Secondary Lesson Plan Template

Topic: Using close reading to

practice identifying theme in the
short story, The Lottery

Grade Level: 10

Length of
class:
60 minutes

LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this

lesson)?
To help students practice identifying a theme within a narrative.
This practice will also include finding textual evidence to support
the identified theme, and discussing how the theme progresses
throughout the narrative. Practicing this skill will provide students
the necessary experience in order to be able to carry out the same
task for their final essay.
LEARNING OBJECTIVES (What will students know or be expected to do
in this lesson? Use verbs from Blooms Taxonomy):
SWBAT identify and develop their interpretation of a theme in a text
(and eventually the novel)
SWBAT cite specific textual evidence to support their claim of the
theme they identified
SWBAT analyze their identified theme throughout the text (and
eventually the novel)
STANDARDS (What national or state standards will you address?):
CCSS.ELA-Literacy.RL.9-10.2
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.
CCSS.ELA-Literacy.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.
RESOURCES/MATERIALS NEEDED (What materials and resources will I
need in this lesson?):
The Lottery by Shirley Jackson
List of common themes [Taken from Honigsfeld and Dove (2013) on
pg. 60]
Projector
Whiteboard
I Witness Graphic Organizer [Taken from Honigsfeld and Dove

(2013)]
PLAN for LEARNING (How will you organize
lesson?
LESSON SEQUENCE & PACING (How will I
organize this lesson? How much time will
each component of the lesson take?)
1. I will begin the class by reviewing the
WWII article, and asking students to
brainstorm what they know about the
war. I will write their ideas on the
whiteboard. When their ideas have all
been listed, we will go through and
circle the ideas that seem relevant to
Miss Peregrines based on what they
have learned from the prologue and
chapter 1. (5 minutes)
2. Next, I will move into my lesson on
theme. I will first write the definition of
theme on the whiteboard, and then
next to it, I will write the definition of
main idea. I will ask students to
recognize the differences, and tell me
what they are. I will ask students if
they can think of an example of a
theme from a story or novel theyve
read. Next, I will point out to the
students that while authors do
generate themes in their texts, themes
can also be generated by readers. For
example, two people could read the
same text and interpret two different
themes. The important aspect is to be
able to support your interpretation
with textual evidence (as we have
done before). I will then pass out a list
of common themes for each student
so they may use it as guidance if they
wish. (20 minutes)
3. I will pass out a copy of The Lottery
to each student, and I will also project
the short story in the front of the

student learning in this

ACTIVATE/ENGAGE
(How will I engage students
in learning or prepare
students to learn by
activating/building up their
prior knowledge?)
Ask a question, think-pairshare activity, Anticipatory
set activity, checklists, quick
write, cooperative learning
activity, inquiry-based task,
carousel activity, KWL, circle
map, show a video clip, do a
demonstration, tell a story,
quiz, thumbs up, fist-to-five,
etc.
ACQUIRE/EXPLORE/APPLY
(How will I help students
acquire and apply new
knowledge and skills?)
Lecture, demonstration,
guest speaker, inquiry-based
activity, text analysis,
discussion, debate,
simulations, skits, projectbased learning, jigsaw
activity, cooperative learning
activity, flexible grouping,
learning center rotation,
research activity, etc.
ASSESS/CLOSURE/BRIDGE
(How will I assess my
students understanding or
provide closure in the
lesson?)
Selected Response (Test,
quiz, exit slip)
Products from
Performance assessment
(Skit, role play,
dramatization, debate,

room. As a class, we will read the story

aloud. I will ask students to be
considering the theme, and marking
passages that seem important and/or
helped them develop their
interpretation of the theme on the I
Witness Graphic organizer. When we
have finished, I will ask a few student
volunteers to explain what theme they
interpreted (they may use their list of
common themes), and also to identify
passages that helped them develop
their theme. This will help students
understand the way the process works
so they may begin doing it while
reading the novel. They will turn in
their graphic organizers so I can check
for understanding. (30 minutes)
4. Students will be instructed to pay
close attention to what the theme
could be in the novel. They should
make notes in their notebooks of
important passages, possible themes,
and other ideas. They will need to
track these ideas throughout the novel
to see how they develop and change
throughout reading. They will be asked
to read chapter 2 for homework, and
to complete a stop and jot summary.
(5 minutes)

cooperative learning, project,

student-inquiry)
Written Communication
(Short-answer, journal entry,
bulleted response, essay,
exit slip)
Personal Communication
(Questions, Discussion
Interview)

LIST OF COMMON THEMES:

Acceptance
Beauty
Compassion
Courage
Family Relationships
Friendship
Greed
Honesty
Identity
Injustice
Loss of Innocence
Loyalty
Overcoming Adversity
Peer Pressure
Perseverance
Sacrifice
Redemption
Responsibility
*Note: You are not restricted to this list when identifying themes*

I Witness
Story Title:
Selected Theme:
Clues From the Text

What It Reveals

Why It Supports the Theme