Group Size: Any

Time Required: 60 - 90 minutes

Learning Objective: Students will be able to...

Identify foreshadowing in video clips and text
Define foreshadowing in their own words 


Student Worksheet (attached)
Exit slips (attached)
Sticky Notes for coding the text

Do Now: (Add a Do Now to the Student Worksheet so that students (S) have something to complete upon entering the room. I like to use this opportunity to spiral skills from prior lessons or to ask students to journal about a life experience that might help them to make a connection with today's lesson.)

Connection: Today we're going to talk about foreshadowing. Foreshadowing is another literary device authors use to keep you, the reader, engaged. And of course, it's another term we're adding to our discussing-reading vocabulary so that we have a shared language to use when we discuss works of literature.

Direct Instruction / Guided Practice: What do you already know about foreshadowing?  (T will solicit information from students and record ideas on the board.)  

Together, we will define foreshadowing as "Clues the author gives us about what will happen next."

Let's write that into our notes.  (T will record the definition on the board; S will copy it into their student worksheet.)

Foreshadowing: Clues the author gives us about what will happen next

To reinforce the concept of foreshadowing before we actually take a look at some examples, I want to play a helpful little video for you. This clip also addresses flashbacks and onomatopoeias, so you will have a chance to brush up on those devices as well.

(T will play the clip.)

Now let's check out a quick clip from Scream, a scary movie from 1996 that contains a lot of foreshadowing.

As you're watching, we're going to stop three times to record examples of foreshadowing. I'll help you with the first one, but after that, I expect you to take care of it pretty much on your own.

(T will play the clip.  T will pause it at the 10-second mark.)

I stopped the clip here because, whether you realized it or not, the director is giving you a big clue that something scary is about to happen, and I don't mean the black dress and the thick-soled boots.  There was something else, something much more powerful, that the director did that made you get that creepy feeling as you watched the clip.  

What did you notice?  How is the director giving us clues about what will happen next?  (Target:  Spooky music.)

Let's jot "Music foreshadows that something bad is going to happen" down on our worksheet by "Example One."

Here is the next one.  Look for examples of foreshadowing--clues about what is going to happen next--as you watch.  Specifically, listen to what the news reported has to say.

(T will continue to play the video.  T will pause it at the the 36-second mark.)

What did the reporter say that was an example of foreshadowing?  Jot your ideas down in your notes.  (T will allow time.)

Now turn and talk to your partner.  (T will allow time and circulate.  Then T will facilitate a whole-class share.  Target: When the reporter says "Who's next?" she is foreshadowing an upcoming murder.)

Let's try just one more.  This one isn't as clear-cut.  

(T will continue to play the video.  T will pause it at 1:55.)

Take a moment to jot down your thoughts.  (T will allow time, then facilitate a pair and share.  Target:  The news reporter asserts that a serial killer is on the loose; the police man says that the murderer will need to kill more people in order to be classified as a "serial killer."  This foreshadows additional murders.)

As you read today, you should be on the look-out for clues your author gives you about what will happen next.  

Link: What will you be doing as you read today? (Have a student share out the "Links" section of his/her worksheet.)

Independent Practice: (S will read silently and code the text.

Since all S should have selected literature circle novels and scheduled meetings with their literature circle groups for this week, small groups of students may be holding their meetings at this time.

T will either hold individual conferences with students to monitor progress and to support individual goal-setting or pull small groups for guided reading / other interventions.)

Share: Our time for today is up.

Before you share with your partners and literature circles, however, please complete this exit slip.  (T will distribute exit slips, allow time, then collect them.  Based upon exit slip results, T may wish to meet Monday with students struggling with the concept of foreshadowing.)

Thank you.  Please feel free to turn to your partner or take a short walk to your literature circle group and share your work for today.

Closing: Today we discussed foreshadowing. Remember, foreshadowing is clues the author gives you about what might happen next.

It's time for million dollar question!

1. What is foreshadowing?

2. What is a flashback?

3. Note to the Instructor: Insert a question here that spirals learning from previous units.

4. Compare and contrast story diagrams and plot diagrams.


Brain spill to access prior knowledge
Gradual release during Introduction to New Material / Guided Practice
Literature circle novels are differentiated by reading level and by choice
Opportunity for small-group work at the conclusion of Introduction to New Material/Guided Practice 
Active reading strategy: coding the text
One-on-one Reader's Workshop conference to support individual students and to encourage individual goal-setting
Exit slips 


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