Day 1 f The Lttery Objective: SWBAT identify the setting f The Lttery and explain hw the setting helps establish the stry s initial md. SWBAT make predictins abut the stry s future events using prir knwledge and textual evidence related t setting t explain their reasning. Culminating Objective (Day 4): SWBAT identify the theme f The Lttery and explain hw the authr uses symblism f the lttery t develp this theme. Culminating Fcus Questin: What shuld students ultimately understand abut the text s theme(s)/meaning and hw it was cnveyed? What warning des Jacksn give readers abut the dangers f traditin? Hw des she use symblism t cnvey this theme? In yur answer, make sure yu: Clearly articulate Jacksn s warning Identify at least ne symbl used by the authr and explain hw it cnveys her theme r warning t readers Sample Student Respnse: Claim: In The Lttery, Shirley Jacksn cnveys a warning t readers thrugh her theme by demnstrating that blind adherence t traditin can cause therwise rdinary and seemingly gd individuals t cmmit heinus acts. Pssible Details: The lttery happens every year, and n ne questins its cruelty r takes a stand t stp it. The Black Bx symblizes the twnspeple s adherence t traditin. It is ld and decrepit, but they refuse t replace it because the twnspeple dn t like t upset traditin. The twnspeple dn t knw why they d the lttery beynd the fact that there used t be a saying that the lttery wuld bring heavy crps. Even as Tessie is being stned t death, she claims that the drawing itself is unfair; she never questins whether the lttery itself shuld ccur. Key Pints What d students need t knw abut the literary element(s), device(s), r structure(s) within my bjective? Why is this knwledge relevant and imprtant t the text s meaning? Hw will I make this infrmatin cncrete t students? Hw did I apply this knwledge t understand the text? What skills and/r strategies did I use, and hw did I use them? 1) Setting is the physical lcatin and time in which a stry takes place. T identify setting, we must nte the specific details the authr prvides cncerning: The stry s lcatin. The time in which the actin takes place. The scial envirnment f the characters, including the manners, custms, and mral values that gvern their sciety. 2) While we ften assciate setting with where and when, it als has an emtinal effect and can create a md r atmsphere. Md is the feeling that a text cnveys t readers. Authrs deliberately chse a setting and include specific details t cnjure a certain reactin/feeling in their readers. Once I have identified the stry s setting, I can identify the md by asking : What things, thughts, r feelings d I typically assciate these details with? Daily Assessment: What questin will students answer t shw that they have reached the daily bjective and understd the text? What will students d t shw they have mastered the basic knwledge/skills within the bjective? Setting can best be defined as: A. The emtinal effect r feeling that a text creates jn a reader B. The physical lcatin, time, and scial envirnment in which a stry takes place. C. The backgrund infrmatin that is imprtant t a text D. The steps a reader takes t use details t determine what may happen next in the stry. Md can be defined as: the feeling a text cnveys t readers. What is the setting f The Lttery? What md d these details establish, and what des this lead yu t think abut the lttery that s abut t ccur? Use evidence frm the text t supprt yur answer.
If the setting is a decrepit, abandned, and ld building, I might feel tense r anxius since I ve seen many scary mvies where smething bad happens in these types f lcatins. If the setting is a warm, sunny beach, I feel relaxed. Given this, what md is the authr trying t create? If I m feeling tense r anxius, I think the authr is trying t create a md f suspense r even fear. If I m feeling relaxed, I think the authr is trying t create a md f happiness and calm. 3) As readers, it s nt enugh t just nte where and when the stry takes place. By identifying the setting and the md it cnjures, we can make better predictins abut what may happen in the text. T d this, I shuld ask myself: What is the setting, and the md it cnjures, leading me t think might happen? I m thinking smething bad is ging t happen t ur main character. I m thinking that smething gd r maybe lucky will happen. What d I need t be aware f as I cntinue reading? I m ging t be n my tes t see what might happen next there will prbably be sme mre clues abut what catastrphe is abut t ccur. I m ging t lk fr additinal elements that indicate psitive events will ccur. CONNECTION TO SUMMER ACHIEVEMENT GOAL: Sample Student Respnse: The Lttery is set in a small, unnamed twn n a summer day. The details in the text tell us that: Pssible Details: It is the mrning f June 27 th. The day is clear and sunny. The flwers are blssming prfusely and the grass is green. All f the peple in the village are gathered in the village square, and they gather here every year fr the lttery. Because the peple are always present fr the lttery, it suggests that they place imprtance n traditin. While tgether, the twnspeple seem t be relaxed and happy: the children are playing and laughing, the men are telling jkes, and the wmen are gssiping. These setting details help establish a md f a relaxed excitement because the day is beautiful, all f the twnspeple are present, and they seem happy and carefree. Given the warm, sunny day and the sense f happy