Exploring Identity in Literature

Grade Level

6th Grade

Duration

60 minutes

Unit

Identity Through Reading (Lesson 1 of 2)

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Learning Objectives

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

• RL.6.3: Analyze how a particular story’s or drama’s plot unfolds and how the characters develop over the course of the text, with emphasis on how background, experiences, and choices shape identity.
• RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text about identity.
• SL.6.1: Engage effectively in collaborative discussions, building on others’ ideas and expressing their own clearly about identity in literature.
• W.6.9: Draw evidence from literary texts to support analysis in a brief written reflection.

(All references are aligned with the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects - Grades 6.)

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Materials

• Selected excerpts (1-2 pages each) from diverse short stories with strong identity themes (examples: “Thank You Ma’am” by Langston Hughes, an excerpt from “Bud, Not Buddy” by Christopher Paul Curtis, poetry or prose from diverse voices)
• Graphic organizer handouts: “Character Identity Breakdown” (includes sections for background, experiences, choices, and quotes)
• Chart paper and markers for group work
• Whiteboard and projector
• Student notebooks
• Reflection prompt handout for exit ticket

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Lesson Procedure

1. Introduction (10 minutes)

• Hook: Briefly share a relatable scenario or use a personal anecdote about how our backgrounds and choices shape who we are. Invite 2-3 students to share examples of what makes them unique.
• Set the Purpose: Explain that today’s reading will explore how authors reveal a character’s identity through different elements in a story and that they will practice uncovering these elements.
• Define Key Terms: Write and discuss the terms identity, background, experiences, and choices on the board. Use student-friendly definitions:
  • Identity: Who someone is
  • Background: Where someone comes from and their family/community
  • Experiences: Things that have happened to someone
  • Choices: Decisions someone makes

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2. Guided Reading + Group Analysis (25 minutes)

• Step 1 (10 minutes):

  • Students read assigned excerpts independently (silent reading).
  • While reading, they highlight or underline phrases that reveal elements of the character’s identity.

• Step 2 (10 minutes):

  • Organize students into small groups of 4-5.
  • Each group uses the “Character Identity Breakdown” graphic organizer to fill out:
    • Character’s background
    • Key experiences highlighted in the excerpt
    • Important choices or decisions
    • Supporting quotes for each category

• Teacher Role: Circulate, providing scaffolding and probing questions such as:

  • “How does this experience change or shape the character?”
  • “What can we infer about the character’s identity from this choice?”
  • “Why do you think the author included this detail?”

• Step 3 (5 minutes):

  • Groups prepare a brief 2-3 sentence summary to share key findings about their character’s identity.

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3. Whole-Class Discussion (15 minutes)

• Facilitate a structured discussion guided by these questions:
  • “What common elements did we find that help us understand a character’s identity?”
  • “How do background, experiences, and choices interact to create a full picture of who the character is?”
  • “Why do you think identity is an important theme for authors to explore?”
• Use chart paper or the whiteboard to record key points and student insights — for example, create a visual map connecting identity elements with quotes from texts.
• Encourage students to respond to each other’s points, fostering respectful and thoughtful conversation (aligns with SL.6.1).

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4. Reflection and Exit Ticket (10 minutes)

• Hand out the reflection prompt:
  “Choose one character from today’s readings. In 3-5 sentences, explain how the author reveals that character’s identity. Use at least one example from the text as evidence.”
• Students write responses individually in their notebooks or on the handout.
• Collect reflections to assess understanding of the learning objectives and ability to use textual evidence (RL.6.1, W.6.9).

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Differentiation Strategies

• For struggling readers: Provide audio versions of excerpts or paired reading opportunities.
• For advanced learners: Challenge them to compare how different authors portray identity or to hypothesize how a character’s identity might evolve beyond the excerpt.
• For English Language Learners: Use sentence frames for reflection and group discussion (e.g., “The character’s background is ____, which shows ____.”)

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Assessment

• Formative assessment through observation during group work and discussion.
• Exit ticket response evaluated for understanding of how text reveals identity and ability to cite evidence.

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Homework (Optional, for further enrichment)

• Find a photo or object at home that represents something important about their own identity. Write 3 sentences explaining why and be prepared to share in the next class.

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Teacher’s Reflection (Post Lesson)

• Did students engage with the concept of identity through textual evidence?
• Were group discussions productive and inclusive?
• Did the exit ticket reveal comprehension and skills aligned with RL.6.1, RL.6.3, and SL.6.1?
• What adjustments might improve the pacing or clarity for Lesson 2?

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End of Lesson 1