• The Lottery Rose


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    • Abstract: The Lottery RoseWeek 1: Lesson 1 (Intro).............................................................................................................. 2Basic Introduction ..................................................................................................................... 2

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The Lottery Rose
Week 1: Lesson 1 (Intro).............................................................................................................. 2
Basic Introduction ..................................................................................................................... 2
Discuss Difficult Childhoods ..................................................................................................... 3
Continue Reading OR Begin Analytical Lesson....................................................................... 3
Week 1: Vocab List ...................................................................................................................... 4
Week 1: Lesson 2 (Analytical) ..................................................................................................... 5
Discussing the Reading............................................................................................................ 5
Understanding Characters ....................................................................................................... 5
Plot and Emotion: Charting An Emotional Journey .................................................................. 6
Week 1: Lesson 3 (Practical) ....................................................................................................... 7
Identifying Problems: Class Brainstorming Exercise ............................................................... 7
Identifying Solutions and Strategies: Small Group Exercise.................................................... 7
“On the Bright Side”: Closing Class Discussion ....................................................................... 7
Week 1: Lesson 4 (Creative) ....................................................................................................... 8
Capturing Emotional States...................................................................................................... 8
Alternative Creative Activities................................................................................................... 8
Week 1: Homework 1................................................................................................................. 10
Week 1: Vocabulary Assessment 1 ........................................................................................... 11
Week 1: Comprehension Assessment 1.................................................................................... 15
Week 2: Lesson 5 (Analytical) ................................................................................................... 18
Discussing the Reading.......................................................................................................... 18
Dealing with Conflict............................................................................................................... 18
The Development of Relationships ........................................................................................ 19
Georgie’s Personal Development .......................................................................................... 20
Week 2: Lesson 6 (Practical) ..................................................................................................... 20
Week 2: Vocab List .................................................................................................................... 21
Week 2: Lesson 7 (Creative) ..................................................................................................... 22
Different Perspectives ............................................................................................................ 22
Alternative Creative Activities:................................................................................................ 23
Week 2: Homework 2................................................................................................................. 24
Week 2: Vocabulary Assessment 2 ........................................................................................... 25
Week 2: Comprehension Assessment 2.................................................................................... 29
Week 3: Vocab List .................................................................................................................... 32
Week 3: Suggested Lesson Ideas ............................................................................................. 33
Analytical Lesson ................................................................................................................... 33
Practical Lesson ..................................................................................................................... 34
Writing Day ............................................................................................................................. 35
Creative Lesson ..................................................................................................................... 35
Week 3: Writing Day .................................................................................................................. 36
NOTE ......................................................................................................................................... 37
Posttest ...................................................................................................................................... 38
Part I. ...................................................................................................................................... 38
Part II. ..................................................................................................................................... 40
Part III. .................................................................................................................................... 42
Part IV..................................................................................................................................... 44
The PACE Center at Yale 1 of 1
The Lottery Rose
Week 1: Lesson 1 (Intro)
Basic Introduction
assign the students the concept of a
different roles for the lottery. Use the
week. These roles Connecticut lottery as
could include an illustrative example.
Discussion Director, Ask the students if
Vocabulary Enricher, they or their parents
Literary Luminary, have ever bought a
Illustrator, Connector, lottery ticket and if
Summarizer, Travel they understand how
Tracer, Investigator, the contest works.
and/or any others you
or the students deem
appropriate. Use the
• role worksheets (from
Character Chart and
the Raisin lessons) as
Journal: Ask the
guides.
students to keep a •
character chart, Discuss Social
adding their Issues: What makes
impressions of and good parenting? What
knowledge about the do parents expect of
characters as they their children and
read from one chapter why? (Encourage the
to the next, so that students to consider
they can see how the •
Discuss Title and the positive aspects of
characters evolve over Cover and Make parental demands.)
time. Also encourage Predictions: If the What is abuse? (Make
the students to keep a students haven’t yet sure students
reading journal, in begun reading the understand that all
which they should jot book, encourage them abuse is not physical.)