excitement f the twnspeple, it s likely that the lttery is a fun, cmmunity event fr the twnspeple. In rder t achieve grwth n their institute assessment, my students will need t read varius texts and discern hw the authr creates meaning. Setting is a key literary element acrss many texts that my students will have t be familiar with and interpret in rder t cmprehend and, in many cases, determine a text s theme. By fcusing n setting and hw it helps t establish the text s md, as well as using this infrmatin t make predictins, students will begin t develp the habit f identifying and interpreting these key details in a text t increase their understanding. This is a critical life skill as readers, my students will need t be aware f the different ways in which authrs create and cnvey meaning t make sense f and analyze texts in high schl, cllege, and beynd. PRE-READING (25 min.) D yu need t: Activate prir knwledge r build backgrund knwledge t help students cmprehend key ideas? Pre-teach unfamiliar vcabulary wrds that are imprtant t the text s meaning? Intrduce students t the knwledge, skills, and strategies imprtant t the text? Cnnect students t imprtant ideas frm a previus lessn? (4 min.) Students will silently cmplete the D Nw (belw). Nte: Students shuld write their respnses n the structured nte-taking handut included at the back f this plan, which yu may chse t teach this lessn. If yu d nt chse t use the nte-taking handut, be sure the D Nw is written n the bard befre the beginning f class. 1. After 10 hurs n the jb, the greeter at Wal-Mart gave everyne a perfunctry hell while mstly staring at his cell phne and reading text messages.
Based n the sentence abve, what des the wrd perfunctry mean? Chse the crrect answer belw, and underline the wrds in the sentence that helped yu determine its meaning. a. acting with enthusiasm and with energy b. dne rutinely with little interest r care c. acting with sadness and dismay d. dne with anger tward thers 2. What wuld yu d if yu wn the lttery? List the first five things yu wuld d with yur winnings. (4 min.) Pre-teach tday s vcabulary. Give the crrect prnunciatin fr perfunctry s that students hear and read the wrd crrectly. Then, begin by ging ver the D Nw t see hw students defined the wrd based n the clues prvided in the sentence. Tday s vcabulary wrd is perfunctry, and it s prnunced per-func-t-ry. Say it with me: per- FUNC-t-ry. (Students repeat prper prnunciatin with teacher). Great. I need a vlunteer t read the sentence n the D Nw fr us. (Call n student t read sentence ut lud.) Let s take a quick pll hld up 1 finger if yu chse A, 2 fr B, 3 fr C, and 4 fr D. Review the wrd, its crrect definitin, and ensure students understand the specific cntext clues that suggested the wrd s meaning. Depending n student respnses n the D Nw, yu may want t d this in ne f tw ways: If ver half the class gt the crrect definitin, have a student explain hw they used clues in the sentence t determine the wrd s meaning. It lks like mst f yu chse letter (B) dne rutinely r with little interest r care, which is exactly right. Wh can tell us what specific wrds r clues in the sentence helped yu figure ut the meaning? If mre than half the class gt the wrng definitin, shw students hw yu used clues in the sentence t determine the wrd s meaning. It lks like we re all ver the map n this ne, s let me shw yu hw I figured it ut. I chse letter (B), because I thught perfunctry meant dne rutinely, with little interest r care. When I read the sentence, here s what std ut t me: when greeting custmers at Wal-Mart, the greeter kept staring and playing with his cell phne. This suggested t me that he was bred and nt really all that interested in saying a nice, friendly hell t all f the custmers walking thrugh the dr. In additin, the beginning f the sentence helped me cnfirm this. Since he d been at the jb fr ver 10 hurs, I figured that he was likely tired and bred, and s he didn t have enthusiasm r energy. I didn t really have any evidence t shw me that he was sad r angry, s I determined that perfunctry must mean t d smething rutinely r with little interest. As a class, give students an pprtunity t brainstrm 1-2 synnyms, antnyms and write these in the apprpriate spt n their handut. Pssible synnyms: indifferent, cursry, rutine, uncncerned Pssible antnyms: enthusiastic, thughtful, spirited, zealus Then, have students use the wrd in a sentence. Thugh yu will want t prvide students with the pprtunity t write their wn sentences with future vcabulary wrds, yu shuld t create a sentence tgether as a class fr the first lessn. Let s write a sentence using the wrd perfunctry. T d s, I d like smene t vlunteer t explain an activity that they d in a perfunctry manner. (A student prvides a suggestin; shift it int a sentence.) Great let s write that dwn n ur handut: Because I wanted t find my cusins, I gave my grandmther a quick, perfunctry kiss befre rushing t the basement t find them. (4 min.) Use the secnd questin n the D Nw t intrduce students t the text. Use this as an pprtunity t activate prir knwledge and prepare students fr reading (since generally, ltteries evke pleasant experiences and cnjure ideas f luck and winnings). All right, let s discuss the secnd questin n yur D Nw. It s yur lucky day yu ve just wn the lttery. Wh can vlunteer t share what they wuld d with the winnings? (Invite 2 students share. It is imprtant that yu limit student respnses here t maintain pacing in this lessn.)
