Title: Who am I? Who do I want to be?
Subject/Course: English
Topic: Exploring identity through literature dealing with concepts of
growing up in difficult circumstances.
Grade(s): 08
Designer: Lucy Taeuber
Overview
Year 8 is a critical time in learning and development of students and the aim of this unit is to delve
into the idea of who we are and why we are that way. Through the use of fiction, prose, poetry,
spoken word poetry, music, rap and song lyrics. We will uncover the idea of identity. This unit
would run towards the end of the year when students have had some experience with a range of
texts such as poetry, story writing, creative writing, prose, fiction and non-fiction.
Class context:
This is a unit plan for a year 8 class with 28 students, one student with ADHD, two with dyslexia,
one recent migrant from China and three on NEP’s (show how you will help each of these
engage with the content and assessments)
Outline of assessment, topic and activities:
This topic will run for 4 weeks and will include a group inquiry, two reflections and a final
major assessment. Each will evaluate the student’s ability to connect with the ideas and
content taught throughout the unit and will reward them based on their engagement,
creativity, communication and presentation skills.
Stage 1 — Desired Results
Established Goals:
Explore the ways that ideas and viewpoints in literary texts drawn from different
historical, social and cultural contexts may reflect or challenge the values of individuals
and groups (ACELT1626)
For students to:
 creatively engage with several literary sources
 be able to critically and creatively respond to literary texts
 use their own voice through a creative medium
 Do their best to show their engagement with the idea of identity growing and forming
through experiences we have in life.
Students will be able to:
 Identify, analyse and use language and literary techniques that indicate a character’s
personal identity.
 Such as narration, tone, imagery, comedy, perspective, style of writing i.e. slang and use of
particular metaphors, simile, allegory, alliteration, allusion, characterisation, cliché,
colloquialism, conflict, crisis, irony, sarcasm.
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Understandings:
Essential Questions:
Students will understand that …
How is identity formed?
What do we associate ourselves with and why?
What techniques do authors, writers and poets
use to show the reader the identity of the
characters? And what techniques are generally
used powerfully in certain styles of literature,
for example: poetry, song lyrics, and short
stories.
Our identity can change
Difficult events and circumstances happen in
everyone’s life and affect the person that they
become.
Particular literary techniques are used to form
literature in a way that reveals important ideas
about characters, their time period and setting.
That literature offers a window into a rich
world of emotions, imagination and solutions.
Literature can be helpful for the creator in
expressing their own opinions and view of the
world.
Knowledge:
Skills:
Students will know …
Students will be able to …
Identify literary techniques and their function
within a certain style of writing
Explore and use literary techniques creatively to
express deep thought and meaning.
Write in a way that reflects a deep connection
with a text
Explain, criticize and develop language that
shows their understanding of the personal
portrayal of identity.
Analyse/critique and use basic structural
elements.
Apply language and structural features to their
own literary creations.
Analysis: research skills, critical thinking and
text analysis skills.
Communication skills: clear editing that shows
precise, powerful meaning
Structural skills: punctuation, syntax, spelling,
audio presentation skills like clarity, fluency,
eye contact and posture.
Stage 2 — Assessment Evidence
ACARA outcomes:
Performance Tasks:
Group Inquiry:
Group task: to write a rap, song lyrics or spoken
word piece about an aspect of identity and
perform this to the class
Students will show an understanding of peoples
identities shown through conventions of speech
found in different social areas. (ACELA1541)
Reflections:
Two reflections will be required to be handed
up in this unit, that reflect on the experience of
writing your response to one of the texts and
one other about one of the lessons.
Students will share, reflect and clarify their
own opinions and arguments towards
different literary texts. (ACELT1627)
Final Assessment:
Write a creative response to one of the texts we have
studied in spoken word, rap, song lyric, short story
or any other form that is discussed with me. You
must show at least three direct links with the text
Students will increase their knowledge of
vocabulary, text structures and language
features through creating their own literary
texts that draw upon primary literary
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that you have selected, try to be creative, you must
also connect with our theme of identity and its
formation through difficult circumstances. See Final
Assessment Task Appendix 5.
sources. (ACELT1632) (ACELY1733)
General Capabilities:
Literacy; students will develop literacy over the course of the unit through reading, analyzing and
creating their own exciting literary works.