down their reactions to to speculate about
the reading and any what the book may be
questions they may about, who some of
have. the characters may be,
• Assign Roles: As with etc. Make sure the
the previous book, students understand
The PACE Center at Yale 2 of 2
Discuss Difficult Childhoods
It may make sense to already read some of the world. List the
prepare students for the the book, ask them problems on the board
emotional intensity and why Georgie might be and encourage
potentially upsetting considered at a students to come up
subject matter of this book disadvantage relative with constructive
by addressing generally to other kids in his solutions for them.
some of the difficulties that class, or to 3) Or try this: What do
children can face in this themselves. children need in order
world. (Or, if students have 2) Or try to start a similar to grow up healthy and
already read part of the discussion as follows: happy? (Get the ball
book over the weekend, Some people say that rolling by suggesting a
the following questions childhood is the few requirements:
can be considered both easiest or most food, shelter, clothing,
generally and in relation to carefree time of life. safety, love,
Georgie in particular.) Do you think this is encouragement,
Here are a few ways to necessarily true? 3) Or affection, friends, play,
encourage students to try this approach: education, etc.) Do all
discuss this matter: What are some of the kids have these
1) Remind students of biggest problems that things? What happens
the famous claim in kids face today? You to a kid if he/she
the Declaration of might want to ask the doesn’t have X? Have
Independence that we students to bring in a you ever known, or
are all “created equal.” newspaper or read or heard about, a
Ask the students: Do magazine article that kid who doesn’t have
all kids really get the addresses in some X? And so on.
same start in life? If way the difficulties that
the students have children can face in
Continue Reading OR Begin Analytical Lesson
If time remains and the finish reading the first four
students have not finished chapters ( pp. 1-65) by
reading the first four tomorrow. •If time remains
chapters, spend some and the students have
time reading out loud as a already read chapters 1-4,
class. Remind the begin the analytical lesson
students that they should (see Lesson 2).
The PACE Center at Yale 3 of 3 The Lottery Rose
The Lottery Rose
Week 1: Vocab List
The words listed below are vocabulary list is meant to
drawn from the first week’s be suggestive rather than
reading. They constitute a definitive. Your student
sampling of words that the “Vocabulary Enhancer” will
students may find identify some new words.
challenging or unfamiliar. But you may want to use
The number of the page this list to help you choose
where the word appears is a few additional words for
given in parentheses. This discussion.
burrowed (8) fretfully (19) monstrosity (43)
intermission (11) tolerated (22) uneasy (44)
hurriedly (11) irk (22) overhear (44)
impudent (11) resentfully (25) scowling (46)
wary (11) sheepishly (25) sly (52)
stealthily (12) scarlet (27) meekly (53)
wistfully (12) parched (31) fury (59)
swayed (14) shrill (32) indifferently (60)
filth (15) imploring (36) unyielding (62)
glowered (15) miniature (42)
The PACE Center at Yale 4 of 4
The Lottery Rose
Week 1: Lesson 2 (Analytical)
Discussing the Reading
Discuss and analyze the personal reactions to the difficult and
reading as follows: the book. What part of sensitive subject
1) Call for contributions the story most troubled matter in the story.
from students in their them? Can they relate 2) Discuss any
designated roles as personally to any of problematic
appropriate. (Your the characters in the vocabulary. In general,
“Summarizer” should book or to any of the the vocabulary in this
be able to quickly events that took book is much simpler
recap what has place? Were there than the vocabulary in
happened in the story, parts of the story that the previous book, but
your “Vocabulary confused them or that there may still be a
Enhancer” should they just couldn’t few words that the
have new words for follow? You may have students find
you to discuss, and so to help the students challenging.