Tie this back t the text that students will read ver the next several days, build quick backgrund knwledge, and have students create an initial predictin based n the title f the stry and what they knw abut ltteries frm their real life experience. Yu may chse t have 1-2 students share their predictins. Tday, we ll start reading a stry titled, The Lttery. It was written in 1948 and was extremely cntrversial s much s that it was actually banned frm being read in schls at ne pint. (If students ask why, respnd by telling students that s smething that they ll have t think abut and gather evidence fr as they read). Befre we begin, take a mment t jt dwn a predictin, r an educated guess, abut what this stry might be like given the title and what yu knw frm yur wn life experience abut ltteries. Jt yur thughts in a cmplete sentence n yur handut. (13 min.) Intrduce students t the key pints prir t reading the text. Thrughut this sectin, write ntes n the verhead/ prjectr/ a pster s that students can fllw alng n their handut. Key Pint #1: Setting is the physical lcatin and time in which a stry takes place. T identify setting, we must nte the specific details the authr prvides cncerning: The stry s lcatin. The time in which the actin takes place. The scial envirnment f the characters, including the manners, custms, and mral values that gvern their sciety. Intrduce the 1 st key pint t tell students what literary element they ll fcus n during the day s reading. Befre we dive int the text tday, we re ging t start by talking abut setting as ne f the imprtant elements that authrs use t create meaning fr us as readers. Ask students t tell yu what they knw abut setting r hw they wuld define it, since this is a term they have heard befre. Validate and crrect their respnses, making sure they write the fllwing infrmatin n their handut: Setting is the (physical lcatin) and (time) in which a stry takes place. T identify setting, we must nte the details the authr prvides cncerning: the stry s (lcatin) the (time) in which the actin takes place the (scial envirnment) f the characters, including the manners, custms, and mral values that gvern their sciety Key Pint #2: While we ften assciate setting with where and when, it als has an emtinal effect and can create a md r atmsphere. Md is the feeling that a text cnveys t readers. Authrs deliberately chse a setting and include specific details t cnjure a certain reactin/feeling in their readers. Once I have identified the stry s setting, I can identify the md by asking : What things, thughts, r feelings d I typically assciate these details with? If the setting is a decrepit, abandned, and ld building, I might feel tense r anxius since I ve seen many scary mvies where smething bad happens in these types f lcatins. If the setting is a warm, sunny beach, I feel relaxed. Given this, what md is the authr trying t create? If I m feeling tense r anxius, I think the authr is trying t create a md f suspense r even fear. If I m feeling relaxed, I think the authr is trying t create a md f happiness and calm. Intrduce the 2 nd key pint by wrking thrugh an example. Setting is much mre than just the where r the when setting can als have a huge impact n a stry. Fr example, raise yur hand if yu ve recently watched a scary mvie? (Students raise hands.) I
hate scary mvies there s always that ne scene, yu knw, where the main character is all alne, at night, when n ne else is arund, and they make a crazy decisin t g wander arund in a dark, rundwn, abandned huse. They start playing the scary music, and yu just knw that the killer is lurking there behind the dr. Think abut it What feelings r reactins des that dark, empty huse create? (Slicit a student respnse. Students will likely say that they wuld feel tense r nervus that smething bad will happen. Have students write this feeling in the apprpriate spt n the handut.) Have students fill ut the fllwing infrmatin n their handut: While we ften assciate setting with the where and when, there is als an emtinal effect f setting because the setting can (create a md r an atmsphere). A stry s md is (the feeling that a text cnveys t its readers). Reinfrce the 2 nd key pint by wrking thrugh anther example. Nw cnsider a different example. D yu think I wuld have felt differently if the character was just strlling dwn a bright sunny beach during the day with peple all arund? Hw might my reactin have been different? (Students will likely say that they d feel mre relaxed and less wrried that smething bad was abut t happen. Have students write this feeling in the apprpriate spt n their handut.) Exactly s in this case the setting makes us feel smething different.. Shw the prcess fr identifying md. Students shuld take ntes n their handut. Once I have identified the stry s setting, I can identify the md by asking myself: What (things), (thughts), r (feelings) d I typically assciate these details with? Given this, what (md is the authr trying t create)? Use the same examples t wrk thrugh this prcess. Let s think back t ur ld, run-dwn, abandned huse. That setting made me feel tense and anxius. I think the authr is trying t build