Introduction to Conformity

Overview

Students are introduced to the concept of conformity and resistance in society, then connected to the themes explored in The Wave and Return to the Hiding Place. Students begin to practise analysing how language features and text structures represent values, beliefs and attitudes.

Learning intentions

Students will:

• discuss what conformity looks like in everyday settings and why people conform
• identify explicit and implicit values, beliefs and attitudes in short excerpts or a teacher-read passage
• explain how text structure and language choices shape interpretations
• share an initial opinion using relevant evidence from the text

Success criteria

Students can:

• state a clear definition of conformity and give two examples from society or school
• identify at least one value/belief/attitude represented in a passage (explicit or implicit)
• explain how a language feature (e.g., tone, modality, loaded wording) influences the reader’s response
• use “because” and one piece of textual evidence in their discussion

Curriculum links

• Literacy: Students analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes - Literature: Students analyse how text structure, language features, literary devices and intertextual connections shape interpretations of texts - Literacy (discussion): Students listen to spoken texts and explain purposes and effects of language features, using interaction skills to present an opinion ## Lesson structure (40 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher displays three scenario prompts (e.g., copying classmates’ choices, joining a group to avoid being singled out) and asks, “Is this conformity? Why?” Students think individually, then pair to decide and share one reason.

2. 5–12 min · Mini-teach: Conformity & resistance. Teacher clarifies terms (conformity, peer pressure, conformity to rules/norms, resistance, and why people comply) and models a short “values lens” (e.g., safety, belonging, fear of exclusion). Students complete a quick class chart: “What’s the benefit?” “What’s the cost?”

3. 12–22 min · Spoken/text model (Language feature focus). Teacher reads a short excerpt from The Wave (or a teacher-created passage summarising an early scene where group behaviour is encouraged). Students listen and, in pairs, underline or note words/phrases that show attitude (e.g., certainty, persuasion, fear, admiration) and decide: explicit value vs implicit value.

4. 22–30 min · Guided analysis: Tone and implication. Teacher asks guiding questions: “What does the author/speaker want the audience to think or feel?” “Where do you see it in language?” Students choose one language feature (loaded word choice, modality, imperatives, slogans, repetition, contrast) and write a 2–3 sentence explanation using the frame:

• “The writer suggests that ____ because ____.”
• “This creates the attitude/response of ____.”

5. 30–36 min · Intertextual bridge (Themes preview). Teacher briefly introduces Return to the Hiding Place and links the unit theme: conformity/resistance under pressure. Students do a quick “predict and justify”: one sentence predicting how resistance may appear, and one sentence predicting how conformity might be pressured.

6. 36–40 min · Exit ticket (Accountable talk + evidence). Students answer: “What is one value/belief/attitude in The Wave (or the excerpt) and how does language communicate it?” Teacher collects responses for next-lesson planning.

Resources

• Teacher-selected short excerpt from The Wave (printed or projected)
• A brief teacher summary of Return to the Hiding Place (no more than one paragraph)
• Student workbook or one-page organiser with prompts and sentence frames
• Coloured pens/highlighters for identifying explicit vs implicit values
• Timer and board space for “values lens” chart
• Optional: sticky notes for discussion responses

Assessment

• Formative during step 3: teacher circulates to check students can point to specific language showing attitude/values
• Formative during step 4: check sentence frames for evidence-based explanations
• Exit ticket at step 6: determine who needs additional scaffolding for implicit vs explicit values and for connecting language features to interpretation

Differentiation

• Support:
• Provide sentence starters and a word bank of common attitude/value language (e.g., “should,” “must,” “only,” “safe,” “afraid,” “expected”).
• Offer a two-column organiser: “Text evidence” / “Value or attitude” / “How it affects the reader.”
• For students needing extra help, pre-identify one or two example phrases for analysis while leaving the rest for student choice.
• Extension (for advanced learners):
• Ask students to compare two language features from the excerpt (e.g., repetition vs modality) and argue which one most strongly shapes the interpretation.
• Challenge students to propose an alternative resistance viewpoint and write a counter-sentence that reframes the value using evidence from the text.
• EAL/SEN considerations:
• Allow responses in multimodal form (highlight + short notes) before expanding into full sentences.
• Use frequent checks for understanding (“Which part of the text shows the attitude?”) and keep group roles (reader, evidence finder, explainer).