NAME: Heather Clift

Lesson Title: Winning the Lottery

Grade Level: This lesson is based on the short story, The Lottery, written by Shirley
Jackson. This lesson plan spans several days.
Subject:
Grade Level: 7th Grade

Subject: English/Literature/Reading Comprehension

Description of Learning Goals, Standards, Objectives
CC/GPSs: Which of the GPSs or QCCs align with the curriculum and your specific
lesson?

ELAGSE7RL2: Determine a theme and/or central idea of a text and

analyze its
development over the course of the text; provide an objective summary
of the
text.

ELAGSE7RL6: Analyze how an author develops and contrasts the

points of view
of different characters or narrators in a text.

(ELAGSE7RL7: Compare and contrast a written story, drama, or poem

to its
audio, filmed, staged, or multimedia version, analyzing the effects of
techniques
unique to each medium (e.g., lighting, sound, color, or camera focus
and angles
in a film)

(This is only a bonus. I would like to see my students see my students

understand that a dystopian short story from the 60s could overlap and
still be relevant in current times such as in the books and movies, The
Hunger Games.)

Select up to 2 Georgia Performance with the necessary elements. Copy

and paste them here.
National Technology Which technology standard(s) are you addressing in this activity? (See
Standards: the NETs-S standards in Week 3)

???

This is why I hate online courses. I cannot ask questions on things that
I do not know that I have missed. No feedback, wrong due dates and
wrong reference points because the instructor used old curriculum.

Long-Term Learning At the end of this unit of curriculum, what is it that you want your
Goal or Outcome: students to learn?
 Learning Outcome: Students will have the online resources to define
and comprehend previously unknown vocabulary, identify with fictional
characters, determine the theme or central idea of the text and
comprehend and summarize the text of a short story.
ABCD Objectives or With your learners characteristics in mind, take the standards written
Outcomes: above and rewrite them using the Audience Behavior Condition Degree
method. Note: You will need to break down the GPSs into several
objectives.

Audience, Behavior, Condition, Degree:

I did not understand this and I did not get feedback earlier. This is the
only thing I understand about ABCD.

Audience: The student should always be named so as to remind the

instructor/designer to focus the learning event on the learner, not the
teacher.

Behavior: The behavior should be specific and observable. The

behavior is given using an action verb.

Condition: The conditions under which the behavior is to be completed

should be stated, including what tools or assistance is to be provided
(e.g. given a map of the United States), or what will be taken away (e.g.,
without the aid of a protractor).

Description of Assessment
Assessment Plan: What evidence do you have of students understanding? How will know
that they have met the objectives above? You must have an
assessment statement for each objective. Write your assessment
statements in this box.

We will have a preliminary vocabulary introduction. Hopefully, if my

school is wifi accessible, my class will have online resources for
definitions. We will also have a crossword puzzle as well. I know that
there are online resources for certified teachers that will create
crossword puzzles for vocabulary.

In this activity, students will create their own test questions and test
each other in a group setting.

Later, we as a class will review the class questions as a class.

After the review, I will compile a test for the entire class to be completed
individually.
Description of Activities with Technology and Materials
Activity Design: Before we even start reading, I will introduce
vocabulary. Hopefully, I will have online
resources to create a word puzzle of some
Class starter and lesson connection: sort such as a crossword or word find.

After that, I will ensure that all of my students

have access to the reading.
 Because I know that some of the students will
not read, and those that do read may not
understand, I will read pertinent passages in
the short story during this unit. We will have
a short class discussion after each reading.
Teacher and student activities:
At the end of this lesson, we will have our
own class lottery. In our class, we will have
group discussions and questions created by
the students.

We will review the student questions and

answers and then I will offer my own
questions and answer session.

At the very end, there will be a winner of

The Lottery.

Technology Connection:

Plan to create curricula that includes diverse and

multiple perspectives.

How will you get the students attention and

motivate them?

What will you do/say or have the students do/say

in order to connect this lesson with the previous
one or build on prior knowledge?

Describe the activities in which you and the

students will engage. Be a "fly on the wall" and
describe in detail what is going on in your
classroom.

Materials and Resources: Describe the strategies you will use.

Do you need to provide direct instruction? If so,

describe it.

Will you facilitate the lesson? If so, describe your

approach.

Will students work independently, with a partner

or in groups? Describe.

What strategies, materials, etc. are you using to

teach children with exceptionalities?

Which technology will support the lesson? List

the technology, software, URLs, etc. that you
and/or the students will use. Describe the
technology integration strategies you will use.
 List any handouts, books, equipment, media, etc.
that you will use to support your lesson.

Each student will have access to Shirley

Jacksons short story, The Lottery. This short
story will either be online, in a physical book or
photocopied.

Many schools offer online access in the

classroom.

If not that, students are given tablets for school

use. If not that, many students have their own
personal wifi capable devices.

If the school does not offer wifi access in the

classroom, I will use notecards, poster board,
chalkboard, overhead projector, dry erase board
or whatever means I can find in order to present
the information needed for this lesson.

Reflection on Lesson Design

Future Actions : Answer the following questions:

Explain how you incorporated information from

the chapter and D2L modules into this lesson
plan.

After considering this lesson plan, what will you

do differently when you design the next lesson in
light of your new understandings?

Or, if you had more time/resources, etc., how

would you change the lesson and/or technology
artifact?

How does your technology artifact showcase

design principles?

How does your technology artifact require

student use of higher order thinking skills?

How does the technology in your lesson align to

the content you are trying to teach in your
lesson?