a md f suspense and fear. Nw let s think back t ur warm, sunny beach. Hw did that setting make yu feel? (Have a student respnd; he/she will likely say that it made him/her feel calm and relaxed.) What md is the authr trying t create? (Students shuld say that the authr is trying t build a md f happiness and tranquility. Have them write these in the apprpriate spts n their handut.) Key Pint #3: As readers, it s nt enugh t just nte where and when the stry takes place. By identifying the setting and the md it cnjures, we can make better predictins abut what may happen in the text. T d this, I shuld ask myself: What is the setting, and the md it cnjures, leading me t think might happen? I m thinking smething bad is ging t happen t ur main character. I m thinking that smething gd r maybe lucky will happen. What d I need t be aware f as I cntinue reading? I m ging t be n my tes t see what might happen next there will prbably be sme mre clues abut what catastrphe is abut t ccur. I m ging t lk fr additinal elements that indicate psitive events will ccur. Intrduce the 3 rd key pint. Students shuld cntinue filling ut their handut. T use setting and md t make predictins, I shuld ask myself: What is the (setting), and the (md) it cnjures, (leading me t think might happen)? What d I need t be aware f as I cntinue reading? Illustrate using setting and md t make predictins with the same examples. Have students fill ut the apprpriate slts n their handut: Let s think back t ur ld, run-dwn, abandned huse:
The setting made us feel tense and anxius. We knw the authr is trying t build a md f suspense and fear. This makes us think smething bad is ging t happen t the main character like maybe they re ging t get hurt r killed. As I cntinue reading, I shuld lk fr ther clues that disaster is imminent. Nw let s think back t ur warm, sunny beach: The setting made us feel calm and relaxed. We knw the authr is trying t build a md f happiness and tranquility. What des this make yu think might happen? (Students will likely say that it makes them think smething nice r lucky is ging t happen maybe the main character will fall in lve.) What shuld yu be lking fr as yu cntinue t read? (Students shuld say they will lk fr ther clues that things are ging well.) Great wrk! Nw it s time t take what we ve just talked abut, and use it t better understand ur stry fr the next few days: The Lttery. DURING READING (50 min.) Cnsider: What places within the text are mst imprtant fr reaching the day s bjective and cmprehending the text s meaning? What must students knw and be able t d with the text t reach the day s bjective and hw will yu supprt them? What methds will yu use t ensure students are actively thinking and engaging with the text t reach the bjective and cmprehend? Hw will students d the reading? (1 min.) Give students cntext and set a purpse fr the reading. Explain what students shuld fcus n and why. As we read tday, we re ging t pay clse attentin t the details and descriptins that the authr prvides n the setting, and use these details t identify the md, r hw the authr may want us t feel frm reading these details. I m ging t start by reading the first paragraph ut lud. As I d, think abut the specific details the authr includes that help reveal the time and place. Remember, we re lking fr specifics knwing it s a cld, dark, dreary winter night cnjures a different feeling that just knwing that it s winter. As I read, underline any wrds that help yu understand the setting f the stry better. (5 min.) Read Paragraph #1 alud t students; stp t identify the setting details and t cnsider questins 1-3 n the nte-taking handut. By reading the first paragraph alud, yu can stp students and guide them thrugh identifying setting details by underlining them n the verhead/ prjectr and describing what these details lead them t think and feel. Students will d such reading and thinking with greater independence later in the text. The mrning f June 27th was clear and sunny, with the fresh warmth f a full-summer day; the flwers were blssming prfusely and the grass was richly green. The peple f the village began t gather in the square, between the pst ffice and the bank, arund ten 'clck; in sme twns there were s many peple that the lttery tk tw days and had t be started n June 26 th, but in this village, where there were nly abut three hundred peple, the whle lttery tk less than tw hurs, s it culd begin at ten 'clck in the mrning and still be thrugh in time t allw the villagers t get hme fr nn dinner. Stp here t pull ut setting details with students, making sure t engage students in the prcess. Yu shuld prmpt students by asking questins and use the verhead/ prjectr t underline and shw them the specific details that help yu identify setting and md. S I ve nly read ne paragraph, but I ve already nticed a lt f imprtant details related t the setting. Let s lk back at the paragraph. What details abut the time and place std ut? Raise yur hand if yu can tell us smething abut where r when the stry takes place. (Students respnd; if n students have hands up, prmpt students with mre specific questins: What time f year is it?)