on). Also elicit general understand some of
Understanding Characters
1. Imagining Characters actors, have them of Georgie’s particular
in a Movie: This simply describe the experiences and
exercise can be done physical reactions, you might
either individually or in characteristics and want to ask the class
small groups or pairs. personality type that as a whole some of
Assign each individual, the actor should have. the following questions
group, or pair a major Save time for sharing (or, address these
character who appears and discussion. questions specifically
in the first four Constructing a class to the students whose
chapters. Ask the “character chart” may role was to understand
students to imagine be helpful. (The and explain the
that they are making a characters appearing character of Georgie):
movie based on the during the first four Why does Georgie find
book and that their job, chapters of the book flowers and gardens
as director of the include Georgie appealing? What do
movie, is to instruct an Burgess, Rennie
actor how to “play” Burgess, Steve, Mrs.
their character. They Sims, Judge O’Neill,
should discuss and Miss Ellen Ames, Miss
write a brief Cressman, Sister Mary
description that will Angela, Timothy,
indicate to an actor Sister Monica, Old
what the character is Eddie, Amanda,
like. You can also Rosita, Mrs. Harper,
instruct the students to Hugh Collier, and
“cast” the character. In Robin. You will you experience that
other words, if they probably want to do makes you feel that
were going to hire an this exercise with way? (It is useful for
actor to play their some of the main the children to learn
character, who would characters.) that they have the
be appropriate and 2. If this exercise does ability to comfort
why? If the students not bring out a deep themselves during
don’t know specific enough understanding times of stress or
The PACE Center at Yale 5 of 5
conflict.) Why doesn’t mother? How does who these people are.
Georgie do well in Georgie feel about Have the students tell
school? Why does Steve? How does you--perhaps by
Georgie use foul, Georgie feel about referring to their
angry language Robin? And so on. character charts and
sometimes when he is Why is Georgie so journals--what they
interacting with adults? focused on getting his know about these
Why did Georgie set rose bush planted in characters. What are
the fire under Miss the Harper’s garden? they like? How can
Cressman’s car? What does the rose you tell?
Describe the other represent to Georgie?
characters through 3. Briefly discuss the
Georgie’s eyes. Or, in more minor characters
other words, how does to make sure that the
Georgie feel about his students at least know
Plot and Emotion: Charting An Emotional Journey
• During the first four below), or ask the the lottery card and he
chapters of the book, students for plays hooky (17),
Georgie experiences a suggestions--on the Georgie wins the
vast array of shifting board, together with rosebush (25),
emotions, as both some indication of Georgie walks all over
good and bad things Georgie’s emotional town and exhausts
state at that time. Ask himself trying to find a
students to identify the safe place for his bush
primary emotion (or (26-28), Georgie
emotions) that Georgie returns to the
likely feels at a apartment--and Steve
particular moment. is there and beats him
Ask the students if (32), the nurse and
they have ever felt policeman try to piece
happen to him. Spend similarly. When? Use together what
some class time this exercise to happened to Georgie
discussing specific analyze specific while he worries about
emotions (such as moments and the fate of his rose
honesty, anger, fear, emotions in the text. bush (33-37), Georgie
pride, feeling safe, • Some significant lives with the Sims
trust, hope, jealousy, events in the book: (38-39), Georgie first
feeling scared). List Miss Ames tells sees Mrs. Harper’s
students thoughts on Georgie he can check garden (46), Sister
the board. Then, as a out the flower book as Mary Angela tells
class, “map out” many times as he Georgie that he cannot
Georgie’s emotional wants (1), Miss plant his bush in the
journey. (This is also a Cressman accuses Harper’s garden (50-
way to review the plot Georgie of not trying 51), Mr. Collier tells
and make sure that (9), Georgie’s mom Georgie that he cannot
students understand makes empty plant his bush in the
certain events and promises to Georgie-- Harper’s garden (59),
details from the book.) “We’ll find some way Georgie plants his
One way to do this is to live without ever bush in the Harper’s
to chart certain taking another cent garden in the middle of
significant events-- from Steve”--and the night (65).
choose some yourself kisses him (14), Mrs.
