Identity and Self

Overview

Duration: 45 minutes
Class Size: 8 students
Unit: Chains of Courage: Exploring Freedom (Lesson 3 of 7)
Topic: Identity and the Self: Who Are We?
Age Group: Year 7 (ages 11-12)

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National Curriculum Links

English Program of Study - Key Stage 3:

• Reading – comprehension and understanding:
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence (NC KS3 English)
• Writing composition:
  • Plan, draft, edit and proof-read through a range of writing, including reflective and personal writing (NC KS3 English)
• Spoken language:
  • Participate in discussions, listening to and building on the contributions of others
• Vocabulary, grammar and punctuation:
  • Develop understanding of grammatical concepts to create coherent and structured writing

Personal, Social, Health and Economic Education (PSHE) links:

• Recognising and understanding identity and diversity
• Developing self-awareness and respect for others

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Learning Objectives

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

1. Reflect critically on their own identities and consider the complexity of self-identity. (Writing and Speaking)
2. Analyse how characters in 'Chains' respond to oppression and identity challenges, citing textual evidence. (Reading – Inferences)
3. Compose a concise paragraph expressing their own identity and how it influences their view of freedom. (Writing Composition)
4. Engage respectfully in peer discussions about identity and perspectives on freedom, listening and responding thoughtfully. (Spoken Language)

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Resources

• Copies of selected passages from Chains that highlight characters' identity struggles (prepared excerpt)
• Notebooks or lined paper
• Pens/pencils
• Whiteboard and markers
• Reflection prompt cards (prepared) with questions about identity
• Visual identity map template (printed, one per student)

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Lesson Structure

1. Introduction and Hook (5 minutes)

• Teacher Activity: Begin with an evocative question displayed on the board:
  “Who are you? How would you describe yourself without using your name?”
• Invite students to shout out words or phrases they feel define themselves (e.g., “kind,” “creative,” “brother,” “footballer”).
• Briefly explain that everyone’s identity is a mix of many things and that today they will explore their own identities through writing and by looking at characters from Chains.

2. Identity Mapping Warm-up (7 minutes)

• Activity: Distribute the visual identity map template (a simple mind map with bubbles for categories like personality, family, culture, interests, values).
• Students complete the map quickly, writing words or short phrases that represent different parts of who they are.
• Teacher support: Circulate, prompting deeper reflection (“What does this word mean to you?” “Is there a story behind this part of your identity?”).

3. Text Exploration: Identity in Chains (10 minutes)

• Teacher Activity: Hand out short selected excerpts from Chains where characters express confusion, courage, or conflict around their identity amid oppression.
• Read aloud as a class (teacher models expressive reading).
• Guided Discussion: Ask:
  • “How do you think the character feels about who they are?”
  • “What challenges do they face related to their identity?”
  • “How might their sense of self affect their hope or struggle for freedom?”
• Write key points on the whiteboard, linking them back to the identity map categories.

4. Independent Writing: Identity Paragraph (15 minutes)

• Instructions:
  • Students write a short paragraph (6–8 sentences) describing their own identity.
  • They should include: parts of their identity from the map, feelings about who they are, and how their identity shapes how they think about freedom (or what it means to be free).
  • Encourage use of vivid language, sentence variety, and include at least one connective or descriptive phrase explored earlier in the unit.
• Teacher Role: Provide scaffolding by giving sentence starters on the board, such as:
  • “One important part of who I am is…”
  • “Because of my identity, I believe that freedom means…”

5. Peer Sharing and Reflection (6 minutes)

• Activity: In pairs, students read their paragraphs aloud to each other.
• Share one or two examples with the whole class (volunteers only).
• Discuss how identity influences perspectives on freedom — highlight similarities and differences respectfully.

6. Plenary and Self-Assessment (2 minutes)

• Exit Ticket: On a small piece of paper, students write one sentence answering:
  “How does exploring my identity help me understand myself and others better?”
• Collect these to gauge individual understanding and reflection.

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Differentiation and Inclusion

• Provide vocabulary lists and sentence starters for students needing additional support.
• Allow use of drawings or bullet points instead of paragraphs if writing is a barrier.
• Challenge more able students to include metaphors or analogies in their paragraphs to deepen meaning.
• Ensure a safe and inclusive space for sharing personal reflections, allowing students to pass if they choose.

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Assessment

• Formative: Observation during discussions and identity mapping.
• Written: Assessment of identity paragraphs for clarity, coherence, engagement with text themes, and reflection on identity.
• Oral: Peer sharing to assess listening skills and respectful interaction.
• Exit tickets reviewed to assess depth of personal reflection and understanding of identity’s role.

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Extension and Home Learning Suggestions

• Students create a creative project (e.g., collage, poem, digital poster) about their identity and freedom for the next lesson.
• Research and present a figure from history who challenged oppression while grappling with identity (linked to Chains themes).

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Innovative Teacher Tips

• Use anonymised, real student identity maps (with permission) as exemplars next lesson to demonstrate diversity and build empathy.
• Incorporate simple mindfulness or grounding at the start of class for deeper personal reflection—ask students to close eyes and think of three words that define them.
• Use a “fishbowl” discussion format next lesson to deepen dialogue on freedom and identity, rotating speakers for equal voice opportunity.

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This lesson plan aligns tightly with England’s National Curriculum for English and sensitivity to PSHE learning, preparing students to think critically about identity in literature and in their own lives. It balances text analysis, personal reflection, writing practice, and speaking/listening skills in a supportive environment.