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# Lesson Plan: Identifying Theme in "The Lottery"

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## 1. Lesson Overview

- **Subject:** English Language Arts
- **Grade Level:** 7th Grade
- **Duration:** 55 minutes
- **Topic:** Identifying theme in short stories using "The Lottery" by Shirley Jackson
- **Context:** Mixed-ability class with 3 ELL students and 2 students with IEPs for reading comprehension. Assumes students have already read "The Lottery" (or key excerpts) as homework or in a prior lesson.

---

## 2. Learning Objectives

By the end of the lesson, students will be able to:

1. **Define** theme and **distinguish** it from topic, plot, and moral (Remember/Understand).
2. **Analyze** textual evidence from "The Lottery" to **identify** at least one central theme (Analyze).
3. **Construct** a claim about theme supported by two pieces of evidence from the text (Create/Evaluate).

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## 3. Standards Alignment (Common Core)

- **CCSS.ELA-LITERACY.RL.7.2** — Determine a theme or central idea of a text and analyze its development; provide an objective summary.
- **CCSS.ELA-LITERACY.RL.7.1** — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- **CCSS.ELA-LITERACY.SL.7.1** — Engage effectively in collaborative discussions.

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## 4. Materials & Resources Needed

- Class copies of "The Lottery" by Shirley Jackson (with numbered paragraphs)
- Projector / whiteboard
- "Theme vs. Topic" anchor chart (pre-made)
- Theme Evidence Graphic Organizer (1 per student; modified version for IEP/ELL students)
- Sticky notes (3 per student)
- Exit ticket slips
- Bilingual glossary cards for ELL students (key vocabulary in English/Spanish or home language)
- Short audio clip of story's conclusion (optional, for auditory support)

---

## 5. Vocabulary / Key Terms

- **Theme** — A universal message or lesson about life the author conveys
- **Topic** — What the story is about in one word (e.g., tradition)
- **Central Idea** — The most important point the author wants readers to understand
- **Textual Evidence** — Specific quotes or details from the text
- **Tradition** — A long-established custom or belief
- **Conformity** — Behavior in accordance with socially accepted norms

---

## 6. Lesson Procedure

### Hook / Warm-Up (5 minutes)
- Display on board: *"Just because everyone does something, does it make it right?"*
- Ask students to respond on a sticky note with a one-sentence answer and an example.
- Have 2–3 volunteers share. Connect responses to Jackson's story: "Hold onto that idea—we'll see how Shirley Jackson pushes us to think about it today."

### Direct Instruction / Mini-Lesson (10 minutes)
- Project the "Theme vs. Topic" anchor chart. Define each term aloud.
- Model the difference using a familiar text (e.g., *Charlotte's Web*):
  - Topic: Friendship
  - Theme: True friendship requires sacrifice.
- Explain the 3-step **Theme-Finding Formula**:
  1. Identify the topic (one word).
  2. Ask: What does the author want me to understand about this topic?
  3. Find evidence that supports your idea.
- Write on board: *Topic of "The Lottery" = Tradition. Now, what is Jackson saying about tradition?*

### Guided Practice (12 minutes)
- Distribute the Theme Evidence Graphic Organizer.
- As a class, re-read paragraphs 2–3 (villagers gathering) and the final 3 paragraphs (stoning).
- Ask students to turn and talk (2 min): "What does Jackson show us about how people follow tradition?"
- Call on 3–4 pairs. Record responses on the board.
- Together, co-construct one sample theme statement: *"Blindly following tradition can lead to harmful consequences."*
- Model citing evidence: quote Old Man Warner ("Lottery in June, corn be heavy soon") and write it in the organizer's evidence column.

### Independent Practice / Activity (18 minutes)
- Assign students to small groups of 3 (pre-mixed by ability).
- Each group must:
  1. Choose a **different** topic from the story (e.g., violence, conformity, family, ritual).
  2. Draft a theme statement using the formula.
  3. Locate **two pieces of textual evidence** with paragraph numbers.
  4. Record all on the graphic organizer.
- Circulate and confer with each group; prioritize the ELL and IEP groups first.
- Last 5 minutes: Each group shares their theme statement aloud in one sentence ("gallery walk light").

