10 English Language Arts

Name: Emma Veteto , Towson University Date: October 31, 2018

CLASS DESCRIPTION:
7h Grade English Language Arts

Unit: ELA
Lesson: Suspense and Foreshadowing
Time: 50 Minutes

ALIGNMENT:
Standard Objective Assessment Activity

CCSS.ELA-LITERACY.RL.7.3 SW track suspenseful diction in a Formative Graffiti

Analyze how particular elements fictional text IOT determine how Discussion
of a story or drama interact (e.g., foreshadowing impacts climactic
how setting shapes the characters moments in a text.
or plot).

MATERIALS:
Poster paper

Group cards

Markers

Warm-up paper

“Big Things Come in Small Packages” reading

LESSON PROCEDURE:
Opening Activity- Drill and Objective
Time Allotted: 5 Minutes
Where: Classroom

Drill Question:
Fix the following sentence:

1
“one day tucker did something that made every1 stop caling him names he didnt like”
“One day Tucker did something that made everyone stop calling him names he didn’t like.”
[SENTENCE FROM BTCISP]

This sentence gives the reader a feeling of “suspense”, who can define suspense?
SL: Suspense is like knowing something is going to happen.
TL: That’s right, suspense is the feeling you get when you know something big is going to happen. Can someone
try and define foreshadowing?
SL: [No response]
Instructor then shows the PPT slide with definitions of suspense and foreshadowing.
Suspense: A state or feeling of excited or anxious uncertainty about what may happen.
Provide example of suspense.
Foreshadowing: Words or phrases used to suggest an upcoming outcome to the story.
Provide example of suspense that foreshadows an event.
TL: Today, we’re going to be tracking suspense in the text you read yesterday, “Big Things Come in Small
Packages”, and then we’ll be talking about how that suspense affects your understanding of the story.

Transition: The instructor will then pass out small index cards indicating the section their group will be assigned
to read during Activity 1.
TL: Now, let’s have a brief review on annotating a text. Who here knows what annotating is?

Adaptations: N/A

Activity 1 – Silent Reading + Annotation

Time Allotted: 5-7 Minutes
Students will review the logistics of annotation; some tips will be shown on a PPT slide on the board to remind
the kids as they read and mark their text.
TL: You will have about 5 minutes to read your section of the text.
As you read your section of the text, be on the lookout for words or phrases that make you think of suspense
Also, since you know how the text ends, think about if there are any words or phrases that suggest the outcome
to the story before it ever occurred. You can also make a note if there’s no suspense at all. Just be sure to be
making notes on your section as you read.
[As students finish up their reading]
TL: Did anyone have trouble making annotations? If you couldn’t find anything suspenseful to mark. That’s
okay! Think about how not having suspense works within the text as well.

Transition: The instructor will redirect student attention. If students were unable to finish their section, it is okay,
it will not affect their performance in Activity 3.
TL: Now that we’ve marked up our text for suspense and foreshadowing, we’re going to start our “graffiti
discussion”. In this activity, each table has a “canvas”, above it is a question. Moving in your groups, you will
spend about 3-4 minutes at each section, moving as the bell rings to indicate that your time is up.

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TL: This part is important. One person from each group should be writing down the answer to the question, but
everybody works together to come up with an answer. Make sure you leave enough space for the rest of your
classmates to write as well. Also, feel free to take your workbook with you as you work.

Adaptations: If students are not finished by 5 minutes, they may be given an additional 2.

Activity 2 - Graffiti Discussion

Time Allotted: 30+ Minutes
Where: Posters
Posters will be situated around the room with questions attached above them. Students will be given markers
and given access to their workbooks. Students will rotate around the room answering the questions as a group.
In the end, each poster should be filled with different groups’ answers.
TL: I’m going to give everybody about 3-4 minutes to think up an answer and to write it. Once 4 minutes has
passed, the alarm will go off and I will check to see if everyone has written something down on their poster. If
you haven’t, I can give you some extra time.
If you have trouble with a question, raise your hand and I will come over to help. I know we’re moving around
the room and talking to one another, but let’s make sure we’re keeping our voices at the tone I’m using right
now. If you get confused, the directions are on the board.
[Students will start to move around the room answering the questions on the posters]

The questions:
What are some “suspense” words you found in the text?
How does suspense (in books, movies, music, etc.) make you feel?
Why do authors use foreshadowing?
How does setting (or changes in setting) create suspense?
What are texts like if there is no suspense?
How is the climax of the text affected by suspense?

Transitions: Students will be told with a minute in advance that they have 30 more seconds to work. In 30
seconds, students will be regrouped with the use of alarm/bell. Students will be asked to move to their original
seats so we can get ready to conclude for the day.

Adaptations: Extra time (5 minutes) if needed. Students with behavioral issues will not be paired together
despite “random” grouping.

Activity 3- Closure
Time Allotted: 5 Minutes
Where: Verbal
Instructor will review every question with the students and summarize the answers they provided. Students
will join and discuss why they answered the way they did, referring to their responses and the text itself.
TL: For the orange group, what did you say about this question? (eg)

3
…
TL: Suspense plays a big part in how we read a text. For instance, without it, the story seems more straight-
forward, like there is no big moment coming. With it, we’re on the edge of our seats, eager to know what happens.
Suspenseful word choice is just one way authors engage their readers.

Assessment: Discussion
Homework: 100 pages of reading

4
What are some
“suspense”
words you found
in the text?

1
 How does
suspense (in
books, movies,
music, etc.)
make you feel?

2
Why do authors
use
foreshadowing?

3
 How does
setting (or
changes in
setting) create
suspense?
4
What are texts
like if there is
no suspense?

5
 How is the
climax of the
text affected by
suspense?