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“The Lottery” Discussion Questions
First, explain in one or more complete sentences a theme you see in the story (Use chapter 7 in your text). Then, answer THREE questions in complete sentences by Wednesday at midnight. Respond to TWO peers in 200 words each by Sunday at midnight.
“The Lottery” Questions
What elements of foreshadowing can you find in the story? When did you start to realize the lottery wasn’t a good thing? How do the character’s actions hint at the truth?What point of view is the story told in? How does it affect what we know about the situation? How does it preserve the story’s suspense?Why does Jackson use stoning as the method for sacrifice?How are family bonds portrayed? When do they break down? Who is Tessie trying to get included in their family drawing so her own chance of ‘winning’ is less?What elements of the ritual are strictly adhered to? Which are forgotten? What does this juxtaposition add to the story?What is the role of Old Man Warner’s character in the story? What is ironic about his rebuttal to Mr. Adam when he mentions another town stopping the lottery?The quote, “Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones”, distills the problem of the ritual down to its essence which is what?Where are there ironic elements to the story?How does the ordinary, suburban setting reinforce Jackson’s message?Which characters display duality (who shows two sides of human nature)?How is the black box symbolic of the lottery itself? Specifically look at the importance of both the rest of the year and at the way both are treated.What is the tone of the narrative voice? Hopeful? Cynical? Detached? Playful?What is the purpose of the lottery? Do the townspeople know?

One of the biggest hurdles I have seen ELL students face in my classroom in the past is parental involvement. It is so important for parents and teachers to be partners in their child’s education to ensure success. This can become very difficult for ELL students when their parents likely speak little to no English. I have experienced this many times in the past and had to come up with unique ways of communicating with families in order to bridge that divide. A few of our readings this week speak on this and discuss ways we can encourage involvement from these families. In one of the articles I read from the Journal of Latinos and Education, the authors discussexamples of ways in which schools can use dichos to promote behaviors supportive of children’s literacy. Dichos are words or phrases that are used in jest or refer to popular sayings that will help connect the families. Comment as you see fit. Min 40 words or more.
Sánchez, C., Plata, V., Grosso, L., & Leird, B. (2010). Encouraging Spanish-Speaking Families’ Involvement Through Dichos.
Journal of Latinos & Education
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9
(3), 239–248. https://doi-org.lopes.idm.oclc.org/10.1080/15348431003761216

I actually work with a student whose native language is Spanish. His English is very understandable, but he often answers me in Spanish before correcting himself to English in the classroom. After talking with him, I realized his parents only speak Spanish and they will not allow his to speak English in the home. They fear he will loose his true identity if he abandons his native tongue. This has caused the student some difficulty when in the classroom or when he interacts with his English-speaking peers. However, he is such a joy to teach and his attitude is only that of respect when talking about his parents, even though they do not allow him to practice his English skills in the home. Comment as you see fit. Min 40 words or more.

The main purpose of this study will be to analyze bothproactive andreactive methods ofmanagement in the currentCOVID-19 environment.