Create a Memorable Character

Overview

In this second lesson of Little Stories, Big Laughs, students invent an unusual character and turn their ideas into clear, entertaining sentences. The teacher models the process, the class creates one character together, then students independently design and describe their own character.

Learning intentions

• WALT invent an unusual character for a story.
• WALT describe what a character looks like, likes and does.
• WALT turn ideas into simple, complete sentences.
• WALT choose interesting words to make a character memorable.

Success criteria

• I can name and draw an unusual character.
• I can write sentences about my character’s appearance, likes and actions.
• I can use a capital letter and full stop in my sentences.
• I can add a precise describing word or a goal for my character.

Curriculum links

• Creating texts: develop and communicate ideas through imaginative writing.
• Oral language: listen, contribute ideas and build meaning through discussion.
• Language knowledge: use sentences, punctuation and increasingly precise vocabulary.
• Key competencies: managing self, participating and contributing, and thinking.

Lesson structure (40 minutes)

1. 0–5 minutes – Hook and recall Open with the character hook slides. Show an unusual character idea, such as a kiwi wearing gumboots or a talking lunchbox, and ask: “What makes this character funny or memorable?” Invite several quick responses. Remind students that this is lesson 2 of 8 and that strong stories begin with interesting characters.

2. 5–12 minutes – I do: model an idea On the board, model thinking aloud: “I want a character that is surprising. I’ll choose a mischievous kiwi.” Use the character modelling slides to guide three questions: What does it look like? What does it like? What does it do? Model turning notes into simple sentences: “My character is a mischievous kiwi. It has shiny blue feathers. It likes stealing shiny objects. It hides them in the garden.” Briefly highlight the capital letter, spaces and full stops.

3. 12–20 minutes – We do: build a class character Use the shared character prompts and collect suggestions from the class. Offer choices such as a robot, talking lunchbox, dancing cat or superhero worm. Record student ideas under appearance, likes and actions. Read the ideas aloud, then jointly compose three or four sentences. Encourage students to suggest stronger words, such as enormous, sneaky, sparkly, grumpy or courageous. Ask: “Which detail helps us picture the character?”

4. 20–24 minutes – Explain the independent task Display the independent task instructions. Distribute the character creation worksheet. Explain that students will draw an original character and write about its appearance, likes and actions. Students may use the word bank and sentence starters: “My character is…” “It has…” “It likes…” and “It can…” Model one example without copying it into students’ work.

5. 24–35 minutes – You do: create and write Students work independently, with quiet partner talk available before writing. Circulate and prompt with questions such as “What is surprising about your character?” and “What does it do when nobody is watching?” Support students to say a sentence aloud before writing it. Encourage confident writers to add precise adjectives and a character goal, such as “It wants to find its lost family.”

6. 35–40 minutes – Share and reflect Invite three or four students to share their character and one favourite sentence. Use the sharing and reflection slide to ask: “What made this character easy to remember?” Students reread their work and check for a capital letter and full stop. Collect worksheets for formative assessment and celebrate imaginative ideas.

Resources

• the character hook slides — one deck used throughout the lesson.
• the character creation worksheet — drawing space, prompts and writing lines.
• Whiteboard or interactive board.
• Markers or whiteboard pens.
• Pencils, coloured pencils or crayons.
• Word bank displayed or copied onto the board: mischievous, enormous, tiny, shiny, noisy, sneaky, kind, grumpy, brave, bouncy.
• Optional classroom picture books featuring memorable characters for quick inspiration.

Assessment

• Listen during shared discussion for students who can suggest relevant character details and build on others’ ideas.
• Check each worksheet for a recognisable character, details about appearance, likes and actions, and simple sentence punctuation.
• Note which students need further support with oral sentence rehearsal, vocabulary, sentence boundaries or adding detail in the next lesson.

Differentiation

• Support writers with the worksheet’s picture prompts, word bank and sentence starters. Scribe a student’s oral idea or allow drawing followed by dictated sentences.
• Pair students strategically for idea generation, while ensuring each student creates and writes their own character.
• For EAL learners, rehearse sentences orally, use gestures and pictures for vocabulary, and accept labelled drawings before expecting full sentences.
• Extend students by asking them to use precise adjectives, include a character goal, or explain how the character’s actions cause a funny problem.