STEPP Lesson Plan Form

Teacher: Rachel Sinton

School:
Thompson Valley High School
Area: Pre AP English

Date: 10/28/2014
Grade Level: 10

Content

Title: Idioms and Foreshadowing

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content

Standards directly from the standard)
Prepared Graduates Can:
Collaborate effectively as group members or leaders who listen actively and
respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute
ideas to further the groups attainment of an objective
Apply standard English conventions to effectively communicate with
written language
Effectively use content-specific language, style, tone, and text structure to
compose oradapt writing for different audiences and purposes
Understandings: (Big Ideas)
Idioms and Foreshadowing as literary devices
Inquiry Questions: (Essential questions relating knowledge at end of the
unit of instruction, select applicable questions from standard)
What is an idiom and how is it socially constructed?
What is foreshadowing and how do authors use it to create
suspense and excitement for the reader?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from
the standard, follow the ABCD format, using student voice)
Determine what idioms and foreshadowing are by working
collectively in small groups to assess meanings, examples, and ways
in which these literary devices are used.

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STEPP Lesson Plan Form

I can: give specific examples of idioms and foreshadowing and

explain how they are used in writing
This means:
Students will become familiar with literary devices and how these
devices are used an constructed in specific cultures and context.
List of Assessments: (Write the number of the learning target associated
with each assessment)

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and
the students to associate with the
activity. Think of the purpose as the
mini-rationale for what you are trying
to accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to the
objectives of the lesson, To put
students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing
framework for the ideas,
principles, or information that is
to follow (advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures
(Include a play-by-play account of
what students and teacher will do from
the minute they arrive to the minute
they leave your classroom. Indicate

Confessions of an Idiom and Foreshadowing Techniques

Time: 47 minutes
Materials: Paper, Note cards, idioms worksheet, youtube video
Idioms
QW: What is an idiom?
Group Work: anyone you choose in the class to work with is OK
Youtube video to hook students
Foreshadowing:
What t.v. shows do you watch? How is foreshadowing used?

Confessions of an Idiom
-QW: What is an idiom? (4 minutes)
-Debrief: Idiom Definition (4 minutes)
-youtube video and debrief Confessions of an Idiom (6 minutes)
-Group Work on Strange Idioms and debrief (12 minutes)

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STEPP Lesson Plan Form

the length of each segment of the

lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a
teacher that are designed to bring a
lesson presentation to an appropriate
conclusion. Used to help students
bring things together in their own
minds, to make sense out of what has
just been taught. Any Questions? No.
OK, lets move on is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an
important point in the lesson or
the end of a lesson.
To help organize student
learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too
advanced for a child, how will you

Foreshadowing
QW: What is foreshadowing? How have you seen foreshadowing
in literature, movies, or any other form of text? (5 minutes)
Jigsaw Reading on The 9 Different Ways of Foreshadowing (13
minutes)
Ticket out the Door: 1. One example of an idiom
2. One example of foreshadowing
3. One thing you liked or disliked about the lesson
Ticket out the Door:
This will be used to gauge student involvement and
understanding through formative assessment.
Transition to Foreshadowing: Do you hear your parents using
idioms more often than your peers? What is another literary
device used often?

Constantly be moving around the classroom, asking if students

need clarification, calling on multiple students instead of just a
few.

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STEPP Lesson Plan Form

modify it so that they can be

successful?
To extend: If the activity is too easy for
a child, how will you extend it to
develop their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

If each student is actively participating in group discussions,

writing down notes, drawing conclusions about idioms and
foreshadowing, and completes the ticket out the door than the
lesson will be successful.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Looking at the ticket out the door assessment and based off of class
discussion and group work, students were able to understand the
conventions of idioms and foreshadowing while working collectively.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
If I were to teach this lesson again, I would dedicate more time
to foreshadowing and the jigsaw reading
I would also try and transition more effectively from silent
work to group work to full class discussion so that students
stay focused and listen to their peers.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
For the next lesson on literary devices I envision a small and
large group discussion that enables all students to actively
participate.

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