### Closure / Exit Ticket (10 minutes)
- Distribute exit ticket. Students respond independently:
  1. Write one theme of "The Lottery" in a complete sentence.
  2. Cite one piece of evidence (quote or paraphrase with paragraph #).
  3. Explain in 1–2 sentences how the evidence supports the theme.
- Collect as students leave. Preview tomorrow: "We'll analyze how Jackson uses symbolism to develop this theme."

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## 7. Differentiation

### For ELL Students
- Provide bilingual glossary cards with key vocabulary and visual icons.
- Pair with supportive peer partner during turn-and-talk.
- Offer sentence frames on exit ticket:
  - *"One theme of 'The Lottery' is ______."*
  - *"The evidence '______' shows this because ______."*
- Allow use of translation apps for drafting.

### For Students with IEPs (Reading Comprehension)
- Provide a pre-highlighted copy of the story

# Lesson Plan: Identifying Theme in "The Lottery" by Shirley Jackson

---

## 1. Lesson Overview

**Subject:** 7th Grade English Language Arts

**Grade Level:** 7

**Duration:** 55 minutes

**Topic:** Identifying and analyzing theme in short stories using Shirley Jackson's "The Lottery"

**Class Composition:** Mixed-ability learners including 3 ELL students and 2 students with IEP reading goals

---

## 2. Learning Objectives

By the end of this lesson, students will be able to:

1. **Identify** the central theme in "The Lottery" by recognizing recurring ideas and textual evidence (Bloom's: Remember/Understand)

2. **Explain** how Jackson uses setting, character actions, and symbolism to develop theme (Bloom's: Understand/Analyze)

3. **Support** their interpretation of theme with at least two pieces of textual evidence (Bloom's: Analyze)

4. **Compare** the implied message in "The Lottery" to a real-world situation or personal value (Bloom's: Analyze/Evaluate)

---

## 3. Standards Alignment

**Common Core State Standards (CCSS):**
- **CCSS.ELA-LITERACY.RL.7.2** 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.
- **CCSS.ELA-LITERACY.RL.7.3** Analyze how particular elements of a story interact (e.g., how setting shapes characters or plot).
- **CCSS.ELA-LITERACY.RL.7.4** Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

**State/Local Standards:** (Adapt to your state; example: CA CCSS or relevant state standards)

---

## 4. Materials & Resources Needed

**Printed/Physical Materials:**
- Copies of "The Lottery" by Shirley Jackson (short story text, 5-7 pages) — *one per student*
- Highlighters (3-4 colors per student)
- Chart paper and markers for whole-class display
- Index cards (one per student for exit ticket)

**Digital/Visual Materials:**
- Whiteboard or document camera
- Optional: Digital version of text (for ELL students to access audio support)
- Visual anchor chart: "Theme Definition and Examples" (prepared in advance)

**Handouts (Create in advance):**
- Theme identification graphic organizer (one per student)
- Vocabulary preview sheet with sentence stems
- Evidence collection template (T-chart: "What the text says" / "What it means about the theme")

---

## 5. Vocabulary / Key Terms

**Pre-teach before or during lesson:**

| Term | Student-Friendly Definition | Context in "The Lottery" |
|------|----------------------------|----------------------|
| **Theme** | The big idea or message an author wants readers to understand about life | The story teaches us about ___ |
| **Symbolism** | When an object or action represents a deeper meaning | The lottery represents ___ |
| **Setting** | When and where a story takes place | A small village on ___ |
| **Tradition** | A custom or practice passed down through time | The lottery is a ___ |
| **Irony** | When something happens that is the opposite of what we expect | We expect the lottery to be ___ but it's actually ___ |
| **Foreshadowing** | Clues that hint at what will happen later | The black box suggests ___ |

---

## 6. Lesson Procedure with Timestamps

### **Hook / Warm-Up (5 minutes)**

**Time: 0:00–5:00**

**Teacher Actions:**

1. Display the word "LOTTERY" on the board. Ask students: "What comes to mind when you hear this word? Turn to a partner and share one thing."

2. After 1-2 minutes of turn-and-talk, call on 4-5 students to share aloud. Write responses on the board (e.g., "winning money," "exciting," "lucky").

3. Say: "Today we're reading a story called 'The Lottery.' As you read, notice whether Jackson's lottery matches what you just imagined."

