL.9-10.5 - Analyze how an author's choices concerning how to structure a text, or-
der events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Procedures
This lesson should be done after you read “The Lottery.” These procedures should be taught in
conjunction with the Foreshadowing in “The Lottery” handout provided.
1. Distribute the Foreshadowing in “The Lottery” graphic organizer.
2. Discuss suspense. Go over the methods writers use to create suspense, namely fore-
shadowing.
3. Find specific examples of foreshadowing in “The Lottery.”
4. Explain the foreshadowing and discuss how it does or does not contribute to sus-
pense in the story.
5. Discuss student discoveries with a small group and/or full class discussion.
6. Optional: Write a foreshadowing analysis of “The Lottery.”
Assessment
The graphic organizer provided is an excellent opportunity to practice and discuss the lesson’s
stated objectives. In most cases it should be considered a formative assignment. In order to determine individual student mastery, there are questions on the short story quiz (included).
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Foreshadowing in “The Lottery”
Suspense: Anxiety or apprehension resulting from an uncertain, undecided, or mysterious
situation. Writers use the following to create suspense: (1) Pacing: advancing or developing
something at a particular rate or tempo; (2) Dangerous action: self-explanatory; (3)
Foreshadowing: a literary device in which the author gives clues as to what will happen later.
Directions: Jackson furnishes details in “The Lottery” that foreshadow the event to come.
Identify specific details from the story that help establish a suspenseful mood or that
foreshadow the story’s gruesome ending. Write your example in the left column and an
explanation in the right column.
Foreshadowing Examples
“Bobby Martin had already stuffed his pockets full of stones,
and the other boys soon followed his example, selecting the
smoothest and roundest stones; Bobby and Harry Jones and
Dickie Delacroix…eventually made a great pile of stones in
one corner of the square and guarded it against the raids of
the other boys.”
Explanation
Oh how adorable, the boys are collecting
stones to play with as summer vacation
starts…oh, you mean these stones aren’t for
playing. Oh my, watch out!
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Foreshadowing in “The Lottery”
Suspense: Anxiety or apprehension resulting from an uncertain, undecided, or mysterious
situation. Writers use the following to create suspense: (1) Pacing: advancing or developing
something at a particular rate or tempo; (2) Dangerous action: self-explanatory; (3)
Foreshadowing: a literary device in which the author gives clues as to what will happen later.
Directions: Jackson furnishes details in “The Lottery” that foreshadow the event to come.
Identify specific details from the story that help establish a suspenseful mood or that
foreshadow the story’s gruesome ending. Write your example in the left column and an
explanation in the right column.
Foreshadowing Examples
“Bobby Martin had already stuffed his pockets full of stones,
and the other boys soon followed his example, selecting the
smoothest and roundest stones; Bobby and Harry Jones and
Explanation
Oh how adorable, the boys are collecting
stones to play with as summer vacation
Dickie Delacroix…eventually made a great pile of stones in
starts…oh, you mean these stones aren’t for
one corner of the square and guarded it against the raids of
playing. Oh my, watch out!
“The villagers kept their distance, leaving a space between
There’s obvious apprehension in the crowd.
the other boys.”
themselves and the stool, and when Mr. Summers said,
“Some of you fellows want to give me a hand?” there was a
Although it’s not clear what exactly this
hesitation before two men. Mr. Martin and his oldest son,
lottery is for, it’s apparent that it involves
Baxter, came forward to hold the box steady on the stool
something serious.
“There was a great deal of fussing to be done before Mr.
There seems to be an awful lot of fussing
while Mr. Summers stirred up the papers inside it.”
Summers declared the lottery open. There were the lists to
make up–of heads of families, heads of households in each
over this occasion. The ritualistic nature of
family, members of each household in each family. There
the lottery suggests that this is more than
was the proper swearing-in of Mr. Summers by the
some 4-H raffle. It’s serious business.
postmaster, as the official of the lottery; at one time, some
people remembered, there had been a recital of some sort.”
“The people had done it so many times that they only half
listened to the directions: most of them were quiet, wetting
their lips, not looking around… They grinned at one
another humorlessly and nervously.”
““Some places have already quit lotteries,” Mrs.
Adams said.”
There’s much uneasiness in the crowd. People
“wetting their lips” is a sign of nervousness moreso
than excitement.
Apparently, there’s a bit of controversy
associated with the lottery, it having been
ended in many of the local townships.
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Symbolism in “The Lottery” Lesson Plan
1. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
2. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
3. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal
or informal tone).
4. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed).
