Short Story of the Month · Students read Shirley Jackson’s explanation for writing the story, then reflect on (or research) historical context. This site doesn’t include all

©2018 erin cobb imlovinlit.com

Short Story of the Month"The Lottery" by Shirley Jackson

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Common Core Standards Alignment, & Difficulty Levels 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-10

Activity 4: Reaction & Reflection 11

Activity 5: Comprehension Quiz w/Key 12-13

Activity 6: Plot Diagram Analysis w/Key 14-15

Activity 7: Vocabulary Guide: Implied Meanings w/Key 16-19

Activity 8: Text Evidence Activity w/Key 20-21

Activity 9: Analyze Irony w/Key 22-23

Activity 10: Allegory Interactive Notebook Lesson – NEW! 24-27

Activity 11: Allegory Analysis + Historical Context w/Key 28-30

Activity 12: Symbolism Quick Notes 31-32

Activity 13: Symbolism Analysis for The Lottery w/Key 33-34

Activity 14: Comprehension Skills Test w/Key 35-40

Activity 15: Movie Comparison & Analysis w/Key 41-44

Activity 16: Analyze Allegory in ”The Giving Tree” w/Key 45-48

Activity 17: Essential Question w/Key 49-50

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Irony Interactive Notebook Lesson* RL.7.1. RL.7.3, RL.7.6

Activity 2: Irony Printables Practice** RL.7.1. RL.7.3, RL.7.6

Activity 3: Journal Activity* SL.7.1

Activity 4: Reaction & Reflection** RL.7.1, RL.7.2, RL.7.3

Activity 5: Comprehension Quiz** RL.7.1

Activity 6: Plot Diagram Analysis** RL.7.1. RL.7.2, RL.7.3

Activity 7: Vocabulary Guide: Implied Meanings** RL.7.4, RL.7.1

Activity 8: Text Evidence Activity** RL.7.1, RL.7.2, RL.7.3, RL.7.4

Activity 9: Analyze Irony in The Lottery** RL.7.4, RL.7.1, RL.7.3, RL.7.6

Activity 10: Allegory Interactive Notebook Lesson** RL.7.4, RL.7.1, RL.7.3, RL.7.6

Activity 11: Allegory Analysis + Historical Context*** RL.7.1, RL.7.2, RL.7.3, RL.7.9

Activity 12: Symbolism Quick Notes** RL.7.2, RL.7.1, RL.7.3

Activity 13: Symbolism Analysis for The Lottery*** RL.7.1, RL.7.2, RL.7.3, RL.7.6

Activity 14: Comprehension Skills Test** RL.7.1, RL.7.2, RL.7.3, RL.7.6

Activity 15: Movie Comparison & Analysis** RL.7.7, RL.7.1, RL.7.2. RL.7.3

Activity 16: Analyze Allegory: The Giving Tree RL.7.6, RL.7.1, RL.7.2. RL.7.3

Activity 17: Essential Question*** SL.7.2, RL.7.1, RL.7.2, RL.7.6, 7.9



Teacher’s Guide

Common Core Standards Alignment

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use.



Teacher’s Guide

Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for “The Lottery,” copy and paste the link below into your browser:



Teaching Guide, Rationale, Lesson Plans, and ProceduresI have also discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of seventh graders during the second half of the school year when students have already been introduced to most major concepts like plot, conflict, character traits and characterization, theme, mood, tone, etc.

Teacher’s Guide

Day 11. Activity 1: 25 minutesTypes of Irony Interactive Notebook Lesson –Activities 1-2 included, read the instructionswithin the PDF file included in the downloadfolder. Don’t skip the three videos, they’refabulous and my students LOVE them.Students will only be analyzing situational ironyin this story, but I go ahead and teach the threenow so that we’re ready when other instancescome up.2. Activity 2: 35 minutesTypes of Irony Practice – This is great for practicing applying this knowledge and determining the type of irony present in a situation so that your students will recognize irony in the future when they come across it. Again you’ll find this PDF in the download folder.

