12night Igytsup

University of Idaho Lesson Plan
Name: Meagan Foote
Date lesson 1
Subject: English 9
Topic: Identity and Mistaken Identity
The big idea(s) or essential question(s)

What is identity? Why would someone intentionally hide their identity? Does that ever end well?
Why should we be honest about who we are?
State of Idaho and/or Common core standards addressed:

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CCSS.ELA-LITERACY.RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,
or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
Objectives (what the students will be able to do as a result of the lesson)

-
Students will be able to evaluate the dynamics of the scene using a basic movement
game to figure out how Viola's words fail and succeed in wooing Olivia.
Diversity goals: (where relevant)

o Developing multiple historical perspectives
o Developing cultural consciousness
o Increasing intercultural competence
o Combatting racism, prejudice, and discrimination
o Developing awareness of the state of the planet and awareness of global dynamics
Developing social action skills
Materials and/or technology

-
Pens/pencils
Paper
Projector
Ill Give you the Sun
Youtube clips
Activities/procedures (include anticipated time for each)

Introduction/activator
This story is told from two different perspectives. If your life was told from two POV who would
be the second and why?
Class activities (what you/students will do)

-
(5-10 min) In pairs share your answer.

Come together as a class and whoever
wants to share can.
(10-15 min): watch these two book
trailers. Make predictions
https://www.youtube.com/watch?
v=4jtukHj-cz8
https://www.youtube.com/watch?
v=Jd8H5Syg-yI
Write down predictions about the plot and
ending.
(Remainder of Class): Begin reading Ill
Give You the Sun.
Class activities (why you will do them)

Blooms Taxonomy:
-
Create: higher level questions

Summarize: book trailers
Explore: potential of the book
Investigate:
Critique:
Analyze: personal life, book trailers
Multiple Intelligence:
- Interpersonal: listening to each other and
engaging in discussion.
- Linguistic/Verbal/Auditory: Listening,
speaking, reading and writing in the
activities. Responding using textual
evidence.
- Intrapersonal: reading and responding to
each other
- Visual: the youtube videos
- Kinesthetic:
- Musical: the songs.
- Logical: reasoning and critical thinking and
response.
Justification:
-All of the activities in this lesson are to
prepare tehm to read Ill Give You the
Sun. The activiating lesson connects their
personal lives to the text. They will engage
with multimedia and each other in order to
makes predictions about the novel. By using
the videos, the music in the videos and class
discussion, many of the intelligences will be
touched on. This class will set them up to
successfully engage with this text
throughout the unit.
Closure/reminders
-
We will continue reading Ill Give You the Sn.
Assessment (how you will know students met the objectives - include rubrics)
-
Informal formative assessment: Engagement and discussion.

Formal formative assessment: Turn in predictions
Accommodations/differentiation
-
Student groups can be paired low-level with high-level learners to scaffold.

Students with visual difficulties can get an audio version of the video.
Students struggling to write a can write a poem, or draw a picture.
For ENL students will be provided extra reading time. Can provide plot descriptions in
their L1.
Extra time can be given for various activities if necessary.
Directions will be given orally as well as written on the board.
Reflection/evaluation (after lesson is taught)

-

3
Name: Meagan Foote
Date lesson 1
Subject: English 9


-

-


-
Pens/pencils
Paper
Projector
Youtube clips

Today we will break into groups of four. Those groups will choose one of the themes from this
novel (loss, grief, guilt, adultery, sexual assault, suicide, twins, relationships, and soul mates) to
research throughout this novel. The groups will provide a paper and a presentation on their topic
to wrap up this paper.

-
(5-10 min) I will place you in your

groups and you will choose your topics.
(10-15 min): Discusses how you want to
approach this group project. Start
strategizing.
(Remainder of Class): Read the novel
in your groups.

Blooms Taxonomy:
- Create: higher level questions
- Summarize: the scenes
- Explore: the scenes and questions
- Investigate: the meaning of the scenes and
difficult questions.
- Critique: critic the Acts and questions
- Analyze: the scenes.
evidence.
the comic book personally.
- Visual: Visuals around the class.
- Kinesthetic: moving into groups
- Musical:
response.
Justification:
-This grouping activity will help students to
engage with a theme of their choice in a
deep way. The group work will also help
them understand the novel better. They will
rely on these group mates throughout the
text for help, guidance, and support.
Closure/reminders
-
We will continue reading Ill Give You the Sn.
-

Formal formative assessment: Turn in group names, topic and strategy.
-

their L1.

