Lesson Plan #2: The Lottery Mind Mirror

UTL 640E
Andrea Khawaja, Anderson HS
PreAP ELA
Date:
September 22, 2015
#2
Class Period / Time: 8th (B day) 2:55-4:25

Chrissy Hinkle
9th Grade
Teach(es)

Lesson Objective(s):
AfterreadingShirleyJacksonsTheLottery,studentswillworkingroupsof34to
completeaMindMirrorforoneofthecharactersinthestoryinordertoreview
symbols,images,andcharacteranalysis.

Resources/Materials:

A.TODObeforethedayofthelesson:
Preparehandoutsofthestory
GetpaperforthestudentstodotheirMindMirrorswith
Makeaninstructionslidefortheprezitoprojectduringtheactivity
B.Forthelessonitself:
Placehandoutsonbookshelfforstudentstopickup
Haveagendaslideupandreadytocopy
Constructionpaper/Posterpaperforkidstodotheiractivity

TEKS/SEs Addressed in the Lesson:

(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are expected
to explain the function of symbolism, allegory, and allusions in literary works.
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
(B) analyze how authors develop complex yet believable characters in works of fiction
through a range of literary devices, including character foils;
(C) analyze the way in which a work of fiction is shaped by the narrator's point of view

Steps in Lesson:
ENGAGEMENT(10 minutes)
Students will write in their journals to the prompt:
Use the Schaffer method to answer the following question:
How does the author of your library book use literary devices to describe the
characters? (If you dont have a library book with you, you can talk about your
favorite moviethink about American Psychoor another book you have read
recently.)

STATED OBJECTIVE (1 minute)

Hi, guys, so today we are going to be reading another short story in the long line we
have been looking at this six weeks. In your journal, I had you really reflect on how
authors use language to create characters because while were reading The Lottery by
Shirley Jackson, I want you to look at how she talks about different characters. After
were done reading, yall will be working in groups to create a visual of one of these
characters, so try to pay close attention.
ACTIVE LEARNING (70 minutes)
Introduction/Exploration: (5 minutes)
o Does anyone want to share some of the devices their books author used
to talk about the characters so that we can have some ideas of what to look
for in The Lottery?
Explain: (5 minutes)
o Repeat the list the students have made from their own experiences and
then Ill share a list of techniques J.K. Rowling used in Harry Potter as
well as reading the quotes
o One thing that is important to keep in mind when were reading and
looking at characterization is the point of view in which the author
chooses to writes. Often its easy to get inside a characters head when its
reading a story thats written as in that persons voice, right? So when its
written in a third personcan someone remind us what third person is?
[Pause for answer.] Thanks! Okay, so here we have to rely more on the
narrators language and devices to learn about different characters.
Apply: (55 minues)
o Read the author description and intro paragraph on the handout of The
Lottery and talk about how what we know about Jackson and the time
this was written was significant.
The genre of suspenseWhat do you think we can expect to see
from what we know about suspenseful works? (tone, mood,
setting)
What was going on in the 1940s that could have affected the
purpose of Jacksons story?
o Popcorn reading the story between me and the students, I will pause
periodically to ask questions and draw the students attentions to important
details after characters (not all of those listed below), symbols, or
important ideas are introduced. (25 minutes)
The stones, the box, the children, Mr. Summers, Old Man Warner,
Mrs. Hutchinson, Mr. Martin, Mr. Hutchinson, Mrs. Dunbar,
Nancy Hutchinson, Jack Watson
o After we are finished reading, we will talk about what they thought about
the ending and when they realized what was going on.
How was the suspense built?
Did it ever break, if so when?

o Once we are done with the discussion, I will put students in eight groups
of three or four with their neighbors (to save time from moving desks and
bodies) and assign each of them a character from the story to draw a
Mind Mirror. (30 minutes)
The characters faces will be composed of
at least two quotes from the story (either something the
character said or that was said about them),
two original statements (their opinion or interpretation of the
character),
two images, and
two symbols.
(All of this will be projected on the screen in the front of the class.)
Can someone remind us what a symbol is?
Can someone give us an example from the story?
It is okay if some of the groups use the same quotes and
symbols. Some of them are useful for many of the
characters, and since it is a short story, there arent as many
as we may have found in a longer narrative, like a novel.
Evaluation: (5 minutes)
o If there is time and students have finished their projects, I will ask that
one group (or more if time allows) to elect a spokesperson to share theirs
with the class, either using the doc cam or holding it up so everyone can
see it.
o Those who dont present will be asked to turn in what they have done,
finished or not, for evaluation. If they havent finished, they will be given
a few minutes on Thursday to finish and turn it in.

CLOSURE(5 minutes)
While the group is presenting (or if no one is finished, while they are working),
will pass out a sticky note to each students and, in the last five minutes, ask them to write
down a) one sentence expressing the main idea of todays lesson, b) any questions they
still have about the story or the activity, or c) a comment or suggestion regarding my first
lesson that could help me improve for future lessons.
Theyll stick the sticky notes to a piece of poster board I have sitting on the
bookshelf by the door.
TOTAL TEACH TIME = 86 minutes

Modifications/Differentiation Strategies:

FollowingtheIEP
Visuallearnerswillhavetheopportunitytoreadthestory,auditorylearnerswillhave
theopportunitytoengageindiscussionandlistentomyminilecture,andkinesthetic
learnerswillbeabletomanipulatetheinformationintoapicturetheydraw.

Verballearnerswillhavetheopportunitytohavebothclassdiscussionandinteractin
smallgroups.
Visual/spatialintelligentstudentswillalsobenefitfromthevisualrepresentationof
theinformation.

Evaluation Strategies:

Participationintheclassdiscussion,journalwriting,anddiscussionintheirsmall
groups(Iwillbefloating)
TurningintheirMindMirrorsforcompletion(partialcompletionisfineaslong
astheyareworkingthewholetime)

Notes/Recommendations for next time:

Imgladthatthestudentswereabletochoosetheirowncharactersbecauseitwas
easierforthemtofindtheinformation,butIdowishthatIwouldhave
encouragedthemtousemorethanjustthreedifferentcharacters.