This particular lesson focused on explaining and expanding foreshadowing moments in the short story "The Monkey's Paw" by W.W. Jacobs. After a whole-class read along to the audiobook of the short story, students were then asked to group themselves into pairs and write the outcome of the foreshadow quote given to the pair. Afterwards, each pair read their quote aloud and explained how that quote foreshadowed the later events in the short story. One student read the quote while the other explained the outcome.

In order for students to complete this activity exercise, they first needed context for what foreshadowing is, what to look for in texts–especially short stories, as they are one of the most common examples where foreshadowing is used–and how to connect the cause and effect element of foreshadowing. Throughout the read along to the audiobook, I stopped every so often to ask students to analyze the text; what happened in the previous scene, who are the characters involved, what themes or motifs are reoccurring as we continue to read, what clues are we as readers given to keep our interest in the story, and are there elements like foreshadowing that the author is using to indicate something to us readers? Many students caught on to the subtle, transparent foreshadowing elements that they connected to previous parts in the story, and discussing as a whole class about how to identify, connect, and expand on why the two moments correspond with each other enabled students to proceed and attempted an example on their own. What this exercise does it engage students in the text to interpret its meaning, analyzing and evaluating the elements and events within the story. After discussion and a short writing exercise, students were then invited to express their comprehension of the text in relation to the specific topic of foreshadowing, allowing the rest of the class to make connections to the text as well. 

What I could've done to elevate the class' learning experience was to physically have my modeled quote on the board along with my written example for students to reference as they practiced this exercise instead of a verbal model only. However, involving a think-pair-share activity at the high school level boosted their confidence because this particular class does not like to respond in whole-class instruction. I heard more dialogue while walking around the room and checking in with the pairs than I did during the read along portion of the lesson.  A few technological mishaps occurred during the read along, but such is life. I could've continued with reading aloud or doing popcorn reading if the audiobook link did not work or gave out, however I do like the inclusion of technology such as audiobooks because it gives me a break from talking the entire time, and students can focus with a soothing, engaging voice other than mine.