Great, we knw it s mrning and it s summer time. I m ging t underline these details, and I d like yu t d the same n yur cpy f the text. S we knw it s summer time, but the authr als gives us even mre detail hw des she describe the day? What ther details can yu find? (Students respnd; ensure students nte that it s clear and sunny; nt nly is the grass green, but it s richly green and flwers are blming with a prfuse smell. Students shuld mark their text by underlining as yu mdel and underline these key details n the verhead/ prjectr.) Knwing these the details is part f what I ve gt t d, but it s nt all the authr includes these specific details t help build a md r cnjure certain thughts and feelings in me as a reader. S, I ask myself: What things, thughts, r feelings d I typically assciate with these wrds and details? Hw des a warm, clear summer day make yu feel? (Students respnd; make sure students identify that the setting details make us feel mre carefree, uplifted, and energized; if it s helpful, have students cmpare hw a warm summer day might make them feel with a cld, dreary, rainy winter day). What d blming flwers and green grass make yu think? (Students respnd; make sure students assciate the grass and flwers with life and energy things are in blm.) S nw I ask myself, given this, what md is the authr trying t create? Based n what yu all just described, I think the authr s creating a carefree, jyful md. It s summer time, and all f the details suggest that things are bright and happy in this little twn. I ll use this t help me make a predictin. Once I knw the md, that can help me think abut what may happen next. Take a minute t revisit yur predictin that yu wrte befre we started reading. Jt dwn any changes r additins yu want t make. (Give students 30 secnds t d this, and then call n 1-2 students t share. At this pint, students predictins likely haven t changed much at this pint in time, since mst prbably stated that ltteries are generally pleasant, which is cnsistent with the initial md f the text.) (3 min.) Give directins fr partner reading f Paragraphs #2 and #3 and set a purpse fr reading. While the authr prvided sme great details abut the setting and specifically, the time and lcatin in the first paragraph, she ll cntinue t build with mre descriptins in the next tw paragraphs. Yu ll wrk with a partner t read the next sectin f text paragraphs 2 and 3 (shw students these paragraphs n the verhead/ prjectr) and t identify the setting details and the md f the text. Be sure t identify details related t the scial circumstances f the twnspeple in particular: Hw d they interact with ne anther? What kind f peple are they? First, I ll explain the directins fr reading with yur partner. Rw 1-2 will wrk tgether; if yu re in Rw 1, when I m dne giving directin, yu ll slide yur desk t the persn next t yu in Rw 2 (nt nw!). Rws 3-4 will wrk tgether; if yu re in Rw 3 yu ll slide yur desk t the persn next t yu in Rw 4 (nt nw!). Rws 5-6 will wrk tgether; if yu re in Rw 5 yu ll slide yur desk t the persn next t yu in Rw 6 (nt nw!). When reading with yur partner, yu shuld each take turns reading a paragraph alud; if yu are nt reading, yu shuld fllw alng with the text. After yu have finished reading, yu ll have 2-3 minutes t quietly discuss and write yur answers t questins 4-6. When discussing with yur partner, yu shuld use a quiet vice that s apprpriate fr cnversatin. Yu will nt get t pick yur partner tday; depending n hw well yu d, yu may earn the privilege f picking yur partner n future days. Hwever, remember ur class rules: we are respectful f everyne. Befre we start, I need a vlunteer t explain hw yu shuld read with yur partner and what details yu shuld pay attentin t as yu read. (Student shares; validate r prvide clarificatin n hw students shuld partner read). (9 min.) Students read Paragraphs #2 and #3; then, they respnd t questins 4-6 n their handut. As students read, walk arund t mnitr student practice and behavir. Redirect any students wh are ff task, and lk fr students wh may need additinal reading supprt. When students finish reading, they shuld answer questins 4-6 n their nte-taking handut.
The children assembled first, f curse. Schl was recently ver fr the summer, and the feeling f liberty sat uneasily n mst f them; they tended t gather tgether quietly fr a while befre they brke int bisterus play. and their talk was still f the classrm and the teacher, f bks and reprimands. Bbby Martin had already stuffed his pckets full f stnes, and the ther bys sn fllwed his example, selecting the smthest and rundest stnes; Bbby and Harry Jnes and Dickie Delacrix-- the villagers prnunced this name "Dellacry"--eventually made a great pile f stnes in ne crner f the square and guarded it against the raids f the ther bys. The girls std aside, talking amng themselves, lking ver their shulders at rlled in the dust r clung t the hands f their lder brthers r sisters. Sn the men began t gather, surveying their wn children, speaking f planting and rain, tractrs and taxes. They std tgether, away frm the pile f stnes in the crner, and their jkes were quiet and they smiled rather than laughed. The wmen, wearing faded huse dresses and sweaters, came shrtly after their menflk. They greeted ne anther and exchanged bits f gssip as they went t jin their husbands. Sn the wmen, standing by their husbands, began t call t their children, and the children came reluctantly, having t be called fur r five times. Bbby Martin ducked under his mther's grasping hand and ran, laughing, back t the pile f stnes. His father spke up sharply, and Bbby came quickly and tk his place between his father and his ldest brther. (3 min.) Discuss the setting details students identified, as well as their answers t questins 4-6 n the nte-taking handut. Have a few students share ut and check student understanding, making sure that students underlined details similar t the nes abve and that they assciate the twnspeple, like the village itself, with a generally pleasant md given the setting