-

Name: Meagan Foote
Date lesson 3
Subject: English 9


-

-


-
Pens/pencils
Paper
Projector
Youtube clips

The twins have lost their mother and they are dealing with it (or not) in their own ways. When
haveyou experienced greif or loss? Write, draw, or create a poem about this experience. If you
have never experienced loss try to write, draw, or create a poem/story about loss.

-
(5-10 min) If you feel the need to share

Blooms Taxonomy:
your story of loss please do.

(20 min): watch this youtube video:
https://youtu.be/T4oTIJ-4mlE
(Remainder of Class): Discuss loss. Do
you think our culture does a very good
job of handling loss? How often have you
actually ever talked about this topic? How
do you think the twins are handling (or
not handling) their grief? How is their
father handling it? Or these methods
constructive? If this is too difficult please
let me know.

evidence.
each other and the text.
- Visual:
- Kinesthetic:
- Musical:
response.
Justification:
-This lesson is focused on emotional
intelligence. This class period gives students
the opportunity to share their experiences
and what theyve learned from those
experiences. This period will provide a safe
space for students to share about a difficult
often neglected topic. It will then deepen the
connection between their personal lives and
the text which will further their engagement
with the novel.
Closure/reminders
-
We will continue reading Ill Give You the Sun.
-
Formal formative assessment: Turn in group names, topic and strategy.
-

their L1.

-

Name: Meagan Foote
Date lesson 4
Subject: English 9


9

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-
Pens/pencils
Paper
Projector
https://nudge-book.com/blog/2015/09/reading-group-guide-ill-give-you-the-sun-byjandy-nelson/
Now that we have finished the book we will do full class discussions.

-
(Entire Class) Why do you think the

author tells the story through the two
voices of Noah and Jude and at two
different ages, i.e. Noah at 13 and Jude at
16? What impact does this have on the
development of the plot, our
understanding of their characters and on
the reader? What are the underpinning
messages of the book?
Love is only half the story is the quote
on the front cover of the book. What do
you think this means and what do you

Blooms Taxonomy:
- Summarize: the novel
- Explore: the themes
- Investigate: the meaning of the themes
and any questions.
- Critique: the novel.
- Analyze: the novel.
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think the other half of the story is?

Jude tells Oscar I gave up practically the
whole world for you. The sun, stars,
ocean, trees, everything, I gave it all up
for you (p.365). What was she trying to
express to him? What would you give up
the sun for and why?
The book deals with the big themes in life
grief, sexuality, families, relationships
and most of all love, in all its forms. Art is
one of the central platforms for the
expression of these themes. Discuss how
the characters react to it, use it to bring
meaning to their lives, make sense of the
world around them, harness their
creativity and ultimately help in their
healing.
What did you think about the ending of
the book did it complete the story in a
satisfying and believable way for the
reader? How might it have ended
differently? Write a different ending for
the story and let a minor character
narrate it.
In the book, the sculptor Guillermo Garcia
is described as the kind of man who
walks into a room and all the walls fall
down (p.177). What does that mean and
what does it tell you about him as a
character? Can you think of any real
people for whom this description might
also fit?
When Noah is talking about his father, he
says that he draws him so big I cant fit
all of him on the page, so I leave off his
head (p.15). What does this say about
Noahs relationship with his dad? Does the
reader get to know Dads character as
well as the other characters and what
impression does he leave on the reader?
At the beginning of the book, every time
Jude and Noah played rock, scissors,
paper, they always chose the same thing
(p.25), whereas at the end of the book
they chose differently (p.394). What does
this say about their future lives and the
relationship between them?
After the death of their mother and its
aftermath, both twins change dramatically
in their outlook, behaviour and
personalities, each becoming something
they are not. Why do you think this
happens?

evidence.
the comic book personally.
- Visual: Visuals around the class of
important moments the play.
- Kinesthetic:
- Musical:
- Logical:
Justification:
This classes is what I call the debrief. We
have finished a novel that touches on a lot of
heavy themes and this gives the opportunity
to discuss the themes extensively. This
lesson may turn into multiple class periods
worth of discussion; that is encouraged. This
will be a student led conversation, with
guiding questions provided my myself, to
further their engagement.
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Which is your favourite character in the

