Truth, Storytelling, and Identity in Everything Sad Is Untrue

About This Lesson

Through guided close reading and annotation, students will examine how the selected passage from Everything Sad Is Untrue explores the complexity of truth in storytelling and how the perspective of the storyteller shapes and influences the narrative. By reflecting and participating in discussion, students will also practice and apply their literary analysis skills to deepen their understanding of the role of perspective in shaping narratives.

Essential Questions

• What does it mean for something to be “true”? 
• In storytelling, who decides what is true? And why does it matter?
• How can the stories we tell connect us to or separate us from ourselves and others?

Facing History Learning Outcomes

• Critically and ethically analyze thematic development and literary craft in order to draw connections between the text and their lives.

Lesson Plan

Activity 1: Introduce Close Reading and the Context for Passage 1

Project the selected passage (pp. 1–2: from “All Persians are liars” to “Counting the memories”) on the board and explain that the class is going to practice close reading together. Emphasize that the goal is to engage deeply with the text to uncover layers of meaning and to understand how these first few pages of the book introduce key information about Daniel and some of the book’s themes.

Model how to annotate the first few sentences. For example:

• Underline phrases that mention truth, such as “Persians aren’t liars. They’re poets, which is worse.”

• Circle references to storytelling and literary allusions like the mention of Scheherazade and The Thousand and One Nights.

• Add a marginal note next to the paragraph that begins with “Poets don’t even know when they’re lying” that comments on the novel’s early inquiry into the blurred line between truth and fiction.

Briefly revisit the unit’s essential questions with the class. Discuss how the passage offers an example of the relationship between stories and truth, and how the storyteller’s perspective can influence the narrative.

Activity 2:  Annotate Collaboratively on Big Paper

Distribute the Student Handout: Close-Reading Lesson 1 with the passage and annotation guide. Provide each student with a different-colored marker to make it easy to differentiate among their annotations. Provide one sheet of big paper to each group with the passage affixed to it.

Students will work in small groups to collaboratively annotate the passage on their big paper.

Each student in the group should be responsible for one of the following annotation tasks:

• Task 1: Circle references to the power dynamic between the storyteller (Daniel) and the audience (the reader), and add margin comments about how this relates to the theme of truth versus storytelling. 

• Task 2: Write questions or thoughts in the margins about why Daniel might choose to present himself as “a prince in disguise” and how this reflects his identity as a refugee.

• Task 3: Underline Daniel’s statement: “We can know and be known to each other, and then we’re not enemies anymore.” Then, in the margins, write how this idea might relate to the essential question about the role of stories in connecting us to others.

As students annotate the passage on the big paper, they should also add notes, questions, and comments related to their assigned task.

Activity 3: Engage in a Group Discussion and Add Annotations

Once the initial annotations are complete, groups should discuss their findings and collaborate to add more depth to their annotations on the big paper.

Encourage students to explore how their individual tasks connect and whether any themes or patterns emerge across the group’s annotations.

After discussing, groups should prepare to share their work by adding any final annotations as needed.

Activity 4: Participate in a Gallery Walk

Post the completed annotation posters around the room.

Allow students to stroll around the room and observe other groups’ work in a gallery walk. Encourage them to look for similarities and differences in how each group interpreted the passage.

If time allows, students can add sticky notes with comments or questions to other groups’ posters.

Activity 5: Debrief in a Whole-Class Discussion

Bring the class back together to discuss their observations from the gallery walk and their overall reflections on the passage. For additional support, facilitate the discussion by asking students the following questions:

• What new questions or insights about the book, or in general, do you have after engaging in this close-reading activity?
• Based on the pre-reading activities and this passage, what types of themes do you think might be explored in the novel?