Connections on the Bus

Overview

In this lesson, students focus on character analysis of Ruby, Leroy, and DJ from Bully on the Bus Journey. They will explore character traits, identify similarities and differences, and support their ideas with evidence from the text through a structured step-by-step routine.

Learning intentions

• Analyse character traits of Ruby, Leroy, and DJ using descriptive words and phrases.
• Identify similarities and differences between the characters.
• Support character analysis with evidence quoted from the text.
• Use respectful collaborative talk to discuss and justify ideas.

Success criteria

• I can identify and describe character traits of Ruby, Leroy, and DJ.
• I can find and quote descriptive words or phrases from the text as evidence.
• I can explain how the evidence supports my character analysis.
• I can listen respectfully and contribute to collaborative discussions using turn-taking.

Curriculum links

• ACELY1683: Use comprehension strategies to build literal and inferred meaning about characters and events in texts
• ACELY1684: Use interaction skills including active listening, turn-taking, and appropriate voice volume in collaborative discussions
• ACELY1690: Identify and explain how language features, including descriptive words and phrases, create character traits
• ACELY1692: Use evidence from texts to support ideas and opinions

Needs confirmation—please verify against your AC mapping

Lesson structure (45 minutes)

1. 0–5 mins: Hook (Engagement)

• Display character cards for Ruby, Leroy, and DJ with neutral prompts.
• Students predict character traits based on a brief synopsis (no new plot details).

2. 5–12 mins: Explicit Teaching

• Mini-lesson on noticing descriptive words in the text.
• Teach how to prove claims with evidence: quote plus explanation.
• Provide sentence starters (e.g., "Ruby is... because the text says '...'").

3. 12–18 mins: Guided Practice

• Teacher models colour-coding/highlighting descriptive words for each character using provided synopsis lines.

4. 18–30 mins: Independent/Partner Task

• Students complete an evidence sheet: record descriptive word/quote, what it shows about the character, and one similarity/difference statement.

5. 30–38 mins: Collaborative Talk Routine

• Structured turn-taking roles: Reader, Evidence Finder, Summariser.
• Focus on respectful listening and clear communication.

6. 38–45 mins: Exit Ticket

• Students write: "One way Ruby and Leroy are similar/different is... because the text says '...'."

Resources

• Character cards for Ruby, Leroy, and DJ with brief neutral descriptions.
• Character trait word bank.
• Sentence starter cards for evidence-based descriptions.
• Blank evidence organiser sheets.
• Highlighters or coloured pencils for coding text.
• Visual checklist for lesson routine.
• Timer for managing activity segments.

Note: Use provided synopsis lines as initial text examples until exact book quotes are inserted.

Assessment

• Listen for students using evidence-based language and accurate descriptive words during discussions.
• Observe students' ability to quote or point to text evidence supporting character traits.
• Collect and review evidence sheets and exit tickets to assess understanding of similarities and differences.
• Provide feedback focusing on clarity of explanations and use of text evidence.

Differentiation

• Support (ADHD/Autism):
• Provide clear time prompts and chunk instructions.
• Use a visual checklist for the lesson routine.
• Offer reduced writing options: highlight or circle words plus oral explanation.
• Allow alternative response methods (e.g., oral responses).
• Support (executive function):
• Use timers and role cards during partner discussions.
• Extension (ready writers):
• Encourage detailed explanations using "because" statements.
• Prompt comparisons across all three characters.
• EAL (additional language needs):
• Provide sentence starters and word banks.
• Pair with supportive peers and encourage repeating key phrases.