If you choose to do the optional writing assignment:
5. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
6. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
7. W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Discussion Notes for Symbolism
1. Symbolism allows people to communicate beyond the limits of language.
2. Humans use symbolism all the time. Words themselves are mere symbols for something else.
3. A symbol is a person, place, or object that stands for something beyond itself.
4. National, religious, and cultural symbols have standard interpretations as well as a personal significance for each individual. For example, the American flag symbolizes the United States of
America. The personal significance, however, varies. A U.S. army veteran cherishes its meaning.
A terrorist, on the other hand, finds it despicable. A green piece of paper with George Washington’s picture on it symbolizes one dollar. A billionaire considers it chump change. A beggar considers it an elusive treasure.
5. Symbols can be classified as Universal or Contextual. A symbol is universal when it is a symbol
regardless of the context. A symbol is contextual when it’s a symbol in a certain context, such as a
literary work.
Procedures
1. Discuss symbolism (see notes above)
2. As you read or after you read “The Lottery,” identify symbols and discuss them
3. Fill out symbolism chart (while reading or after reading; individually or in groups)
4. Discuss student findings
5. Optional: Write symbolism analysis (rubric included)
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Symbolism in “The Lottery”
A study of symbolism in “The Lottery” adds to a deeper understanding of the short story.
Directions: Fill in the chart below. In the left column is written a symbol from “The Lottery.” In the middle column write a specific example from
the story that includes the symbol. In the right column explain the significance of the example
Symbol
Specific Example
Explanation
The Lottery
“Although the villagers had forgotten the ritual and lost the original black box, they still
remembered to use stones. The pile of stones the boys had made earlier was ready;
there were stones on the ground with the blowing scraps of paper that had come out
of the box Delacroix selected a stone so large she had to pick it up with both hands
and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up. “”
The lottery symbolizes any ritual or tradition that’s carried forth without adequate
explanation. In this case, the ritual justifies violence and brutality. The story serves as a
warning to not blindly follow tradition, to question why things are done as they are. In
the example, parts of the ritual had been randomly changed, but not the part about
wanton violence.
The Lottery
The Black
Box
ThreeLegged Stool
The Stones
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Symbolism in “The Lottery”
A study of symbolism in “The Lottery” adds to a deeper understanding of the short story.
Directions: Fill in the chart below. In the left column is written a symbol from “The Lottery.” In the middle column write a specific example from
the story that includes the symbol. In the right column explain the significance of the example
Symbol
The Lottery
The Lottery
The Black
Box
ThreeLegged Stool
The Stones
Specific Example
Explanation
“Although the villagers had forgotten the ritual and lost the original black
box, they still remembered to use stones. The pile of stones the boys had
made earlier was ready; there were stones on the ground with the blowing
scraps of paper that had come out of the box Delacroix selected a stone so
large she had to pick it up with both hands and turned to Mrs. Dunbar.
“Come on,” she said. “Hurry up.”
The lottery symbolizes any ritual or tradition that’s carried forth without adequate
explanation. In this case, the ritual justifies violence and brutality. The story serves as a
warning to not blindly follow tradition, to question why things are done as they are. In
the example, parts of the ritual had been randomly changed, but not the part about
wanton violence.
“Bill Hutchinson went over to his wife and forced the slip of
paper out of her hand. It had a black spot on it, the black spot
Mr. Summers had made the night before with the heavy pencil
in the coal company office.”
The lottery symbolizes the suddenness and seeming randomness of
death. Those who draw the black dot appeal to its unfairness, whereas
those that don’t draw the dot, join in with glee at its fairness.
“No one liked to upset even as much tradition as was represented by the
black box.” "It had spent one year in Mr. Graves's barn and another year
underfoot in the post office and sometimes it was set on a shelf in the
Martin grocery and left there."
The black box is the physical manifestation of the tradition of the lottery. Note that it only has
significance for two hours during the year. For the remainder of the year, it rests wherever. It’s
similar to relics of Christianity. Jackson may be criticizing Christian traditions or she may be
criticizing Christians who show up for two hours on Easter, never to be seen again until the following
Easter.
“The postmaster, Mr. Graves, followed him, carrying a threelegged stool, and the stool was put in the center of the square
and Mr. Summers set the black box down on it.”
The three legs of the stool can be interpreted to symbolize the Christian Trinity and that using the
stool to hold the black box represents the manipulation of religious tradition to uphold nefarious
practices. The symbolism of three, however, can be applied to numerous ancient traditions—the
three fates of Greek Mythology, for example—so it’s more likely a criticism of using any tradition—
governmental, religious, or otherwise—to manipulate the public.
“Although the villagers had forgotten the ritual and lost the
original black box, they still remembered to use stones.”
