Pt1420 Unit 3 Assignment

Anchor standard 1: Read closely to determine what the text says explicitly. Cite specific evidence. Draw conclusions.

Anchor standard 3: Analyze how and why individuals, event, and ideas develop and interact over the course of a text.

 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.

What should the student's understand about the text's major themes? How was the theme conveyed throughout the text?

 Students will analyze the characters in The Lottery and how they have developed over the course of the text. They will show how these characters are used to develop

the theme. This will help students to understand the goals of a text and what it is trying to say/prove.

  Students Reading Standards for 9-10 grade students are met by having students analyze both the theme of a text and the complex characters that help to develop the aforementioned theme.

  Students Will Be Able To predict future events that will take place after the text is completed by using textual evidence provided while maintaining the theme of the short story.

 1. Anticipatory Set

Activate Prior Knowledge. What do you guys know about Lotteries? How do people typically respond to winning the lottery? What is a theme? Why is the theme important to a text? *(10 mins)

2. Input

Purpose: Today we are going to be reading a text by Shirley Jackson title “The Lottery” We will primarily be focusing upon the stories theme and its characters.

Before we begin I am going to have you write down a short 4 sentence prediction of what you think is going to happen in the text after hearing the short stories title being “The Lottery” (5 mins). Collect their pre predictions.

Hand out copies of the text.
Group students by numbers.
Students will now take turns reading the story by paragraph while following along in their texts. Ask students to underline any vocabulary words that they had difficulty understanding while their peers are reading. This will help students with their retention of the text and will allow they to obtain knowledge both from hearing and reading, as well as help students to understand academic vernacular.
As the students are reading allowed I will walk around to each group to make sure that every student is participating and that no students are struggling. I will then look over the students pre predictions. (15 mins)

3. Modeling

Now that the students have finished reading the texts I will ask them for the vocabulary words that they underlined. I will ask other students if they know what the words mean before giving out the correct definitions. I will have the class discuss and share about their pre predictions and whether they were right or wrong. I will ask the class what they think about the title of the short story having read it now? (5 mins)

4. Check for understanding

I will ask the groups specific questions about the text that aren't factual based such as: Why does Davy grab a rock? How do you feel about the author including Davy in the days events? This will help insure that the students have comprehended the text before they move on to their next and final step.

5. Guided Practice

Students Will now return to their seats (without groups) and create post predictions (4 sentences max) in which they state what might happen after the lottery. I will personally check each and every one of these statements by moving around the room.

6. Closure

I will ask the students what they think the major themes of the text are as well as key things such as setting, tone etc...
I will ask the students who they think the major characters are. This will show whether or not the students are ready for the next lesson.

 I will personally double check with each ELL and special needs students at multiple times throughout the class to make sure they are both participating and understanding the lesson.

If they need any help I will make sure to provide them with the proper support that they need. GATE students will be paired with other gifted students and will be given extra questions and will be given specific character roles in the mock trial.

 I will collect the students pre predictions in to possibly identify students who may be struggling (Students should have the concept of what a lottery is and should be able to make an educated guess on what the text could have been about.) This will be a useful tool to gauge student reception.

 I will ask multiple questions about the text to each of the groups after they have read the text in order to make sure that the knowledge has been attained.

 Students will get into groups and will take turns reading paragraphs of the text. This will enable them to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Language standards 1,3 for 9-10th grade ELA)

 50 mins

 I believe that by identifying possible future events students will be able to think critically about the text. This will help the students to prepare for their future task of holding a mock trial for members of the community for The

Lottery.

Shirley Jackson's “The Lottery” (30 copies)
Slips of paper with character names on them.

 Students were expected to be able to predict future elements that match with the theme of the text and elements of the characters. The students should now know the major themes of the text (Tradition etc...) and how the characters help to perpetuate these themes.