Causey March 23rd - 27th

Grade:
7th
Subject:
Language Arts
Unit Description:
Last week our focus was on persuasive techniques, developing an argument, and
how authors and the media try to persuade readers.
This week to begin our 4th nine weeks we will concentrate on foreshadowing
using The Landlady by Roald Dahl and Dr. Jekyll and Mr Hyde.
DAY 1
DAY 1:
Daily Learning Objective:
Essential Daily Questions:
Students will make predictions before,
How does the author use foreshadowing to
during, and after reading
engage the reader?
Utilize elements of style, including word
choice and sentence variation.
Essential Daily Knowledge/ Skill:
Describe the impact of foreshadowing
Daily SOL:
Daily Cognitive Levels:
7.5d - Describe the impact of foreshadowing
Blooms: Analyze
7.6g - Describe how word choice and language
Qualitative Assessment Criteria:
structure convey an authors viewpoint
By the end of class students will
be able to identify one example of
foreshadowing in the story The
Landlady with 100% accuracy.
Anticipatory Set
Begin class by asking students if they have ever run into

Focus learners
someone
accidentally as they rounded the corner of a building.
attention
Why? Ask students what might have helped them avoid the

Practice/ Review
prior learning
collision. In other words, how could they have known someone

Create Interest
was there before they actually saw them? (You might hear them
talking, whistling, or walking loudly)
Input
What info do learners need to
complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

the short story "The Landlady" by Roald Dahl.

interactive notebook

Ask students to think of a situation in which they might know

someone is coming without hearing them first. Elicit from them
that if it is sunny and the sun is in the right place, you might see
the shadow before you actually see the person. This shadow
would hint at the person's presence before the person actually
arrived. You see a shadow before you see the person.
Provide students with the literary definition of foreshadowing:
The use of clues or hints to suggest events that will occur later
in the plot. Tell them that the clues in the story could be looked
at as the shadow of a later event just like the shadow on the
sidewalk.

. Provide students with an example of how foreshadowing works

in literature. For example, a gun found under a mattress in
chapter two of a novel may foreshadow violence later in the
story. Because the gun's presence is established, the violence
later in the story is more believable.
Check for
Understanding
Group/ Individual response

Ask students to brainstorm a list of movies or T.V. shows that

use foreshadowing. (The Sixth Sense is an example that a lot of
students are familiar with.) Discuss how foreshadowing can build
suspense and also make stories more believable by partially
preparing us for the outcome. As audience members, we want
the foreshadowing to be present but not obvious.

Guided Practice

Check for
understanding of what to do

Teacher circulates
Provide remediation if necessary

The teacher will give each group of students an envelope of

words and phrases that occur in the story The Landlady By
Roald Dahl. The students will be given 10 minutes to come up
with a summary of what they think the story will be about.
Students will read together as a class. The teacher will. Instruct
them to pause as they read and make comments to each other
about the text. They may ask questions, make comments or
predictions, or clarify meaning.

Closure

Ending summary

Review

Independent Practice

Written/ verbal

On a post it, each student will give one example of

foreshadowing they found in the story.
Students will talk with their group to discuss their
examples of foreshadowing.
Students who are having a difficult time identifying
foreshadowing will be given one on one instruction.

Intervention/
Extension
DAY 2
DAY 2:
Daily Learning Objective:
Students will make predictions before,
during, and after reading
Utilize elements of style, including word
choice and sentence variation.

Essential Daily Questions:

How does the author use foreshadowing to
engage the reader?

Essential Daily Knowledge/ Skill:

Describe the impact of foreshadowing
Daily SOL:
7.5d - Describe the impact of foreshadowing
7.6g - Describe how word choice and language
structure convey an authors viewpoint
Anticipatory Set

Focus learners
attention

Practice/ Review
prior learning

Create Interest

Daily Cognitive Levels:

Blooms Analyze
Qualitative Assessment Criteria:

Discuss the outcome of The Landlady with the class. Ask them
to describe what most likely happens to Billy at the end of the
story. (Make sure that they realize Billy will probably be
poisoned and stuffed by the landlady.) Inform the students that
this should not be a complete surprise to them because Roald
Dahl prepares the reader for this conclusion by using

Input
What info do learners need to
complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

Check for
Understanding
Group/ Individual response

Guided Practice

Check for
understanding of what to do

Teacher circulates
Provide remediation if necessary

Closure

Ending summary

Review

Independent Practice

Written/ verbal

Intervention/
Extension

foreshadowing throughout the story.