It doesn’t get any more primitive than stoning. The stones can also be symbolic
of ridicule and scorn. Gossiping seems to be a popular pastime among the ladyfolk in this town, and the stones of gossip hath ruined many a life.
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Symbolism Analysis Writing Assignment
Content/Analysis
X2
Organization
A
B
C
D
The writer analyzes and interprets the story’s symbols correctly and relates
them to a theme in the
story. The analysis goes
beyond the superficial. The
writer uses well-developed, relevant evidence to
support his or her conclusions with intelligent,
thought-provoking analysis.
The writer analyzes and interprets the story’s symbols correctly and relates
them to a theme in the
story. The analysis goes
beyond the superficial. The
writer uses evidence to
support his or her conclusions but there may be an
example or two of not relevant evidence or analysis.
The writer analyzes and interprets the story’s symbols correctly and relates
them to a theme in the
story. The writer uses evidence to support his or her
conclusions but the analysis is shallow or the
writer’s conviction is
wishy-washy.
There is an attempt to analyze the story’s symbols
correctly and relate them to
the theme. There’s an attempt to use relevant evidence. There’s an attempt
to analyze. Unfortunately,
the attempts are mostly unsuccessful.
The essay looks like an essay. There is an introduction, a body, and a conclusion. Each body paragraph
contains a main idea that is
supported in a logical manner using evidence and
analysis/logic/insight.
The essay looks like an essay. There is an introduction, a body, and a conclusion. Each body paragraph
contains a main idea that is
mostly supported in a logical manner using evidence
and analysis/logic/insight.
The essay looks like an essay. There is an introduction, a body, and a conclusion. Each body paragraph
contains a main idea that is
not supported in a logical
manner using evidence and
analysis/logic/insight.
The essay looks like an essay. There is an introduction, a body, and a conclusion.
Format
All quotations are set up
and formatted correctly.
All quotations are not set
up and formatted correctly.
Conventions
There are no mistakes in
spelling, punctuation,
grammar, etc.
There are 1-2 mistakes in
spelling, punctuation,
grammar, etc.
There are 3-4 mistakes in
spelling, punctuation,
grammar, etc.
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
There are 5-6 mistakes in
spelling, punctuation,
grammar, etc.
Literary Analysis Writing Assignment
Content/Analysis
X2
Organization
A
B
C
D
The writer analyzes and interprets the story’s
theme(s) correctly. The
analysis goes beyond the
superficial. The writer
takes a clear stand on supporting his or her chosen
theme. The writer uses
well-developed, relevant
evidence to support his or
her conclusions with intelligent, thought-provoking
analysis.
The writer analyzes and interprets the story’s
theme(s) correctly. The
analysis goes beyond the
superficial. The writer
takes a clear stand on supporting his or her chosen
theme. The writer uses evidence to support his or her
conclusions but there may
be an example or two of
not relevant evidence or
analysis.
The writer analyzes and interprets the story’s
theme(s) correctly. The
writer takes a wishy-washy
stand on the theme. The
writer uses evidence to
support his or her conclusions but the analysis is
shallow.
There is an attempt to analyze the story’s theme.
There’s an attempt to use
relevant evidence. There’s
an attempt to analyze. Unfortunately, the attempts
are mostly unsuccessful.
The essay looks like an essay. There is an introduction, a body, and a conclusion. Each body paragraph
contains a main idea that is
supported in a logical manner using evidence and
analysis/logic/insight.
The essay looks like an essay. There is an introduction, a body, and a conclusion. Each body paragraph
contains a main idea that is
mostly supported in a logical manner using evidence
and analysis/logic/insight.
The essay looks like an essay. There is an introduction, a body, and a conclusion. Each body paragraph
contains a main idea that is
not supported in a logical
manner using evidence and
analysis/logic/insight.
The essay looks like an essay. There is an introduction, a body, and a conclusion.
Format
All quotations are set up
and formatted correctly.
All quotations are not set
up and formatted correctly.
Conventions
There are no mistakes in
spelling, punctuation,
grammar, etc.
There are 1-2 mistakes in
spelling, punctuation,
grammar, etc.
There are 3-4 mistakes in
spelling, punctuation,
grammar, etc.
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
There are 5-6 mistakes in
spelling, punctuation,
grammar, etc.
Twitter Writing Assignment
W.9-10.2d: Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
L.9-10.3: Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
W.9-10.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Short and Sweet Writing Assignment: Write a goings-on report at the lottery in 140 characters
or less—characters include letters, numbers, punctuation marks and spaces.

Be specific. You only have 140 characters.

Use powerful words that appeal to the senses.

Avoid 2nd person pronouns and ‘to be’ verbs.

