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Critical thinking in the teaching profession
Writing effective essay
Developing critical thinking
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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
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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.
One example of the theme occurs when the author first introduces the story. “But the summer I was 9 years old, the town I had always loved morphed into a beautifully heartbreaking and complicated place.” (pg. 1). The author is saying that the year she turned nine, she found out something about her town that broke her heart and changed the way she saw it. This quote is important because it supports the theme. It shows that now she is older she has learned something about her town that made her wiser than when she was younger. She is now more informed because the new information changed her and caused her to begin to mature.
Hicks, Jennifer. "Overview of 'The Lottery'." Short Stories for Students. Detroit: Gale, 2002. Literature Resource Center. Web. 19 Feb. 2014.
Jackson, Shirley. "The Lottery." Literature: Structure, Sound, and Sense. 5th ed. Ed. Laurence Perrine. San Diego: Harcourt, Brace, Jovanovich, Publishers 1998.
Throughout high school, the most essential trait to have above intellect and organization is good behavior. Without it, a student cannot be focused during a lecture, which can lead to disappointing grades and ultimately, a dreadful high school experience. The Lottery, by Beth Goobie encourages bad and rebellious behavior acted out by the protagonist Sally Hudson. At the start of the book, Sally gets picked by the school government as annual lottery winner. As lottery winner, Sally has to expect to be the butt of all jokes and for everyone to hate her. However, Sally gets told all the secrets and classified information the school has to offer. Sally does not enjoy becoming the outcast of the school so she tries to rebel. She eventually succeeds and the school government is forced to choose another person as lottery winner. This book is a bad influence on teens because it shows them that rebellion leads to triumph and that being devious and lying will grant them success in the future.
...rves the way for the plot, the theme is the central idea around which a literary piece revolves. Without the theme the plot would be meaningless and there would be nothing for the readers to derive from the literary piece. Without the plot, the theme would be meaningless as there would be nowhere to consign the message the writer intends to give the reader. It can be said that the plot and theme are the two most important literary elements of a literary piece and are inter-dependant.
A theme is a central idea that appears throughout a play, the themes also tie events of a play together and give the work meaning and purpose. To explore a play’s central theme, think about the message that the playwright wants to express. What is the significance of the play? Does it explore a moral issue? Can most people identify with it?
From each unit we have studied we have focused on the theme of each text we read. Comparing all the texts we have read this semester all of them all have the underlying theme of Facing Reality. In Unit one we talked about Christopher Columbus and how he “discovered the Americas” and analyzed the constitution, in unit two we read the Shakespeare play The Tempest, and our last unit we concluded with the reading and analysis of the text The Crucible and the Salem Witch Trials. All these texts have the theme of facing reality.
themes of freedom and restraint, of liberty and slavery, science and myth, knowledge and ignorance. Individual choice
Theme is the central meaning in a literary work. Meyer emphasizes theme as a unifying point around which the characters, plot, setting, point of view, symbols, and other elements of a work are organized. A theme can be stated explicitly, usually when the authors tell the reader the point of the story, or it can be stated implicitly, when the theme is fused into the elements of the story. In order to identify an implicit theme, readers need to analyze and extract it from the characters, setting, symbols, plot, and other elements that make up the story. Therefore, elements of fiction influence the overall meaning of a work. In addition, Meyer says that first we need to distinguish the theme of a story and its subject since they are not the same. For example, many stories share subjects such as death, loneliness, sin, poverty, and many more, but each story express a different view of life in each subject. In order to analyze the theme of a literary work, Meyer has illustrated pointers that readers should apply while reading. These pointers include: paying attention to the title of the s...
In the poem "Beowulf" the author uses theme to make the epic intriguing to the audience. A theme that the author of "Beowulf" was trying to convey is fate is already planned out and can't be stopped. To illustrate this theme the author uses characterization and foreshadowing.
For an abundance of authors, the driving force that aids them in creation of a novel is the theme or number of themes implemented throughout the novel. Often times the author doesn’t consciously identify the theme they’re trying to present. Usually a theme is a concept, principle or belief that is significant to an author. Not only does the theme create the backbone of the story, but it also guides the author by controlling the events that happen in a story, what emotions are dispersed, what are the actions of characters, and what emotions are presented within each environment to engage the readers in many
Theme is described as the "central and dominant idea of a work of literature." (Krizner) Theme is not to be confused with plot. Plot is the way a story's events are arranged. its hard to recognize themes in some stories. A Rose for Emily by William Faulkner is especially a tough story to recognize the theme, In the story the events are not arranged in chronological order, and the plot is one that overwhelms and shocks the reader. However there is always a theme present and the underlying themes in this story are remarkably striking. The three main themes in this story are tradition versus change, isolation, and the power of death.
A strong theme in literature evokes an emotion from the reader. It pulls the reader into the work and sets a certain tone. It is the link between the reader and the work. In John Steinbeck 's The Pearl and Of Mice and Men the theme of poverty is the most prevalent throughout. This theme is strongly demonstrated through the settings, characters and symbols in both works.
The themes that are emerging from my study are STAR assessment results, paired and choral reading. These themes will evolve in my study, and serve as a purpose to improve my students reading and fluency skills. These themes are an essential part in my study, and each of these differentiated strategies serve a purpose.
In summary, the short story The Lottery by Shirley Jackson was a very suspenseful and unusual story. The author had interesting ways to tell the reader about the events that take place and why. By using very descriptive details and focusing mainly on what exactly was taking place, the author offers the reader a sense of keenness to know what will happen at the end. Even though the author was not entirely clear about why the lottery was taking place and what the result would be, she is more than clear about the townsfolk’s feelings regarding the whole situation. This and many other details in the story enable the reader to think critically about the implicit meanings in the story. In all, I enjoyed reading this story a lot and would recommend this story to someone else who can read and think critically about the context of a story.