DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate ___Calee Drew____________________
Grade Level __8th ______ Subject/Content: English Language Arts______
Title __The Lottery________________
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.

The diversity in this 8th grade honors language arts class is scarce:

30 students
5 males, 25 females
28 White, 1 Hispanic, 1 African American
There are no ELL students present in this class
Exceptionalities - There is one student that sits in the back that has a problem with speaking out
loud and disrupting those around him. His behavior can hardly be controlled.

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
- Students will be able to understand how to predict the outcomes of a short story with the use of
foreshadowing.
- Students will be able to make predictions throughout the story.

Reading/Language Walk-Away:
-

Read as a class
Read out loud
Students will learn necessary vocabulary words for The Lottery.

ASSESSMENT EVIDENCE (formative/summative checks for

learning) (Match the Content Walk-Away)
This lesson covers Utah Core Standard RI 8.4 / LARI.08.CC.04*
Context Clues The students will use context clues to predict what will
happen later on in the story.
Before starting this lesson I will have the students complete 5-6

Modifications/Accommodations

(ELL, IEP, GATE, etc.)

For the kid that sits in the back and
seems to always disrupt the class
because of his talking, I will make
sure to incorporate him in the
discussion and give him an actual

questions of Bell Work that focuses on foreshadowing and why its

important in a story. This will introduce the topic of the day and get
them in the right mindset when starting to read The Lottery.

reason to talk. This will create some

control and it will allow him to learn
what I am teaching because he will
be focused on the lesson.

After the short story is finished, I will have the students write 1-2
paragraphs about what they thought the outcome of the story was
going to be and how foreshadowing changed their mind. They will also
write about how context clues helped them understand what The
Lottery was really about.

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

Ask the students if they have ever had an experience of winning a prize, or in a
sense winning a lottery. Talk about the experiences and how it made them
feel.
Focus Lesson (I do it)
- I will introduce the short story by having the students pick a piece of paper out
of a black box. Just like the black box used in the story. The students are told
not to unfold their paper and look inside until the end of the story. I tell them
that one piece of paper has a black dot on the inside, and the person that has
that paper has won the lottery, a special prize. This will get them excited and
engaged in the story.
Guided Instruction (We do it)
-

As a class we will read this short story out loud. We will discuss what is
happening and we will write down the phrases that are context clues
that foreshadow what might happen at the end of the story.
We will also go through vocabulary words that might be confusing and
need to be discussed.
To incorporate technology into this lesson, I will show images of the
setting of this story up on the SmartBoard. This will allow the students
to get a picture in their mind of what this place looks like. This
technique helps engage the students and helps them immerse in the
story. By putting these images on the SmartBoard, it will be easy for me
to stand up in front of the class and read along with the students and
tap the board to move on to the next picture.

Collaborative/Cooperative (You do it together)

After weve read a good portion of the story, I will allow the class to come up
with one prediction of what they think The Lottery really is. They will have to
talk to each other and go through their ideas. After they come up with one main
idea, they will tell me and I will write it up on the board.

Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
- For the kids that dont like
reading in front of their
peers, I will keep this in
mind and try not to make
them feel pressure or
uncomfortable. But, I do
want to make my class feel
comfortable enough that
they wont be shy or afraid to
read out loud.
- For the kids that do enjoy
talking (maybe a little too
much) I will make sure they
dont take over the lesson
and make sure they allow the
other students to participate.

Independent (You do it alone)

When we finish the short story the students will work alone. They will take out a
piece of paper and they will write down the class prediction and how it differed
from what really happened. They will also write about how the context clues
helped them figure out what was happening. They will also write about how
their previous knowledge of foreshadowing has changed.

Summarization/Closure
At the very end, I will have the students open up their piece of paper. At this
point they will no longer want to be the person with the black dot on their piece
of paper. This activity keeps the students engaged during the story and it will
also teach them that things arent always as they appear.

NOTES TO TEACHER
What do I need to remember to do?
I need to remember to involve everyone and get a really good discussion going. I also need to remember to
allow all the kids to read, and not just one.
Materials to have ready?
The black box with my little papers. One paper should have a black dot on it.
Approximate time needed for lesson?
1-2 class periods

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

I can use the assessment date to reflect on and evaluate the outcomes of the
teaching and learning going on in my classroom by looking at the results. I can
see what questions were missed the most and I can see if my lesson helped
improve that specific idea. I can also see what the students still need to work on
even after the lesson and post test is done. The post test will help me see what I
should cover more in class so the student will be able to better understand what I
am teaching them.
I can transfer experiences from this lesson to future teaching. I can learn from my
mistakes and I can also learn from what worked well. I didnt know what would
work well with the students until I actually tried it out. Hands on learning seemed
to be a big help from the beginning, it instantly got the students engaged.
The most effective thing used during my lesson was the black box activity and the
pictures that were shown up on the SmartBoard. I learned that students like to
actually see whats going on instead of just sitting there reading like robots. Doing
activities that involved the students seemed to be really effective and seemed to
excite them. Something that didnt seem to be very effective was asking the
students what certain vocabulary words meant. Most of the time the students just
sat in silence because they had no idea. I think that if I had supplied them with
the necessary materials needed in order to find the vocabulary words, the
students would have been able to look the word up and give me the answer.
Some goals that I can set for future teaching is to make sure that everyone is
involved, have the necessary materials available in the classroom, always include
some sort of hands on activity during the lesson to get the students involved, and
make sure that everyone is on the same page throughout the whole lesson. I
wouldnt want to move on to something new if someone was confused about
something we had just gone over. Its important to ask if anybody has any
questions before moving on.