Use no more than 140 characters.

Optional: Set up a Twitter # and have students submit it to it. If you don’t know what a
Twitter # is, ask a kid.
Options
1. Instead of writing one example, students can do multiple examples, Twitter style.
2. Students can actually Tweet their assignment to an actual hashtag, set up by you, for
them. For example all Tweets must include #Lottery2015. If you have no idea what that
means, ask one of your students.
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Twitter Writing Assignment: The Lottery has entered the Age of Twitter! You are a participant
in this year’s lottery. Write about what’s transpiring in 140 characters or less. Characters include letters,
numbers, punctuation marks and spaces.
Directions: Put one character in each box.
Tweet your answer using the following hashtag: _____________________________
Twitter Writing Assignment: The Lottery has entered the Age of Twitter! You are a participant
in this year’s lottery. Write about what’s transpiring in 140 characters or less. Characters include letters,
numbers, punctuation marks and spaces.
Directions: Put one character in each box.
Tweet your answer using the following hashtag: _____________________________
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Example Twitter Writing Assignment: The Lottery has entered the Age of Twitter! You are a
participant in this year’s lottery. Write about what’s transpiring in 140 characters or less. Characters
include letters, numbers, punctuation marks and spaces.
Directions: Put one character in each box.
T
E
I
H
E
D
R
A
N
C
E
W
A
N
R
S
T
D
O
E
R
E
T
T
P
A
W
N
T
E
R
I
E
A
T
O
S
T
O
N
S
N
‘
T
A
C
C
O
T
E
P
C
S
H
A
E
H
O
P
H
E
R
T
H
R
E
.
U
V
W
O
A
V
N
T
.
B
E
N
S
C
I
Y
I
N
S
!
I
T
H
E
F
O
P
E
H
H
E
A
#
L
O
Tweet your answer using the following hashtag: _____________________________
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
E
M
W
I
H
E
T
W
I
T
1
5
Twitter Writing Assignment
A
B
C
D
Content
Contains 130-140
focused words
that are on topic,
relevant, and
interesting. There
are no wasted
words.
Contains 130-140
focused words
that are on topic,
relevant, and
interesting.
Contains focused
words that are on
topic, relevant,
and interesting.
It’s kind of on
topic, but not very
focused.
Style
Style is
appropriate for
audience. Style
must be direct.
Style is
appropriate for
audience. Style
must be direct.
Style is below
standard
appropriate for
audience. Style
must be direct.
Style is not
appropriate for
audience or not
direct.
Conventions*
There are no
mistakes in
spelling,
punctuation,
grammar, etc.
There are 1-2
mistakes in
spelling,
punctuation,
grammar, etc.
There are 3-4
mistakes in
spelling,
punctuation,
grammar, etc.
There are 5-6
mistakes in
spelling,
punctuation,
grammar, etc.
*Although real Twitter posts neglect basic standard conventions of English, this assignment does not.
Name: __________________________________Due Date: _______________________________
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
“The Lottery” by Shirley Jackson
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
____
____
____
____
____
____
____
____
____
____
1. The fact that lottery “winners” are chosen completely at random supports which theme of the story?
a. Life and death is a product of luck.
c. Lottery winners often go bankrupt.
b. Life is demonstrably unfair.
d. The lottery is rigged.
2. The lottery itself symbolizes?
a. The randomness of life.
c. Traditions and rituals with obscure origins.
b. The arbitrariness of rules.
d. All of these.
3. Which part of the ritual has not been changed in “The Lottery”?
a. The black box
c. The throwing of the stones
b. The opening ceremony
d. The slips of paper.
4. Which object in the story most likely symbolizes the manipulation of tradition to condone violence?
a. The 3-legged stool
c. The stones
b. The black box
d. Mr. Summers
5. When Old Man Warner states, “Next thing you know, they’ll be wanting to go back to living in caves,” it
is an example of?
a. Dramatic irony because the reader knows nobody lives in caves anymore.
b. Situational irony because nothing’s more barbaric than stoning to death an innocent
person.
c. Situational irony because caves make good homes in small towns.
d. Verbal irony because the old man is making fun of Mr. Summers.
6. Which of the following details indicates that winning the lottery might not be a good thing?
a. “There was a great deal of fussing to be done before Mr. Summers declared the lottery
open.”
b. “The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool
was put in the center of the square and Mr. Summers set the black box down on it.”
c. “Most of them were quiet, wetting their lips, not looking around…”
d. All of these.