Recognise personal qualities and achievements; students will write reflections throughout the unit
that they will be able to reflect upon after the entire unit and be able to recognize what they have
achieved over the unit.
Other Evidence:
Brainstorms, group discussions, partnership collaboration.
These group activities will show how well students learn in different environments and what
particular ways of learning they prefer. This can help inform the teachers grading in assessments
and show students weaknesses and strength in order to challenge and help all students to grow
further in their education.
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Stage 3 — Learning Plan
Learning Activities: 5 lessons a week
WEEK ONE:
By the end of this week I want the students to be starting to think about the idea of identity and
the different ways in which that can be formed and some of the difficult circumstances that can
change the way that we view ourselves and others. I also want them to be highly engaged in a
range of literary forms that can be used to convey characters identity and through what means
and techniques we can understand who they are. Students will just be dipping their toes in the
water of using some techniques to create some interesting and fun presentations (scaffolding for
the final assessment)
Lesson one:
Role
YouTube clip –whole class discussion (2 mins max) (Identity Thief trailer)
http://www.youtube.com/watch?v=uO12W35DpsQ
Introduction of topic: Identity (10 minutes) over the next four weeks we will be looking at the idea
of identity and how it is formed through the experiences that we have in our lives.
Silent brainstorming: (15 minutes)
Groups of 4 or 5 – large butchers paper with questions:
Words that you would use to describe someone’s personality…
Identity is…
Identity comes from…
Whole group discussion, student scribe – writing on the board in a mind map.
Personal journal entry: silence (10 minutes) this will not be collected and is an activity just for each
individual to have a chance to think about who they are, why they think they are that way (what
experiences have shaped the way that they see the world and deal with different circumstances).
*these questions are to be written on the board*
What are some qualities that make you you? Why do you think that is? Can you remember a situation that
challenged you to think differently about yourself or someone else?
clean up
Home work: ask anyone of your family members what they think identity is and the questions I
have asked you today. Make notes of their answers or audio record them with their permission.
Lesson two: Rage of Sheep
Role (give me your best sheep BAAaa)
Grabber: word search (words to do with identity) see appendix 2.
Share with the person next to you how your homework went, now find someone you have never
spoken to before and share your homework with them.
Rage of Sheep – Michelle Cooper
See appendix 1:
Split into groups of three and read through excerpt together. (15 minutes) *premade groups being
mindful of learning abilities* aim to put some friends together who can work well together and
select students who are positive and encouraging to help those who might not have a great deal of
understanding.
Give each group a different set of questions to answer from the question matrix (10 minutes)
Whole group discussion and reflection so that all students have a full understanding of the text
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and its link to the identity theme. (5 minutes) Pop stick question time – students names written on
pop sticks and randomly selected to answer the questions asked – this engages all students and
they have to stay on guard in case they are asked next!
What allusions could you make to this story if you were to choose it for your final assessment piece?
1.
Lesson three: poetry: A Simple Gift
neboliterature.mrkdevelopment.com.au/topic.../The-Simple-Gift.html
Role (say a word that alliterates with your name)
Grabber: Split up parts of the book/poem, distribute to students who then have to put the poem
back together, read as a whole class (projected on the board). (15 minutes)
Explanation of the novel: A Simple Gift – a book written entirely in free verse (25 minutes)
Split the class into 4 large groups each reading through a different set of pages
(Students to look at the characters: what role do they have within the story, what type of language
do they use and why do they use that kind of language?
Dealing with the character: Billy
Group one: pages 21, 26&27, 42&43,
Group two: pages 54, 85&86, 196
Dealing with the character: Old Bill
Group three: pages 48&49, 50&51, 58&59
Group Four: 72&73 77 (what is the effect of Bill on Old Bill? Why?)
Group Five: 95&96&97&98, 99&100.
Group six: 111, 136&137, 175, 182&183.
Dealing with the character: Caitlin
Group seven: 34&35, 36&37, 44&45
Group eight: 68&69 131&132, 116&117, 88.
Dealing with the characters: Billy’s Father, Ernie the Train Driver, Irene:
Group nine: 7, 14, 12, 14 85&86
Each group reports back to the class their findings and we have a quick class discussion to now try
and link together these characters and their motives within the story. Groups to explain how the
author develops the characters and the techniques that he uses to do so.
Look as a whole class at the use of speech within this style of poetry, did any of the groups find
any other literary techniques that are common in poetry?
