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Subject: English Grade: B10 Lesson Length: 57 minutesDate: September 13th, 2012Content: (topic)The goal of this lesson is to have students explore the sub-theme of conformity and values through Shirley Jackson’s “The Lottery” and a social experiment to take place prior to/during its reading. Teaching Strategy (and/or strategies):Direct Instruction: As a class, we will read Shirley Jackson’s “The Lottery” out loud. Different students will be chosen by the teacher to narrate one paragraph each. Students will also be lectured about the social experiment as well as debriefed after the story is read. This strategy caters to auditory learners. Simulation: Through the isolation simulation, students are engaged by experiential learning. It gives them a real example for the topic of isolation.Reflective discussion: Students are encouraged to speak in the debriefing stage of the class about what they’ve read and observed. It helps to solidify student thought on the topic.Learning Objectives:- Students will be able to listen in order to assess positions on individual, community, national, or world issues.- Students will be able to explore human experiences (social experiment) and values reflected in “The Lottery” through discussion.- Students will be able to recognize that speech is important in sharing thoughts, opinions, and feelings.Outcomes/Indicators:CR B10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address: Social Responsibility, Social Action (agency) (e.g. – Justice and Fairness).b. Apply personal experiences and prior knowledge of texts and language to develop understanding and interpretations of variety of texts.d. Discuss ways in which texts convey and challenge individual and community values and behaviours. e. Identify how human experiences and values are reflected in texts. f. Test ideas and values against ideas and values in B10.4 Create a variety of written informational and literary communications.g. Write a business letter (e.g., letter of complaint, e-mail request) that:Presents information completely and in the correct orderstates purpose clearly and immediatelygives complete and accurate detailsbegins, continues, and ends with courteous tonedetermines what the recipient needs to know h. Write fictionalized journal entries (e.g. – of a literary character or a historical figure) that:focus on a made-up character or someone read about or observedfocus on an ongoing event or experiencecontain impressions, reflections, and observations about life, people, and experiencesgive insight into the personality and values of the character.Pre-requisite Learning:Students will have been told from the previous class not to have read Shirley Jackson’s “The Lottery”. The ability to view an environment and short story through a critical lens.[For the teacher] Know your students. This is essential to choosing the one student that will have the piece of paper with a black dot on it **Do not choose students who are isolated on a frequent basis or are extremely sensitive emotionally/psychologically. This can result in rippling effects harmful to the student**. It may be wise to ask the student to be chosen previous to the class if it is ok for them to be the central figure of the experiment.Assessment:Students are active participants in the social experiment and “play along”.Students express their point of view in discussions appropriately.Students practice behaviours of an effective speaker, reader, and listener.(For Teacher) Does this simulation offer an appropriate measure of realism for my group of students?Cross-Curricular Competencies (CCC’s)ThinkingSocial ResponsibilityLiteraciesIdentity and InterdependenceMaterials:Teacher needs to cut out pieces of paper appropriate to class size ahead of time. One paper needs to have a black spot on it. The other pieces of paper will have instructions on how to treat the person who has a black spotted piece of paper. (i.e. – “Do not talk to isolated person under ANY circumstances”, “Take opportunities to call isolated person a llama”, “Demand isolated person to get you a dictionary”, “Glare at the isolated individual if you happen to make eye contact”, “Take a pebble/stone from the teacher’s desk and place it on the isolated student’s desk”, “Whisper to a nearby neighbour about the isolated individual using his/her name audibly”, etc.)Pebbles/small stonesBlack box or other container to put the pieces of paper in.Presentation:Set: (estimated time 4-5 minutes)Greet students and explain orally to them that they are going to be taking part in a simulation. Ask students if they know what a simulation is and what purpose it would serve (Simulation = Immersion into a ‘reality’ that recreates scenarios that individuals are to gain knowledge from. Can also use definition in students’ own words). The purpose is to help individuals learn concepts that they might not otherwise be able to learn in a real environment due things like safety concerns. Brainstorm examples of a simulation using a word web and write them down on the whiteboard (i.e. – Air-flight simulator, “The Sims” and other video/computer games, surgical simulators, etc.).Development: (estimated time 50 minutes)Input (oral instruction)**This lesson might take up to two classes**Explain