4. Explain: "This story teaches us something important about why people follow traditions, even when we should question them. That important message is called the **theme.**"

**Why This Hook Works:**
- Activates prior knowledge
- Creates cognitive dissonance (they'll expect one thing, find another)
- Primes students to notice the unexpected twist
- Includes all learners through low-stakes partner talk

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### **Direct Instruction / Mini-Lesson (10 minutes)**

**Time: 5:00–15:00**

**Teacher Actions:**

1. **Introduce Theme (2 minutes):**
   - Display the anchor chart: "What is Theme?"
   - Read aloud: "A theme is the big life lesson or central message in a story. It's not always stated directly. We have to look for clues."
   - Provide 2-3 quick examples from familiar stories (e.g., *Charlotte's Web*: friendship lasts beyond life; *The Lion King*: you must accept your responsibilities).

2. **Model How to Find Theme (4 minutes):**
   - Use a short fable or fairy tale you read together last unit as an example.
   - Show on document camera: "To find theme, I ask myself:
     - What problem does the character face?
     - How do they react?
     - What does the author want me to learn?"
   - Model highlighting key moments and jotting notes in margins.

3. **Introduce Text-Specific Vocabulary (2 minutes):**
   - Show vocabulary preview sheet.
   - Read and define: **tradition**, **irony**, **symbolism**, **foreshadowing**.
   - Say: "These words will help you understand 'The Lottery.' Pay attention to them as we read."

4. **Set Reading Purpose (2 minutes):**
   - Distribute the story.
   - Say: "As we read, you'll mark text in three ways:
     - **Yellow highlight:** moments that surprise or confuse you
     - **Blue highlight:** clues about the village or the lottery
     - **Pink highlight:** the turning point—when you realize what's really happening"
   - Model the first paragraph with one example.

**Differentiation in Mini-Lesson:**
- ELL students: Provide vocabulary preview in home language (if possible) or with visuals
- IEP readers: Pre-highlight or provide annotated version; seat near teacher for support
- Advanced learners: Challenge to note literary devices (foreshadowing, irony) as they read

---

### **Guided Practice (15 minutes)**

**Time: 15:00–30:00**

**Teacher Actions:**

1. **Read Aloud Together (8 minutes):**
   - Read the first 2-3 pages aloud expressively while students follow along and highlight.
   - Pause after key moments (e.g., after introduction of the black box, after lottery officials are mentioned).
   - Ask: "What do you notice here? What are you curious about?" Allow 10-15 second think-pair-share after each pause.

2. **Think-Aloud Model (3 minutes):**
   - After the opening section, pause and say: "I'm noticing the author describes the setting as very normal—sunny day, families gathering, children playing. But the mood feels a little strange. The black box and the official ceremony seem serious. I wonder if the author is creating irony—making something seem happy but hinting it's not."
   - Write this thinking on chart paper so students see the process.

3. **Guided Annotation (4 minutes):**
   - Read the next section aloud (lottery drawing begins).
   - Stop after a key line (e.g., "The lottery had started.").
   - Ask: "Should we highlight this? What color and why?"
   - Guide 2-3 students to explain their choice and mark the text together.

**Support for Struggling Readers (IEP/ELL):**
- Provide a detailed plot summary handout alongside the text
- Pair with a strong reader or paraprofessional
- Use audio version (if available) during this time

---

### **Independent Practice / Activity (20 minutes)**

**Time: 30:00–50:00**

**Teacher Actions:**

1. **Silent Reading (6 minutes):**
   - Students read the remainder of the story independently, continuing to highlight (yellow, blue, pink).
   - Teacher circulates, checking in briefly with

# Lesson Plan: Identifying Theme in "The Lottery"

## 1. Lesson Overview
- **Subject**: English Language Arts
- **Grade Level**: 7th Grade
- **Duration**: 55 minutes
- **Topic**: Identifying theme in short stories using "The Lottery" by Shirley Jackson

## 2. Learning Objectives
- Students will **identify** the central theme in "The Lottery" by citing textual evidence (Bloom's: Remembering/Analyzing).
- Students will **analyze** how specific details contribute to the development of the theme (Bloom's: Analyzing).
- Students will **explain** the theme in their own words, connecting it to real-world examples (Bloom's: Evaluating/Creating).

## 3. Standards Alignment
- CCSS.ELA-Literacy.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
- CCSS.ELA-Literacy.RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RL.7.4: Determine the meaning of words and phrases as they are used in a text.

