Lesson Plan in Teaching Short Story

(First Trial Run - Control Group)

I- OBJECTIVES: At the end of the lesson, the students are expected to:
a. Identify the elements of the story;
b. note the important details of the story,
c. relate the story into real life situation
II- SUBJECT MATTER
Topic: “THE LOTTERY” by Shirley Jackson
References:
Instructional Materials:
III- PROCEDURE
A. Preparation
1. Prayer

 The teacher asks a student to lead to prayer

2. Review

 The teacher asks a student to identify the elements of the

story
3. Pretest
4. Motivation

 The teacher lets the students answer the question:

 If you are given a chance to win a lottery, will you
consider yourself as lucky? Why or why not?
B. Presentation

 The teacher presents the title of the story “ THE LOTTERY “

by writing it on the board
 The teacher presents the objectives of the lesson

C. Unlocking of Difficulties

 The teacher lets the students find the meaning of the difficult
words through matching the word in column A to its meaning
in column B. They will use the sentences as their guide.
Column A Column B
 1. reluctantly a. release from something that holds
fast or entangles
2. tradition b. any of various plants of the genus
Stellaria
3. paraphernalia c. equipment consisting of
miscellaneous articles
4. disengage d. a specific practice of long
standing
5. chickweed e. with a certain degree of
unwillingness
1. Soon the women, standing by their husbands, began to call to
their children, and the children came reluctantly, having to be
called four or five times.
2. Mr. Summers spoke frequently to the villagers about making a
new box, but no one liked to upset even as much tradition as was
represented by the black box.
3. The original paraphernalia for the lottery had been lost long
ago, and the black box now resting on the stool had been put into
use even before Old Man Warner, the oldest man in town, was
born.
4. A man disengaged himself from the crowd and came forward.
5. First thing you know, we'd all be eating stewed chickweed and
acorns.
D. Reading of Guide Questions
1. Why are stones important in the Lottery?

2. How do the townspeople treat the Lottery box?

3. The black box being kept in different locations signifies what?

4. How does the point of view affect what we know about the

situation?

5. How has the lottery evolved in the town over the years, and how

does this contribute to the meaning of the text?

6. Why are the men hesitant to help Mr. Summers?

 7. Why there is so much time spent describing the black box? What

are two details about the black box?

E. Discussion

 The teacher asks the students to listen as she reads the story
“The Lottery”
 The teacher lets the students answer the guide questions and
asks them to share their ideas in the class
 The teacher uses Question and answer method in elaborating
the lesson.
 The teacher asks the students to explain the theme of the
story and relate it to their real life experiences.
F. Application

 The teacher groups the students into three. Each group

analyzes particular elements of the story assigned through a
story map.
G1- setting and the plot of the story
G2- conflict and characters of the story
G3 - point of view and the theme of the story.

G. Generalization

 The teacher asks the students what insights they have learned
from the lesson.
IV- EVALUATION
Posttest
V- ASSIGNMENT

 Using the cause-effect tree, students are tasked to give the

effects of the “Lottery” to the villagers.
.