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Author Identification

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and instructions. A completed lesson template is meant for students to use. HyperDoc templates are
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below. Have Fun!

To engage students at the beginning of a lesson, insert video,
image, quote, or another inspirational hook in this box.
The Goal: Reveal Pre-existing ideas, Beliefs, Preconceptions.
Pose questions that students will begin to answer in “Explore”

“Everything you can imagine is real.”

― Pablo Picasso
“Life isn't about finding yourself. Life is about creating yourself.”
― George Bernard Shaw

Use these two quotes to reflect on their meaning. Share your

thoughts with a partner.
Leading Questions:
What can you imagine about life and yourself? Who could you be
in the future? If you could create an ideal self, who would you be?

Curate a collection of resources (articles, videos, infographics,
text excerpts, etc.) for students to explore the topic.
The Goal: Students may be gathering data, sharing ideas,
looking for patterns, making conjectures, and developing
further questions and problem solving considerations with the
use of the information/activity provided
Read the following:
“I’m Nobody! Who are you?” by Emily Dickinson
“Remember” by Joy Harjo
“Knoxville, Tennessee” by Nikki Giovanni

What do these poems say about identity? Can you relate to

them? What do these poems tell you about the time and place
where they were written?
Reflect in your journals about the identity of the authors and
the above questions. What can you infer about the author?

Use this section to allow students to explain their thinking and
move towards demonstrating mastery of the lesson’s objective.
The Goal: Provide opportunity for students to compare ideas,
construct explanations, justify in terms of observations and/or
data collected in a collaborative large group environment.

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Choose one poem and pretend you are the author. Write a
short story about the author’s life and incorporate your own
identity. Use evidence from the poem to explain where you got
your ideas.

This does not have to be correct. You are not responsible for
knowing who the author is or what their life is like. Use your
imagination and the context clues in the poem to “create” an
identity for the author.

Use this section for students to apply information from the
previous sections to new circumstances or elaborate on a
particular aspect at a deeper level usually coming in the form
of “What if” questions.
The Goal: Allowing students the opportunity to discuss how
their thinking has changed or been solidified.
You will now be given the year the poems were written and the
age of the author at the time they wrote them.
What does this change about your thoughts and ideas? Is this
a topic you would have thought would be connected to this
time period?

Write a short poem (one page or less) in the context of your

age and the current year. The poem has to be related to the
topic of the poem you chose. (For example, “Knoxville,
Tennessee” could be “Phoenix, Arizona” or your hometown.)

Include an opportunity for face-to-face or digital reflection to
guide students along their learning progression, evaluating
progress and setting new goals for continued exploration.
The Goal: Refine initial answer to the “driving question” and
reflect on ideas, goals and beliefs concerning their progress.
You will now be given information on the authors. What were
you right about? Did you imagine the author accurately? Why
do you think you imagined them the way you did?

Share in groups what you discovered and if you were right or

wrong. Did other students make the same decisions and

What have you learned about writers and identity? What

would you want readers of a poem you wrote to notice about

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