How can we put the story back together now? What is the journey that Bill goes on? Where is his
beginning middle and end?
What allusions could you make to this story if you were to choose it for your final assessment piece?
Lesson four and five: music/ rap/ spoken word lesson
Role
Grabber: YouTube clip of spoken word/ rap
Sarah Kay, For My Daughter http://www.youtube.com/watch?v=8sSfbQk7DxE /
Real by Kendrick Lamar http://www.youtube.com/watch?v=GsrTAgmYuko
What can we see from these or from what we already know about rap/ music – where does this
style usually come from? What is its social function in what type of society?
What kind of language, expression, form, techniques do we often see used?
How is this different from the others we have looked at so far?
Discuss techniques such as: metaphor, rhyme, simile, allusion, repetition, personification.
Explain assessment and what each criteria.
See appendix 3&4:
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Group Inquiry: mark out of 10.
Assessment criteria:
Discuss as a class what you would need to get the best grade, write on board for reference during
the class.
Creativity, presentation, effort, group work.
Self-brainstorming of ideas for your own spoken word/ rap/ song lyrics.
Write down every idea you can come up with for a song or rap or spoken word piece
Split into groups of 4-5
Writing time in groups: (15 minutes)
STOP, CHECK, REFLECT teacher to draw attention to the assessment criteria so that students
make sure they are on task and meeting the assessment criteria written on board.
Another (5 minutes)
Presentations (20 minutes)
Audience to give constructive criticism
Personal reflection in books:
Reflect upon the lesson from the beginning through to your presentation. What did you find easy, what did
you find difficult? Was this a style that you enjoyed working with or not, why? How do you think you could
use different literary techniques to embellish your work?
WEEK TWO:
by the end of this week the students will be able have a better idea of how our identity is formed
through difficult circumstances and the way in which artists and authors use literary techniques
to show their readers who the characters are. Students will aim to choose the text that they will be working
with for the final assessment and be thinking about the way in which they will respond to the text.
Lesson six: Short Story: "The Loneliness of the Long Distance Runner" by Alan
Sillitoe/ Movie extracts from Holes.
Role:
Watch extract from Holes movie. http://www.youtube.com/watch?v=ecmPG3bMeMI
Read through The Loneliness of the Long Distance Runner extracts as a class, students assigned
different characters and parts of the story, change students at least three times. (Give the student
with NEP the option in the lesson before to read and give them the story early so they can be
prepared and not embarrassed by making mistakes).
Groups of 6. (boys with boys and girls with girls)
Discuss in your group how this story is different from Rage of Sheep by Michelle Cooper, why do you think
this differences have occurred? What is the same or different in terms of literary techniques used throughout
the story?
Groups mixed boys and girls: Share what you were just discussing in your groups.
Reflection in books: Reflect on the experience of the class and how you think men and women deal with
identity or difficult circumstances differently.
What allusions could you make to this story if you were to choose it for your final assessment piece?
Lesson seven: what have we done so far
Role
http://www.youtube.com/watch?v=M-GV46SUcWs Who are you? scene from movie Anger
Management
Recap on each of the different types of texts we have looked at and the literary techniques usually
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found in them!
Students to make an A-Z of literary terms that we have discussed and used throughout the unit.
Introduce some that they may not think but that they will encounter in some of the texts, get them
to write them down and brainstorm or search for their meaning.
Lesson eight:
Role
Hand out assignment sheet.
Reading time for students to choose and read or view as many of the texts as possible, teacher to
help students select books that will be interesting to certain students and give particular attention
to those who struggle to make a selection and aid them in engaging with a chapter or the front
cover of a book.
Encourage all students in this time to engage seriously with any book, even those who struggle are
to make a big effort in reading through a chapter of section of a book.
Lesson nine and ten
Role
Check all students have the assignment sheet and are preparing to choose a text to work with.
Reading time (alone or with a partner).
BREAK: students to randomly stand up and say the book they are most interested in working with
and why.
Now is the final time to change your mind about which text you will be working with for the final
assignment, unless you come to me with good reasoning to change texts.
WEEK THREE:
By the end of this week students will have chosen the text that they will be working with and be
well in their way to deciding which literary form they will be using to respond to the text.
Lesson eleven:
Role
Students to come to the teacher and write down/ record which text they will be working with for
the final assessment.
See Appendix 5
Time to read through assignment task sheet, read through book and make notes with a friend on
the ways that they could connect their response to the text (either objects or particular character
traits or situations).
Lesson twelve:
Role
Working through assignment
Talking through ideas with another student – take down notes during their feedback and ideas.
Swap students and work through the assignment with someone else, again make sure to take notes
and reflect on the other person’s ideas.
For homework read through the notes you have taken and the ideas that your classmates have
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suggested. Try to think about how you could change your assignment to include some of their
ideas, either make good notes of this or physically make the changes in your work. Remember you
only have 3 more lesson times to complete the assignment before you hand up.
Lesson thirteen
Role
Work on assignment with a partner, remembering that you have to hand in your final copy in the
first lesson next week.
Lesson fourteen and fifteen:
Role
In groups of 2-3 to look at other students work and make constructive comments for students to
look at and work on
Teacher to walk around and check that students are on task and help those with particular need.
Remind throughout the lesson that if it is not finished in the lesson it must be completed for
homework and handed up next lesson.
WEEK FOUR:
Lesson sixteen
Role
Finish assignments
Hand up assignments
Lesson seventeen
Role
Reflect on assignment mark and comments
Lesson eighteen
Role
Work to be handed back to the students and to read over the comments made.
Work to re-edit, re-work or revise assignment to present during final lesson – Working quietly in a
group of 2 or 3.
Teacher to help those who need, aiming to see all students during this lesson to check progress
and clear up any major issues.
Lesson nineteen and twenty:
Role
Presentation to parents and year 11 students and staff (plus year level coordinator and any mental
health staff who have connections with particular students). In school hall/ larger classroom.
Set up and printing/collecting time (teacher to have the most recent copy with them in case of lost
work or inability to print) – 15 minutes
Teachers, parents and students to arrive and be welcomed by teacher and an explanation of the
event given.
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Presentations to be filmed by teacher or with the help of one of the year 11 students if possible.
Running schedule – should aim to rotate the style being presented (for example do not have all
songs together or all spoken word pieces together, mix them throughout as much as possible).
Parents and staff to have coffee in staff room at lunch time.
Resources
Computer (internet connection)
Projector
Butchers paper
Textas
Group Inquiry Task sheet and Rubric See appendix 3&4
Final Assessment Task Sheet and Rubric See appendix 5&6
Songs that can be used as examples of forming identity and allowing yourself to be you:
Unwritten Natasha Beddingfield - http://www.youtube.com/watch?v=cFFBSSntZgs
Perfect – Simple plan http://www.youtube.com/watch?v=RUi54JTgL5s
Don’t let me get me – PINK http://www.azlyrics.com/lyrics/pink/dontletmegetme.html (video has
some inappropriate dress, look at lyrics only)
Spoken Word:
Sarah Kay – for my daughter
Extended development (fantastic to look at the events in someone’s life and the way
that changes them)
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Appendix 1:
For Rage of Sheep lesson:
Find book or excerpts at:
www.michellecooper-writer.com/sheepreadingguide.html
www.michellecooper-writer.com/sheep.html
www.michellecooper-writer.com/sheepexcerpt.html
Cut out each row and give to groups for them to work through with a chapter of the text.
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Appendix 2:
Identify the word!
X O E V F C L P L N P B Z E T
L L P X R A F D O J E G R F C
Q F A I P G M I H L O U N O I
M M S N I E T I O F T L Y R L
Q I N F O A R N L L A G T M F
S B S O T S G I U Y N Z I A N
K K J U I I R C E W S W L T O
F Z P O N T U E E N B S A I C
O E M G L T A W P I C Q N O C
R G T C P V Q I Q V Y E O N H
Y T I T N E D I L Y X J I K O
V B A L W I B E Q I O Y T U I
I N D I V I D U A L F W A V Cj
Y T I L A N O S R E P F N P E
Q F J U N I Q U E M Z J A N J
AFFILIATION
BELONGING
CHOICE
CONFLICT
CRISIS
CULTURE
EXPERIENCE
FAMILY
FORMATION
IDENTITY
INDIVIDUAL
NATIONALITY
PERSONAL
PERSONALITY
REPUTATION
UNIQUE
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Appendix 3:
Group Inquiry
TASK:
In a group you must devise a rap, song/ song
lyrics or a spoken word piece and perform this to
the class.
