Character Gothic Poems

Overview

Lesson 2 builds gothic character ideas from Lesson 1 into a usable character sheet and a descriptive character poem. Students will focus on adjectives, character-name acrostics, and vocabulary support to craft a short literary text.

Learning intentions

Students will:

• Create a gothic character using a visual character design template and word banks.
• Compose a 4-line character poem using descriptive adjectives.
• Use a character name acrostic with gothic vocabulary support.
• Practise spelling and vocabulary by writing adjectives in meaningful sentences.

Success criteria

Students can:

• Complete a character sheet with key details (name, role, appearance, mood, setting link).
• Write a 4-line poem where each line includes at least one strong adjective.
• Use the character name as an acrostic (first letter of each line matches the name).
• Show spelling accuracy by using the word bank and checking against a quick teacher checklist.

Curriculum links

• Literature: create and edit literary texts that adapt characters/settings and experiment with literary devices.
• Language: identify vivid, emotive vocabulary (metaphors/similes/personification/imagery/hyperbole) and use it to create meaning.
• Literacy: use comprehension strategies and monitor meaning while drafting.
• Literature (build from unit texts): identify similarities/differences across related gothic character portrayals.

Lesson structure (60 minutes)

1. 0–5 min · Mission kickoff. Teacher shows a sample completed “Gothic Character Sheet + Poem” (use a printed template with coloured icons) and reads it aloud dramatically. Students listen and point to: where the adjectives are, where the name-acrostic letters are.

2. 5–15 min · Direct teach: adjective power (low reading friction). Teacher displays a simple “Describing Words” graphic: adjective = mood/texture/colour/size/sound with images (e.g., ashen, velvet, bone-white, eerie). Students complete a quick “Adjective Match” burst: pair adjective cards to picture cues and say them aloud.

3. 15–30 min · High-dopamine character design sprint. Teacher sets up stations using the provided template and word banks (appearance, mood, powers/weapon link, fear/secret). Students design their gothic character using one choice path (pick one):

• Path A: “Copy + customise” from a model character, or
• Path B: “Invent from a prompt” (e.g., steals light / haunted armour / shadow courier). Evidence option: if writing is hard, students can fill boxes by circling words and dictating labels to be written by the teacher/recorded via audio-to-text.

4. 30–40 min · Spelling in context: sentence chips. Teacher models 3 “sentence chips” using adjectives (e.g., “My character wears __ armour.” “Their voice sounds __.” “In the castle, the air feels __.”). Students pick 4 adjective chips and write them into 2 short sentences (or choose from a scaffolded sentence starter strip).

5. 40–52 min · Poetry workshop: 4-line acrostic. Teacher explains: “Your poem is 4 lines. The first letter of each line matches your character name. Each line needs a powerful adjective.” Students write the 4-line poem directly on the template using:

• Sentence starters: “I am…”, “My… is…”, “My shadow…”, “I fear…/I crave…”
• Gothic vocabulary word bank for adjectives and verbs (curate for age appropriateness). Dyslexia-friendly option: students can write only the first word per line, then add a second adjective as a sticker/label before full writing.

6. 52–58 min · Peer/teacher check (rapid, supportive). Teacher uses a simple checklist while moving around:

• Name acrostic letters correct (4 lines)
• At least 1 adjective per line
• Spelling support used (word bank check) Students do a 1-minute “Glow & Fix”: underline one strong adjective; circle one place to improve spelling or wording.

7. 58–60 min · Exit ticket (quick evidence). Students write (or dictate) one “best adjective” and one “next time I will…” improvement target (e.g., “Add a second adjective” / “Make one line scarier”).

Resources

• Printed gothic character sheet template (large boxes)
• 4-line poem template with acrostic guide (big letters)
• Adjective word bank (images + words)
• Sentence starter strips and “sentence chips”
• Character adjective picture cards (textures/colours/moods)
• Coloured pencils/markers; stickers for quick evidence
• Spelling support sheet (mini list of target gothic adjectives)
• Audio recorder for dictation option
• Teacher sample model (read-aloud page)

Assessment

• Formative checklist during the poem workshop (acrostic accuracy + adjective use).
• Teacher observations of sentence chip accuracy and vocabulary selection.
• Exit ticket to confirm next-step writing focus (adjective strength / acrostic / spelling).

Differentiation

• Choice to reduce cognitive load: Path A “customise” vs Path B “invent”.
• Sentence starters, acrostic guides, and word banks to lower reading friction.
• Alternative output: circle/label options, dictation for written support, or audio recorded poem read-through.
• Reduced writing: require 1 adjective per line first; optionally add a second adjective only if ready.
• Neurodivergent supports: short bursts, predictable steps, movement option (stand-and-sort adjective cards), sensory break every ~10–15 minutes (quick stretch + water).
• Dyslexia-friendly supports: large fonts, consistent layout, colour-coding (name letters in one colour; adjectives in another), and teacher-led spelling check using the word bank.