MS. NARULA - 9th Grade English - Lesson focuses on Shirley Jackson​’​s ​“​The Lottery​”
AIM
What is your objective? •
Objective • Students will be able to (1) highlight specific details in a literary text, and (2) use such details to support a summary of the main ideas in a text. • The lesson will primarily focus on the first part of the objective. The second part of the objective, regarding the summary of a text, will be mentioned and practice in this lesson, but will be implemented further in the next one. • Text: Shirley Jackson​’​s ​“​The Lottery​” ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. The closing ticket as well as the assignment will serve as the assessment for this lesson (Refer to those parts of the lesson plan for further details). CONNECTION TO THE STATE STANDARDS
Cite the state standards with which this lesson plan aligns •
Reading Standards for Literature (6­12) • Grades 9­10 (Key Ideas and Details) • Key Ideas and Details • Determine a theme or central idea of a text and analyze in details its development over the course of the text, including how it emerges and is shaped and refined by specific details; providing an objective summary of the text. • In today​’​s lesson, we will be specifically focusing on how the addition of details can help to create an accurate summary of the text. WARM UP/DO NOW (5 min.) •
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The Do Now activity will inform the students that we will be starting a new story in class today: Shirley Jackson​’​s ​“​The Lottery.​” • Students will be asked to define the word ​“​lottery.​” • Then, they will observe an illustration from the story. After doing so, they will be asked to explain why or why not their original definition of ​“​lottery​” ​matches how they see the picture. • We will discuss the Do Now together as a class. See attached to observe the actual Do Now activity. INTRODUCTION OF NEW MATERIAL (20 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points? •
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Refer to the objective before beginning the actual lesson. Remind students that they have the skills for this! (During a previous lesson, they learned how to annotate a text using strategies such as Mark­Up­Your­Way and Thinking Notes) Today, students will specifically be looking for details that could possibly help them determine the main idea of a story. My explanation for how to do so will involve me modeling the technique for them. • Before actually going into modeling, I find it necessary for this story specifically to make sure that my students know what the setting is and who the characters are (there are a lot of them) At this point, I will pass out the story to my students. I will give them 2 minutes do a Quick Scan. • A Quick Scan of the story allows students to simply skim through a text and circle anything that pops out to them. In this case, they are looking for anything that might relate to the setting or names of characters. • We will discuss findings together as a class. • If students do not mention all details of the settings or all the names of the characters, this is fine. They will be able to add to the list in their notebooks later on as they finish reading up the story. Keeping track of such things relates to the first part of our objective, highlighting specific details. If time is sufficient, I will ask students to make inferences about the setting/names. • In ​“​The Lottery,​” ​specifically, the names carry significance. • Examples: Mrs. Hutchinson (​“​hutch​” ​relates to the idea of storage, i.e. a box); Mr. Summers (season), Old Man Warner (wise, has most knowledge about town). After a preview of the story by means of finding details, I will explain to students that being able to pick out strong details in a story can lead to a good summary of its main ideas. It is helpful to know the setting and the characters now, but​…​what about everything else? I will pull out a paragraph from the story (specifically, the 7th one: ​“​There was a great deal of fussing​…”​). Here, I am modeling. Asking for a student volunteer to read the paragraph out loud, I will tell the other students that as I listen, I will be thinking about 3 main ideas (or even 3 words!) from the paragraph that pop out to me. I will make note of these words in the margins. I will urge students to do the same. This is the Pick 3 strategy. • Time permitting, we will discuss findings together as a class and produce a summary of the paragraph together. GUIDED PRACTICE (15 min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key
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Students will work together in groups of 4 to do a Jigsaw Reading of ​“​The Lottery,​” ​starting from the beginning of the text. • In a Jigsaw Reading, each person is assigned to read one portion of the text. The other people in the group who are not reading should be sure to write down 3 main ideas or words next to the margins of each paragraph. • After each person reads every assigned portion, they will discuss the main ideas together as a group and summarize each paragraph accordingly. I will circle around the room while students do the Jigsaw Reading. • If I see that my students are doing an accurate job picking out the main ideas and summarizing each paragraph, we will move on to do independent practice. • If not, I will address the common misconceptions I see and make sure these are corrected before my students officially move on to work independently. Guided practice is often my ​“​check for understanding.​” INDEPENDENT PRACTICE (15 min.)
How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalization of
the key points prior to the lesson assessment?
When and how would you intervene to support this practice?
How will you provide opportunities for remediation and extension?
How will you clearly state and model behavioral expectations? Why will students be engaged? •
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Students should individually continue to read each paragraph silently, using the Pick 3 method discussed in class to help them pinpoint details that could relate to the main idea of the story. They should feel free to continuously add names of newfound characters or details of the setting to their notebook. I will also be circling around the room, looking for students who either have their hands raised as well as students I see struggling in general. Be sure to remind students that if they are still having trouble, they should come to my tutoring hours in Room 617 from 3 ­ 5 pm. CLOSING/EXIT TICKET (5 min.)
How will students summarize and state the significance of what they learned? •
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After announcing the assignment (refer to Homework section), I will ask students to complete an Exit Ticket. • The Exit Ticket will not relate to ​“​The Lottery​” ​so much as it will relate to the strategies learned in this lesson. • Specifically, the Exit Ticket will ask students to choose 3 main ideas from the lesson taught today and summarize today​’​s lesson in no more than 3 sentences. See attached to observe the actual Exit Ticket activity. HOMEWORK (if appropriate).​ ​ ​How will students practice what they learned? •
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Assignment • Finish reading Shirley Jackson​’​s ​“​The Lottery.​” • Come up with a new title for the story and explain why you chose it (1 paragraph) • This assignment in itself encourages the summary of a text, requiring students to support their ​“​title​” ​with details from Jackson​’​s story. Recommend for students to use “Thinking Notes” (or any other annotation strategy discussed in class) discussed in class previous classes (specifically, lesson on author’s purpose) Ms. Narula
9th Grade English
Do Now Activity (5 minutes)
Today, we will be looking reading a short story by Shirley Jackson titled ​“​The Lottery.​”
1. What is a lottery?
2. The picture below is an illustration from ​“​The
Lottery.​” ​Does your definition of the lottery match this
picture? Why or why not?
Ms. Narula
9th Grade English
Exit Ticket
List 3 main points of details you took away from this lesson.
Summarize today​’​s lesson in no more than 3 sentences.