Learning Experience Plan: Lesson #1

Subject: English
Grade level: 9th
Teachers: Kat Prevo
Unit: Short Stories
Length of LEP: 25 minutes
Topic: Elements of Short Stories
Content Standards: The Short Story, The Lottery
1. RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
2. RSL.9-2: Determine a theme or central idea of a text to analyze in detail the development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
3. RSL.9.11: Interpret, analyze, and evaluate, narrative, poetry, and drama, aesthetically and
ethically by making connections to other texts cultural perspectives, eras, personal events and
situations.
2. SL.9-10.1.b Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others ideas and expressing their own clearly and persuasively.
3. L.9-10.4.a, b: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of strategies.
4. L.9-10.5.a : Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text.
5. RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.
Learning Experience
Outcomes

Learning Experience Assessments

There will be two formative assessments in which the
students knowledge on the terms will be determined.
Students will: Define various 1. First Formative Assessment:
elements of a short story as well Read a question out loud and students will have 15 seconds
to discuss with their partners and provide an answer.
as be able to identify them in
2. The second assessment:
future short stories that are
All students will pick a card from 1 hat. Out of those
focused on in class
students, 5 will have a card with a black dot. From then,
1.
Students will take a
personal survey in the beginning those 5 students will pick a card from the 2nd hat. This hat

of class in order to create a

segway into the learning of the
five elements of a short story.

will hold cards that have different terms in regards to short

story written on them. Finally, based off the card they draw,
the student will have to define and provide an example to the
class
2.
Students will learn the
3. Third Formative Assessment:
five elements of a short story Students will be given copies of The Lottery and will be
through the visual aid of a
asked to come in the next day to discuss the different
powerpoint in order to grasp an elements that were discussed in class that day in the short
introduction of short stories.
story.
3.
Students will look at two
examples of characters and
speak to their seat partner about
which element the character
represents in order to show
comprehension of the elements
of a short story.
4.
Students will look back
on their person survey and
reflect what elements of a short
story they observe in the
anticipatory set in order to show
comprehension of the elements.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
No this specific lesson plan does not correlate with another content area and focuses solely on
Language Arts.
Materials:
1. 2 hats
2. 30 notecards
3. Black marker
4. 24 copies of The
Lottery
5. 24 copies of the
sponge activity
6. 24 copies of the
exit slip
7. A laptop

Procedure/Strategies
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the
room to get them into the mindset of the concept to be learned)
Students will be given a multiple choice quiz in which they answer a
personal survey. These questions relate to the lesson on five elements of
a short story but they do not know this as they are taking the quiz.
Anticipatory Set (focus question/s that will be used to get students
thinking about the days lesson)
Students will work with their Sponge Activity, and based off of prior

8. Backup laptop

knowledge from old English classes, identify what they believe are
different aspects of a short story. This will also give the teacher a
chance to gain perspective on what her students know/dont know
Activating Prior Knowledge (what information will be shared
with/among students to connect to prior knowledge/experience)
Based on the personal survey and in relation to a short story: what do
you think makes a short story a SHORT STORY? Clue them that there
are five elements that make up a short story, and there are clues in their
entry ticket(sponge activity
Direct Instruction (input, modeling, check for understanding)
Input/Model
1. With the help of powerpoint, you will define and teach the five
elements of a short story (Character, Setting, Conflict, Plot)
2. Define elements of a short story as well as denominations through a
visual powerpoint and numerous examples
3. Use images, gifs, and examples to show what the five elements are
Check for understanding:
1. Read the question/scenario out loud to students. When reading focus
on emphasizing words that stand out in terms of a specific element
2. Give the students 30 seconds to talk to their partner. Ask them to
discuss which character /conflict the scenario relates to
3. Have a some pairs share why it is a specific element of short story
and why
4. Repeat the process with a different element.
Guided Practice (how students will demonstrate their grasp of new
learning)
HAT ACTIVITY
Students will be chosen be chosen and will be asked to pick a card
from a hat which will have one of the terms discussed in class that day.
The student will be required to define the term and provide an example.
Independent Practice (what students will do to reinforce learning
of the lesson)
Students will be given 2 minutes to think back to a movie or book they
have seen/read and identify the elements that were taught in class that
day. This will allow students to practice the information they just
learned and relate it to something they are already familiar with
therefore making it easier to remember after class.

1. Character
2. Setting
3. Conflict
4. Plot
5. Theme
Closure (action/statement by teacher designed to bring lesson
presentation to an appropriate close)
Students will be handed the short story The Lottery and will be asked
to come in the next day prepared to identify and discuss the elements of
a short story that were taught in class that day. Before the students
leave the classroom they will be given an exit slip in which they will be
asked to list the elements they were just taught.

