Lesson Plan

Date: March 27, 2017

Subject: ELA B30 Grade: 12
Topic: Essential Question (from unit, if applicable):
- How can we use language arts to create positive change in the world?

Materials:
- Shirley Jacksons The Lottery
- Assignment sheet handout
- Social Influence: Crash Course Psychology #38 by CrashCourse (YouTube video)

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
- Make connections between the ideas in texts and personal knowledge, experiences, and insights; between other texts; and
between texts and the world.
- Consider how historical, cultural, political, and social contexts influence the presentation of ideas, themes, and issues in texts; how
personal histories connect
- Analyze texts in terms of messages, ideas, information, universal questions, themes, and issues; provide evidence from the texts to
support analysis
- Explain how informational and literary texts contribute to an understanding of human nature and of self, and raise awareness about
a range of topics, ideas, cultures, events, people, and issues.

Outcome(s):
CR B30.1: View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts
that address: identity (e.g., Sense of Self), social responsibility (e.g., Social Criticism), and social action (agency) (e.g., Addressing the
Issues).

PGP Goals:
2.5 knowledge of a number of subjects taught in Saskatchewan schools
- Incorporating knowledge from Psychology and applying them to themes found and discussed in this particular literature to aid
comprehension
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation
- Students will be assessed on their engagement and thoughtfulness rather than their exact answers; the lesson is aimed at exploring
cultural diversities relating to social norms, traditions, and beliefs in an open and inviting way
4.3 the capacity to engage in program planning to shape lived curriculum that brings learner needs, subject matter, and
contextual variables together in developmentally
- Students are tasked with connecting their own beliefs, traditions, and cultural backgrounds into consideration with the themes of
the story; emphasis on connecting material to student experiences
Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

- Depth of answers from students, ability to personally connect to material, and comprehension of the diversity of influences on
themes found on assignment sheet
- Student responses during discussions in expressing an understanding of cultural diversity and its social influences

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

- Assignment sheet measuring student ability to comprehend the themes of the material and of reading skills in identifying themes
and key words/phrases

Stage 3- Procedures:
Motivational/Anticipatory Set (introducing topic while engaging the students)
- Watch Social Influence: Crash Course Psychology #38 by CrashCourse on YouTube.com (10 min)
- Class discussion: in adopting the videos provided definition of Normative Social Influence, the idea that we comply in order to fuel
our need to be liked or belong (write this definition on the board), can you think of any examples of this within your school,
personally or generally? How does groupthink, defined as the mode of thinking that occurs when the desire for harmony in a
decision-making group overrides a realistic appraisal of alternatives (write on board), apply to the event in The Lottery? (5-10 min)

Main Procedures/Strategies:
- Distribute handout, go over instructions as a class, field questions (1-2 min)
- Have students work on assignment (20 min)
- Have students partner up and discuss answers to questions in section B (~5 min)
- Discuss as a class the differences, similarities, and any other discoveries from the partner discussions (~5 min)

Closing of lesson:
- Have students fill out exit slips addressing the question, How do the conformity themes of The Lottery relate to our essential
question (write on board)? (5 min)
 TheLotteryandSocialInfluences
Onyourown,answerthefollowingquestionsinfullsentences.

PartA:Responsive

1. Whatarethreepiecesofdialogueorcharacteractionsthatsignifysocialconformity?

2. Briefly,innomorethanthreesentences,explainthegroupthinkinTheLottery.

PartB:Reflective

1. Consideringyourownsocialandculturalbackground,discussthreesocialvaluesforyouandyourfamily.

2. Explainhowyour/yourfamilyssocialvaluescontrast/comparewithwhatisdeemedacceptableinthelottery.
 3. Explainwhatprimarilyinfluencesyour/yourfamilyssocialvalues.

Whenyouaredone,findapartneranddiscussyourresultsforPartB.Identifythesimilaritiesanddifferencesbetweenyourcultural
influences: