Sorting Character Traits

Overview

In this lesson you will continue reading Bully on the Bus Journey and analyse the main characters, Leroy and DJ. Students use hands-on character trait sorting to talk about how the bully picks on Leroy and how Leroy responds.

Learning intentions

• Students will identify character features and describe how characters act and feel.
• Students will discuss events in the plot by linking actions to character traits.
• Students will explain different ways the bully’s behaviour affects Leroy and how Leroy reacts.
• Students will practise turn-taking and respectful pair discussion.

Success criteria

• I can name character traits for Leroy and DJ using evidence from the story.
• I can match character traits to specific parts of the plot (what happened and what Leroy did).
• I can explain how DJ’s actions influence the situation.
• I can use sentence starters to discuss and justify my ideas with my partner.

Curriculum links

• Discuss plot, character and setting as features of stories. (AC9E3LA02/AC9E4LA02)
• Describe and interpret characters’ actions, feelings and motivations. (AC9E3LA04/AC9E4LA04)
• Use evidence from a text to support ideas about characters and events. (AC9E3LA05/AC9E4LA05)
• Participate in pair discussions, listening and responding appropriately. (AC9E3LA10/AC9E4LA10)

Lesson structure (45 minutes)

1. 0–5 min: Quick recap + reading

• Teacher briefly revisits the last lesson: where we are in the bus journey and the main problem.
• Read aloud a short section covering a moment where Leroy is targeted and DJ is involved (or affected). Pause once to check understanding.

2. 5–10 min: Character focus prompts

• On the board, write two headings: Leroy and DJ.
• Ask: “What is Leroy like?” “What does DJ do or say that matters?” Students share one idea each (no debate yet).

3. 10–18 min: Hands-on trait sorting setup

• Give each pair a set of character trait cards and emotion/action cards (e.g., nervous, brave, supportive, unkind, calm, teasing, tries to solve, worries, stands up).
• Students sort into two piles under Leroy and DJ, then a third “Not sure yet” pile for cards they need to justify.

4. 18–28 min: Evidence matching (plot-to-trait)

• Provide small “event strips” from the story (teacher selects 3–4 key moments from this section).
• Students choose one event strip and match it to one trait card for Leroy, then explain with a sentence starter: “In this part, Leroy is ____ because ____.”
• Teacher circulates, using targeted questions for ADHD/Autism needs: “Point to the line or moment,” “Show me your trait card choice,” “What did Leroy do next?”

5. 28–35 min: Pair discussion—how the bully picks on Leroy

• Teacher prompts: “How does the bully pick on Leroy?” “What changes for Leroy when that happens?”
• Students discuss using a structured turn-taking routine: Partner A answers first, Partner B repeats and adds one detail.
• Teacher listens for clear links between behaviour and effect (e.g., “teasing” → “Leroy feels…” → “Leroy reacts by…”).

6. 35–42 min: Reactions and character analysis

• Students choose one of these discussion roles for the pair (swap roles if time):
• Leroy-focused: “What does Leroy do that shows his character?”
• DJ-focused: “What does DJ do that changes the situation?”
• Students respond using a second starter: “DJ’s behaviour affects Leroy because…”

7. 42–45 min: Exit ticket (quick check)

• Each student completes a short oral or written response:
• “One trait of Leroy is ____ and the evidence is ____.”
• Teacher collects or listens to responses to confirm understanding before Lesson 5.

Resources

• Printed or teacher-written character trait cards (emotions + actions + traits).
• “Event strips” from the current reading section.
• Two sorting mats labelled Leroy and DJ plus a “Not sure yet” zone.
• Sentence starter strips for evidence (“because…” statements).
• Read-aloud copy of the story section for this lesson (or projector text).
• Timer (visual) for timed steps to reduce uncertainty.
• Whiteboard/markers and a simple class recording sheet (optional, no table).
• Small rewards system (e.g., sticker) for completed explanations.
• Clipboard or response cards for students who need a short, structured exit ticket.

Assessment

• Observation checklist during sorting and discussions: correct pairing of trait-to-event and use of evidence.
• Listening assessment during turn-taking: students explain the “because” link between action and trait.
• Exit ticket review: each student identifies a trait for Leroy with at least one story-based evidence detail.

Differentiation

• Support (ADHD/Autism):
• Provide a reduced set of cards at first; add extra cards only if students are ready.
• Use visual schedules and timers; announce step changes clearly.
• Offer alternative response modes (pointing, oral recording, or choosing from sentence starter options).
• Provide teacher-led modelling: do one example match together before releasing pairs.
• Additional support for EAL:
• Sentence starters with picture cues (e.g., a card with “because” icon).
• Encourage students to use key words from the card set rather than free-form sentences.
• Extension:
• Ask: “Is the trait changeable or the same throughout? What shows it?”
• Challenge students to add a second trait for each character with another event strip.
• SEN/learning needs:
• Allow pairing with a supportive partner and use prompts like “What happened first/next?” to anchor the plot link.