Direct instruction

Subject: English / Language Arts: 12th Grade

o support analysis of what the text says explicitly as well as inferences drawn from the text. (910.RL.1)
and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; pro
e with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop
es as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on me
l or informal tone). (910.RL.4)
ethical use of digital information and technology, including respect for copyright, intellectual property and the appropriate documentation of
es that incorporate digital tools and resources to promote student learning and creativity. (2a. ISTE)
ronments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals,

es to address students diverse learning styles, working strategies, and abilities using digital tools and resources. (2c. ISTE)

ms and improves their practice and to demonstrate their learning in a variety of ways (1c. ISTE)
ehavior when using technology, including social interactions online or when using networked devices (2b. ISTE)
he message and medium for their intended audiences (6d. ISTE)
om a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning (7a. ISTE)
h others, including peers, experts or community members, to examine issues and problems from multiple viewpoints (7b. ISTE)
yze and interpret The Lottery by Shirley Jackson and collaboratively discuss the characters, plot, tone, specific, textual evidence and textu
ntral themes.

tual classroom Edmodo page prior to class and will have read the assigned reading of The Lottery by Shirley Jackson. Students will hav

h their groups and will cite specific evidence from the text and share ideas about specific plot points that lead them to their development of t
n argument that asserts a central theme of the text. Each student will turn in a draft thesis along with three topic sentences that argue the mai
e text for each topic sentence paragraph as well as a sources cited page to prove their knowledge of creating a reference page. This assignme

he assignment by turning in a draft thesis statement and three topic sentences. (5 pts.)

support their arguments; those arguments are clearly stated in the topic sentence. The topic sentences each address a valid argument that ass

propriate documentation of sources by providing a complete and correct works cited page. (5 pts.)

ontaining grammar and punctuation corrections, reference corrections, and constructive feedback that aids in their development of their intro

complex):

by Shirley Jackson and have contributed to our Edmodo evening discussion board the nights previous.
d collaborate with their fellow students in class.
iscuss textual elements from the literature that is assigned to them.
e texts plot objectively from start to finish.
ic characters from the text.
cific characters from the text.
es from the text.
 tting of the text.
identify central themes of the text and site specific evidence that asserts these themes.
he task to prepare a thesis statement and three topic sentences that support their thesis statement.
ovided from their textbook to create a correct sources cited page.
d, Surveying, Reluctantly, Jovial, Scold, Paraphernalia, Shabbier, Perfunctory, Materials/Technology Resources to be Used:
y, Precede, Recital, Harry, Duly, Murmur
Paper, Pen, White Board, Smart Board, Edmodo online ac

ing, and make RELEVENT to real life)

The Lottery, students will find various objects in the front of the classroom: a basket of large rocks, a black box, and a family photo. Stud
ts. Students will brainstorm together in each group to come up with a potential plot for a story.

dents have done the assigned reading, there will be question on the board, You are part of a new island tribe that believes in order to have
gods. The sacrifice will occur once a year. Children under the age of 18 cannot be sacrificed. Within your tribe there is yourself, a 65-year
f the KKK, a mother to an infant female child, a male corrupt police officer, a greedy female lawyer, a male farmer, a man and his husband,
oup for 5 minutes who you would consecutively choose for the first three years to sacrifice and why This is meant to be an entirely fictiona

ents to follow the prompt on the board and have their prepared information in Student Will:

Students will analyze the prompt question and discuss the

and why they choose what they did. and how it relates to the current text.

will be working with their groups to come up with ideas of textual evidence Students will choose a textual element to discuss as a grou
he groups will be told to pick a textual element, such as theme, plot, setting, Students will make their decisions in their groups based o

Students may feel that the question is difficult to answer, w

nd speak to each group individually to help them stay on task to ensure they and take character traits and analysis into consideration.
of discussion.
Students will get an understanding of the text and the them
ve each group provide me their choices and reasoning as to why they choose able to brainstorm more critical ideas in regards to their up

on:
ents to listen to the audio version of the reading as an alternative to reading.
s to watch the short film as an alternative reading.
various props, in addition to the reading or other versions of the text to better help them understand symbolism and other elemen
llaborate with other groups to receive more, in-depth responses and interpretations of the text.
y drafts and provide feedback from both myself and their peers before turning in assignments.
e prompt, explain to the students the importance of critical thinking and how it
ead students through the process of brainstorming various textual elements and
they may already be aware of in current pop culture.
Student Will: Work with their group to collaborate and ana
Work with their groups in order to come up with textual el
Students will draft out these elements and those of other g
proposing ideas for their upcoming essay.

on: Students will be able to share their ideas of textual elements and collaborate with other groups in the classroom. Students will, as a hom
stions they are having a hard time understanding. At the end of the week, students will take a short quiz that demonstrates their knowledge o
cult time understanding the textual elements for their upcoming essay, they will be able to schedule one-on-one time with me to work on spe

arrangements and completion time in order to complete the group activity. Student Will: Each complete an individual draft that lists a
amples of how the students are to arrange the textual elements and how these discussed.
Students will individually discuss an online prompt and re
ch various elements when needed to students who may have trouble. lesson.

on: Students who may need accommodation will receive extra feedback and one-on-one attention or receive additional help from their peer
pate in the weekly online chat that allows for students to ask additional questions and receive real time feedback from the instructor.

Students will gain an understanding of different societies and parts of the world with diverse traditions. Students will use the given themes i
ents will be able to utilize all the given information they have received during the lesson to apply it to figure writing assignments and have a