References: (e.g. Book, course packet, pg #, complete web address URL)

1.
The Lottery short story link:
https://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf
2.
Five elements of short story:
http://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
3. New York State Standards
http://www.p12.nysed.gov/ciai/standards.html

Learning Experience Plan #2

Subject: English
Grade level: 9th
Teacher: Kat Prevo
Unit: Short Stories
Length of all LEPs: 25 Minutes
Topic: How to Determine Theme
Content Standards: The Short Story, The Lottery
1. RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
2. RSL.9-2: Determine a theme or central idea of a text to analyze in detail the development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

3. RSL.9.11: Interpret, analyze, and evaluate, narrative, poetry, and drama, aesthetically and
ethically by making connections to other texts cultural perspectives, eras, personal events and
situations.
2. SL.9-10.1.b Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others ideas and expressing their own clearly and persuasively.
3. L.9-10.4.a, b: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of strategies.
4. L.9-10.5.a : Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text.
5. RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.
Learning Experience Outcomes
Students will: begin to learn about
1.

character development and form a

larger understanding of how each
character in a story is important and 2.

plays a vital role

1. Students will define theme.
2. Students will identify themes in short
story The Lottery
3. Students will identify theme in music,
movies, and art.

Learning Experience Assessments

First Formative Assessment:
Kahoot quiz on The Lottery elements (setting,
character, theme, conflict, plot).
Second Formative Assessment:
Concept checks within the powerpoint
3. Third Formative Assessment:
Finding theme within paintings
4. Fourth Formative Assessment:
Write about theme within The Lottery

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This lesson plan will not integrate with other content areas.
Materials
1. Phones
2. Computer
3. Notebooks

Procedures/Strategies
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room
to get them into the mindset of the concept to be learned)
Students will take a Kahoot quiz on their phones with questions in
regards to various elements of a short story within the story. This will not
be graded but is rather for the teacher to understand where the students
lie in their understanding of the short story. The quiz will consist of
questions regarding the five elements of a short story in The Lottery
(Character, Plot, Conflict, Theme, and Setting). However, the quiz will
have more questions dedicated to theme as that is what the next two

lessons will be focused on. During the quiz, the teacher must walk
around the classroom to make sure that all students are doing the
intended work and not fooling around.
Anticipatory Set (focus question/s that will be used to get students
thinking about the days lesson)
1. Ask students to pull out their notebook
2. Teacher will ask them to write their favorite movie at the top of the page.
3. Teacher will ask students to take three minutes to reflect on this question:
What stood with you after watching this movie?
Activating Prior Knowledge (what information will be shared
with/among students to connect to prior knowledge/experience)
Activation of prior knowledge is implemented in the anticipatory set-

1.

Direct Instruction (input, modeling, check for understanding)

Input
Pull up powerpoint and teach the question What is theme?
2. Modeling
Use Universal Concepts within powerpoint to teach theme
Universal Concepts section of the powerpoint has quick checks so
students can practice looking at universal ideas of themes.
3. Check For Understanding
Use the Finding Theme section in powerpoint to help students learn how
to find themes within books, movies, songs, art, and even in their daily
life.
The Finding Theme section provides three quick checks so students
can have examples in order to check understanding.
Guided Practice (how students will demonstrate their grasp of new
learning)
Other than the quick checks providing guided practice for the
students, practicing once more will guide the students into deeper
thinking and fuller understanding
The teacher aste three paintings onto the board
Have the students come up to the board and write underneath the painting
What one idea do you think the artist is trying to convey to his/her
viewers?
Remind the students that there is more than one answer!
Three examples of paintings with vivid themes:
Artist: B.Swetha https://s-media-cache-

ak0.pinimg.com/564x/9a/e1/64/9ae164c68869f54f3da3fb3b5df89bc0.jpg
Artist: Nguyen Vu Xuan Lan:
http://static.new.tuoitre.vn/tto/i/s626/2016/03/02/nhat-1456872775.jpg
Artist: Unkown
https://img1.etsystatic.com/000/0/5626501/il_fullxfull.230585583.jpg

1.

Independent Practice (what students will do to reinforce learning of

the lesson)And Closure (action/statement by teacher designed to
bring lesson presentation to an appropriate close)
For Homework Students will:
Use their notebook to reflect upon these questions:
What do you think the major theme is in The Lottery?
Why do you think that is the theme in The Lottery?
Use quotes and other textual evidence to support your claim.

