Kaylee+Arruda 


 * Name: Kaylee Arruda**

**Context for using the text set:** Grade 9-10 The Lottery/The Hunger Games. This text set was designed for a unit focused on Shirley Jackson’s //The Lottery.// The unit will focus on the hierarchy of citizens in society, and the positive and negative aspects of life in older societies. The text set will include material from Shirley Jackson’s //The Lottery,// and Suzanne Collins’ //The Hunger Games.//

**Content Objective:** Standard 2: CCSS.ELA-RI.9-10.2 Determine a theme or central idea of a text and analyze in detail its 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. Standard 3: CCSS.ELA-RI.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.

**Reading/Thinking Objective:**
 * Students will be able to, determine the central themes and ideas of Shirley Jackson’s //The Lottery.//
 * Student’s will be able to analyze the characters in both Shirley Jackson’s //The Lottery,// and Suzanne Collins’ //The Hunger Games,// and will determine how the development of these characters directly influences the plot.

**A. Print Resources:** **Text #1: //The Lottery-// Shirley Jackson**
 * Citation: Jackson, S. (1991). //The lottery.// New York, NY: Farrar.
 * Text Summary:The Lottery, is the 1948 short story written by Shirley Jackson, that depicts the events of life in a small town on the day of the lottery.
 * Rationale: I picked this as my main text because in only about 12 pages, the story shows students the way one society works. There are key themes in the text such as society and leadership, and tradition and customs.
 * Use of text: This text would be the first that I would use in the unit. I would focus the rest of the lessons around this short story.
 * Attachment: See Attachment #1 for a copy of this text.

**Text #2: //The Hunger Games-// Suzanne Collins**
 * Citation: Collins, S. (2008). //The hunger games.// New York, NY: Scholastic.
 * Text Summary://The Hunger Games,// is the first book in the popular trilogy by author, Suzanne Collins. Every year the government in the Capitol organizes an event known as the Hunger Games, a fight to the death battle between 24-randomly selected members of districts of Panem.
 * Rationale: This text, especially “the reaping” chapter has a lot of crossover in regards to theme to //The Lottery.// Students will be able to see how the two societies are alike and how they differ.
 * Use of text: Students will read excerpts from the novel in class after reading //The Lottery. *//Students may choose to read the entire novel on their own time.*
 * Attachment: This text is too long to attach.

**Text #3: Thematic Comparison** **Text #4: “The Lottery” By Shirley Jackson- Blog Entry**
 * Citation: Sullivan, V. (2012, April 15). Thematic comparison: The lottery vs. The hunger games. [web log post]. Retrieved from []
 * Text Summary: This text compares //The Lottery// and //The Hunger Games// and shows how blindly following tradition might be detrimental to society. This article also discusses how both stories suggest that the hierarchy of certain citizens plays an important part of ensuring they are not chosen in the annual lottery or game.
 * Rationale: I would use this blog-post to connect the two texts. This post touches upon all of the central themes that I would want my students to learn.
 * Use of text: I would make this text available to the students after reading both //The Lottery// and //The Hunger Games.//
 * Attachment: See attachment #2 for a copy of this text
 * Citation: Cellania, M. (2011, April 14). “The Lottery” by Shirley Jackson. [web log post]. Retrieved from [|http://www.neatorama.com/2011/04/14/the-lottery-by-shirley-jackson/#] !Cm8Bp
 * Text Summary: This is an excellent resource for students. It gives them a brief synopsis of the short story, an overview of Jackson’s life and it also lets them know what was going on in the world at the time Jackson wrote the story and how it was received.
 * Rationale: This is a good resource for the students so they can get to know the author. It is also a good idea for the students to know what was going on in the world at the time the story was written.
 * Use of text: I would give this to the students after they read the short story, only because the synopsis gives away the ending. We might re-read the story after, keeping in mind what was going on in the world, and who Jackson was.
 * Attachment: See attachment #3 for a copy of this text

**Text #5: Schmoop- The Hunger Games in a nutshell** **B. Media Resources**
 * Citation: Shmoop Editorial Team. (2008, November 11). //The Hunger Games Ending//. Retrieved from http://www.shmoop.com/hunger-games/ending.html
 * Text Summary: This website offers a brief synopsis of Suzanne Collins’ novel //The Hunger Games.// It offers themes, quotes, character lists, and even reasons as to why the student should care about the book.
 * Rationale: I would offer this as a resource to my students because I am only covering certain parts of the novel, and this is an excellent resource if the students want some where to go to find out what the book was about without reading the whole book. It is also a good resource for further discussing important themes.
 * Use of text:
 * Attachment: See attachment #4 for a link

