Character Journeys

Context

• Year Group: 5th Year (LCA & L2 levels)
• Class Size: 6 students (mixed ability, ASD-specific school in Ireland)
• Lesson Duration: 45 minutes
• Unit: Exploring Journeys Together (Lesson 3 of 3)
• Text: The Weight of Water
• Curriculum: IE Curriculum (Curriculum Framework for Ireland, LCA & L2 English)

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Learning Objectives

Aligned with the IE Curriculum Framework for LCA and L2 English:

• LCA Standards:

  • EN3: Express ideas in different contexts
  • EN5: Use spoken language to communicate effectively using preparation and rehearsal
  • EN6: Demonstrate understanding of characters, themes, and relationships in texts

• L2 Standards:

  • EN6: Explore and interpret texts, focusing on character and plot development
  • EN7: Communicate ideas and information orally and in writing with clarity
  • EN8: Apply writing skills, including dialogue and narrative voice

• Cross Curricular Skills (IE Framework):

  • Critical thinking & problem-solving
  • Communication skills
  • Personal and interpersonal understanding

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Success Criteria

By the end of this lesson, students will be able to:

• Identify and explain character motivations and relationships in The Weight of Water.
• Role play as characters, demonstrating understanding of their viewpoints and emotions.
• Write short dialogue entries from the perspective of their chosen character, showing awareness of character voice and context.
• Show improvements in communication and social interaction skills through role play.

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Lesson Structure

Time	Activity	Teaching & Learning Details	Resources	Differentiation & Supports
0-5m	Starter - Thought Bubble	- Display two characters from The Weight of Water.	Character cards/posters	Use visual supports (images, thought bubbles with pictures).
		- Students write or draw what they think those characters might be feeling/thinking at a moment in the story.	Whiteboard/markers; Dyslexia-friendly lined paper	Offer speech-to-text option for writing; provide sentence starters.
5-15m	Guided Discussion - Character Motivations	- Teacher models identifying motivations/relationships using a simple mind map; students add ideas.	Mind map templates (large print), markers	Use graphic organisers and allow verbal contributions recorded by teacher.
15-25m	Role Play Activity	- Students assigned characters; given scenario prompts from the story.	Role play cards, props (optional)	Pair students for support; provide scripts for lower ability; encourage gesture and expression for ASD learners.
		- Practice dialogue and interaction reflecting character’s perspectives.		Allow ‘freeze frames’ and ‘thought bubble’ sharing to scaffold emotional expression.
25-40m	Dialogue Writing	- Students write short dialogues between their characters, applying knowledge gained.	Dyslexia-friendly writing paper, coloured pens	Provide writing frames; encourage use of keyboards or tablets; allow oral scribing.
40-45m	Plenary - Share and Reflect	- Students read or perform their dialogues.	Poems/dialogues on paper or orally	Use peer praise sentence starters; encourage positive feedback and self-reflection.

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Teaching Notes

• Emphasise social and emotional learning: Support ASD students by explicitly linking emotions to character motivations. Use visual emotion cards if helpful.
• Dyslexia-friendly reading options: Use clear, sans-serif fonts; coloured overlays; allow reading aloud or paired reading.
• Language support: Use clear, concise instructions. Repeat and rephrase as needed.
• Sensory breaks: Allow brief movement or calming moments between activities for focus.

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Extension Activities (for Advanced Learners)

• Write an additional monologue from their character’s point of view explaining a secret motivation.
• Create a short alternate ending dialogue between two characters showing different outcomes of the story’s conflict.
• Analyse how dialogue style reveals the relationship between characters (formal/informal, tone etc.).

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Assessment

• Formative: Teacher observes role plays, participation in discussion, and written dialogue worksheets. Use a checklist based on success criteria for quick feedback.
• Summative: Dialogue entry collected at the end of the lesson to assess writing skill and character understanding.
• Self-assessment: Use simple thumbs up/down or emoji scales for students to reflect on confidence in role play and writing.

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Resources Checklist

• Copies of key character descriptions from The Weight of Water (simple language summaries)
• Character image cards with symbols representing key traits
• Mind map templates (large format, dyslexia-friendly)
• Writing frames and lined paper (with optional coloured overlays)
• Role play prompt cards
• Props for role play (optional and sensory-friendly)
• Whiteboard, markers, and projector for visual aids

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Reflection for Teacher

• How did learners demonstrate understanding of character motivations?
• Did role play activities support social interaction and communication skills?
• What differentiation worked best?
• How might you adapt for even more personalised learning?

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This lesson plan integrates literacy with social-emotional learning, tailored explicitly for the mixed-ability, ASD cohort, while fulfilling IE Curriculum standards for 5th Year LCA and L2 students. It combines active, sensory, and visual learning methods to engage students fully.