The story THE LANDLADY
Foreshadowing T chart
paragraph rubric
Tell students to pretend they are detectives investigating this
situation. Tell students to reread the story and search for clues
or hints that indicate the ending. Students should complete the
T-chart by listing these examples of foreshadowing in the text
and tell what they foreshadow. Tell students they should be
able to find at least five examples from the text. Remind them
that these are the things that might have saved Billy if he
would have noticed them. Provide the students with one
example on the overhead to get them started. While they
work, circulate to make sure students are on the right track.
After students complete their charts, ask them to share some
of their examples of foreshadowing. Place the blank chart on
the overhead and list their examples. Use the answer key
provided to formatively assess if the students have identified
examples of foreshadowing and have correctly indicated what
event is being foreshadowed.
Tell students they should now use the information from their
charts to write a paragraph that explains how foreshadowing in
The Landlady contributes to the development of the plot. They
should use their T-charts as support. (This could be assigned
for homework depending on the amount of time left in class.)
Collect paragraphs and assess using the provided rubric.
Provide students with appropriate feedback.
Students that are not finished with their paragraphs will
continue
Students that need assistance will receive one on one
attention.

DAY 3
DAY 3:
Daily Learning Objective:
Essential Daily Questions:
Students will make predictions before,
How does the author use foreshadowing to
during, and after reading
engage the reader?
Utilize elements of style, including word
choice and sentence variation.
Essential Daily Knowledge/ Skill:
Describe the impact of foreshadowing
Daily SOL:
Daily Cognitive Levels:
7.5d - Describe the impact of foreshadowing
Blooms Analyze
7.6g - Describe how word choice and language
Qualitative Assessment Criteria:
structure convey an authors viewpoint
The student will identify 3
examples of foreshadowing in
the story Dr Jekyll and Mr Hyde
with 100 % accuracy.
Anticipatory Set
Ask students to think about this question as they read. Write

Focus learners
the question on chart paper or the whiteboard. Why do you

attention

Practice/ Review
prior learning

think some people are mostly good and other people are
mostly evil?

Create Interest

Input
What info do learners need to
complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

Check for
Understanding
Group/ Individual response

Guided Practice

Check for
understanding of what to do

Teacher circulates

The play Dr.Jekyll and Mr. Hyde

Interactive Notebook
chart paper
foreshadowing t chart
Have students study the cover of the book. Ask what they
think the picture represents. Then have them turn a page to
read the quote: All human beings . . . are comingled out of
good and evil. Ask them to predict what this quote means.
The teacher will lead a discussion on what the students feel
the story will be about. The teacher will assign parts to the
play DR. Jekyll and Mr. Hyde.
As the students are reading, the teacher will pause frequently
to check for understanding and ask questions relating to
foreshadowing.
As the students are reading Dr Jekll and Mr. Hyde they will find
3 examples of foreshadowing with 100% accuracy.

Provide remediation if necessary

Closure

Review

Students will share in small groups the following prompts

Ending summary

1. Text-to-Self

Do you think that the use of illegal drugs today can have an
effect that is similar to that of Dr. Jekylls potion?
2. Text-to-World

What are some real-life examples of human evil, either in

history or current times? Describe why you think these people
are evil. Did they influence or harm other people with their
evil?
3. Text-to-Text

What do you think of the writing style that Stevenson uses in

the stories? Do you think it is effective? Do you think the story
would be more effective if written in a more modern style?
Independent Practice

Written/ verbal

Intervention/
Extension

Students will continue working on their foreshadowing

examples if they are not complete
The teacher will provided one on one assistance if
needed. The students that need extension will be given
another short story that deals with foreshadowing.

DAY 4
DAY 4:
Daily Learning Objective:
Utilize elements of style, including word
choice and sentence variation.
Essential Daily Knowledge/ Skill:

Essential Daily Questions:

How does the author use foreshadowing to
engage the reader?