details. (1 min.) Help students set a new purpse fr reading and prepare them fr key details that will be imprtant t the text s meaning. Explain what students shuld fcus n as yu read alud. Yu may cntinue t nte things abut the setting and twnspeple that help establish and build the md. Cntinue t underline these details in yur text s that yu can use them t help yu predict and discuss the text with thers. But, befre we cntinue, remember that setting is just ne thing the authr is ding t build meaning. As I read the next few paragraphs alud, we ll get sme imprtant infrmatin abut the twn s lttery and what it s all abut. S, as yu read, be n the lk ut fr details abut the twn s lttery. When yu finish reading, yu and yur partner will answer these fur questins n yur handut(shw students the questins). (5 min.) Read Paragraphs #4-7 alud t students. The lttery was cnducted--as were the square dances, the teen club, the Hallween prgram--by Mr. Summers wh had time and energy t devte t civic activities. He was a rund-faced, jvial man and he ran the cal business, and peple were srry fr him because he had n children and his wife was a scld. When he arrived in the square, carrying the black wden bx, there was a murmur f cnversatin amng the villagers, and he waved and called. "Little late tday, flks." The pstmaster, Mr. Graves, fllwed him, carrying a three- legged stl, and the stl was put in the center f the square and Mr. Summers set the black bx dwn n it. The villagers kept their distance, leaving a space between themselves and the stl, and when Mr. Summers said, "Sme f yu fellws want t give me a hand?" there was a hesitatin befre tw men. Mr. Martin and his ldest sn, Baxter, came frward t hld the bx steady n the stl while Mr. Summers stirred up the papers inside it. The riginal paraphernalia fr the lttery had been lst lng ag, and the black bx nw resting n the stl had been put int use even befre Old Man Warner, the ldest man in twn, was brn.
Mr. Summers spke frequently t the villagers abut making a new bx, but n ne liked t upset even as much traditin as was represented by the black bx. There was a stry that the present bx had been made with sme pieces f the bx that had preceded it, the ne that had been cnstructed when the first peple settled dwn t make a village here. Every year, after the lttery, Mr. Summers began talking again abut a new bx, but every year the subject was allwed t fade ff withut anything's being dne. The black bx grew shabbier each year: by nw it was n lnger cmpletely black but splintered badly alng ne side t shw the riginal wd clr, and in sme places faded r stained. Mr. Martin and his ldest sn, Baxter, held the black bx securely n the stl until Mr. Summers had stirred the papers thrughly with his hand. Because s much f the ritual had been frgtten r discarded, Mr. Summers had been successful in having slips f paper substituted fr the chips f wd that had been used fr generatins. Chips f wd, Mr. Summers had argued. had been all very well when the village was tiny, but nw that the ppulatin was mre than three hundred and likely t keep n grwing, it was necessary t use smething that wuld fit mre easily int he black bx. The night befre the lttery, Mr. Summers and Mr. Graves made up the slips f paper and put them in the bx, and it was then taken t the safe f Mr. Summers' cal cmpany and lcked up until Mr. Summers was ready t take it t the square next mrning. The rest f the year, the bx was put way, smetimes ne place, smetimes anther; it had spent ne year in Mr. Graves's barn and anther year underft in the pst ffice and smetimes it was set n a shelf in the Martin grcery and left there. There was a great deal f fussing t be dne befre Mr. Summers declared the lttery pen. There were the lists t make up--f heads f families, heads f husehlds in each family, members f each husehld in each family. There was the prper swearing-in f Mr. Summers by the pstmaster, as the fficial f the lttery; at ne time, sme peple remembered, there had been a recital f sme srt, perfrmed by the fficial f the lttery, a perfunctry, tuneless chant that had been rattled ff duly each year; sme peple believed that the fficial f the lttery used t stand just s when he said r sang it, thers believed that he was suppsed t walk amng the peple, but years and years ag this part f the ritual had been allwed t lapse. There had been, als, a ritual salute, which the fficial f the lttery had had t use in addressing each persn wh came up t draw frm the bx, but this als had changed with time, until nw it was felt necessary nly fr the fficial t speak t each persn appraching. Mr. Summers was very gd at all this; in his clean white shirt and blue jeans, with ne hand resting carelessly n the black bx, he seemed very prper and imprtant as he talked interminably t Mr. Graves and the Martins. (1 min.) Give directins fr Think-(Write)-Pair-Share t students. Explain expectatins fr Think-(Write)-Pair-Share When yu are with yur partner, yu ll have 5 minutes t quietly discuss yur answers t fur questins. When discussing with yur partner, yu shuld use a quiet vice that s apprpriate fr cnversatin. Yu ll discuss the fllwing questins (shw students where these questins are n their handut); we ll share ut as a whle class after a few minutes, s jt yur thughts dwn n yur handut s that yu are ready t discuss. (5 min.) Students engage in Think-(Write)-Pair-Share, respnding t questins 7-10 n the handut. Give students 5 minutes t answer the fllwing questins n their handut with their partner. As students answer the questins, circulate and assist any students wh are having truble finding details frm the prtin f the text that they just read. Questins n the handut: What d we knw abut when the lttery was started? We dn t knw an exact year, but we can infer that it s been ging n fr a lng time. The black bx that they use had been being used even befre the ldest man in twn was invlved in the lttery. What things have changed ver time? The twnspeple use paper instead f wdchips. They n lnger d the recital r chant.
