Identity slides

Module 1Expressing feelings

Year 9

Teaching resource for students with autism

Identity project

interestspersonality

temperament

values

beliefs

appearanceskills

friends

family

support needs

Learning intentions

To be able to explore the idea of ‘identity’.

To be able to explore what influences and affects our identity.

Success criteria

To have created a visual representation of my own identity as a person.

To have created an identity poem based on my individual identity.

What is identity?

interestspersonality

temperament

values

beliefs

appearanceskills

friends

family

support needs

Aspects of identityLook at the words surrounding identity and write a short narrative about these aspects of your identity.

interests

values

beliefs

skills

support needs

TemperamentWhich words describe you?

Image: artellia/Shutterstock.com

Aspects of identity

personality

temperament

appearance

friends

family

Look at the words surrounding identity and write a short narrative about these aspects of your identity.

Put together the two pieces of writing on aspects of your identity

interests personality

temperament

values

beliefs

appearanceskills

friends

family

support needs

Are some aspects of your personality more important or influential than other parts?

Discuss in your groups.

Why do you think this?

Group identity ‘mash up’

1. Each person needs a piece of paper.

2. Each person needs to write down one thing that is part of their particular identity at the top of the paper.

3. Fold the paper over so that what you wrote is not visible.

4. Pass the paper on to the person on your left.

5. Once four people have written on the paper, stop passing the paper.

6. The fourth person needs to draw a representation of the mash up identity.

Your identity

Your task is to create a visual representation of your identity.

You can be as creative or as literal as you want.

You can include as many or as few elements of your identity as you want.

Image: johnhain/pixabay

Examples of representations of personal identity

Image: geralt/pixabay

Image: johnhain/pixabay

Image: geralt/pixabay

Image: johnhain/pixabay

Learning intentions

To be able to explore the idea of ‘identity’.

To be able to explore how names influence and affect our identity.

Why are names:

Important?

Names are important because they give

people something to identify us with.

Special?

Names are special because our name is part of our identity.

Two-part? (first name and family name)

Family names are important because they

are an indicator of a group identity; our

family.

Names

Each person is going to think of two reasons why their name is special to them, whether they like

or dislike their name.

For two minutes, share this

information with a peer.

If any of you know what your

name means, share this

information too.

• What do you feel about your name?

• What other names do you like to be called?

• How do you feel when people call you bad names?

• Do people IDENTIFY you through your name (first name or surname)?

• Does you name have a positive or negative effect on your identity?

Nicknames and more

1) What does it feel like to be called names we don’t like?

It feels....................................................................................................................

2) Why shouldn’t we make fun of people’s names?

We shouldn’t make fun of people’s names because …………………………………………………………...................................................................

3) What sorts of things do people get called names about?

People get called....................................................................................................

4) What can we do to stop name-calling?

We can...................................................................................................................

Name calling

Learning intentions

To be able to explore the idea of ‘identity’.

To be able to explore how names influence and affect our identity.

Write a poem:

I am (two special characteristics of you)

I wonder (something you are curious about)

I hear (an imaginary or actual sound)

I see (an imaginary or actual sight)

I want (a desire)

I am (the first line of the poem is repeated)

I pretend (something you could actually pretend to do)

I feel (a feeling about the imaginary)

I touch (an imaginary touch)

I worry (something that makes you sad)

I am (the first line of the poem is repeated)

I understand (something you know is true)

I say (something you believe in)

I dream (something you could dream about)

I try (something you could make an effort to do)

I hope (something you hope for)

I am (the first line of the poem repeated)

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