Character backstories

Overview

In this second lesson of the unit “Bringing Characters to Life”, students build a character backstory and link it to how a character behaves, makes choices, and shows motivation on stage.

Learning intentions

• WALT create character backstories.
• WALT use perspective to imagine what a character wants and fears.
• WALT write a character profile with clear goals, fears, and secrets.

Success criteria

• I can develop a character profile including goals, fears, and secrets.
• I can explain how my backstory influences my character’s behaviour and choices.
• I can use my profile to guide how a character might speak and act in a scene.

Curriculum links

• Students develop and apply acting skills by creating roles based on character motives and choices.
• Students respond to and shape drama work by describing how character perspective affects action.
• Students communicate ideas and choices using drama language and reflection on performance.

Lesson structure (45 minutes)

1. 1–5 min | Daily review launch Students share one element from their Lesson 1 character notes (e.g., a trait or an initial want). Teacher records 2–3 student examples on the board, naming perspective (who thinks what, and why).

2. 5–10 min | Prior knowledge check + vocabulary Quick teacher-led recap: Backstory (events before the story), Perspective (how the character sees things), Objective (what the character is trying to achieve), Profile (a summary of character details). Students repeat definitions and underline one word they will use today.

3. 10–18 min | I Do: co-create a class backstory Teacher models thinking aloud while building a character profile as a class. Example prompts: “What happened before this scene?”, “What does the character want most?”, “What are they scared of?”, “What secret would change their choices?” Teacher writes the profile on a single class template, linking each detail to an acting choice (e.g., “Because of their fear, they avoid eye contact” or “Because of their objective, they rush decisions”).

4. 18–28 min | We Do: build a class character profile In pairs, students choose one “branch” from teacher examples (e.g., a fear) and add one supporting backstory detail that logically fits. Teacher facilitates and ensures the profile stays consistent with the character’s objective and perspective. Teacher asks: “How will this backstory change what your character does in the scene?”

5. 28–40 min | You Do: group creation of individual backstories Students work in small groups (3–4) using a character profile template. Each student completes their own profile, then shares their profile with their group for quick “does it make sense?” feedback. Teacher circulates, prompts with sentence starters, and checks that each student includes goals, fears, and secrets plus at least one reason tied to their backstory.

6. 40–45 min | Reflection and exit check Students do a brief “character influence” reflection: write or say one link—“My backstory makes my character…” and add one observable behaviour outcome. Collect templates for next lesson planning.

Resources

• Teacher-made character profile template (objectives, fears, secrets, perspective, key backstory event)
• Student character profile templates (paper or booklet)
• Vocabulary cards: backstory, perspective, objective, profile
• Example class backstory (teacher model) displayed for reference
• Clipboards or desks for writing
• Coloured pencils or highlighters to mark objective/fear/secret sections
• Scenario prompt cards (1–2 simple scene starters for consistency)
• Dyslexia-friendly reading options: audio recording of instructions, simplified written prompt sheet, and a “read aloud” routine using the template headings

Assessment

• For learning: teacher listens during daily review and group feedback, checking that students include clear motives (objective) and reasoning from backstory to choices.
• Of learning: collect completed character profiles and use a simple checklist (goals/objective, fears, secret, perspective link to behaviour).
• As learning: students self-check using the sentence stem “My backstory influences my character because…”

Differentiation

• Support: provide sentence starters for each profile section (e.g., “My character wants… because…”; “They are afraid of… since…”; “Their secret is… and it makes them…”), plus a partially filled example template.
• Support (SEN/dyslexia): offer an audio version of instructions; use larger font templates; allow oral dictation to a teacher/peer scribe; reduce writing load by allowing 3 key bullet points instead of paragraphs.
• Extension (advanced learners): add a subplot and show two contrasting emotions the character might show for the same objective (e.g., determined but terrified) and add one “turning point” backstory event.
• EAL: allow bilingual first drafting or word banks for feelings and motivations; encourage rehearsing key sentences before sharing in groups.

Daily reviews

• Students share one backstory element from previous work with a partner, then choose one word (backstory/perspective/objective/profile) to connect it to character behaviour.
• Teacher captures a few student “because” statements on the board to model high-quality links between backstory and motivation.

Explicit instruction

• I Do: Teacher models building a character profile together, explicitly linking each backstory detail to a likely acting choice.
• We Do: Students co-construct a class character profile by adding a detail that fits the objective, fear, and secret, while the teacher prompts reasoning.
• You Do: Students write their own backstory in groups, then give/receive brief feedback using the success criteria.

Prior knowledge

• Students can create basic character traits and ideas for how a character might behave in a scene from a simple prompt.
• Students are familiar with describing motivation using “want” and “why,” and can share ideas with peers respectfully.

Reflection

• Whole-class discussion prompt: “Which backstory detail changed the most about how the character would act?”
• Students complete the reflection statement: “My backstory influences my character’s behaviour by…” with one specific behaviour outcome.