We build our social identities based on what groups we relate to. These groups can include our ethnicities, political parties, jobs and many others. Photo by: Klaus Vedfelt/Getty Images
By
Standard News Bureau
Recommended For
Upper Elementary School - Middle School
Words
626
Lexile
1060L
Published
2026-05-01
Have you ever thought about what makes you you? Maybe you think of yourself as a soccer player, a Christian or someone who grew up in the South. Perhaps you identify as Latino, a big sister or an animal lover. All of these labels are part of something called social identity—the way we define ourselves based on the groups we belong to and what we share with others.
The Many Faces of Identity
Social identity covers a wide range of categories. Some people identify based on their religion or culture, such as being Muslim, Jewish or Asian American. Others define themselves through their political beliefs, like being an environmentalist or a conservative. People can also identify through their jobs or hobbies—as a painter, a musician or a scientist. Relationships matter, too. Being a son, a grandmother or a best friend can all be part of who you are.
It’s also important to recognize that some identities carry unfair stigmas, meaning society sometimes looks down on people for things beyond their control. For example, someone who is experiencing homelessness or struggling with a serious illness may be treated differently because of that label. Understanding this helps us build empathy and treat all people with respect.
Most people hold many identities at once. Imagine a Mexican American teenage girl who plays basketball and volunteers at her church every Sunday. Each of those layers adds to her full, unique identity.
Social Identity Matters
Social identity isn’t just a label—it actually shapes how we think, feel and act. Research by social psychologists Henri Tajfel and John Turner found something fascinating: people naturally tend to favor members of their own group, even when the groups were formed for very small or random reasons. This shows just how powerful group membership can be in shaping our behavior and the way we see the world.
Social identity also gives people a sense of self-esteem and belonging. Feeling like you are part of a group—whether it’s a sports team, a culture or a community—can make you feel confident and supported. At the same time, it also affects how other people treat you, which is why the identities we carry can open doors for some people while creating challenges for others.
Identity Changes over Time
Social identity is not set in stone. While gender identity typically develops between the ages of two and three, many other parts of our identity keep growing and shifting throughout our entire lives. Think about a doctor who starts out working in emergency medicine but later becomes a pediatrician. Over time, she may come to think of herself differently because of that change.
Identity during the Teen Years
The teenage years are one of the most important times for figuring out social identity. Adolescents—people between roughly ages 12 and 18—are actively exploring who they are and where they fit in. They might experiment with different clothing styles, music, hobbies or friend groups. Some may try new hairstyles or other forms of self-expression like body art.
This process of exploration is completely normal. Teens are asking themselves: Who am I? What do I believe? Where do I belong? It can be a tricky balancing act—wanting to fit in with peers while also staying true to personal values. The healthiest outcome is finding a social identity that feels authentic, one that gives a teen confidence to make good decisions even when facing peer pressure.
The Takeaway
Social identity is the combination of all the groups, roles and communities that shape who we are. It influences our self-image, our friendships and even the way strangers treat us. While it can change throughout our lives, understanding our own identity—and respecting the identities of others—is a key part of growing into a thoughtful, confident person.
Guide students in expanding a Kernel Sentence by generating and answering questions. Model the process, then support partner and independent practice to develop clearer, more detailed ideas.
Sentence Expansion
Expanding a Kernel Sentence
Display and read aloud the following kernel sentence:
Groups affect identity.
Say these Directions: Use question words like who, what, when, where, why, and how to create questions about your kernel sentence. Write these questions on the lines below. Then, choose one question to answer. Use your answer to turn your kernel sentence into a longer, more detailed sentence that expresses the idea clearly.
Forming Questions
Modelidentifying a “who/whose” question.
Say: One question we could ask is: Whose identities do groups affect?
Present the word what.
Ask: What could you ask beginning with “What” to learn more about the ideas in the sentence?
What kinds of groups affect identity? What effect does a group have on someone’s identity?
Repeat with when, where, why, and/or how until students have identified several questions. As needed, guide students to vary the wording of their questions.
When does joining a group/not being in a group affect someone’s identity? Where do important groups form? Why is being in a group important to identity? How do groups affect the way people see themselves?
Turning Answers into Expanded Sentences
Select one question and model rewriting the sentence based on its possible answers:
Say: We could answer “Whose identities do groups affect?” by writing “Groups affect the identities of the people who belong to them.”
