Characterising Eli Bell

Overview

In this fourth lesson of Voices on the Fringes, students analyse Eli Bell as the central character, building on their reading of the novel and previous work on representation and context. They use textual evidence to develop a nuanced profile of Eli’s traits, motivations, relationships and challenges, then consider how Zusak represents him within his social and historical context.

Learning intentions

• WALT analyse the representation of Eli Bell.
• WALT identify character traits, motivations and challenges using evidence from the text.
• WALT explain how language, events and relationships shape a reader’s understanding of Eli.
• WALT discuss how Eli’s representation reflects the context of the novel.

Success criteria

• I can identify several significant traits and motivations that shape Eli’s character.
• I can select relevant events or quotations as evidence.
• I can explain how evidence reveals Eli’s feelings, values or development.
• I can create a detailed character profile using precise literary vocabulary.

Curriculum links

• Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts.
• Analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts.
• Evaluate the social, moral or ethical positions represented in literature.
• Analyse and evaluate the aesthetic qualities of texts through literary devices and symbolism.

Lesson structure (45 minutes)

1. 0–5 min · Retrieval hook. Open with the opening question and Eli Bell image prompt and ask, “Is Eli defined more by his circumstances or by his choices?” Students silently write an initial response, then share one idea with a partner. Invite two or three responses without confirming a single answer.

2. 5–12 min · Model character analysis. Display the character-analysis model and briefly revise the difference between a trait, a motivation, a challenge and an action. Model turning one familiar event from the class reading into an analytical statement: “Eli is resilient because…”, followed by an explanation of how the event affects the reader’s view of him. Emphasise that a character profile should show complexity rather than list simple adjectives. Students help identify the evidence and explanation in the model.

3. 12–27 min · Evidence gathering. Distribute the Eli Bell character profile worksheet. Students work independently for three minutes to recall key evidence, then form groups of three. Each student contributes evidence from the novel or the selected class extract, recording the relevant event or short quotation and explaining what it reveals about Eli. Groups should investigate traits, motivations, relationships, challenges and change. Circulate and ask: “What makes this evidence significant?” and “What alternative interpretation could a reader make?”

4. 27–35 min · Collaborative interpretation. Display the discussion prompts. Groups compare their strongest evidence and rank the two details that most influence the reader’s understanding of Eli. They discuss whether Eli is represented as a victim, survivor, hero, flawed young person or a combination of these. Students must justify their decision with evidence and listen respectfully to different interpretations.

5. 35–41 min · Individual character profile. Students complete the final section of the Eli Bell character profile worksheet, writing a concise analytical paragraph using the structure: claim about Eli, evidence from the text, explanation of the evidence, and link to context. Encourage students to use terms such as representation, motivation, perspective, symbolism, contrast and context. Students who finish early add a second interpretation beginning, “However, a reader could also view Eli as…”

6. 41–45 min · Plenary and exit check. Display the plenary question: “What is one important way Eli changes, and what causes that change?” Students write a two-sentence response on the back of their worksheet, naming one textual detail. Ask several students to share, selecting responses that demonstrate different interpretations.

Resources

• the Eli Bell analysis slide deck
• the Eli Bell character profile worksheet
• Class copy of the novel or the current Eli Bell extract
• Projector or interactive whiteboard
• Highlighters or coloured pencils
• Exercise books and pens

Assessment

• Listen to partner and group discussions for accurate use of evidence and understanding of trait, motivation and context.
• Check worksheets during circulation, prompting students whose comments are descriptive rather than analytical.
• Collect or photograph the final paragraph and exit response to assess whether students can explain how evidence shapes Eli’s representation.

Differentiation

• Provide a dyslexia-friendly version of the extract and worksheet: clear sans-serif font, larger spacing, short sections, uncluttered layout and optional text-to-speech or teacher read-aloud.
• Use the visual categories and colour coding on the Eli Bell character profile worksheet to support students who benefit from structured organisation; provide sentence starters such as “This suggests Eli is… because…” and “The reader may see him as…”.
• Allow students to discuss an event before writing and accept a brief quotation, accurately paraphrased evidence or an identified chapter/page reference where locating exact wording is difficult.
• Extend confident students by evaluating a tension in Eli’s representation, such as whether his choices are morally justified, and by considering how first-person perspective influences the reader’s judgement.

Extension

• Write a diary entry from Eli’s perspective after a significant event in the novel. Include his internal conflict, motivations and a specific detail from the text.
• Add a short author’s note explaining how the diary entry reflects Eli’s context and develops or challenges the novel’s representation of him.