Identity in Literature

Learning Objectives

By the end of this 50-minute lesson, students will:

• Understand and analyse how authors use literary techniques to explore themes of identity in texts (National Curriculum: England, English Programmes of Study - Reading: Comprehension, Years 7-9).
• Identify specific techniques such as metaphor, symbolism, narrative voice, and characterisation that convey identity.
• Discussion skills: Engage critically in group discussions, evaluating different interpretations (Spoken Language Focus).
• Prepare to apply these insights creatively in their own writing to explore identity.

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National Curriculum Links

This lesson specifically addresses:

• Reading:
  • Understand increasingly challenging texts through exploring meaning, language, and structure (NC KS3 English Reading).
  • Analyse how language, structure and presentation contribute to meaning (KS3 English Reading).
• Writing:
  • Develop imaginative writing skills inspired by studied texts, focusing on narrative perspective and characterisation (KS3 Writing).
• Spoken Language:
  • Use discussion to explore and communicate ideas clearly (Spoken Language KS3).

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Resources

• Selected carefully curated excerpts (150-200 words) from 3 different texts illustrating identity:
  1. A poem exploring personal identity (e.g., from Benjamin Zephaniah or Carol Ann Duffy).
  2. An extract from a novel or short story featuring a character’s internal conflict with identity (e.g., Skellig by David Almond or Holes by Louis Sachar).
  3. A modern play excerpt or monologue showcasing identity dilemmas (e.g., Blood Brothers by Willy Russell).
• Whiteboard and markers or interactive whiteboard.
• Student handouts with excerpts and guided questions.
• Audio recording of one excerpt (optional for auditory learners).
• Post-it notes for quick reflection.

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Lesson Outline

Time	Activity	Details	Outcomes
0-5 mins	Starter – Identity Brainstorm	Write the word Identity in the centre of the board. Students shout out words or phrases associated with identity. Capture a web of ideas.	Activate prior knowledge; establish relevance.
5-15 mins	Guided Reading & Annotation (excerpts 1 & 2)	In pairs, students read the first two extracts. Highlight or underline words/phrases that reveal something about identity and note down literary devices. Teacher models annotation for one excerpt on the board.	Identify literary techniques; practice close reading and annotation skills.
15-25 mins	Class Discussion: Technique and Theme	Discuss each excerpt’s depiction of identity. Prompt questions: How does the author use language/structure? What techniques stand out? How do these shape your understanding of the characters/ideas?	Enhance comprehension; develop critical thinking and spoken language skills.
25-30 mins	Short Reflection - Post-It Note	Students write on a Post-it: “One new thing I’ve learnt about how writers explore identity” and stick it on a designated board area.	Formative assessment of understanding; encourages metacognition.
30-45 mins	Group Workshop – Applying Techniques	In groups of 4-5, students choose one literary technique identified (e.g. metaphor, internal monologue) and create a short paragraph or micro-poem exploring an aspect of their own identity. Groups then share one example aloud.	Creative application; collaboration; reinforce learning through creation and verbal expression.
45-50 mins	Plenary – Class Feedback and Teacher Summary	Recap key techniques and how they help convey identity. Teacher links these skills to upcoming writing tasks in the unit. Address any misconceptions from reflections.	Consolidation of learning; prepare for next lessons.

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Differentiation

• Support: Provide sentence starters or phrase banks for annotation and group writing.
• Challenge: Encourage some students to consider more complex techniques like unreliable narrators or symbolic imagery.
• EAL learners: Pre-teach key vocabulary using visuals; supplementary audio for text.

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Assessment

• Formative assessment via:
  • Annotations collected at end of lesson (informal check).
  • Post-it note reflections for insights on understanding.
  • Observation of group discussions and creative outputs.
• Highlight strengths and areas for development in students’ ability to analyse and use literary techniques relating to identity.

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Extension Idea (for homework or early finishers)

• Write a short diary entry from the perspective of a character struggling or discovering their identity, employing one or more literary techniques discussed.

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Teacher’s Notes:

• This lesson builds on prior understanding introduced in lesson 1 about identity generally, setting a strong literary foundation for students’ personal writing in subsequent lessons.
• Emphasise using these literary tools not only to analyse but also to deepen students' own creative expression, thus bridging analysis and creation meaningfully.
• Encourage students to think beyond surface meanings of ‘identity’ — considering cultural, social, and psychological facets as evidenced in the texts.

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This approach aligns tightly with KS3 national curriculum objectives by developing analytical, spoken, and creative English skills through literature, while anchoring the unit around personal and literary explorations of identity.