Developing Characters

Overview

Lesson 4 of 8 in Crafting Tales and Verses, taught during a nine-week English programme. Students explore how writers create believable characters by developing traits, motivations and flaws, then write and share a character sketch for peer feedback.

Learning intentions

• WALT identify character traits, motivations and flaws.
• WALT develop a detailed character sketch for an original character.
• WALT use specific details to show what a character is like.
• WALT give and respond to helpful peer feedback.

Success criteria

• I can create a character with at least three clear traits.
• I can explain what my character wants and what motivates them.
• I can include a believable flaw and supporting details.
• I can use peer feedback to improve my character sketch.

Curriculum links

• Creating and crafting written texts for a range of purposes and audiences.
• Selecting vocabulary, details and sentence structures to create character and effect.
• Responding to texts and discussing how writers communicate ideas and perspectives.
• Building communication, collaboration, creative thinking and self-management through writing and peer feedback.

Lesson structure (60 minutes)

1. 0–7 minutes – Hook: What makes a character memorable? Open with the character hook slides. Display two brief character descriptions: “Mia was brave” and “Mia stepped between the stray dog and the shouting crowd, although her hands were shaking.” Students discuss which is more memorable and why. Introduce the focus: showing character through actions, thoughts, words and choices.

2. 7–17 minutes – Teach the character toolkit Use the character toolkit slides to define:

• traits: qualities such as curious, loyal or impatient
• motivations: wants, needs, fears or goals
• flaws: weaknesses or mistakes that create difficulty Model a character called Tane. Think aloud while adding three traits, a motivation and a flaw, explaining how each detail could affect the story. Emphasise that characters should be complex rather than simply “good” or “bad”.

3. 17–23 minutes – Shared planning Distribute the character sketch worksheet. As a class, complete one example section about Tane. Ask: “What might Tane do if a friend broke his trust?” and “How could his flaw cause a problem?” Invite students to suggest precise details rather than single adjectives. Remind them that characters can be based on imagination, observation or experiences, without copying a real person’s private information.

4. 23–40 minutes – Independent character sketch Students create an original character on the worksheet. They record a name, age or role, setting, at least three traits, a motivation, a flaw, an important relationship and one problem or decision. They then write a paragraph showing the character in action, using thoughts, dialogue or sensory detail. Circulate, conference briefly and prompt students to explain how each detail reveals character. Return to the writing prompts slides for support prompts.

5. 40–52 minutes – Peer feedback Students work in pairs. Each writer reads their sketch aloud or shares it with their partner. Partners respond using the prompts on the peer-feedback slides: “A strong detail is…”, “I can see that your character is… because…”, and “You could make the motivation or flaw clearer by…”. Writers record one useful suggestion and make one immediate improvement. Students needing extra help may work with a supportive peer and use oral rehearsal before writing.

6. 52–58 minutes – Optional challenge and share Students who finish early write a brief dialogue between their character and another character. The dialogue should reveal a trait, motivation or flaw without directly naming it. Invite two or three students to share a particularly effective line or character detail.

7. 58–60 minutes – Plenary and collection Return to the plenary slides. Students complete the final reflection on the worksheet: “My character is believable because…” and “My next improvement is…”. Collect worksheets or photograph them for formative assessment. Preview that the next lesson will use developed characters in a narrative scene or poem.

Resources

• the character development slide deck
• the character sketch worksheet
• Whiteboard and markers
• Pens or pencils
• Timer
• Optional exercise books or devices
• A quiet area for students who need to rehearse ideas orally

Assessment

• Observe planning discussions and questioning to check whether students distinguish traits, motivations and flaws.
• Assess the character sketch for at least three traits, a clear motivation, a believable flaw and specific supporting details.
• Use peer feedback and the final reflection to identify students needing further modelling, vocabulary support or extension.

Differentiation

• Provide a word bank of trait, motivation and flaw vocabulary, with simple definitions and examples. Allow students to draw or orally explain ideas before writing.
• Pair students needing support with patient peer mentors; offer sentence frames such as “My character wants… because…” and “Although they are…, they…”.
• Offer dyslexia-friendly options: clear sans-serif font, larger spacing, uncluttered worksheet layout, short instructions read aloud, text-to-speech or speech-to-text, and the option to dictate ideas.
• Extend advanced learners by requiring contrasting traits, a motivation that changes, or dialogue that reveals character indirectly. Encourage them to consider how the character’s flaw might drive the plot.