Lesson Plan Template

Student: Ashley Bolin

Observation Date: 2/8/17

Site/Center: Colene Hoose

Grade: 2nd grade

Objective (s) State Standard (s)

Students will be able to identify foreshadowing in a 2.RL.5: Describe the overall structure of a story,
given text. including describing how the beginning introduces
the story and the ending concludes the action.

Materials

 SMART Board
 https://www.youtube.com/watch?v=TISp0swKhkk)
 https://ohmy.disney.com/music/2014/12/19/frozens-opening-song-predicts-the-whole-movie/
 Owl Moon by Jane Yolen
 The Spider and the Fly by Mary Howitt
 Where the Wild Things Are by Maruice Sendak
 Rosie’s Walk by Pat Hutchins
 The Lion and the Mouse by Jerry Pinkney
 Ruby the Copycat by Peggy Pathman
 Grandfather’s Journey by Allen Say
 The Hat by Jan Brett
 Just Plain Fancy by Patricia Polacco
 Index Cards
 Pencil

Introduction

 State the learning objective  I will ask the students to raise their hand if they have seen the
 State the rational for the movie Frozen. If needed, I will ask for one or two students to
objective summarize the movie.
 Build Background  Students will listen to the song “Frozen Heart” from Frozen
 Connect to Prior Knowledge (https://www.youtube.com/watch?v=TISp0swKhkk) twice. The
 Grab students’ attention first time I will ask the students to simply listen to the song.
The second time I will ask the students to focus on what the
song is saying.
 I will explain to the students that the creators of Frozen were
using foreshadowing in the song “Frozen Heart.” I will explain
that we will be learning about foreshadowing today, more
specifically how to identify foreshadowing in the books we
read and the movies we watch.
 I will explain to the students that being able to identify
foreshadowing in books will help us become better readers
because it will help us with comprehension.

Modeling/Direct Instruction

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 Explain concept,  I will explain to the students that foreshadowing is when an
information, or vocabulary author gives the reader a clue or hint about what will happen
directly and in detail later in the book.
 Demonstrate skill  I will also explain the reason why authors use foreshadowing.
“Authors use foreshadowing to make the story more
suspenseful, create a feeling that something is going to
happen- and make you want to read on.”
 As a class we will discuss how foreshadowing was used in the
song “Frozen Heart.” We will use the following website as a
resource (https://ohmy.disney.com/music/2014/12/19/frozens-
opening-song-predicts-the-whole-movie/).
 The first lyric we will analyze is “so cut through the heart,
cold, and clear strike for love and strike for fear.” We will focus
on “strike for love and strike for fear.”
o I will ask the students to explain how Elsa accidently
hurt Anna when they were kids. I will allow one or two
students to share. If needed, I will explain that Elsa
was trying to save her sister from falling when they
were playing in the snow. I will emphasize that she
saved her sister because she loved her.
o I will ask the students to explain how Elsa accidently
hurt Anna in Elsa’s ice castle. I will allow one or two
students to share. If needed, I will explain that Elsa
was afraid to go back to Arendelle, and she accidently
struck Anna with her powers because she was afraid.
 The second lyric we will analyze is “Hyup! Ho! Watch your
step! Let it go!” I will ask the students to explain why this is
an example of foreshadowing. I will allow one or two students
to share. If needed, I will explain that Elsa sings “Let it go”
after running away from Arendelle.
 The third lyric we will analyze is “ice has a magic, can’t be
controlled.” I will ask the students to explain if one of the
characters has no control over something. I will allow one or
two students to share. If needed, I will explain that Elsa
believes she has no control over her powers.
 The fourth lyric we will analyze is “stronger than one, stronger
than ten, stronger than a hundred men!” I will ask the
students if Elsa ever had to fight someone. I will allow one or
two students to share. If needed, I will explain that Elsa had to
fight Hans and all his men.

Shared Practice

 Students work in pairs or  I will explain to the students that foreshadowing can be used
cooperative groups to in movies and in books. Students will now practice finding
practice, solve, or apply examples of foreshadowing in books with a small group.
skill, concept, or vocabulary  Students (in groups of three) will read a book that contains
through active learning foreshadowing. The students will take turns reading the book.
strategies Students will then discuss examples of foreshadowing in the
book.
o I will explain to the students that it may be helpful to
read the book first, then go back to find examples of
foreshadowing.
 As the students are reading/discussing I will be walking
around supporting students when necessary.
 The books that will be available for the students to read will
be:

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o Owl Moon by Jane Yolen
o The Spider and the Fly by Mary Howitt
o Where the Wild Things Are by Maruice Sendak
o Rosie’s Walk by Pat Hutchins
o The Lion and the Mouse by Jerry Pinkney
o Ruby the Copycat by Peggy Pathman
o Grandfather’s Journey by Allen Say
o The Hat by Jan Brett
o Just Plain Fancy by Patricia Polacco

Independent Practice

 Students work individually  Students will read a book from their book bin they have
to practice, solve, or apply previously read.
skill, concept or vocabulary.  Students will be asked to begin re-reading the book and
attempt to find examples of foreshadowing in their book.
 On an index card students will write an example of
foreshadowing they found. Students will place their index card
on the board with a magnet. On their index cards, students
will include…
o Their name
o Book title
o The example

Closing

 Summarize the concept,  I will ask one or two students to explain the concept of
skill, or vocabulary learned foreshadowing. If needed, I will explain that foreshadowing is
when an author gives the reader a clue or hint about what will
happen later in the book.
 I will ask for one or two students to explain why authors use
foreshadowing. If needed, I will explain that authors use
foreshadowing to create suspense- to make the reader want
to keep reading.

Evaluation

 Use assessment tool to  To check for understanding I will use the following assessment
evaluate student learning strategies…
o Formative assessment throughout direct instruction
 Students will provide reasoning/explanations for
examples of foreshadowing provided
 Thumbs up/thumbs down
o I will observe/monitor group discussions. I will ask
questions to support/guide group discussion.
o I will review the students index card they will complete
during independent reading.

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