Identity Through Literature

Curriculum Alignment: British Columbia English Language Arts (Grade 6)

• Reading and Viewing: Use strategies to understand and interpret texts, identify main ideas and details, and discuss themes (Reading, 1.3, 1.4)
• Writing and Representing: Write for different purposes, including personal reflection; demonstrate control of tense and sentence structure (Writing, 2.2, 2.3)
• Oral Language: Engage in discussions, express ideas clearly, listen actively and provide feedback (Oral Language, 3.1, 3.2)
• Language Features, Structures and Conventions: Identify and use verb tenses correctly to convey time, experience and reflect meaning in writing and speech (Language, 4.1, 4.2)

---

Lesson Overview

Duration: 60 minutes
Class Size: 30 students
Text: Restart by Gordon Korman (Chapters 1–2)
Theme: Identity and Reflection
Focus Skills: Reading comprehension, grammar (past vs present tense), writing, speaking, peer feedback

---

Learning Objectives

By the end of the lesson, students will be able to:

• Summarise key events from the first two chapters of Restart, demonstrating understanding of character development.
• Reflect critically on the concept of identity, relating personal experience to the literary theme.
• Distinguish and correctly apply past and present tense forms (simple, continuous, perfect) in both oral and written communication.
• Compose a reflective paragraph exploring personal identity.
• Engage constructively in peer feedback sessions, using respectful communication strategies.

---

Materials Needed

• Whiteboard and markers
• Printed “Who Am I?” game slips: identity cards tailored to Restart characters and common identities relevant to students’ lives
• Grammar worksheet focusing on sorting and tense transformation exercises
• Lined exercise books or writing paper
• Peer feedback checklist (printed for each student or pairs)
• Student copies of Chapters 1–2 excerpts (optional for reference)

---

Lesson Breakdown

Part 1: Book Warm-Up & Discussion (10 minutes)

• Activity: Introduce with the open question: “Who can summarise what’s happened in Restart so far?”
• Pair Discussion: Students discuss for 2 minutes with a neighbour about these questions:
  • Who is Chase?
  • What happened to him?
  • How is he different now compared to before the accident?
• Class Debrief: Capture key points on the whiteboard, highlighting themes of identity and change.
• Curriculum Connection: Activates prior knowledge and supports comprehension strategies (Reading 1.3).

---

Part 2: Identity Reflection + “Who Am I?” Game (15 minutes)

• Whole Class Prompt: “What is identity? Who are you if your memory disappeared, like Chase?”
• Free-Write (3 minutes): Students jot down initial thoughts to the prompt: “Who am I? What makes me… me?”
• Game Setup: Model one round with a volunteer using a ‘Who Am I?’ card (e.g., "Chase after the accident").
• Gameplay: Students take turns asking yes/no questions to identify their card, encouraging strategic and logical questioning.
• Connection to Text & Self: Link gameplay back to Chase’s struggle with identity.
• Pedagogical Intention: Develops metacognitive reflection and engagement with abstract identity concepts, supporting critical thinking (Oral Language 3.1).

---

Part 3: Grammar Focus – Past vs Present Tense (15 minutes)

• Mini-Lesson (10 minutes):
  • Use a clear chart contrasting:
    • Simple Past (e.g., “Chase played football.”)
    • Past Continuous (e.g., “He was playing football.”)
    • Past Perfect (e.g., “He had played football before the accident.”)
    • Simple Present (e.g., “Chase discovers who he is.”)
    • Present Continuous (e.g., “Chase is discovering who he is.”)
    • Present Perfect (e.g., “He has discovered new things about himself.”)
  • Anchor examples to Restart to contextualise grammar learning (Language 4.1).
• Collaborative Worksheet Activity (5 minutes):
  • Students break into groups of 4–5.
  • Sort mixed tense sentences into ‘Past’ or ‘Present’ columns on worksheet.
  • Choose one sentence from each column and transform it into a different tense form (e.g., simple past to past perfect).
• Teacher Support: Circulate, clarify common misconceptions and reinforce terminology.
• Learning Outcome: Deepening grammatical understanding through authentic text applications (Language 4.2).

---

Part 4: Writing Task – Reflective “Who Am I?” Paragraph (10 minutes)

• Task Introduction:
  • Prompt students: “Write a short paragraph answering: Who am I? You may include your interests, experiences, how you see yourself, or who you hope to become.”
• Independent Writing: Students compose their paragraphs quietly, encouraging thoughtful reflection and personal voice (Writing 2.2).
• Differentiation: Writers who finish early may begin adding descriptive details or examples to enrich their work.

---

Part 5: Peer Feedback & Wrap-Up (10 minutes)

• Pair Work Setup: Assign partners strategically to support diverse learners.
• Guided Feedback: Use the checklist to structure feedback with these prompts:
  • One thing I liked about your writing is...
  • One way to improve or clarify is...
• Oral Sharing: Each student reads their paragraph aloud to their partner to promote speaking skills and listening attentively (Oral Language 3.2).
• Revision Opportunity: Students spend remaining time revising their paragraphs based on feedback.
• Closure: Recap how identity connects to both the novel and their own lives. Encourage students to continue reflecting beyond class.

---

Optional Homework

• Read Chapter 3 of Restart.
• Add 2–3 sentences to their reflective paragraph incorporating peer feedback or new learning from the chapter.

---

Contingency Plans

• If time is short: Collect paragraphs for teacher feedback instead of peer review.
• If time permits: Assign grammar transformations or reflective paragraph as homework for deeper practice.

---

Teacher Reflection Tips

• Observe student engagement during the identity game to gauge comfort with abstract discussion.
• Use questioning prompts to extend thinking: “How might Chase’s experience shape your own understanding of identity?”
• Consider adapting the writing task for digital journaling to integrate technology literacy.

---

This lesson balances literacy skills development with personal reflection and grammar mastery, firmly grounded in British Columbia’s curriculum expectations. It integrates collaborative, oral, and reflective practices tailored to enrich Grade 6 learners’ connection to literature and themselves.