Understanding by Design
Lesson Plan Template
Grade Level: 6-9
Essential Literacy Skill Focus: Foreshadowing
Assessment(s): What evidence will show that students understand?
Select and explain which of the following assessment(s) you will use.
Performance Tasks, Projects:
1) Explain to the teacher the concept of foreshadowing and how it helps readers
2) Read and identify examples of foreshadowing in The Giver
3) Write a narrative essay that incorporates foreshadowing
Quizzes, Tests, Academic Prompts:
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Foreshadowing worksheet
Narrative Essay
Foreshadowing Exit Slip
Informal observations/discussions/interviews:
Teacher will have discussions with students about foreshadowing in The Giver.
Students complete a foreshadowing worksheet in pairs.
Student Self-Assessment:
Students will use a rubric to self-assess their narrative essay.
Reflect on how foreshadowing is used in The Giver, and why authors include
foreshadowing in stories.
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Lesson Outcomes: What key knowledge and skills will students acquire as a result of
this lesson?
Students will:
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5.
Be able to explain the concept of foreshadowing
Be able to explain how foreshadowing helps readers
Be able to read and identify examples of foreshadowing in a story
Be able to read and identify examples of foreshadowing in The Giver
Be able to write a narrative piece that incorporates foreshadowing
Essential Questions: What essential questions will guide this lesson?
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What is foreshadowing?
Why do authors include foreshadowing in a story?
How does foreshadowing help the reader?
How can I identify foreshadowing in a story?
What are some examples of foreshadowing in The Giver?
Instructional Strategy to be used to Develop Essential Skill or Concept:
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Large group discussion
Paired groups (Peer Partner Learning)
Varying levels of questioning
Using the strategy, how will we accomplish the following?
How will I introduce and explain this strategy so that students will understand the how
and why?
Today we’re going to talk about foreshadowing. Foreshadowing is a literary device that
authors use to keep readers engaged and interested.
Foreshadowing means the clues the author gives us about what will happen next.
We need to understand and be able to identify foreshadowing in order to understand the
story better and make better predictions about what will happen next.
How will I model this strategy for my students?
Using a short paragraph with foreshadowing, I will read the paragraph and do a think-aloud
to model how readers identify foreshadowing while reading. I then continue my think-aloud to
model that with the foreshadowing, a reader can make better predictions.
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How will I provide opportunities for guided practice?
Using several short paragraphs with foreshadowing, I will pair up students and have them
read the paragraphs together and identify the foreshadowing in each. I will then ask for
volunteers to identify the foreshadowing in each paragraph and what prediction they can
make about what will happen next.
How will I monitor/gauge students’ understanding of the strategy and the skill it
develops? (formative assessment) How will I determine student readiness?
During their paired readings and discussions, I will walk around and listen to students. I will
also have further discussion about the foreshadowing paragraphs as we identify passages
and make predictions from them.
Using real texts, how will students independently practice using the strategy and the
skill it targets?
Each student will be given a worksheet that includes passages from The Giver that includes
foreshadowing. They will highlight the foreshadowing in each passage and make a
prediction about what will happen next.
Students will then write a narrative essay that incorporates foreshadowing (2-day
assignment).
How will I adapt or differentiate this lesson for grade and skill level?
1) The instruction will be presented in a variety of forms to address the different
learning styles. The teacher will explain verbally while writing the concepts onto the
whiteboard. Students will be given examples, models, and pictures of the different
activities to assist them with understanding the expectations.
2) Pictures with labels will be included as much as possible to assist with the
understanding of concepts in this unit.
3) Students will use a rubric to assess their work after they have had a chance to work
alone. They will work in cooperative groups which are very useful for those who may
be struggling.
How will I engage students in a reflection of how this strategy has developed this particular
skill and how it has helped each of them become a more effective reader?
1) Paired sharing will allow students to learn with and from each other while
developing their social skills.
2) Foreshadowing Exit Slip – 3 questions
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In your own words, what is foreshadowing?
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How does foreshadowing help me as a reader?
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Why do authors use foreshadowing in a story?
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