References: (e.g. Book, course packet, pg #, complete web address URL)

Kahoot:
https://play.kahoot.it/#/k/20f6cfd4-2a0d-4290-9764-0a14c7f21c30
Paintings: https://s-media-cacheak0.pinimg.com/564x/9a/e1/64/9ae164c68869f54f3da3fb3b5df89bc0.jpg
http://static.new.tuoitre.vn/tto/i/s626/2016/03/02/nhat-1456872775.jpg
https://img1.etsystatic.com/000/0/5626501/il_fullxfull.230585583.jpg

Learning Experience Plan #3

Subject: English
Grade level: 9th
Teachers: Kat Prevo
Unit: Short Stories
Length of LEP: 25 Minutes
Topic: The Lottery
Content Standards: The Short Story, The Lottery
1. RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
2. RSL.9-2: Determine a theme or central idea of a text to analyze in detail the development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
3. RSL.9.11: Interpret, analyze, and evaluate, narrative, poetry, and drama, aesthetically and
ethically by making connections to other texts cultural perspectives, eras, personal events and
situations.
2. SL.9-10.1.b Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others ideas and expressing their own clearly and persuasively.
3. L.9-10.4.a, b: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of strategies.
4. L.9-10.5.a : Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text.
5. RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.
Literacy Standards: Pointing out theme in History and in the short story, The Lottery
Learning Experience Outcomes
Students will: find a connection
1.
between the events that occurred in
The Lottery to their life as well
events that have occurred in history.
Ideally, students will also leave the

classroom more socially aware,

therefore more likely to speak up/ not
be involved in a situation involving the

events discussed in class

1. Students will talk in groups about times
in history groups of people followed
poor traditions or dictatorship practices
in order to bring historical elements in
relation to The Lottery.
2. Students will write ideas about various
topics/themes/situations in The
Lottery in order to prepare for their
homework assignment on creating a
newspaper article.

Learning Experience Assessments

First Formative Assessment:
Do Now Reflection in notebook with question,
Was there ever a time you followed the crowd
instead of standing up for what was right?
2. Second Formative Assessment
Practice with pointing out theme in a modern and
historical newspapers.
3. Third Formative Assessment
Independently write about what theme and format
students would want in their own article about
The Lottery
4. First Summative Assessment
Write a rough draft creative article recounting the
events and expressing your own opinion on The
Lottery. Details in the summative assessment
link.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This lesson plan correlates to History because they will be thinking about events that have
happened throughout the world which are topics that have been discussed in their history
class
Materials

Procedures/Strategies

1. Newspaper articles
from various point of
history.

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter
the room to get them into the mindset of the concept to be

2. Modern Newspaper
3. The Lottery
video
4. Pen and Paper
5. Notebook

learned)
Students will walk in and answer the Do Now question on the
board in their notebooks. The question will read Was there ever a
time you followed the crowd instead of standing up for what was
right?. Then, if students wish, they will be given the option of
sharing their answer.
Anticipatory Set (focus question/s that will be used to get
students thinking about the days lesson)
In groups, students will be given the question: Was there ever a
point in history where a group of people followed the crowd?
The groups will spend 5 minutes brainstorming and talking to
each other.
Activating Prior Knowledge (what information will be shared
with/among students to connect to prior
knowledge/experience)
The anticipatory set will require students to think back to past
history lessons in which they were taught genocides and
dictatorships.
This practice will also have them practice pointing out theme in a
historical context.

1.

2.

3.

Direct Instruction (input, modeling, check for understanding)

Input
Pull up a newspaper article from modern day. Read the newspaper
out loud and have the students look at the format and style as well.
Modeling
Make sure when reading this article, say the key words boldly so
that students can recognize the main parts.
Check For Understanding
Ask students to raise their hands if they know they theme of the
newspaper article.
This helps students point out theme in newspaper articles.

Guided Practice (how students will demonstrate their grasp of

new learning)
In partners, students will look over a given newspaper from a
point in history (WWII) and will be asked to make a list of
themes, various topics discussed, the tone of voice used, and the
format of the articles.

Independent Practice (what students will do to reinforce

learning of the lesson)
Independently, students will answer the question, If you were to
write a newspaper article on The Lottery, how would you
convey the theme and what would you put in it?
Closure (action/statement by teacher designed to bring lesson
presentation to an appropriate close)
For homework, students will brainstorm and write a rough draft
of a newspaper article about The Lottery.
See Summative Assessment link for more details
References: (e.g. Book, course packet, pg #, complete web address URL)
Youtube: https://www.youtube.com/watch?v=pIm93Xuij7k
Newspaper articles:
http://www.nytimes.com/2016/11/29/well/eat/when-the-picky-eater-is-a-grown-up.html?
rref=collection%2Fsectioncollection
%2Fhealth&action=click&contentCollection=health&region=rank&module=package&version=
highlights&contentPlacement=2&pgtype=sectionfront&_r=0
http://www.historylearningsite.co.uk/nazi-germany/newspapers-in-nazi-germany/
http://www.library.illinois.edu/hpnl/guides/newspapers/american/1800-1860/introduction.html
http://www.detroitnews.com/news/flint-water-crisis/