7. What might Mr. Summers symbolize?
a. The dangers of arbitrary power
c. The joy of summer
b. The need for better boxes
d. all of these
8. Why is the opening of the story ironic: “Bobby Martin had already stuffed his pockets full of stones, and
the other boys soon followed his example, selecting the smoothest and roundest stones?”
a. Everyone knows Bobby Martin can’t throw worth a darn.
b. Smooth, round stones do the least amount of damage when stoning someone to death.
c. Bobby Martin wins the lottery.
d. The reader is led to believe the boys are just playing.
9. Tessie tells her husband to hurry up and grab his paper. Why is this ironic?
a. Nobody’s in a hurry.
c. She gets the black dot.
b. She later claims he didn’t get enough time. d. Old Man Warner is slower.
10. How does Tessie’s family react when she “wins” the lottery?
a. With sadness
c. Like a vengeful tiger
b. Like everyone else
d. All of these
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Essay
11. Tessie claims “It isn’t fair” as the townsfolk descend upon her a shower of rocks? Write about the fairness
of the lottery. Is it fair? Or do you agree with Tessie? Be sure to take a stand, provide specific evidence
from the story, and explain your evidence clearly.
12. What lesson do you think Jackson is trying to teach with “The Lottery?” Use evidence from the story to
support your conclusions.
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
“The Lottery” by Shirley Jackson
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
____
____
____
____
____
____
____
____
____
____
1. The fact that lottery “winners” are chosen completely at random supports which theme of the story?
a. Life and death is a product of luck.
c. Lottery winners often go bankrupt.
b. Life is demonstrably unfair.
d. The lottery is rigged.
2. The lottery itself symbolizes?
a. The randomness of life.
c. Traditions and rituals with obscure origins.
b. The arbitrariness of rules.
d. All of these.
3. Which part of the ritual has not been changed in “The Lottery”?
a. The black box
c. The throwing of the stones
b. The opening ceremony
d. The slips of paper.
4. Which object in the story most likely symbolizes the manipulation of tradition to condone violence?
a. The 3-legged stool
c. The stones
b. The black box
d. Mr. Summers
5. When Old Man Warner states, “Next thing you know, they’ll be wanting to go back to living in caves,” it
is an example of?
a. Dramatic irony because the reader knows nobody lives in caves anymore.
b. Situational irony because nothing’s more barbaric than stoning to death an innocent
person.
c. Situational irony because caves make good homes in small towns.
d. Verbal irony because the old man is making fun of Mr. Summers.
6. Which of the following details indicates that winning the lottery might not be a good thing?
a. “There was a great deal of fussing to be done before Mr. Summers declared the lottery
open.”
b. “The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool
was put in the center of the square and Mr. Summers set the black box down on it.”
c. “Most of them were quiet, wetting their lips, not looking around…”
d. All of these.
7. What might Mr. Summers symbolize?
a. The dangers of arbitrary power
c. The joy of summer
b. The need for better boxes
d. all of these
8. Why is the opening of the story ironic: “Bobby Martin had already stuffed his pockets full of stones, and
the other boys soon followed his example, selecting the smoothest and roundest stones?”
a. Everyone knows Bobby Martin can’t throw worth a darn.
b. Smooth, round stones do the least amount of damage when stoning someone to death.
c. Bobby Martin wins the lottery.
d. The reader is led to believe the boys are just playing.
9. Tessie tells her husband to hurry up and grab his paper. Why is this ironic?
a. Nobody’s in a hurry.
c. She gets the black dot.
b. She later claims he didn’t get enough time. d. Old Man Warner is slower.
10. How does Tessie’s family react when she “wins” the lottery?
a. With sadness
c. Like a vengeful tiger
b. Like everyone else
d. All of these
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
Essay
11. Tessie claims “It isn’t fair” as the townsfolk descend upon her a shower of rocks? Write about the fairness
of the lottery. Is it fair? Or do you agree with Tessie? Be sure to take a stand, provide specific evidence
from the story, and explain your evidence clearly.
Those who think the lottery is fair would need to point out the procedures of drawing names, that
everyone has a chance to “win.” They would also want to point out the tradition associated with it and the
willing compliance of individuals entered into the lottery.
Those who think the lottery is unfair could point out the unfairness of murdering an innocent person and
the social pressures that would accrue from not participating.
12. What lesson do you think Jackson is trying to teach with “The Lottery?” Use evidence from the story to
support your conclusions.
Use the literary analysis rubric for proper grading. Themes in the lottery include the dangers of blindly
following tradition, the hazards of giving random power to humans, the randomness of life and death…
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015
For a complete list of lesson plans, check out the
ELA Common Core Lesson Plans catalogue.
Teacher Ready. Student Ready.
Copyright Trent Media (ELACommonCoreLessonPlans.com) 2015