Activity 1

Activity 2



Teacher’s Guide

Day 21. Activity 3: 10 minutesJournal Activity – Discuss if desiredFind PPT file in download folder.2. Activity 4: 50 minutesRead, Respond, Reflect.Before reading this story, I do not discuss allegory or multiplemeaning stories or symbolism at all with my students. I wantthem to realize this themselves if at all possible! So, this is why Idon’t have the allegory lesson or any activities until later. Find acopy of the story here: https://goo.gl/KPsd6s or here:http://fullreads.com/literature/the-lottery/After reading the story and before discussing it – even thoughstudents are super eager to discuss it – have them reflect andreact with the included form. Then, put them into groups and letthem discuss before regrouping. I love to circulate during thistime and see who has figured out what’s going on here!

Day 31. Activity 5: 25 minutesComprehension Quiz– Basic Comprehension(Recall Facts) This quiz checks for basiccomprehension and recall of the story. There areno higher order thinking questions on this quiz,no inferring, no analyzing, no drawingconclusions, etc. so I do not recommend thatstudents use a copy of the story for this quizunless they need that as a testing accommodation.Key included (not shown)2. Activity 6: 20 minutesPlot Diagram Graphic Organizer – This should beautomatic and independent by now, but providescaffolding as needed.3. Activity 7: 30 minutesVocabulary Guide: Implied MeaningsThis guide requires students to think criticallyabout the use of language and was writtenspecifically to help them answer questions onstandardized tests.

Activity 3

Activity 4

Activity 5

Activity 6

Activity 7

https://goo.gl/KPsd6s

http://fullreads.com/literature/the-lottery/



Teacher’s Guide

Day 41. Activity 8: 25 minutesText Evidence Activity – This activity was designed to give students targeted practice analyzing text evidence in a similar way to how they will on standardized tests WITHOUT being a multiple choice test. Students read and analyze the same eight pieces of text evidence and must match them with a statement that says what each piece of text is evidence of.2. Activity 9: 35 minutesAnalyze Irony in The LotteryStudents explain how irony is used in each situation.Consider completing with partners or groups before regrouping to discuss.

Day 51. Activity 10: 20 minutesAllegory Interactive Notebook Lesson – Don’t skip this 3d note-taking opportunity. I know that it’ll take 20 minutes to make this page and 2 minutes to lecture/notes the info instead, but I can promise you that if your students create this 2-level template they’ll never forget that allegory means 2 levels or 2 layers. It’s worth your 20 minutes! I’ve included a couple of super short videos to help you introduce this topic too. Now, this is after I’ve let the story and its meaning stew within my kids for a couple of days. They’ve been askingme and thinking about the story’s meaning so that there’sspeculation running WILD, and they’re so ready to dig into this.2. Activity 11: 45 minutesAllegory Analysis + Historical ContextStudents read Shirley Jackson’s explanation for writing the story, then reflect on (or research) historical context. This site doesn’t include all of the information needed but it’s a good overview for the decade and I highly recommend the video near the bottom of the page (about ten minutes).https://www.thoughtco.com/1940s-timeline-1779951

Activity 8

Activity 9

Activity 10

Activity 11

https://www.thoughtco.com/1940s-timeline-1779951



Teacher’s Guide

Day 61. Activity 12: 25 minutesComplete/discuss Symbolism Quick Notes toreview common symbols in objects.2. Activity 13: 25 minutesSymbolism in The Lottery – This is another goodone for group or partner discussion. Students thinkabout the symbols in The Lottery and brainstormwhat each key object may represent.

Day 71. Activity 14: 40-50 minutesComprehension Skills Test. Meant to be given alongwith a copy of the selection, though I wouldn’tallow students to use annotated selection unless itwas a test modification. Keys included as always(not shown).

