Analyzing Character

Overview

This lesson builds on earlier work in the unit by focusing on how character representation changes across texts and contexts. Students will analyse a character’s traits, actions, and emotions using textual evidence, then compare representations using a character map and vocabulary supports.

Learning intentions

WALT: Analyze how characters are portrayed across different texts.

• Students will identify ideas, points of view, and events connected to a character in literary texts.
• Students will explain how dialogue and language features create character and influence emotions and opinions.
• Students will form an opinion about a character’s representation, using reasons supported by the text.
• Students will combine characters, settings, and events to create meaning in a narrative.

Success criteria

• I can describe a character’s traits and motivations using evidence from the text.
• I can use at least three appropriate vocabulary words to explain representation (for example: resilient, conflicted, manipulative, remorseful).
• I can differentiate how the same character is represented across two short excerpts (similarities and differences).
• I can justify my response with at least one quote or paraphrased line from each excerpt.

Curriculum links

• Literature: identify and explore ideas, points of view, characters, events and/or issues in literary texts drawn from historical, social and/or cultural contexts - Literature: explain ways literary devices and language features such as dialogue and images create character and influence emotions and opinions - Literature: form an opinion about characters, settings and events, identifying areas of agreement and difference with others’ opinions and justifying a response - Literature: identify and explain ways characters, settings and events combine to create meaning in narratives ## Lesson structure (70 minutes)

1. 0–5 min · Hook (observe & predict). Teacher displays two very short excerpts on slides/handout (Text A and Text B) about the same character in different contexts, and asks: “What is this character like, and how do you know?” Students do a quick silent jot.

2. 5–15 min · Mini-lesson (what representation looks like). Teacher models analysis using a single highlighted line: identifies trait (what they are like), evidence (the exact words), and effect (how the text makes us feel or think). Students add notes to a “Model vs My Ideas” sheet.

• Teacher explicitly teaches evaluative vocabulary: adjective + evidence + effect (e.g., “The character is defiant (evidence: ‘…’), so the reader feels…/thinks…”).

3. 15–28 min · Guided reading (dyslexia-friendly supports). Teacher reads Text A aloud once, then students follow with the same text (large font, short lines, or audio provided). Students annotate using a colour/shape key:

• Trait words (underline)
• Evidence quotes (circle)
• Emotion words (star) Teacher checks understanding with brief conferences.

4. 28–40 min · Pair comparison (similarities & differences). Students work in pairs to read Text B (also aloud once by teacher, then in unison/choral reading). They complete a Compare-Quote table:

• Same idea about the character? (one similarity with evidence)
• Different representation? (one difference with evidence) Teacher circulates and prompts: “What changed—dialogue, events, or setting? How does that shift meaning?”

5. 40–52 min · Character map creation (visual support). Students create a character map for the character using:

• Centre: character name
• Four boxes: appearance/description (if relevant), actions, dialogue, and motivations/emotions
• Arrows: connect setting + event → character choice → reader impression Teacher provides sentence starters on the board:
• “The character is represented as ___ because…”
• “This dialogue suggests…”
• “Compared with Text A, in Text B the character seems more/less ___.”

6. 52–65 min · Opinion paragraph (justified response). Individually, students write a short paragraph (6–8 sentences) responding to: “How is the character represented differently across Text A and Text B, and why might the author show this?” Requirements:

• At least one quote/paraphrased line from Text A
• At least one quote/paraphrased line from Text B
• At least three evaluative/vocabulary words Teacher provides a paragraph scaffold for students who need it.

7. 65–70 min · Exit ticket (quick check). Students answer one question: “Write one similarity and one difference in character representation, using evidence.”

Resources

• Two short, same-character excerpts (Text A and Text B) at Year 7 reading level
• Enlarged print handouts and/or audio recordings for both texts
• Character map templates (A3/A4) and Compare-Quote tables
• Annotation key (colours/shapes) and highlighters/markers
• Sentence starters and vocabulary word bank (evaluative adjectives + meanings)
• Teacher model sheet (completed sample character analysis)

Assessment

• Formative: teacher observation during annotation and pair comparison (checks for evidence use and vocabulary accuracy)
• Formative: review of character maps for trait-action-event connections
• Summative-in-lesson: opinion paragraph and exit ticket assessed against success criteria

Differentiation

• Support: provide audio + read-aloud; offer reduced text length (priority excerpts) for Text A/B; give sentence starters and a partially completed character map.
• Support for writing: scaffold paragraph with a frame (Topic sentence → Evidence A → Evidence B → Explanation → Conclusion).
• Extension: require an additional layer—identify one literary device beyond dialogue (e.g., imagery, symbolism, contrast) and explain its impact using evidence.
• Dyslexia-friendly reading options: use larger font, ample spacing, chunked lines, and optional text-to-speech; allow oral response instead of some written annotations if needed.
• EAL: allow vocabulary cards with examples; pre-teach key terms (trait, motivation, dialogue, represent, evidence) and encourage quoting with sentence frames.

Vocab and reading passages (built into the lesson)

• Vocabulary focus (displayed): resilient, conflicted, remorseful, courageous, manipulative, defiant, protective, betrayed (choose based on the excerpts)
• Reading passages: two excerpts that differ in setting or event, so students can clearly identify how context shifts representation and emotions.