Say these Directions: Work with a partner to choose a question from the list and write an expanded sentence that answers the question. Then, choose another question from the list and repeat the activity independently
As time allows, have students share their partner and independent work.
As needed, remind students that the goal is not to find the “correct” answer but to describe an idea more clearly and specifically. The same question could be used as a basis for multiple expanded sentences that do not provide the exact same “answer.”
Being in a group can help people understand more about themselves.
A group affects your identity when you feel like you belong.
Groups that affect identity can form in schools and other communities.
Being in a group affects identity because people want to act like other group members.
🎯PURPOSE
Help students expand a kernel sentence into a clear, academic sentence that explains how group identity affects belonging, using cause/effect connectors and embedded clauses.
🗣️SAY / ASK
Invite students to draw on familiar groups (teams, clubs, friend groups) while keeping the sentence academic and transferable.
Model one “weak vs. strong” expansion: weak = “Groups affect identity a lot”; strong = “Groups affect identity because people often adopt group norms, which can shape how they see themselves.”
Require students to produce two expanded sentences: one using because and one using which.
Quick partner check: Partner underlines the connector and circles the added detail (who/what/why/how).
Add an embedded clause to clarify meaning: “Groups affect identity when . . .”/“Groups affect identity because . . .”
“Groups affect identity because ___.”
“Groups affect the identities of people who ___.”
“Joining a group affects someone’s identity when ___, which leads to ___.”
👁️WATCH FOR / SUPPORT IF NEEDED
Recast simple ideas with precision: “Groups change you” → “Group membership shapes identity by influencing choices and self-image.”
If the sentence stays general (“Groups affect identity in schools”) → Prompt: “Add how: by influencing ___.”
If the connector is missing → Prompt: “Add one: because/so/which leads to.”
If the idea becomes a run-on → Prompt: “Split into two sentences, then recombine with which.”
Student writes an expanded sentence with a clear added detail (who/what/why/how).
Student uses at least one cause/effect connector (because, so, which leads to).
Sentence remains readable and logically connected.
Situation
Try this
Struggling with: Using questions to expand sentences
Model rewording a question as a sentence starter, using the question word in the sentence starter if possible. Ex. Groups affect the identities of people who . . . ; A group can affect someone’s identity by . . . ; Joining a group affects someone’s identity when . . .
Ready for extension: Expanding sentences
Have two students or two pairs write an expanded sentence in response to the same question, then trade and compare responses. Ask: Did the other sentence help you think about the topic differently? How?
Part A: Planning an Evidence-Based Paragraph: Explanatory Writing (RL.7.1, RL.7.2, RL.7.3, RI.7.1, SL.7.1.a) (15 minutes)
Explain to students that they will be reading an opinion article about how groups affect identity. Then, they will use ideas from the article and from their own knowledge of 1960s culture and The Outsiders to write a paragraph about Ponyboy’s feelings of belonging. Encourage them to consider how their expanded sentences apply to the article and to The Outsiders.
Think-Pair-Share
Say these Directions: With a partner, review the article “What Is Social Identity?” Then, discuss the following questions and refine your evidence before a whole-class discussion. Cite specific evidence from the article and The Outsiders in your responses.
Ask: How does the article help you understand the relationship between identity and belonging?
The article explains that people can have social identities based on their relationships to others, such as family members. It helps me understand how the relationships we form with other people affect who we think we are.
Ask: How do you think Ponyboy would describe his social identities? How do these identities affect the way he acts?
I think Ponyboy would describe himself as a greaser, a gang member, and a younger brother. These identities affect his behavior because he looks out for members of his group, such as Johnny, and he believes that many of them look out for him. The support of his group gives him more confidence.
Ask: Consider what you learned about class divisions in the 1960s. How do you think class divisions affected people’s social identities?
I learned that many people who lived in poverty in the 1960s were from rural areas. People’s social identities may have been affected by where they lived, especially if they lived in a rural area and experienced poverty. They may have felt distant from people who lived in other areas or favored those from their own area.
Say these Directions: Read the following prompt:
Using Chapters 1–2 and your knowledge of class divisions in the 1960s, what specific experiences help Ponyboy feel he belongs to his group—and what holds him back from feeling that way?
In the informational article, you learned how people can form social identities. For this prompt, think about how Ponyboy forms his social identity.
