Dynamic Curriculum Project 2015

Topic & Grade Level: The Lady or the Tiger by Frank Stockton 8th grade

Objective: The student will be able to identify the elements of plot in a story.

The student will be able to identify the moral dilemma of a character.

The student will be able to identify story elements and events that help with characterization.

The student will be able to cite evidence to support answers.

The student will be able to identify adjectives and adverbs that make writing more vivid.

Standard:

RL8.2 Determine a theme or central idea of a text and analyze its development over the course of the
text, including the relationship to the characters, setting, and plot; provide an objective summary of the
text.

L8.1 Demonstrate command of conventions of standard English grammar and usage (verbals, verbs, 8
parts of speech).

RL8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.

W8.1 Write arguments to support claims with clear reasons and relevant evidence. (Use transitions to
clarify relationships).

Materials: The Lady or the Tiger Power Point

Copy of The Lady or the Tiger for each student

Sequence of Events worksheet

Plot Diagram

Activity Worksheet

Extension Activities Worksheets

Setting: Power Point and close reading is whole class, but other activities can be used on an individual
basis or in group.

Procedures: 1) Use the Power Point to introduce the story, vocabulary, and review plot.

2) During the Power Point, discuss plot, sequence of events, and important vocabulary. (Students will
probably need to take notes for use during reading.)

Lesson Plan by: Trish McCoy

 Dynamic Curriculum Project 2015

3) For struggling readers, an audio recording of the story or a shared read might be helpful.

4) Ask students to complete a sequence of events chart as they read.

5) Discuss close reading questions with the class. Be sure students are citing evidence in the text as they
answer questions.

A. How does the author describe the kings ideas? What does this mean?
B. How did the king justify the use of the public arena?
C. Name three different ways that the author described the kings daughter. What do these tell
you about her?
D. How did the author describe the young man on trial? What does this tell you about him?
E. How do we know how the king feels about the young man?
F. Name three adjectives used to describe the tiger.
G. Name three adjectives used to describe the maiden?
H. How did the crowd react to the young man when he entered the arena? What does this tell you
about how the people felt about him?
I. The author says the princess is in the arena because she inherited what from her father? What
does this tell us about her character?
J. What did the princess do before the trial of the young man? How did she get this
information? Does this tell us anything about her character?

6) Have students complete the plot diagram in order to show them that the story is anti-climactic.

7) In groups, allow students to discuss the following questions:

A. How does the life or death idea appeal to this particular king? (He enjoys putting people to the
mercy of fate.)
B. Why do the people of the kingdom like the ordeal or trial? (The uncertainty is exciting.)
C. What are the young mans crimes? Why are they considered criminal? (He fell in love with the
princess, but he is beneath her in social class so he is unworthy.)
D. What motive does the princess have for sending the young man to his death? To the arms of
the maiden? (Jealousy will cause he to send him to death, but love will cause her to send him to
the maiden.)
E. Why does the story end with a question instead of telling the reader what came from the door?
(It allows the reader to guess and form his/her own ending.)
F. How is the kings system of justice similar to flipping a coin? (Fate or chance determines both.)
G. What moral dilemma does the young man face? (Describe in terms of internal and external
conflict.) (He has an internal conflict of whether to believe the princess or not and of which
door to open.)
H. What is the moral dilemma or conflict that the princess faces? Why is this so crucial to the story
and its outcome? (She knows what is behind each door and must decide whether the young
man dies or not. This is the decision upon which the entire story rests.)

8) Have students complete the adjective/adverb worksheet on descriptive language. (This will be
important for their ability to mimic the authors use of description when they write the ending of the
story.)

Lesson Plan by: Trish McCoy

 Dynamic Curriculum Project 2015

9) Assessment worksheet

10) Use extension page for higher-performing students.

Questions: (Several leveled questions are available in the close-reading questions found in Procedures.)

Differentiation: Lower-performing students may need a paired- or shared-reading or an audio.

Higher-performing students could turn the story into a play that will be acted out by the students in the
class. As an ending for this drama, write TIGER on one slip of paper and LADY on another to determine
which door the young man opened.

Assessment: (Assessment page attached)

Resources:
Copy of the story
http://www.eastoftheweb.com/short-stories/UBooks/LadyTige.shtml

Plot Diagram Worksheet

http://www.millcreekhs.com/attachments/article/444/AUG%202013%20-
%20Plot_Structure_Diagram%5B1%5D.pdf

Sequence of Events
http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf

Alternative Plot Organizer

http://www.readwritethink.org/files/resources/lesson_images/lesson800/IdentifyPlot.pdf

Lesson Plan by: Trish McCoy