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Lesson Plan

Making Predictions and Discovering Foreshadow by ECSDM


English Language Arts (2005), English Language Arts (NYS P-12 Common Core)

Grade Levels

Intermediate, 5th Grade, 6th Grade, 7th Grade, 8th Grade


In this lesson, students will deepen their understanding of reading comprehension with activities that strengthen their ability to identify and make inferences and predictions. When an author provides foreshadowing, he/she gives hints and clues about future events in the story. Foreshadowing is one out of many literary elements that students need to be able to recognize and utilize in their literacy. If students can identify a writer’s foreshadowing the skill of making inferences and predictions is brought to a higher level of understanding. Using a variety of whole group and independent activities, students will enhance their reading comprehension skills by strengthening their ability to make predictions. In order to make valid inferences, students will depict clues and recognize foreshadowing. Since making predictions and inferences is one of the most difficult higher order thinking skills to master, students enjoy this simple, yet applicable to life lesson.


Dig It

Learning Objectives

  1. As a whole group, students will read real life situations and use the foreshadowing clues to predict what future events may happen in their notebooks.
  2. Independently and as a whole group, students will make predictions, inferences and find clues in various literary situations illustrated in a SMART Board presentation.
  3. With partners, students will create a prediction paragraph that foreshadows a specific outcome and scores at least a 12/16 on the given rubric.


This lesson will take one forty-five minute period. The homework assignment should be read to the class when the assignment is due. This may take an additional period. When students share their prediction paragraph with foreshadowing clues, other students will predict what they think will happen and point out the hints and clues. This extension activity gives everyone more experience with making inferences.


  • The students will need their notebooks, a copy of the Making Predictions Worksheet, and copies of the Learning Activities Rubric and Prediction Paragraph Rubric.
  • The teacher will need the following materials: SMART Board, LCD Projector, Laptop, Internet Explorer, SMART Notebook software, and the Making Predictions Foreshadow SMART Notebook Presentation.
  • makingpredictionsforeshadow.notebook
  • making predictionandforeshadowworksheet.doc
  • Step-by-Step Procedure

    • When students enter the classroom, they will complete the Do Now. The Do now reads “Please clear off your desk except for you notebook and writing utensil.” (Slide 1)
    • As a whole group, students will make predictions and respond to the three prediction scenarios found at the link “Making Predictions” and then compare their predictions to the hidden images. The teacher should also distribute the Making Predictions Learning Activity Rubric so students will know how they will be graded for the day. (Slide 2)
    • As a whole group, students will discuss foreshadowing in movies and copy down the definition revealed with the magnifying glass. (Slide 3)
    • As a whole group, students will predict what the images symbolize and what future event may happen. Predictions should be recorded on worksheet and the images can be moved to reveal the meaning of each symbol. (Slide 4)
    • Independently, students will identify what each image means and infer a future event that these three images foreshadow. Students need to record their answers on the worksheet and may share their predictions with the class. (Slide 5)
    • Independently, students will identify character traits from images and predict what the person may be like as a result of these personality traits. Students can move images and question to reveal answers. (Slide 6)
    • Independently, students will identify spooky characteristics and make a prediction about what future events may follow as a result of the foreshadowing setting. Students should record their answers on the worksheet, and they can use the magnifying glass to reveal the answers. (Slide 7)
    • Independently, students will predict what future event may happen as a result of the author’s foreshadowing clue. After recording their answer on the worksheet, they should share their inferences with the class. (Slide 8)
    • Slide 9 is an exemplar prediction paragraph. The teacher should have a student read aloud to the class and discuss the two questions. A student should go back and highlight the text-based hints and clues that prove their inferences. After distributing the Prediction Paragraph Rubric, the teacher should explain to the class that they will be working with assigned partners to create their own prediction paragraph. (Slide 10)
    • For the rest of class, students will work with their partners to complete their prediction paragraph. The teacher should be monitoring and helping groups that have difficulties.
    • Students should be reminded what is not done in class should be completed for homework. Also, students should be reminded to use their rubrics as a guideline. The teacher should also remind them if they have time to explore the Making Predictions game located at the website provided on the bottom of Prediction Paragraph Rubric.
    • The next day, students will present their paragraphs to the class and have the other students predict future events or answer their given questions. The teacher could use the Dig It game as a warm up for the Prediction Paragraph presentation.
  • Making Predictions- Whole Group Activity
  • "Dig It"- a Making Predictions Game
  • Assessment

    See attached task specific rubrics for class learning activities and the prediction paragraph.

  • Learning Activities Rubric.doc
  • Prediction Paragraph.doc

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