Students will use their knowledge of foreshadowing to create their own short
story using elements of foreshadowing
Daily SOL:
Daily Cognitive Levels:
7.7 c - Students will organize writing structure to fit Blooms Create
mode or topic
Qualitative Assessment Criteria:
Students will compose a 2 to 3
pages story using elements of
foreshadowing with 100%
accuracy.
Anticipatory Set
The teacher will read this sample story:

Focus learners
Kanela had been the best hitter for her middle schools softball
attention
team, but now, as she warmed up in the on-deck circle, her

Practice/ Review
prior learning
confidence wavered. She thought the tryouts for the high

Create Interest
school softball team would be easy. Instead, the coach had
thrown everyone into the pressure of a game situation. So far,
several of the batters ahead of her in the order had struck out.
The opposing pitcher was the teams ace; she had mastered all
of her pitches and knew the best time to use them.
As she waited for her turn at bat, Kanela began to feel
butterflies in her stomach. She loved playing softball, but she
could never shake off those pre-game jitters. The weather was
a factor, too. The afternoon was cool and hazy, and the light
rain would make it tough to see the ball. It was the kind of day
in which the world seems half asleep, and Kanela, too, felt
sluggish and drowsy.
Her nerves made it tough for Kanela to relax and concentrate.
The time moved very slowly, giving her anxiety a chance to
build.
All of a sudden, she heard a shout. Kanela, yelled the couch.
Youre up! Kanela stepped into the batters box, her heart
thumping.
She looked out across the diamond. The bases were loaded,
and the score was tied. Its all up to me, thought Kanela.
Concentrate. Keep your eye on the ball.
She dug in and took a deep breath. Just then, as the pitcher
was about to begin her windup, a bright ray of sunshine broke
through the dark clouds and lit up the field. In seconds, a
bright blue sky had opened overhead. With the field
brightening, Kanela felt a confident wave of calm rush over
her. The pitcher got the sign from the catcher and nodded her
head. Then came the pitch. As the ball grew closer, it appeared
huge to Kanela, as big as a beach ball. With her eye clearly on
it, she swung.
The teacher will then ask the students what they think
happened.
Input
Read Aloud Story
Journals
What info do learners need to
complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

The teacher will begin a sample story on the board. They

students are to begin writing their own stories incorporating
foreshadowing. The teacher will also introduce the idea of a

Visual & verbal

Check for
Understanding

red herring.
The teacher will circulate the room asking probing questions to
ensure the students have grasped the idea of foreshadowing.

Group/ Individual response

Guided Practice

Check for
understanding of what to do

Teacher circulates

The students will continue writing their 2 - 3 page story

incorporating foreshadowing.

Provide remediation if necessary

Closure

Review

Ending summary

Independent Practice

The teacher will go around the room have each student

share one suspenseful sentence from their story.
Students will continue writing their story.

Written/ verbal

Intervention/
Extension

If students are not finished with their story they may

finish at home. They need to have one piece of
feedback from a peer/teacher/or family member to
share tomorrow.

DAY 5
DAY 5:
Daily Learning Objective:
Essential Daily Questions:
Students will be able to identify
Can I identify foreshadowing in
foreshadowing in their peers short
writing?
stories.
Essential Daily Knowledge/ Skill:
Identifying the authors use of foreshadowing.
Daily SOL:
Daily Cognitive Levels:
7.2 a - use verbal communication skills, such Blooms Analyze
as word choice, pitch, feeling, tone, and
Qualitative Assessment Criteria:
voice appropriate for the intended audience
Students will listen to their
peers share their foreshadowing
stories and identify one element
of foreshadowing from each
story with 100% accuracy.
Anticipatory Set

Focus learners
attention

Practice/ Review
prior learning

The teacher will show a clip of The Birds by Alfred HItchcock to

set the scence for the element of suspense and foreshadowing.

Create Interest

Input
What info do learners need to
complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

Check for
Understanding

Movie Clip
Students short story
The teacher will read a sample paragraph to show the students
the proper tone in reading a suspenseful story

Group/ Individual response

As the students are reading their short stories the

teacher will circulate the room to ensure the students
are correctly identifying the elements of foreshadowing.

Guided Practice

As the students are reading their stories their peers will be


Check for
understanding of what to do

Teacher
circulates

taking notes on the foreshadowing elements in their story.

Provide remediation if necessary

Closure

Ending summary

Review

Independent
Practice

The students will go around and give one piece of feedback to

their neighbor to their right.
Students will read their Virginia Readers Choice book.

Written/ verbal

Intervention/
Extension

The teacher will peer conference with the students on

their foreshadowing stories while the others read their
independent reading books.

Instructional Materials
Landlady Story
Dr. Jekyll and Mr. Hyde Play
T Chart
Sample foreshadowing Story

Instructional Resources