You will write an evidence-based paragraph in response to the prompt, using examples from the first two chapters of The Outsiders and keeping in mind what you know about class divisions in the 1960s.
Say: Before you gather evidence, look closely at the prompt and underline the exact words you must answer fully and accurately. Then, in your notes, list three unit words you can use in your paragraph to make your explanation precise, such as belonging, identity, social class, social divide, perspective, or stereotype. These words will help you explain your ideas more clearly than general words like things or stuff.
Ask: Which words in the prompt tell you exactly what your paragraph needs to explain, and which unit words could help you answer precisely?
The words specific experiences, belongs to his group, and holds him back show that I need to explain both why Ponyboy feels belonging and why he feels disconnected. I could use the unit words identity, belonging, and social class to make my answer more exact.
Ask: What do you think evidence-based means?
using details from a text; providing support, or evidence, for a conclusion
Clarify that text evidence strengthens an explanation by providing objective, or fact-based, support for an idea.
Say these Directions: Label the T-chart with the following labels:
Left-hand column: What experiences help Ponyboy feel he belongs to a group?
Right-hand column: What experiences keep Ponyboy from feeling he belongs to a group?
Use the chart to list evidence from the text that helps you answer each question in the prompt.
Model providing an example for each column:
Say: In Chapter 1, Ponyboy explains that “the word ‘greaser’ . . . is used to class all us boys on the East Side” (p. 2). (Explain that here, the author uses the word class as a verb. When you “class” someone, you sort them into a group.) This evidence shows me that greasers are identified with the side of town they live in. Ponyboy feels he belongs to a group, or that others see him as belonging to a group, because of where he lives.
Summarize the evidence in the left-hand column:
Say: As Ponyboy tells the reader more about Greasers in Chapter 1, he explains how he is different from “most greasers.” He says that many greasers do things like steal or have gang fights, but he clarifies that “I don’t mean I do things like that” (p. 3). He tries to stay out of trouble. This evidence shows me that Ponyboy may feel different from others in his group. I think this might keep him from feeling a sense of belonging.
Summarize the evidence in the right-hand column.
Say: This example can be used to examine how the author develops themes of belonging and identity in a nuanced way. Clarify that people may have reasons not to pursue experiences that create belonging. Positive traits—such as staying out of legal trouble—may keep someone from feeling similar to others in a group. (Students might connect this example to their own background knowledge about negative effects of peer pressure.)
Have students review their text annotations for Chapters 1 and 2 and briefly confer with a partner to generate their own examples of evidence for each column.
Bring the class back together and ask students to volunteer examples. Add ideas to the chart until you have several in each column.
If time allows, have the class brainstorm a brief list of what students learned about class divisions in the 1960s. Accept general topics and refine suggestions as needed to connect to ideas of identity and belonging. Guide students to make connections to The Outsiders as appropriate.
Example: In the 1960s, some geographic areas of the country had higher levels of poverty than others. This means that people may have defined themselves based on both their economic class and where they lived.
Ask: Does Ponyboy define himself by the neighborhood where he lives? How is this identity related to his social class?
🎯PURPOSE
Support students in collecting and explaining text evidence for both sides of the prompt (belonging vs. not belonging) using reporting verbs and evidence-to-idea reasoning.
🗣️SAY / ASK
Encourage students to use their own “identity/belonging” schema from the article while keeping claims anchored to Ponyboy’s narration and choices.
Require each student to add two entries to the class T-chart: one per column.
For each entry, students must provide: (1) location language (Chapter 1/2), (2) a quote/paraphrase, and (3) a this shows statement.
During partner confer, have students rehearse one evidence statement aloud before sharing with the class.
Upgrade “it says” to reporting verbs: states, explains, describes, reveals.
“In Chapter __, Ponyboy states ___, which shows ___.”
“This detail suggests Ponyboy feels ___ because ___.”
“One experience that helps/hinders belonging is ___; for example, ___.”
👁️WATCH FOR / SUPPORT IF NEEDED
If evidence is summary-only → Prompt: “Add: This shows Ponyboy feels ___.”
If the inference is ungrounded → Prompt: “Point to the exact words that caused your inference.”
If the quote is too long → Prompt: “Choose 5–10 key words and paraphrase the rest.”
Student provides evidence for both columns.
Student uses a reporting verb + a reasoning connector (because/this shows).
Student distinguishes belonging evidence from not-belonging evidence clearly.