(see suggestive list Sims gives Georgie
The PACE Center at Yale 6 of 6 The Lottery Rose
The Lottery Rose
Week 1: Lesson 3 (Practical)
Identifying Problems: Class Brainstorming Exercise
Ask the students to identify staying out of Steve’s way, let him plant his rose bush
the problems that Georgie surviving school when he in their garden, etc.
faces in these first four can’t read, suffering
chapters of the book. As embarrassment in school,
the students identify the keeping his spirits up
problems, write them on when he gets little love
the board. Some problems and support, adjusting to a
that the students may new school and home,
come up with: finding food, persuading the Harpers to
surviving physical abuse,
Identifying Solutions and Strategies: Small Group Exercise
• Next, divide the 2) adjusting to his new meet, read and
students into groups school and home, and discuss the group’s
and assign each group 3) persuading the recommended
one of Georgie’s major Harpers to let him solutions and
problems. Three major plant his bush. Each strategies as a class.
challenges that group’s task is to offer Try to expand
Georgie confronts are: solutions and consideration of these
strategies for Georgie problems and
or someone in a solutions beyond
similar situation. To Georgie’s situation.
frame the task slightly Ask the students if
differently, have the they have ever had to
groups discuss and adjust to a new school
write the following: A and/or home. How did
Survival Manual (for they calm their
problem 1/group 1), anxiety? How did they
An Adjustment Manual make friends? Have
(for problem 2/group they ever tried to
1) surviving his terrible 2), and A Persuasion persuade an adult to
home environment Manual (for problem let them do
with Steve and 3/group 3). something? What kind
Rennie, • After the groups have of approach works
had sufficient time to best? And so on.
“On the Bright Side”: Closing Class Discussion
To close, ask the students overcome, what Judge O’Neill care about
to identify the positive advantages does he his well-being.) What
aspects of Georgie’s life. have? (He is at a school personal strengths does
What good things have run by a very caring he have? (He’s good at
happened to him? (He woman, Sister Mary numbers, and he has
won a rose.) Despite all Angela. He has a new discovered that flowers
the difficulties he has friend, Timothy, who is a and gardens give him
faced in the past, and kind and accepting guy. great joy.)
those he must still Mr. and Mrs. Sims and
The PACE Center at Yale 7 of 7
The Lottery Rose
Week 1: Lesson 4 (Creative)
Capturing Emotional States
• Begin with a brief group’s assigned want to introduce them
recap of the many emotion is. Instruct the to a thesaurus or
emotions that Georgie students to think of a synonym dictionary.
experiences during the situation (not one in Encourage the
first four chapters of the book) during which students to choose
the book. Ask the a person experiences their words carefully
students to list them. their assigned and “show rather than
Jot the students’ emotion. Their task is tell”--that is, they
suggestions down on to describe that should try to paint a
the board. Some situation in a way that picture with words,
possibilities: anger, makes the emotional rather than simply
embarrassment, state clear and vivid. “report” an emotion or
anxiety, anticipation, They can write a event.
joy, terror, descriptive scenario. • After the students
disappointment. (They could also have had time to work,
• •Tell the students that invent a monologue, reconvene the class
today they are make up a song, make and have each group
going to up and act out a group (or individual) read
skit, etc. You can allow their brief scenario (or
them as much, or as act out their skit, or
little leeway, as you’d perform their
like as far as the form monologue, or
is concerned.) They whatever). The task of
should concentrate on the rest of the class is
effective expression, to guess the emotion
rather than length. that the
invent scenarios that One rule you should group/individual is
evoke these emotional give them is that they trying to evoke. Spend
states. This can be cannot identify the some time discussing
either an individual or emotional state by each group’s work
a small-group word. (In other words, afterwards: What part
exercise. Assign each if they are supposed to of the scenario was
person or group a be evoking sadness, the most powerful for
particular emotional they should not use the audience? Which
state (see list above the word “sad” or images or descriptive
for some examples), “sadness” or “sadly.”) words worked well?
without letting the rest But you can Which did not? And so
of the class know what encourage the on.
that individual or students to use
synonyms. You may
Alternative Creative Activities
• Do a version of the Ask each student to • Alternatively, specify
class activity write an essay that the students
mentioned on p. 4 of explaining why they choose a particular
the book: Have the like this thing. At the element of the natural
students identify end of the class world that they like. As
something that they period, have the in the preceding
particularly like, just as students share and exercise, have the
Georgie likes flowers. discuss. students write about
The PACE Center at Yale 8 of 8
this favorite thing. and discussion.
