Every person and every household in the town is required to enter, including women and children. With everyone in town having arrived to draw from the box it is clear that entering the lottery is not a choice. The next major point in the story is the beginning of drawing names for the lottery. The events that happen in “The Lottery” may have once had a meaning, but that meaning has been lost and has little more connection to the original reasons than the box does to the original lottery box. This is important because the basic conflict of “The Lottery” is that of unquestioned tradition and both the age of the tradition and lack of connection to the original meaning are important to that point. The box itself is not the original lottery box, and no one knows exactly what happened to the original box. The other important point the lottery box helps to make clear is the age of the lottery. At this point that fear is subtle and the reader may hardly notice, but it hints at things the reader doesn’t yet know and is strange enough to make most readers uncomfortable simply due to being strange. People are actually hesitant to touch the box. There are a number of important clues to the overall themes of the story in the box. The first clear hint that the lottery is a truly important event in the life of this town is the appearance of the lottery box. This is important because putting the reader into a scene they understand creates a larger story arc and puts the reader at ease so that the impact of the story is much stronger. Yet, even here, there are hints something more is happening. It is with these moments of every day normal life, along with hints of what is going to happen, which creates a scene anyone can relate to. These moments include things like children getting out of school for summer and the picnics that are planned for later in the day. There is a discussion of everyday events anyone can relate to. The author of “The Lottery” goes out of her way to make the story feel as mundane as possible at its beginning. Yet, even though the reader should sense the rising action in “The Lottery” by Shirley Jackson instinctively, to actually understand what the author has done and why requires a bit more focused attention. It is because of that slow growth in discomfort that the final lines hit with such great impact. He believes that it is the sound of the old man’s heart and confesses to the police.One of the most powerful aspects of the story of “The Lottery” by Shirley Jackson is that it is able to create a feeling of rising tension in a story where very little actually happens and the true nature of the story is only revealed in the last lines. The story ends when the narrator believes he hears a ticking noise that grows louder and louder. The narrator tries to cover up by saying it was him that screamed, and that the old man was out of town. Summoned by a neighbor, the police arrive, citing that someone reported a scream. Then the narrator pulls the man off the bed and smothers him with his mattress until he can no longer hear the old man's heart beating. Each night he enters the old man's room with a lantern until he sees the eye.įinally, one evening, the old man wakes up and screams. Over the next eight days the narrator plots killing the old man to get rid of the "eye". The narrator says that it is deformed, looking like a vulture's eye with a film covering it. The narrator lives in the same building as an old man who has a disturbing eye. He wishes to prove his sanity to the readers despite having killed a man over his deformed eye. For each cell, have students create a scene that follows the in sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution. Students can create a storyboard capturing the narrative arc in a novel with a six-cell storyboard containing the major parts of the plot diagram. Not only is this a great way to teach the parts of the plot, but it reinforces major events and help students develop greater understanding of literary structures. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surpriseĪ common use for Storyboard That is to help students create a plot diagram of the events from a novel.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.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Type of Activity: Plot Diagrams and Narrative Arcs Common Core Standards: Difficulty Level: 2 (Reinforcing / Developing)
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