book and why? How do you feel the main
characters deal with their grief and what
impact does this have on the other?
Ghosts and the supernatural feature
prominently throughout the story. How
does the book manage to make Grandma
Sweetwine, who is dead, such a real, solid
character? Do you believe that it is the
ghost of her mum that keeps breaking
Judes sculptures and if so, why do you
think she is doing it? What influence does
the spirit of Oscars mum have?
Prophet the parrot and his Where the
hell is Ralph? refrain is one of the
humorous elements of the story. Why do
you think the author included him and
what part does he play?
Questions from Jandy
If you had your own invisible
museum like Noah, what would some of
your own portraits and self-portraits look
like? In the same vein, if you had
a bible of superstitions like Jude, what
would some of the entries be?
The Michelangelo quote that comes up in
the story, I saw the angel in the marble
and carved until I set him free, is also in
many ways a theme that runs through the
book. I had the feeling when I was writing
that the characters were each
metaphorically trapped in stone prisons of
their own makings. How would you
describe the differing and/or
similar stone prisons of Jude, Noah,
Guillermo and Dad? How do each of them
finally break free?
When Jude is in Oscars bedroom, she
comes across an essay he wrote for an art
history class called The Ecstatic Impulse
of the Artist. What do you think the
essay was about? How do you think this
idea might connect to the story and the
characters, especially Noah? What do you
think Guillermo means when he says to
Jude, I think maybe your brother is the
ecstatic impulse. Further, what do you
think Sandy means when he says artists
wish with their hands? Lastly, what do you
think Guillermo means when he says
(implies) art can remake the world? Do
you think it can?
This quote by the poet Rumi is one of four
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that begins the novel: Out beyond ideas

of wrongdoing and rightdoing, there is a
field. Ill meet you there. Who meets in
the field beyond ideas of wrongdoing and
rightdoing? Do Noah and Jude? Noah and
his father? Jude and her mother? Dianna
and Benjamin? Discuss this quote as it
pertains to the relationships in the novel.
Closure/reminders
-
We will start our next piece Twelfth Night
-
Formal formative assessment:
-

their L1.

-

Name: Meagan Foote
Date lesson 1
Subject: English 9


-
13


- Students will summarize the plot of twelfth Night.
- Students will discuss as a class when they have experienced a case of mistaken identity.

-
Pens/pencils
Paper
Projector
https://www.youtube.com/watch?v=dst6QfoSHbs

What do we know from other sources about Twelfth Night? Maybe youve seen Shes the Man?
What does identity mean to you?

-
(5 min) Jot down anything you may

know about Twelfth Night or even just
Shakespeare.
(5 min) Pair up and discuss when you

have experienced a case of mistaken
identity. Compare notes on
Shakespeare with your partner.
(10-15 min) As a class come together

and discuss what youve written and
shared in pairs. I will open with my
store of mistaken identity (QFC when I
was 5).
(20 min) We will now watch the

Blooms Taxonomy:
- Create: connections
- Summarize: the video.
- Explore: each others ideas and reactions to
the video.
- Investigate: the meaning of identity
- Critique: critic their assumptions
- Analyze: the short video
speaking, reading and writing in the activities.
14
Youtube video about Twelfth Night.

They will write or draw the plot to the
play.
-
(Remainder of class): discuss what

you had correct and what you had
incorrect. Jot down a couple
predications.
Responding using textual evidence.

- Intrapersonal: reading and responding to the
comic book personally.
- Visual: youtube video
- Kinesthetic:
- Musical:
response.
Justification:
In this lesson we will be activating prior
knowledge. All of the activities in this lesson
are to prepare them to read Twelfth Night.
The activating lesson connects their personal
lives to the text. They will engage with
multimedia and each other in order to makes
predictions about the novel. By using the
videos, the music in the videos and class
discussion, many of the intelligences will be
touched on. This class will set them up to
successfully engage with this text throughout
the unit.
Closure/reminders
-
We will begin reading Twelfth Night Tomorrow!

Please turn in your predictions.
-
Informal formative assessment: class discussion and engagement.

Formal formative assessment: plot writing.
-

For ENL students who may not be familiar with Shakespeare Their will be some
background information in their L1.

- Students will turn in their plot drawing or writing (it will be returned to them the following
class)
- Students cases of mistaken identity.
15

Name: Meagan Foote
Date lesson 2
Subject: English 9


-
16

- Students will create higher level questions
- Students will analyze the scenes individually, in pairs and as a class.

-
Pens/pencils
Paper
Projector
Twelfth Night

We are going dive right into the reading so stop as much as you need for understanding.

