Jett 1 Kaylee Jett Professor Fanetti English 125A October 3, 2023 Short Story Lesson- The Lottery by Shirley Jackson 1. Grade level (6-12) and “tracking” (general ed, resource, honors, or AP) for the imagined course. ● What students are you targeting with this lesson? How does your lesson address their needs? I would target students in grades 9th through 12th.It will be through general education, since I had read it in junior year of highschool. 2. Rationale for the lesson. ● Why teach this story this way? I thought it would be fun to teach something I learned about back in my junior year of highschool. It can also teach students valuable things to think about like tradition and how foreshadowing can be used in stories. It is also an effective text to teach students the standards they need to learn during this curriculum like, for instance, being able to effectively analyze the text. 3. Learning outcomes/objectives (at least three) for the lesson. ● What will students do and learn in this lesson? Be very specific. The objectives of this lesson are to- Jett 2 ● To understand how to analyize the authors own interpretation of the story. ● To discuss how traditions are kept going through decades of generations. ● To understand the elements of foreshadowing in a story. They will read the story together as a class and then talk about it through a discussion together on how it made them feel. They will also watch a short film adaptation made for the short story. I will also have them write down at least five differences they see between the film and the movie then further discuss it as a class. I Also plan for a small project where students go and explore rituals/traditions that they have in their lives with their families. They choose one tradition and then research it further, giving information like the origins, who follows this tradition, and the pros and cons. They should also explain why the tradition is important and why it should continue. They can do this in any creative way they want, power point, posters, or just in an essay in two pages with a work cited page. I will also give a short quiz to the students to make sure they are understanding the reading or at least paying attention. 4. Context of lesson in overall unit/course. ● How does this lesson fit into a larger course plan—what lessons come before and after this one? This lesson fits into a larger course plan of teaching about generational trama and forced traditons on younger generations. It is also to focus on societal norms that alienate the ‘different’ which is the LGBT community. Traditions meaning the traditionsl of sexuality, the nucular family, and gender roles. Before hand there will be another Jett 3 short story that covers this topic of ‘normality’ in traditions, and then followed after this short story there will be two other books that will be focused on the LGB community so they can have a beter focus on not just the traditions and societal norms of the heterosexual agenda, this can help them compare and contrast the two subjects. 5. Assumed prior knowledge and explanation for assumptions. ● What knowledge/skills that they’ll need are you assuming they’ll already have? I am assuming that they already have somewhat basic skills to read and analyze the text and discuss it in a group setting. 6. Any materials needed. ● List any materials not normally required in class (i.e., books, paper, writing implements need not be listed). There are no other things needed in class except the need for a projector to display the film adaptation of the short story. The short story will be handed out on printed paper, all students must have a pencil and paper to take notes on. 7. Minute-by-minute timeline of entire class period(s) ● How will you allot your class time? I will spread out the lesson for three class periods, two periods we will spend reading and discussing the story and then in the third period everyone will share their traditions project. The first period- Jett 4 ● Spend ten minutes handing out the short story and introducing it ● Spend the rest of the class period reading the story. First all together with me reading it.after reading it, we spend the rest of class time discussing how the story made them feel and what they thought about it. The Second Period● Take five minutes to settle in and get out the reading handout from yesterday. ● Take twenty minutes to discuss where we left off and introduce the thought of traditions to the class. ● Take another twenty minutes for them to pair up in groups of three or four depending on the size of the class and have them discuss what they thought about the story and how it relates to society and its traditions. After wards the rest of the class will take a short ten question quiz. It will be graded to make sure they were paying attention. ● Spend the next ten minutes packing up and discussing the next days plan. I will tell them about the small project due the next period. Period three● Take ten minutes to settle in and take out the reading and a notebook for notes. ● Watch the short film adaptation of ‘The Lottery’, its 18:20 minutes long. They will list five things they notice is different between the movie and the story, something that interested them or any elements of tradition and foreshadowing in the story or film. ● After the movie we will disscuss the notes we took and compare Jett 5 ● Then we will have presentations for the students who decided to do a creative project instead of an essay, til class is over. 8. Detailed assessment strategies of lesson. ● How will you check—and demonstrate—whether the lesson has met its objectives? I will give a short ten question quiz on the story to see if the students understood and paid attention to what they read. They won't be long questions but short answered ones. For example, “who was the ‘winner’ of the lottery?” I would also ask a question from our discussions when analyzing the text together like, “why did they keep up the tradition of the lottery?”. Jett 6 Work Cited Lesson Plan for Teaching Shirley Jackson’s “the Lottery,” works.swarthmore.edu/cgi/viewcontent.cgi?article=1353&context=fac-english-lit. Accessed 18 Oct. 2023.