Activity 14

Activity 12

Activity 13

Day 81. Activity 15: 60 minutesThe Lottery Short Film Analysis & ComparisonHitting RL.7.7 again hard here! Plus students lovethese movies, and this one is well done and sticksvery close to the story. Actual movie is 18 minutes.Youtube: https://goo.gl/UEXmzQBackup Download: https://goo.gl/j2YCJK

Activity 14

Activity 15

https://goo.gl/UEXmzQ

https://goo.gl/j2YCJK



Teacher’s Guide

Day 91. Activity 16: 60 minutesAnalyze allegory in ”The Giving Tree” by Silverstein Read your students the classic picture book or use one of the video reading links below. Then, you’ll help your students to make connections and figure out the allegory –how does the story symbolize the mother-child relationship? Then, turn it on its head by telling students it’s actually about mother nature and mankind. They’ll complete the same analysis with a different allegory meaning.Youtube Reading: https://goo.gl/Ku5MDUBackup Download Link: https://goo.gl/We8zu3

Day 101. Activity 16: 30-45 minutesEssential Question: Tie it all together. The big SHE-BANG. Boom-shakalaka. Hard stuff. Good luck. :) I have included my own answers to help you, but these are by no means the only acceptable answers and opinions. I always accept virtually any answers from my students that they justify or back up with evidence. But I will totally call them out on writing fluff that means absolutely nothing.

Activity 16

Activity 16

Activity 17

https://goo.gl/Ku5MDU

https://goo.gl/We8zu3


"The Lottery" by Shirley JacksonShort Story of the Month Reading Literature

Skill: Recall Details

Comprehension QuizChoose the best answer.

Activity 5

1. The people of the village met at 10:00 AM,which meant that…

a. everyone could be home for their noondinner.

b. everyone could report to workimmediately after.

c. children could come with their teachers.d. farmers could skip their morning

chores.

2. The lottery was conducted by Mr. Summers,who had time for such activities because…

a. he was not married.b. he had no children.c. he was retired.d. all of these

3. As the population of the village grew,_________ were replaced with slips of paper inthe lottery box.

a. small stonesb. scraps of ribbonc. pieces of cardboardd. chips of wood

4. Who was late for the gathering?a. Mrs. Hutchinsonb. Mrs. Delacroixc. Mrs. Summersd. Mrs. Graves

5. Which family member was responsible fordrawing a slip of paper from the box?

a. the oldest sonb. the wifec. the husbandd. family’s choice

6. In what order were last names called?a. oldest to youngestb. alphabetical orderc. according to classd. largest to smallest, according to the

number of family members present

7. Who was exempt from the lottery?a. very young childrenb. single-parent familiesc. the elderlyd. no one

8. After drawing, the villagers were instructedto…

a. pocket the slip of paper after only aquick glance.

b. share the slip with members of theirown families only.

c. immediately write down their lastnames.

d. keep the paper folded in hand withoutlooking until everyone drew.

9. Once Mrs. Hutchinson was singled out, thecrowd rushed to…

a. return the slips of paper.b. find their children.c. gather stones.d. leave.

10. At the end of the story, Mrs. Hutchinsonscreamed…

a. “it isn’t fair, it isn’t right!”b. “this doesn’t make any sense!”c. “the lottery should end!”d. “I have children!”


"The Lottery" by Shirley JacksonShort Story of the Month Vocabulary

Focus: How Authors Use Words & Phrases

Activity 7

Read each excerpt below. Then, answer the questions and annotate the text as instructed.

1. Which words does the author use to suggest that blah blah blah?

Vocabulary Guide: Implied Meanings

The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 20th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

1. Which phrase does the author use to suggest that the lottery is not a big deal?

a. “…in some towns there were so many people that the lottery took two days…”

b. “The morning of June 27th was clear and sunny…”

c. “…and still be through in time to allow the villagers to get home for noon dinner.”