the three stages of the simulation process and write them down on the whiteboard for reinforcement:Briefing – students are given the concepts and knowledge necessary to complete simulation. Ground rules are established for open communication, appropriate behaviours, and security (e.g. – no violence whatsoever is permitted).Simulation - students immerse themselves and experience the social experiment, being aware of their surroundings and the events taking place (e.g. – changes in behaviours).Debriefing – Participants go through a self-reflective process about the experience that just occurred. The focus then moves to individual experiences and the meanings they have to the experiment. Finally, students take their own individual experiences and apply them to broader implications of that experience (e.g. – student isolated can relate to groups in society targeted by majorities; students inflicting isolative tendencies feel the strains of social conformity as well as the pressure to act in a harmful way towards (a) singled-out people(s).Explain to students the process of the social experiment and how we will read Shirley Jackson’s “The Lottery” during the experiment. Encourage students to fully immerse themselves in the simulation.Step 1: There is a black box placed at the front of the classroom. The teacher will announce a student’s name and that student will come up and receive the folded piece of paper given to them by the teacher. **Crucial that students do not choose because “randomized” student is pre-determined** Step 2: When the teacher says so, students will open their folded pieces of paper and the student whose paper has a black spot on it is to publicly announce it and show the rest of the class. **Students are not supposed to know prior to the experiment that there are instructions on the pieces of paper that they are told to follow. The experiment lies in whether or not students will behave according to the paper’s instructions**. Step 3: As a class, we will read Shirley Jackson’s “The Lottery” out loud. **When the teacher is choosing students to read, make it obvious that you do not want to pick the student with the black spotted paper. Also, do not reprimand students that follow instructions on their papers, encourage them if they do**Step 4: Debriefing. Make connections between the experiment we did and “The Lottery” through class discussion. How did it make the isolated student feel (ask student with black spotted paper)? How did the other students feel if they did/did not follow the paper’s instructions? Was there any pressure by other students in the classroom or by the teacher? Was it easier to do what the other students were doing to the isolated student or to sit back and do nothing? Did anyone try to support the isolated student? Why or why not? Are there examples of this kind of behaviour in society? Where? Why do you think people treat other people this way? Is it equitable or unfair?Check for understanding – Question period where students can ask about the conditions for the experiment. During the debriefing period, analyze reactions and comments made by students and if they understand the concept or are confused. Clarify for students that are confused.Response Journal (can be humorous, sad, reflective, emotional):Write a journal from the perspective of a character from the story and their response to the events that took place at the lottery. It can be humorous, sad, reflective, etc. Write a letter of complaint to the town hall from the perspective of one of Mrs. Hutchinson’s family members. Go over “Stains” short story work sheet as a class. Take in KWL sheets (out of 5 marks). Closure: (Estimated time 2-3 minutes) Using what was learned in the lesson, brainstorm with students on the whiteboard how they can combat the isolation of individuals in the community and school. (i.e. – do not support acts of bullying, etc.) Adaptive Dimensions:Using teacher discretion, if a classroom would be thought to have issues with targeting one student, you can have up to three students receive a paper with the black spot.If students are not comfortable sharing individual experiences on the topic of conformity/values, they can submit a brief paragraph to be kept confidential by the teacher.If students cannot work at a quick pace, the lesson may have to extend to another day. The only downside is that the debriefing phase will not be fresh in the students’ minds.Testing the voice recording technology on my phone for Sara since her Kurzweil computer isn’t functioning properly and a fixed date is not set for when it will be up and running again.Independent Practice:Challenge students in the following couple days to perform one act that is inclusive of others when they have the opportunity or feel pressure to isolate them. Professional Development Plan:Topic: “The Lottery” by Shirley JacksonDate: September 13th, 2012Name: Stephanie PossbergObserver(s): Mr. Ryan HallProfessional Target/Goal/ObjectiveStudent participation. Instruction(s) for Observer:When the simulation was taking place, were students participating in the activity?In the reflective discussion, did students share their thoughts and feelings for what was taking place during the simulation? ................
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