Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us



Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.



Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.



Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Writing a Flashback and Flash-Forward Story Using Movies and Texts as Models

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)


Writing a Flashback and Flash-Forward Story Using Movies and Texts as Models

Grades 6 – 8
Lesson Plan Type Standard Lesson
Estimated Time Five 50-minute sessions
Lesson Author

Michelle Kimbro

Oakwood, Illinois


National Council of Teachers of English


Student Objectives

Instruction & Activities

Student Assessment/Reflections



Students will

  • demonstrate the concept of flashback and flash-forward in a narrative writing piece.

  • incorporate details, description, characterization, and transitions between flashback and flash-forward in their own writing.

back to top


Instruction & Activities

  1. Define flashback and flash-forward. Have students come up with examples of flashbacks and flash-forwards from books they have read and movies they have seen. If watching the video, explain why The Sandlot is considered a flashback story.

  2. Watch The Sandlot. (The video will take 2 1/2 class periods to show.) If using the books, begin reading aloud and showing illustrations.

  3. Finish up video/books. Pass out the information sheet and the checklist. Explain the activity and how it will be graded. This is a great opportunity to have students apply the checklist to the student sample papers. Begin working on the rough draft. Teachers may elect to have students use the Time Line Tool in a prewriting activity to plan out the plot of their stories.

  4. Peer editing. Have students use the checklist to review other students' papers.

  5. Begin working on final draft. Make sure students consult the information sheet to make sure the paper is structured correctly. This would also be a good time to walk around and take a look at some of the students' rough drafts to see that they have included transition into and out of their flashback, provided many details and description in their writing, and that they have some reflections in their final paragraph.

  6. Students complete their final draft using feedback from fellow students.

back to top



  • The checklist used in the peer review process can measure how well the students understand the literary devices they are attempting to use.

  • The teacher-completed checklist can be used as a guide during the revision process.

back to top