CLASS SHORTENED BY TWENTY MINUTES DUE TO FIRE DRILL

Fire Alarm goes off at the 10 minute mark

Class Resume at the 30 minute mark
ORIGINAL LESSON PLAN (same as in Daily Lesson Breakdown)
Lesson Topic: The Lottery Shirley Jackson
[Introduction to the Revolutionary Literature Unit]
Content Standards:
10.2.1 Reading for all Purposes: Literary and historical influences determine the meaning of traditional
and contemporary texts:
a. CCSS:RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
h. CCSS:RL.9-10.10: By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9-10 text complexity band independently and
proficiently.
Goals:
1. Students will be able to understand how authors use their readers bias to surprise and
manipulate.
2. Students will be able to recognize and identify elements of foreshadowing in a text.
Materials: Class set of Shirley Jacksons short story, The Lottery, foreshadowing handout.
Homework Due: None
Learning Activities:
1. Just Write: Just about every regular class period will begin with a Just Write. Just Write is a
free writing activity that is intended to get students to consider an assigned prompt through
their writing. It is important to me that writing be a daily part of my classroom, and I believe
that these activities can be used not only to get students to practice writing every day, but also
to reflect upon assigned readings, brainstorm for upcoming assignments or practice grammar
concepts. The just write prompt for today is: What do you wish were different about this class?
This is the first in a series of Just Write prompts intended to get students to think about issues at
the classroom, school, city, national or world level that they would like to change. I will tell
students that the purpose of this particular series of Just Writes is to brainstorm ideas that they
would like to write about for the Persuasive Essay culminating assessment for the unit. Students
will have 7 minutes to write and then we will take 3 minutes to share. (10 minutes).
2. The Lottery First Reading: Students will be given time in class to complete a first reading of
Shirley Jacksons The Lottery. (15 minutes)
3. Think-Pair-Share: After completing the reading, students will break up into pairs to discuss the
following questions: (10 minutes)
a. Were you surprised by the ending?
b. If not, at what point did you know what was going to happen?

c. What associations do you have with the word lottery? How did this association play
into your expectations for the story?
d. Do you think Shirley Jackson assumed her audience would have this bias?
4. Class Discussion: We will discuss students answers to these questions as a class. As we advance
towards the third question, I will introduce the concept of assumed reader bias and ask students
about how Shirley Jackson plays her readers positive connotations with the word lottery
against them. (10 minutes)
5. The Lottery Second Reading: Students will read The Lottery again, this time with knowledge
of the ending. Using the foreshadowing handout, students will keep track of elements of
foreshadowing within the text, as well as moments in which the audiences positive association
with the word lottery is exploited. (15 minutes)
Homework: If not finished in class, complete the reading log for tomorrows class.
Assessment: I will assess student comprehension of the lesson by collecting their foreshadowing
handout at either the end of class today, or, if they need more time, the beginning of class on Thursday.
I will give a holistic assessment of this activity. If students correctly identify examples of foreshadowing, I
know that the lesson has been successful. If it is clear that many students do not have a grasp on
foreshadowing, I will add a mini-lesson of some kind into a future lesson to explain, answer questions
and clarify.
Teacher Notes and Resources:
1. Link to The Lottery
http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf
2. A Note on Deciding to start the unit here: Although The Lottery is not linked directly to the
American Revolution, because of the time period in which it is set and the ease with which the
text can be used to introduce the concept of bias, I feel that it is a good start to the unit. In
addition, it serves as a bridge between this unit and the Colonial Literature unit that preceded it.

REVISED LESSON PLAN DUE TO 20 MINUTE FIRE DRILL

Lesson Topic: The Lottery Shirley Jackson

[Introduction to the Revolutionary Literature Unit]
Content Standards:
10.2.1 Reading for all Purposes: Literary and historical influences determine the meaning of traditional
and contemporary texts:
a. CCSS:RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
h. CCSS:RL.9-10.10: By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9-10 text complexity band independently and
proficiently.
Goals:

1. Students will be able to understand how authors use their readers bias to surprise and
manipulate.
2. Students will be able to recognize and identify elements of foreshadowing in a text.
Materials: Class set of Shirley Jacksons short story, The Lottery, foreshadowing handout.
Homework Due: None
Learning Activities:
1. Just Write: Just about every regular class period will begin with a Just Write. Just Write is a
free writing activity that is intended to get students to consider an assigned prompt through
their writing. It is important to me that writing be a daily part of my classroom, and I believe
that these activities can be used not only to get students to practice writing every day, but also
to reflect upon assigned readings, brainstorm for upcoming assignments or practice grammar
concepts. The just write prompt for today is: What do you wish were different about this class?
This is the first in a series of Just Write prompts intended to get students to think about issues at
the classroom, school, city, national or world level that they would like to change. I will tell
students that the purpose of this particular series of Just Writes is to brainstorm ideas that they
would like to write about for the Persuasive Essay culminating assessment for the unit. Students
will have 7 minutes to write and then we will take 3 minutes to share. (10 minutes).

Fire Drill Twenty Minutes

2. The Lottery First Reading: Students will be given time in class to complete a first reading of
Shirley Jacksons The Lottery. (15 minutes) This needs to be included because since I

decided to allot time in class to read The Lottery, if we dont take the 15 minutes to
read it, we wont have any material to go over at all.
3. Class Discussion: We will discuss students answers to the following questions as a class:
a. Were you surprised by the ending?
b. If not, at what point did you know what was going to happen?
c. What associations do you have with the word lottery? How did this association play
into your expectations for the story?
d. Do you think Shirley Jackson assumed her audience would have this bias?
As we advance towards the third question, I will introduce the concept of assumed reader bias
and ask students about how Shirley Jackson plays her readers positive connotations with the
word lottery against them. (10 minutes) Ten minute think-pair-share activity was cut

because the same questions could be addressed during whole group discussion.
4. The Lottery Second Reading: I will pass out the foreshadowing handout. As a class, we will
revisit The Lottery and pull out as many quotes as we can that operate as foreshadowing for
the storys conclusion. (5 minutes) It is very unfortunate that more reading and discussion

time had to be cut out of the class, but I feel that turning this into homeworkthough
not idealis a way to cut to the meat of this lessons importance while still asking
students to do the work.
Homework: Students will have to complete the handout for homework.