-
(Whole Class Period) Read Twelfth

Night, Act I, scene I. (Shakespeare is
difficult, especially as a play, so
consider reading this aloud, but you
could also have students read it
silently.) Then have all the students
close their books. Ask questions about
the scene to the class. Some sample
questions in a range of levels, and
space for any additional questions you
formulate, are listed below. 2. Now
read Twelfth Night, Act I, scene II.
(Again, reading a Shakespeare play
aloud may be more beneficial and
helpful for the students
comprehension, but you could have
them read silently.) Then you close
your book. Your students leave their
books open and ask you questions of
their own.

Blooms Taxonomy:
speaking, reading and writing in the activities.
Responding using textual evidence.
- Intrapersonal: reading and responding to the
comic book personally.
- Visual: Visuals around the class of important
moments the play.
- Kinesthetic:
- Musical:
17
response.
Justification:
-
The ReQuest Strategy teaches students

to question their reading in a creative
way. After reading a passage of the text,
students will close their books and the
teacher will model good questioning
about the passage and direct his or her
questions to the students. Then, after
reading a second passage, the students
get a chance to stump the teacher
(whose book is closed) with their own
questions. This is a great strategy to
encourage inquiry and to teach students
to develop good questions, as well as an
opportunity to show students that even
adults still question their reading, and
should still question their reading.
Closure/reminders
-
We will continue reading Twelfth Night.
-
Informal formative assessment:

Formal formative assessment:
The ReQuest Strategy could be used as an assessment of a lesson on questioning. If you teach
the students about formulating different levels of questions, you might use this strategy to
evaluate their comprehension. Also, this strategy can be used as an assessment of the students
comprehension of the text. It will help you know, especially with Shakespeare, how much of the
text they are understanding. Doing this at the beginning of a play may help you know how much
you will need to guide them through their reading.
-

For ENL students who may not be familiar with Shakespeare Their will be some
background information in their L1.
18

- Students will turn in their plot drawing or writing (it will be returned to them the following
class)
- Students cases of mistaken identity.
19

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University of Idaho Lesson Plan

Name: Meagan Foote

Topic: Identity and Mistaken Identity

The big idea(s) or essential question(s)

State of Idaho and/or Common core standards addressed:

Objectives (what the students will be able to do as a result of the lesson)

Diversity goals: (where relevant)

Materials and/or technology

Activities/procedures (include anticipated time for each)

Class activities (what you/students will do)

(5-10 min) In pairs share your answer.

Class activities (why you will do them)

Create: higher level questions

We will continue reading Ill Give You the Sn.

Informal formative assessment: Engagement and discussion.

Student groups can be paired low-level with high-level learners to scaffold.

Reflection/evaluation (after lesson is taught)

University of Idaho Lesson Plan

Name: Meagan Foote

Topic: Identity and Mistaken Identity

The big idea(s) or essential question(s)

State of Idaho and/or Common core standards addressed:

Objectives (what the students will be able to do as a result of the lesson)

Diversity goals: (where relevant)

Materials and/or technology

Activities/procedures (include anticipated time for each)

Class activities (what you/students will do)

(5-10 min) I will place you in your

Class activities (why you will do them)

We will continue reading Ill Give You the Sn.

Informal formative assessment: Engagement and discussion.

Student groups can be paired low-level with high-level learners to scaffold.

Reflection/evaluation (after lesson is taught)

University of Idaho Lesson Plan

Topic: Identity and Mistaken Identity

The big idea(s) or essential question(s)

State of Idaho and/or Common core standards addressed:

Objectives (what the students will be able to do as a result of the lesson)

Diversity goals: (where relevant)

Materials and/or technology

Activities/procedures (include anticipated time for each)

Class activities (what you/students will do)

(5-10 min) If you feel the need to share

Class activities (why you will do them)

your story of loss please do.

- Create: higher level questions

We will continue reading Ill Give You the Sun.

Informal formative assessment: Engagement and discussion.

Formal formative assessment: Turn in group names, topic and strategy.

Student groups can be paired low-level with high-level learners to scaffold.

Reflection/evaluation (after lesson is taught)

University of Idaho Lesson Plan

Topic: Identity and Mistaken Identity

The big idea(s) or essential question(s)

State of Idaho and/or Common core standards addressed:

Objectives (what the students will be able to do as a result of the lesson)

Diversity goals: (where relevant)

Materials and/or technology

Class activities (what you/students will do)

(Entire Class) Why do you think the

Class activities (why you will do them)

think the other half of the story is?

- Interpersonal: listening to each other and