2. Underline or highlight words that the author uses to suggest that this village is a pleasant place.

The lottery was conducted—as were the square dances, the teen club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called. “Little late today, folks. ” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?” there was a hesitation before two men. Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

3. Underline or highlight words that the author uses to suggest that some of the villagers are feeling

uneasy.

4. In the first part of the paragraph, how does the author imply that the lottery is a wholesome event?

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Visual Instructions – How to Construct Foldable

Purpose: Define allegory. Discuss the use of symbols and metaphors in allegories to make a statement.

Reading LiteratureFocus: Imagery

Activity 10

Resources: Here are a couple of optional, super short video clips that I like to use when introducing students to allegory:Khan Academy: https://goo.gl/UpbSpZ60 Second Recap: https://goo.gl/Q7kkrc

1. Color and cut.

2. Fold in half.

3. Open, then fold to crease as shown.

4. Open, then fold to crease as shown.

5. Folds should now look like these.

6. Add glue dots tothis part only.

https://goo.gl/UpbSpZ

https://goo.gl/Q7kkrc



Reading LiteratureFocus: Imagery

Activity 10

Notes for Allegory Templateallegory – a story with two levels of meaningsurface level – tells its own story (though often strange) with a traditional plot, characters, etc.second level – the symbolic or metaphoric meaning of the story; can be political, religious, historical, social, or even philosophical

7. Glue down onto the middle of the notebook page and addnotes to template as shown.



Allegory: Analyze Deeper Meaning

Activity 11

Historical Context: The Lottery (1948)“Explaining just what I had hoped the story to say is very difficult. I suppose, I hoped, by setting a particularly brutal ancient ritual in the present and in my own village, to shock the story’s readers with a graphic dramatization of the pointless violence and general inhumanity in their own lives.” –Shirley Jackson

Think about or research the historical topics below. In the space provided under each topic, explain how it relates to “pointless violence” and “general inhumanity” that Jackson spoke of. Also, consider this question: Are the perpetrators of violence and injustice the only ones responsible? Then, make a connection between the historical topic and the story. The first one has been done for you as an example.

The Holocaust

Hiroshima & Nagasaki

Japanese Internment Camps

Lynching in the South

During the Holocaust, Adolf Hitler and the Nazis

systematically captured and murdered six

million people because they were Jewish (in

addition to other groups of people for

discriminatory reasons).

During this time in Europe, many terrified

friends and neighbors turned a blind eye to the

persecution of their Jewish friends because

they were afraid of punishment themselves.

In “The Lottery,” even the friends and family

members of Mrs. Hutchinson turned

against her, knowing that her death

meant that they themselves would be

spared.



Skill: Analyze/Compare Across Mediums

Activity 15

5. After it is announced that Tessie has drawn the paper with the spot on it, how do the filmmakers use sound effects and camera angles to increase the tension?

6. Think about the final scene where Mrs. Hutchinson is attacked by the crowd. Which version did you find more disturbing, and why? Use examples from the story and short film in your answer.

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The filmmakers use the sounds of wind intensifying as well as multiple, brief

close-ups of the people watching the scene unfold to add tension.

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Answers will vary greatly and I’ll accept any answer that’s backed with logical

evidence. Here’s an example:

I felt like the final scene in the story was more disturbing than in the film. In

the story, someone gave little Davy Hutchinson some pebbles. In my mind, I

visualized the little boy participating and throwing stones at his mother. In the

film, we do see someone hand the little boy some stones, but Davy looks

confused, and we never actually see him throwing stones. I was relieved that

this wasn’t shown in the movie. Even though it wasn’t directly mentioned in the

story, the author led me to believe it happened. So as I read the story I

visualized Davy throwing stones at his mother, and it was the most disturbing

part for me.

Documents

Short Story of the Month · Students read Shirley Jackson’s explanation for writing the story, then reflect on (or research) historical context. This site doesn’t include all