Character Profile Basics

Overview

Students begin a short unit on creating compelling characters by building the foundation of a character profile: identity, objectives, and driving forces. They will draft a clear backstory and use it to make believable acting choices.

Learning intentions

• Students will WALT develop a character profile with a clear purpose and motivation.
• Students will WALT identify objectives (what the character wants) and driving forces (why they want it).
• Students will WALT use background details to inform character traits and behaviours in performance.

Success criteria

• I can describe my character’s objective in one clear sentence.
• I can explain at least two driving forces and how they shape my character’s actions.
• I can write a short background that connects to my character’s present choices.
• I can make acting choices that match the profile (voice, posture, movement, and focus).

Curriculum links

• Students create and present drama that communicates meaning through character and situation.
• Students develop and refine ideas by exploring roles, improvising, and giving/receiving feedback.
• Students demonstrate understanding of how dramatic elements and performance choices shape audience impact.
• Students reflect on their own work to improve clarity and credibility.

Lesson structure (45 minutes)

1. 5 min — Starter: “Who wants what?” Teacher shows 3 short character statements (e.g., “I need the truth even if it ruins me.”). Students quickly underline the objective (want) in pairs, then share one example class-wide.

2. 8 min — Mini-lesson: Core profile components Teacher models a simple character profile using a template on the board: identity (role/age/context), objective (one sentence), driving forces (two to three reasons), and background link (1–2 key events). Emphasise that motivation must connect backstory to choices.

3. 12 min — Guided build: Backstory-to-behaviour mapping Students choose one “prompt card” (e.g., a missed opportunity, a promise kept, a secret). They fill out their profile draft individually, then do a quick “mapping” step: for each driving force, they add one likely behaviour (e.g., avoids eye contact when afraid of rejection).

4. 10 min — Acting rehearsal: 30–60 second profile walk-in Students practise a short entrance and moment-to-moment behaviour that matches their objective and driving forces. In small groups, they perform for 20–30 seconds while peers listen for evidence of motivation (not just personality).

5. 7 min — Feedback: “Tell me what you saw” Using a simple feedback format, peers respond with one specific observation and one suggestion linked to the profile (objective clarity, motivation evidence, or background connection). Teacher circulates to correct misunderstandings and prompt deeper motivation.

6. 3 min — Exit ticket: Profile clarity check Students answer: “My character’s objective is… because… and this shows in my performance when I…” Teacher collects for next lesson grouping and support.

Resources

• Character profile template (objective, driving forces, background event, behaviours)
• Prompt cards with scenario starters (age-appropriate for Year 9–11)
• Coloured pencils or pens for highlighting objective vs driving forces
• Simple “feedback cue cards” (e.g., “I saw…”, “I think this is because…”, “Try… to show motivation”)
• Space for small-group rehearsals
• Optional: a projector slide with a model character profile example
• A timer for rehearsal rounds
• Whiteboard or chart paper for whole-class modelling
• Student copies of a short drama terminology reminder (objective, motivation, background, dramatic choice)

Assessment

• Formative: teacher checks drafted profiles for clarity of objective and strength of driving forces linked to backstory.
• Formative: observation during rehearsals for alignment between profile (motivation) and performance choices (voice/body/focus).
• Summative preparation: exit ticket indicates readiness for continuing character development in Lesson 2.

Differentiation

• Support: provide sentence starters for objectives (“I need…”, “I won’t…”, “I’m determined to…”). Offer a partially completed model profile for reference.
• Support: allow students to choose from fewer prompt cards and pre-select two guiding events for them to connect to present behaviour.
• Extension: challenge students to add a complication (a conflicting desire) and show how it changes their choices in the 30–60 second performance.
• EAL/SEN: permit profile writing in bullet form; allow rehearsal focus on non-verbal evidence of motivation (posture, pacing, eye focus) even if vocabulary is still developing.