What things have remained the same? They still make lists fr families that participate, they still use the black bx (that has pieces f the riginal black bx), they still swear in the headmaster. Hw d the twnspeple feel abut making changes t the lttery? Hw d yu knw? They dn t like it. They dn t like talking abut replacing the black bx. (4 min.) Discuss the questins as a whle grup t ensure that students have the key ideas. These paragraphs just tld us a lt f imprtant infrmatin abut the lttery, s let s make sure that we are clear abut what s happening in this twn. I need a vlunteer t read the first questin and share their answer. Call n students t read each questin and share their answer. Prmpt students t explain what in the text helped them determine the answer. Ensure that all students understand the fllwing: The lttery started a lng time ag. While sme things have changed, the twnspeple like the traditin and are weary f changes (as evidenced by their feelings abut the black bx). Ask students: D we knw why the twnspeple d the lttery? Ensure that students understand that at this pint, we knw that the lttery is imprtant t the peple, but we dn t knw why they d it. (2 min.) Re-establish students fcus and purpse fr reading Paragraphs #8 and #9. Reinfrce partner expectatins fr reading by highlighting what students did well during the last partner reading, r re-set expectatins by re-explaining directins fr hw students shuld partner read. Yu ll read tw mre paragraphs f the text tday befre we wrap up. As yu read, I want yu t think abut the stry s setting and what yu knw abut the twn s lttery, and lk fr details that help yu understand hw the peple might feel abut the lttery. Underline any details that clue yu int hw the peple feel s that yu can use that t help refine yur predictins and discuss the stry with thers. Then, when yu finish reading, yu and yur partner will discuss and answer these tw questins n yur handut befre we share ut as a whle grup. (Shw students the questins that they ll answer n the handut.) Read questins alud: Based n these, what is the general attitude f the twnspeple as they wait fr the lttery t begin? What specific evidence in the text helped yu determine this? (8 min.) Students read Paragraphs #8 and #9; then, they respnd t questins 11 and 12 n their handut. Students cntinue reading in partners with the Paragraph #8, which starts Just as Mr. Summers thrugh right befre the lttery starts at the end f Paragraph #9. As students read, walk arund t mnitr student practice and behavir. Redirect any students wh are ff task, and lk fr students wh may need additinal reading supprt. When students finish reading, they shuld answer questins 11 and 12 n their nte-taking handut. Just as Mr. Summers finally left ff talking and turned t the assembled villagers, Mrs. Hutchinsn came hurriedly alng the path t the square, her sweater thrwn ver her shulders, and slid int place in the back f the crwd. "Clean frgt what day it was," she said t Mrs. Delacrix, wh std next t her, and they bth laughed sftly. "Thught my ld man was ut back stacking wd," Mrs. Hutchinsn went n. "and then I lked ut the windw and the kids was gne, and then I remembered it was the twenty-seventh and came a-running." She dried her hands n her aprn, and Mrs. Delacrix said, "Yu're in time, thugh. They're still talking away up there." Mrs. Hutchinsn craned her neck t see thrugh the crwd and fund her husband and children standing near the frnt. She tapped Mrs. Delacrix n the arm as a farewell and began t make her way thrugh the crwd. The peple separated gd-humredly t let her thrugh: tw r three peple said, in vices just lud enugh t be heard acrss the crwd, "Here cmes yur, Missus, Hutchinsn," and "Bill, she made it after all." Mrs. Hutchinsn reached her husband, and Mr.