## 4. Materials & Resources Needed
- Printed excerpts or full copies of "The Lottery" by Shirley Jackson (pre-highlighted key passages for IEP/ELL students)
- Projector/smartboard for displaying story excerpts, theme graphic organizer, and vocab terms
- Theme graphic organizer handout (with sentence stems for support)
- Exit ticket slips (one per student)
- Whiteboard/markers
- Timer for pacing

## 5. Vocabulary / Key Terms
- **Theme**: The central message or lesson about life or human nature in a story.
- **Tradition**: A custom or belief passed down through generations.
- **Irony**: When the outcome is opposite of what is expected.
- **Foreshadowing**: Hints or clues about what will happen later in the story.

## 6. Lesson Procedure with Timestamps
### Hook / Warm-Up (0:00-0:05, 5 min)
- Display a provocative image of a village lottery on the projector (e.g., people drawing slips from a black box).
- Ask students to think-pair-share: "What traditions does your family or community follow? Turn to a partner and share one (30 seconds). Then, share one with the class."
- Transition: "Today, we'll explore a story where tradition leads to a shocking twist—and uncover its theme."

### Direct Instruction / Mini-Lesson (0:05-0:15, 10 min)
- Project key vocabulary terms with student-friendly definitions and examples from daily life.
- Read aloud the first half of "The Lottery" excerpt (up to the drawing), modeling think-aloud: "Jackson uses foreshadowing here with the black box—it's worn and shabby, hinting tradition might be flawed."
- Display theme graphic organizer on projector: Columns for "Text Evidence," "What It Suggests," "Theme Statement."
- Model filling it out: "Evidence: Villagers follow the lottery blindly. Suggests: Harmful traditions persist. Theme: Blind adherence to tradition can be destructive."

### Guided Practice (0:15-0:30, 15 min)
- Distribute theme graphic organizer handouts.
- Pair students heterogeneously (ELL/IEP with stronger readers).
- Direct: "Reread the story's ending excerpt in pairs. In your graphic organizer, identify 2 pieces of evidence for the theme, analyze what they suggest, and draft a theme statement. Circulate to provide feedback (e.g., 'Add a quote here')."
- Regroup as a class: Call on 3-4 pairs to share evidence and theme statements; record strong examples on board.

### Independent Practice / Activity (0:30-0:45, 15 min)
- Instruct: "Independently complete your graphic organizer for the full story excerpt. Write a 2-3 sentence explanation of how details develop the theme."
- Circulate, prompting: "Refer to the board for modeled examples."
- Advanced learners: Add a real-world connection (e.g., "How does this theme apply to bullying traditions?").

### Closure / Exit Ticket (0:45-0:55, 10 min)
- Lead whole-class discussion: "Thumbs up if you can state the theme; share one piece of evidence."
- Distribute exit tickets: "Write: 1) Story theme in your words. 2) One supporting quote. 3) One new vocab word used correctly."
- Collect and review quickly for misconceptions before dismissing.

## 7. Differentiation
- **ELL Students**: Provide pre-highlighted excerpts, bilingual vocab cards (English/primary language), paired reading with peers, and sentence stems (e.g., "The theme is _____ because _____").
- **IEP/504 Students (Reading Comprehension)**: Audio version of story via device, extended time (pair with guided practice), graphic organizer with visuals and fewer blanks.
- **Advanced Learners**: Extend organizer with "Counter-theme" column (e.g., benefits of tradition) and require peer teaching during share-out.

## 8. Formative & Summative Assessment
- **Formative**: Observe participation/think-alouds during guided practice (tally chart for evidence citation); graphic organizers checked during circulation (thumbs-up feedback).
- **Summative**: Exit tickets scored on rubric (1-4 scale: Identifies theme=1 pt, cites evidence=2 pts, explains development=1 pt). Ties to objectives: Theme ID (Obj.1) via evidence; analysis (Obj.2) via suggestions; explanation (Obj.3) via statements.
- Success criteria: 80% of students cite 2+ evidence pieces accurately.

## 9. Homework / Extension Activities
- Read "The Veldt" excerpt (provided link/handout) and complete a mini-graphic organizer identifying theme.
- Extension: Journal prompt—"How does 'The Lottery' theme connect to a current event? (1 paragraph)."

## 10. Teacher Reflection Prompts
- Which objective was met most/least effectively? Why?
- How did differentiations impact ELL/IEP engagement (note specific observations)?
- What pacing adjustments are needed? (e.g., shorten reading if comprehension lagged)
- Student exit ticket trends: Common misconceptions? Next lesson adjustments?