Learning in Action Part B: Write an Evidence-Based Paragraph (RL.7.1, RL.7.2, RL.7.3, W.7.2.b) (15 minutes)
Provide this paragraph frame, and model choosing evidence to fill in the blanks.
Reflection
Reflect on your ability to find appropriate text evidence to support an idea to process of gathering text evidence to use in a written response using the Reflection routine.
Part B: Write an Evidence-Based Paragraph (RL.7.1, RL.7.2, RL.7.3)
Writing Using Text Evidence
Say these Directions: Look at the following paragraph frame.
Chapters 1 and 2 of The Outsiders show readers that Ponyboy feels both ______________ and ______________ his group. ______________ help(s) Ponyboy feel he belongs to the group. The text explains that ______________ and ______________. Additionally, ______________ However, ______________ keeps Ponyboy from feeling a sense of belonging. The text explains that ______________ and ______________. Also, ______________.
The first sentence of the paragraph is the topic sentence, where you will explain what the paragraph is about. Since the paragraph is about Ponyboy’s sense of belonging and his sense of not belonging, the topic sentence will address both ideas.
Model completing the first sentence:
Say: Chapters 1 and 2 of The Outsiders show readers that Ponyboy feels both connected to and disconnected from his group.
Explain: The words connected and disconnected help express the idea of belonging. Can you think of other words that express the same ideas that could fit in these blanks?
similar to/different from
Say: Before I draft the rest of my paragraph, I return to the prompt and the words I underlined. I want to make sure I use the exact language the question is asking about, like belongs, holds him back, and specific experiences. I also want to use precise vocabulary we have learned in this unit, such as identity, belonging, and social class, when it helps me explain my idea more clearly. If I only use general words like things or problems, my explanation will sound vague. Precise, domain-specific words help my reader understand exactly what kind of experience I mean and how it shapes Ponyboy’s identity.
Model completing the second sentence using an example of evidence from the T-chart.
Ex. Living on the East Side of Tulsa helps Ponyboy feel he belongs to a group. Chapter 1 of the text explains that people use the word “greaser” to describe “boys on the East Side” and that Ponyboy looks and dresses the same way as other boys in his neighborhood.
Point out and explain the transition word additionally.
Say: Here, I can add more text-based evidence, or evidence from what I know about 1960s class divisions, to explain how Ponyboy feels a sense of belonging.
Ex. Additionally, in the 1960s, many people lived in neighborhoods with those of the same social class.
Point out and explain the transition word however.
Say: Now I’m going to address the second part of the prompt, about what holds Ponyboy back from belonging or makes him feel disconnected.
Display the following transition’s chart:
Transitions: Addition, Contrast or Cause and effect
Addition
Contrast
Cause & Effect
Also
Similarly
In the same way
Furthermore
In addition
But
However
On the other hand
Although
In contrast
Therefore
As a result
Because
Since
For this reason
Model completing the final three sentences of the paragraph with an example or two from the other side of the T-chart, rewording as appropriate. This time, guide students to help you choose an example and appropriate text evidence.
Ex: However, Ponyboy’s decision to stay out of legal trouble keeps him from feeling a sense of belonging. Chapter 1 explains that many greasers steal, fight, and commit crimes, but that Ponyboy tries not to do these things because he wants to continue living with his brothers. Also, Ponyboy knows his brother Darry will disapprove.
Say These Directions: Work with a partner to write your own evidence-based paragraph. You may use the paragraph frame, but you can change the wording, use your own transitions, or express ideas in your own way. Whether you use the frame or not, your paragraph should include:
A topic sentence that addresses both questions in the prompt
At least two uses of text-based evidence, one to address each question
At least 2 transitions between sentences to create cohesion (e.g., “For example,” “In addition,” “However,” “As a result”)
Before you draft, look at the prompt again and underline the words you must answer fully and accurately. In your draft notes, list at least three unit vocabulary words you will use to make your explanation precise.
They can use ideas from the class chart or ideas they came up with in their partner work.
Being a greaser gives Ponyboy in The Outsiders a strong sense of social identity, but in some ways, he feels he does not fully belong in the group. After Ponyboy is attacked by a group of Socs in Chapter 1, the other greasers make sure he is okay. Their support helps him feel protected, like he belongs. Two-Bit says any member of the gang will come with Ponyboy the next time he wants to go to the movies. On the other hand, the text also describes how none of the other members of the gang like movies and books the way Ponyboy does. He claims, “I’m different that way” (p. 2). Ponyboy would rather experience some of his interests by himself, and this difference makes him feel separate from the group.