Save time for sharing
The PACE Center at Yale 9 of 9 The Lottery Rose
The Lottery Rose
Week 1: Homework 1
Write (on a separate sheet of paper)
your response to one of the following.
(In other words, do A, B, or C.)
A. Suppose Georgie was still living with his mother and attending his old
school. What advice would you give him to help him survive in such a
difficult and dangerous environment?
B. Explain why Georgie did not do well at his old school.
C. Describe what Mrs. Harper’s thoughts and feelings might be when she
finds Georgie’s rose bush planted in her yard.
The PACE Center at Yale 10 of 10
The Lottery Rose
Week 1: Vocabulary Assessment 1
For each question, circle the option (a, b, c, or d)
that best completes the blank.
OR
If the question asks you to write a sentence,
do so on the line provided.
1. Frank took an ice cream bar from the freezer and went outside to sit on
1.
the porch and eat his treat. Frank’s neighbor, Will, sat on the
porch steps and gazed at the ice cream treat wistfully. The best
thing for Frank to do would be to .
a ask Will why he doesn’t like ice cream.
a
b offer to get an ice cream treat out of the freezer for Will.
b
c ask Will if he feels sick.
c
d throw the ice cream treat away.
d
2. Clyde was building a sculpture in his front yard. It was 20-feet tall and
2.
made out of items found in junkyards. Clyde thought his creation was
beautiful. His neighbors, however, thought the sculpture was strange,
ugly, and far too large. They signed a petition calling the sculpture a
and demanding its removal.
a vessel
a c monstrosity
c
b version
b d collection
d
3. Use the word “meekly” in a sentence.
3.
4. Patricia arrived at the movie line just before Erma. Erma, however, saw
4.
things differently. “Hey, I got here before you!” she exclaimed. “Actually,
I got here just before you did”, Patricia replied. But Erma was unyielding.
The best thing for Patricia to do would be to .
a
a keep talking about the issue; clearly, Erma can be persuaded.
b
b gather a bunch of friends from the neighborhood.
c
c go home and forget about going to the movies.
d
d let Erma go ahead; the issue is not worth fighting about.
The PACE Center at Yale 11 of 11
5. For years, Yvette had been the schoolyard bully. One day, however, a new
5.
girl, Latrice, showed up and was not afraid of Yvette at all. Latrice joked
gently about how Yvette’s reign of the schoolyard was over. Yvette was
angry and annoyed. Although she said nothing, she at
the new girl.
a glowered
a c ranted
c
b smiled
b d preached
d
6. Use the word “stealthily” in a sentence.
6.
7. Andrew was planning to get a ride home from the basketball game with
7.
Hal, his older brother’s friend. Hal had not been feeling well during the
game. As the two headed toward the car, Andrew noticed that Hal
swayed quite a bit as he walked. The best thing for Andrew to do would
be to .
a
a gently suggest that Hal change his shirt when he gets home.
b
b suggest that they find someone else to drive them home.
c
c help Hal into the driver’s seat.
d
d inform Hal that they must hurry.
8. Manuel tossed
8. in his bed. He had a math test the next day.
Although he had studied, he was still worried that he might not do well.
a heatedly
a c fretfully
c
b gratefully
b d boisterously
d
9. Use the word “fury” in a sentence.
9.
10.
10. Caroline had not checked on her Aunt’s garden for several days. When
she arrived and looked at the plants, she could see that they were all
parched!
The best thing for Caroline to do would be to
a
a give the plants some water.
b
b give the plants some fertilizer.
c
c re-plant the plants in better soil.
d
d ask the neighbors if they know who destroyed the plants.