1. As a group decide on a topic that relates to identity. For
example: bullying, self interpretation/ image, add other
examples
2. Work together to devise your presentation
3. Presentation must be a minimum of 2 minutes and a
maximum of 5 minutes.
Criteria:
 Creativity (use of techniques such as metaphor, rhyme, simile,
narration, perspective, creative language).
 Group Work – you must work together as a team
 Each member of the group must have equal presentation time.
 Every person must get involved in the group and task with as much
effort and enthusiasm as possible.
 Present in a clear, audible and direct way so that you can be heard and
understood.
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Appendix 4:
Group Inquiry Rubric
Unsatisfactory
Satisfactory
Good
Excellent
More attention
needed to the use
of techniques that
convey emotion,
mood and
Be careful to listen
to everyone’s ideas
and to work
cohesively, pay
more attention to
everyone having a
go
Some use of poetic
techniques that
convey emotion,
mood and
Good use of poetic
techniques that
convey emotion,
mood and
Use of poetic
techniques that
convey emotion,
mood and
More attention
needed to listening
to everyone and
make sure each
member of the
group is involved
in the presentation
Group works
together well and
every member of
the group was
involved in
planning and
performing
Effort
More energy and
participation
required
A small amount of
participation and
energy seen
A good amount of
participation
shown.
Presentation
Need to be more
clear, speak to the
audience, make
more eye contact
with the audience
Sometimes clear
and direct,
sometimes
speaking to the
audience with eye
contact
Clear and direct
but some members
fail to make eye
contact and be
heard.
Group works
together
cohesively and
each group
member has equal
say and time
during
presentation
Demonstrates
energy and
enthusiasm
towards
participation
Clear, direct,
speaks to
audience, eye
contact, and
audible.
Assessment
Criteria for
Creativity
Group work
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Appendix 5:
Final Assignment:
Task: to write a creative response to one of the texts that we have
dealt with through:





a short story (min. 200 words)
a poem (min. 3-4 well refined stanzas)
song lyrics (min. 2 verses and a bridge)
a rap (min. 3 substantial verses)
Or spoken word piece.
Criteria:
 Be creative and make your piece as interesting and exciting as possible
in whichever form you choose to present it.
 Connection with the main text you are responding to (try to do this in
interesting ways rather than just stating or copying exactly from the
text).
 A clear and exceptional amount of commitment and resilience must be
evident in your work.
 Use techniques that are essential to the form in which you are
presenting (for example if you are writing a poem try to use poetic
techniques such as alliteration).
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Appendix 6:
Final Assignment Rubric
Unsatisfactory
Satisfactory
Good
Excellent
More attention
needed to the use
of techniques that
convey emotion,
mood and
Be careful to listen
to everyone’s ideas
and to work
cohesively, pay
more attention to
everyone having a
go
Some use of poetic
techniques that
convey emotion,
mood and
Good use of poetic
techniques that
convey emotion,
mood and
Use of poetic
techniques that
convey emotion,
mood and
The group needs
to work better
together and allow
everyone to have a
go
Group works
together well but
not all members
appear to have the
same amount of
work load or
presentation time.
Effort
More energy and
participation
required
A small amount of
participation and
energy seen
A good amount of
participation
shown.
Literary
Techniques
Try to use
techniques that
you would usually
find in the literary
form you have
presented in
Could have used
more literary
techniques, but
those used were
incorporated well.
Used many
literary techniques
in the assessment
form
Grammar and
spelling
Pay closer
attention to
grammar and
spelling when you
are editing your
work!
Satisfactory effort
put into the
editing phase,
some grammar
and spelling is
correct
Generally good
and correct use of
grammar and
spelling
Group works
together
cohesively and
each group
member has equal
say and time
during
presentation
Demonstrates
energy and
enthusiasm
towards
participation
Exceptional and
varied use of
techniques that
pertain to the
literary form
chosen for
assessment
Appropriate use
of grammar and
spelling
throughout
Assessment
Criteria
Creativity
Engagement
with the text (at
least three
allusions/
connections)
Percentage weighting for 4 week unit
Task:
Group Inquiry
Reflections (personal journal + one other)
Final Assignment
Participation, Enthusiasm, Group Work and
Percentage Worth:
25%
25%
40%
10%
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