🎯PURPOSE
Help students draft a coherent evidence-based paragraph that compares belonging vs. not belonging, using transitions and integrated evidence with clear explanation (not a list).
🗣️SAY / ASK
Invite students to select evidence that reflects their interpretation (what “belonging” means to them) while meeting the requirement of text accuracy and balanced coverage.
Require a four-part checklist before “final draft”:
Topic sentence that answers both parts
Evidence for belonging (quote/paraphrase + chapter)
Evidence for not belonging (quote/paraphrase + chapter)
Two explanation sentences using because/this shows
During pair work, Partner A highlights transitions; Partner B boxes reporting verbs.
Add contrast structure: “However/On the other hand . . .” to shift to the second side.
Combine short sentences with a connector: “This shows . . . because . . .”/“For example . . . , which reveals . . .”
Topic sentence: “Chapters 1–2 show Ponyboy feels both ___ and ___ in his group.”
Evidence intro: “The text explains/notes/describes ___ (Chapter __).”
Contrast: “However/On the other hand, ___, which suggests ___.”
Explanation: “This matters because ___.”
👁️WATCH FOR / SUPPORT IF NEEDED
If paragraph lists facts → Prompt: “Add one sentence after each piece of evidence: This shows ___.”
If transitions are repetitive (“also” only) → Prompt: “Swap one for however/for example/on the other hand.”
If evidence is not connected to claim → Prompt: “Rewrite the explanation using because to link it.”
Topic sentence addresses belonging + not belonging.
At least two integrated evidence moments with chapter/location language.
Uses at least two transitions, including one contrastive (however/on the other hand).
Uses reporting verbs and explanation (because/this shows) rather than summary only.
Check for Understanding
Your evidence-based paragraph will be checked to make sure you have:
Connected topic sentences to examples in the rest of the paragraph
Varied the reporting verbs they use to introduce text evidence (e.g., states, explains, shows, describes).
Used transition words/phrases appropriately to signal adding to or expanding an idea (similarly, also, in the same way).
Quoted, summarized, and/or paraphrased the text as appropriate, indicating where to find the evidence (Chapter 1, Chapter 2).
Compared and contrasted different examples that show belonging and disconnection.
Used transition words/phrases appropriately to signal contradicting an earlier idea or shifting to an opposite idea (but, however, on the other hand, at the same time).
Used at least 3 precise, domain-specific words from the unit to inform or explain my ideas.
Maintained a formal style appropriate to the task.
Situation
Try this
Struggling with: Using reporting language to show examples
Provide a bank of words and phrases students can use, such as: This event/this example/this quote Describes/explains/shows that/illustrates that/indicates that
Ready for extension
Ask them to add a concluding statement to their paragraph. The concluding statement should summarize the paragraph’s main ideas and reflect, but not repeat, the ideas in the topic sentence. Ex. for sample response: While the gang’s strong support helps Ponyboy feel he belongs, his personality sets him apart.
Criterion
1 – Developing
2 – Approaching
3 – Meets
RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Response provides little or inaccurate textual evidence or evidence that does not support claims/inferences; response lacks discussion or understanding of themes related to belonging and identity; response addresses only one part of the prompt.
Response cites limited or partially relevant textual evidence; response attempts to explain how evidence supports claims/ inferences, but reasoning may be unclear; response includes some explanation of or reference to belonging and identity, including how the examples develop these themes; response addresses both parts of the prompt but may be uneven or incomplete.
Response cites relevant evidence and clearly explains how the evidence supports claims/inferences; response examines how evidence develops themes of belonging and identity through Ponyboy’s character; response clearly and accurately analyzes both parts of the prompt.
Have students briefly write about the importance of using text evidence. Use responses to assess understanding of explanatory writing.
Quick Write
Say these Directions: Write a response to this prompt in two to three sentences:
When you write to explain an idea about a text, why is it important to include text-based evidence?
Text-based evidence makes writing more convincing. Readers can see an example of how the text proves an idea, and this example helps them understand and believe the idea.
Have students finish reading Chapter 3 of The Outsiders. [7.2 Lesson 7 ELA TE]