**Text #6: The Lottery 1969 Film Adaptation**
 * Citation: Brito, G. (2013). //The Lottery- 1969// [video file]. Retrieved from []
 * Text Summary: This film was created by Larry Yust in 1969, as part of the Encyclopedia Britannica’s Short Story Showcase. It is about 18 minutes long and it follows along to the short story.
 * Rationale: I would use this text for students to visualize the story. It is a heavy story, especially the ending, and if you can’t see what is going on you aren’t going to understand it. This video will also help convey the emotions of the characters and you can really see how the characters turn on each other especially towards the end.
 * Use of text: I would show the students the video after we have finished reading the text. I think it is beneficial to them to see the video that way they can really get into the minds of the characters, and see exactly how the lottery is working.
 * Attachment: See attachment #5 for the link

**Text #7: The Hunger Games “Reaping Scene”**
 * Citation: KatnissEverdeenPeetaMellark (December 3, 2013). The hunger games: Katniss and Peeta reaping scene. Retrieved on March 29th, 2014 from []
 * Text Summary: This is a video from the “reaping scene” in //The Hunger Games// movie. In this scene Effie Trinket, a representative from the Capital, comes to district 12, and picks the names of one male and one female who will be playing in this year’s hunger games.
 * Rationale: This scene can be compared to the lottery scene in Shirley Jackson’s //The Lottery.// The video is a good resource for students who may not have read the whole book, or who may have a hard time visualizing the scene.
 * Use of text: I would play the video in the class after showing the movie adaptation of “The Lottery.” That way students have a chance to visualize both occurrences, and they can take some time to jot down their idea and compare and contrast the two.
 * Attachment: See attachment #6 for the link.

**C. Online interactive resources** **Text #8: Are you a leader or a Follower Quiz**
 * Citation: // Are you a leader or a follower? // (n.d.) Retrieved on March 30th from allthetests.com, http://www.allthetests.com/quiz21/quiz/1157221601/Are-You-a-Leader-or-a-Follower
 * Text Summary: This online quiz takes students through a series of questions and at the end determines whether or not they are a leader or a follower.
 * Rationale: The idea of being a leader or a follower is prominent in both of these texts. The idea that the citizens are following blindly shows that there aren’t many leaders in these societies.
 * Use of text: I would have the students take this quiz before beginning the unit.
 * Attachment: See attachment #7 for the homepage of the website

**Text #9: Compare and Contrast Online Graphic Organizer** **D. Instructional Resources** **Text #10: //The Lottery-// Lesson Plan**
 * Citation: [|www.readwritethink.org]. Retrieved on March 30th from []
 * Text Summary:This website is an interactive graphic organizer that will help students develop outlines for compare and contrast essays.
 * Use of text: I would use this to help students write their final essays comparing and contrasting the societies in //The Lottery// and //The Hunger Games.//
 * Attachment: See attachment #8 for the homepage of the website
 * Citation: //Compare and contrast map.// (2014). Retrieved March 20th from []
 * Text Summary: This website is a great tool for teachers using //The Lottery// in their class. It offers lesson plans compete with study questions for the students.
 * Rationale: This website helps instructors with new ideas in teaching the short story, and gives them ideas for goals for their students.
 * Use of text: I would use this site if I needed ideas for the unit/
 * Attachment: See attachment #9for a link to the site

**Which texts/tasks selected for each type of learners:** (indicate by listing the # of each resource selected for that population)
 * Students with Matchup Assets: #3, #4
 * Students with Matchup Gaps:#6, #7, #9
 * Students with Mismatches: #6, #7
 * Non-native English speakers: #6, #7

**Using these texts together in the classroom:** **Attachments:** >
 * Text #8: The “are you a leader or a follower quiz” should be a fun lead in to this unit.
 * Text #1 and #10: I would begin with the short story itself, and have the students work on the themes in the story. I would also be using the lesson plans found in text #10.
 * Text #4: Next we would cover text #4 which has to do with Shirley Jackson’s background, and what was going on in the world at the time the story was written. I chose to integrate this into the unit second because it gives away the ending to the story and I wanted the students to get the chance to find it out for themselves.
 * Text #2 and #5: Next students will move on to excerpts from //The Hunger Games.// Students will also be introduced to the “shmoop” website where they can find out details about the rest of the book, and get the summary “in a nutshell.”
 * Text #6 and #7: Students will then watch the video adaptation of //The Lottery,// and “The Reaping Scene” from //The Hunger Games.// Students will be asked to compare and contrast the two societies, and this will be the focus for the remainder of the unit.
 * Text #3: This text will help the students compare the two societies.
 * Text #9: Students will use the online graphic organizer to gather their thoughts for their compare and contrast essays.
 * Attachment #1: The Lottery
 * Attachment #2: Thematic Comparison
 * Attachment #3: The Lottery-Blog Entry
 * Attachment #4: Shmoop- Hunger Games
 * Attachment #5: The Lottery- Film
 * Attachment #6: Reaping Scene
 * Attachment #7: Quiz
 * Attachment #8: Online Graphic Organizer
 * Attachment #9: Lottery Lesson Plan