The PACE Center at Yale 12 of 12 The Lottery Rose
11.
11. Georgia wanted her father to help her repaint her room. But she had
already asked him twice in one day, and she knew he was tired. Georgia did not
want to her father, so she decided to wait another day before asking
again.
a intensify
a c intimidate
c
b irk
b d impress
d
12.
12. Use the word “scarlet” in a sentence.
13.
13. Louis wanted to cheer up his best friend Jerry, who had just learned that
he would soon have to return to the hospital for another operation. “Do you
want to play computer games?” Louis asked. Jerry looked at him indifferently.
The best thing for Louis to do would be to
a
a try suggesting a few other activities.
b
b turn on the computer and start up some games.
c
c firmly tell Jerry to quit being such a baby.
d
d tell Jerry’s mother how Jerry is behaving.
14.
14. Sam was babysitting his three little cousins, who were playing soccer in the
backyard. Two of the boys played well together, but Ryan, the oldest boy, kept
pushing his brothers down, no matter how many times Sam told him to be
careful. Ryan just made a face and rolled his eyes at Sam. Ryan was a rather
boy.
a contented
a c enviable
c
b attentive
b d impudent
d
15.
15. Use the word “burrowed” in a sentence.
The PACE Center at Yale 13 of 13 The Lottery Rose
16.
16. Rebecca parked her car. She and her friend Irene got out of the vehicle. In
the process, Irene accidentally bumped the car door slightly against a wall next
to the car. She looked at Rebecca sheepishly. The best thing for Rebecca to do
would be to
a
a point out to Irene that she just banged the car door.
b
b scold Irene for being so careless.
c
c tell Irene it is okay; little mistakes happen from time to time.
d
d drive the car home right away.
17.
17. Gillian wanted to sleep in her tree house, but her parents had
forbidden her to do so. She decided to ignore them. She waited until
they were asleep, hid pillows under her bed sheets so that it would look
like she was really in her bed, and then carefully crept out into the
backyard where the treehouse was. “I am one girl”, Gillian
thought to herself.
a sly
a c emotional
c
b crabby
b d conservative
d
18.
18. Use the word “resentfully” in a sentence.
The PACE Center at Yale 14 of 14 The Lottery Rose
The Lottery Rose
Week 1: Comprehension Assessment 1
For each question, circle the best answer
OR,
if lines are provided, fill in your answer.
1. Which of the following is NOT a problem that Georgie faces as he
1.
adjusts to his new school and home?
?
a
a He cannot read.
b
b He cannot remember numbers.
c
c He is not really good at making friends.
d
d He still has some physical injuries.
2. If you were going to give Miss Cressman advice about how to deal with
2.
children like Georgie, what would you tell her?
?
3. Which of the following accurately describes one ADVANTAGE
3. that
Georgie has?
?
a Some adults--Mrs. Sims, Judge O’Neill, and Sister Mary Angela--care
a
about Georgie.
b Georgie is more intelligent than the other boys.
b
c Georgie has money saved in case of an emergency.
c
d Georgie does not have very good manners.
d
4. What advice would you give Georgie about adjusting to his new home at
4.
the boys’ school?
?
5. Suppose that you wanted to learn more about flowers. Which of the following
5.
?
strategies would be the LEAST LIKELY to help you accomplish this goal?
a You could take a class on plants.
a
b You could read the weekly “gardening” column in the newspaper.
b
c You could talk to the gardeners who work in the parks and gardens in
c
your community.
d You could visit the local historical museum.
d
The PACE Center at Yale 15 of 15
6. After Robin’s grandfather refuses to grant permission for Georgie to plant his
6.
bush in the garden, Georgie sneaks in and plants the rose anyway. Describe one
additional strategy that Georgie could have tried in order to convince the
family to accept the bush.
7. The following “time-line” lists events in the story in the order in which they
7.
happened. Georgie tries to steal the flower book Georgie gets a lottery
ticket at


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