Lesson 17: Hidden Symbols

Overview

Students interpret symbols in a diary-based text (e.g. Anne’s diary) and connect each symbol to a character’s complex inner life. This lesson builds on previous work identifying key ideas and character traits by focusing on connotation, imagery, and intertextual links to how texts are valued.

Learning intentions

Students will be able to:

• identify key objects/symbols in the diary text and explain what they represent beyond the literal meaning
• connect symbols to specific characters’ hopes, fears, and contradictions
• use a scaffolded symbol–character chart to justify interpretations with evidence
• discuss why certain texts/episodes are valued and how that shapes readers’ responses

Success criteria

Students can:

• name a symbol (object/place/repeated image) and describe its implied meaning
• link the symbol to a character’s inner life using at least one piece of textual evidence
• explain how language choices (imagery, contrast, recurring references) shape the symbol’s meaning
• contribute to a class discussion that values the text by explaining the effect of symbols on readers

Curriculum links

• EN5-RVL-01: use personal, creative, and critical strategies to interpret complex texts by making meaning from symbols and imagery
• EN5-URC-01: investigate and explain ways of valuing texts and relationships between them, through discussion of why diary episodes and symbols matter to readers
• EN5-URA-01: analyse how meaning is created through increasingly complex language forms, features, and structures (especially connotation and point of view)
• EN5-URB-01 (in today’s focus): evaluate how texts represent ideas and experiences, and how that representation can affirm or challenge values and attitudes

Lesson structure (45 minutes)

1. 0–5 min · Entry prompt (silent). Teacher writes: “Which object in a story best reveals a character’s inner life, and why?” Students do a quick write, then underline one idea they might use later.

2. 5–12 min · Mini-model: symbol meaning. Teacher displays a short excerpt from the diary where an object/setting recurs (e.g. Anne’s diary itself or the chestnut tree) and models a “literal vs implied meaning” think-aloud. Students identify one symbol and one possible inner-life connection.

3. 12–22 min · Direct teach: making symbol–character links. Teacher introduces a scaffolded Symbol–Character Connection Chart (provided on paper). Students, in pairs, complete two chart rows:

• Symbol/object
• What it suggests (implied meaning/connotation)
• Character connection (hopes/fears/contradictions)
• Evidence (quote or paraphrase + where it appears) Teacher circulates to prompt justification: “What makes you think that?” and “Which word choices suggest this?”

4. 22–32 min · Collaborative evidence checks. Teacher asks each pair to choose one symbol connection they feel is strongest. Students join two other pairs to form a small group (3–4 students) and compare interpretations. Groups must decide:

• Is the inner-life claim clearly supported by evidence?
• Does the symbol mean the same thing throughout, or does it shift? Teacher provides sentence starters on the board: “My interpretation is different because…”, “The evidence shows…”, “The contradiction is reflected when…”

5. 32–40 min · Whole-class valuing discussion (text relationships). Teacher facilitates a discussion: “Why do readers value this diary and these symbolic moments?” Students respond using one of these stems:

• “I value the text because…”
• “The symbol helps readers understand…”
• “Comparing this diary symbol to another text (a film/story we’ve studied) shows…” Teacher steers students toward how symbols guide reader feelings and moral/attitudinal responses.

6. 40–45 min · Exit ticket (individual). Students write one paragraph answering: “Choose one symbol and explain how it reveals a character’s complex inner life. Include one piece of evidence.” Collect for quick assessment.

Resources

• Diary excerpt(s) photocopied or provided in printed format (teacher-selected, including the symbol focus)
• Symbol–Character Connection Chart (one per student or shared pair sheet)
• Highlighters/pens, sticky notes
• Evidence bank strip (optional) with sample phrase templates for citing/paraphrasing
• Board/projector space for mini-model and sentence starters

Assessment

• Formative: teacher observes pairs completing chart rows, checking for implied meaning (not only literal description)
• Formative: teacher listens to group evidence checks for clarity and justification using evidence
• Exit ticket: evaluate whether students connect symbol → inner life with a specific, relevant evidence reference

Differentiation

• Support: provide sentence stems for chart entries (e.g. “The symbol suggests…”, “This shows the character is afraid of… because…”), and a word bank for connotation (hope, fear, conflict, secrecy, longing, relief)
• Support: allow students to paraphrase evidence if quoting is challenging, but require reference to the moment/location in the text
• Extension: challenge students to identify a shift in symbolic meaning across two points in the diary, explaining what causes the change (growth, setbacks, contradiction becoming clearer)
• EAL/SEN: pre-teach key terms (symbol, implied, connotation, contradictions) and allow collaborative first-draft charting before individual exit ticket writing