Summers, wh had been waiting, said cheerfully. "Thught we were ging t have t get n withut yu, Tessie." Mrs. Hutchinsn said, grinning, Wuldn't have me leave m'dishes in the sink, nw, wuld yu. Je?," and sft laughter ran thrugh the crwd as the peple stirred back int psitin after Mrs. Hutchinsn's arrival. (4 min.) Lead a shrt class discussin t check student understanding. Call n students t read each questin and share their answer. Prmpt students t explain what in the text helped them determine the answer. Ensure that all students understand that peple generally seem excited and ready fr the lttery t begin, as evidenced by the jking that takes place in the last few paragraphs as well as Tessie running t make it in time fr the lttery t begin. POST READING (15 min.) Cnsider: What ideas r parts f the text shuld students fcus n t clarify, summarize, and extend their understanding? Hw will this prepare them t answer the daily fcus questin (and, if applicable, set them up fr tmrrw s lessn)? When will students cmplete their daily assessment and hw lng will this take? (7 min.) Cnnect students back t the daily bjective and give student an pprtunity t reflect n their reading. Give students 3-5 minutes t revisit their initial predictins. After students have written their predictins dwn, call n a few students t share their predictins and prmpt them t give specific ratinale, using the text, fr why they think this will happen. Befre we started reading tday, yu made a predictin abut this text based n the title, and then based n the initial setting details that helped yu discern the md. Nw, yu have an even greater understanding f the twnspeple and their lttery. Take a mment nw t revisit yur predictin and either refine it r change it in the apprpriate spt n yur handutr. As yu d this, make sure that yu base yur thinking n specific evidence frm the text. S, fr example, if yu think that Tessie s family may benefit frm the lttery, yu shuld pint t specific evidence in the text that leads yu t think this. (8 min.) Give students directins t answer the daily fcus questin and cmplete the daily assessment.
D Nw Name: 1. After 10 hurs n the jb, the greeter at Wal-Mart gave everyne a perfunctry hell while mstly staring at his cell phne and reading text messages. Based n the sentence abve, what des the wrd perfunctry mean? Chse the crrect answer belw, and underline the wrds/phrases in the sentence that helped yu determine its meaning. a) acting with enthusiasm and energy b) dne rutinely with little interest r care c) acting with sadness and dismay d) dne with anger tward thers 2. What wuld yu d if yu wn the lttery? List the first five things yu wuld d with yur winnings. a) b) c) d) e) Vcabulary Perfunctry (per-func-t-ry) means: Synnyms Antnyms Use perfunctry in a sentence:
. Pre-Reading Predictin Make a predictin abut what The Lttery will be abut. Explain why yu made the predictin yu did. Pre-Reading Ntes Setting is the and in which a stry takes place. T identify setting, we must nte the details the authr prvides cncerning: the stry s. the in which the actin takes place. the f the characters, including the manners, custms, and mrals f their sciety. While we ften assciate setting with the where and when, there is als an emtinal effect f setting because the setting can. A stry s md is. Once I have identified the stry s setting, I can identify the md by asking myself: What,, r can I assciate these details with? Given this, what? T use setting and md t make predictins, I shuld ask myself: What is the and the it cnjures, leading me t think? What d I need t be aware f as I cntinue reading?
Setting: Example #1 Example #2 Setting: An ld, run-dwn, abandned huse Hw It Makes Me Feel: Hw It Makes Me Feel: A warm, sunny beach Md Created By Authr: Md Created By Authr: Predictin: Predictin: During-Reading Ntes After reading Paragraph #1, we ll answer the fllwing questins tgether: 1. Hw des a warm, clear summer day make yu feel? What d blming flwers and green grass make yu think? 2. What md des Jacksn create? 3. Des this md cause yu t alter yur predictin? If s, hw? After reading Paragraphs #2 and #3, answer the fllwing questins with yur partner: 4. What things, thughts, r feelings d yu typically assciate with the setting details yu underlined? 5. Is this cnsistent with the md we uncvered frm the first paragraph? Why r why nt? 6. Des the md in these paragraphs drive yu t mdify yur initial predictin? If s, hw? Think-(Write)-Pair-Share fr Paragraphs #4-#7: Befre yu discuss with a partner, write yur thughts t the questins belw.
7. What d we knw abut when the lttery was started? 8. What things have changed ver time? 9. What things have remained the same? 10. Hw d the twnspeple feel abut making changes t the lttery? Hw d yu knw? After reading Paragraphs #8 and #9, answer the fllwing questins with yur partner. 11. Based n the last tw paragraphs, what is the general attitude f the twnspeple as they wait fr the lttery t begin? 12. What specific evidence in the text helped yu determine this? Revisit yur predictin. What d yu think will happen as we cntinue reading? Be as specific as yu can, and be sure t grund yur predictin in details frm the text. Exit Ticket fr Day 1 f The Lttery Name: 1. (Circle One) Setting can best be defined as: E. The emtinal effect r feeling that a text creates jn a reader. F. The physical lcatin, time, and scial envirnment in which a stry takes place. G. The backgrund infrmatin that is imprtant t a text. H. The steps a reader takes t use details t determine what may happen next in the stry. 2. Md can be defined as:. 3. What is the setting f The Lttery? What md d these details establish, and what des this lead yu t think abut the lttery that s abut t ccur? Use cmplete sentences and evidence frm the text t supprt yur answer.