Character Mapping

Overview

In this lesson 3 of 10, students build on their reading of the story in Exploring The Arrival by analysing main characters. They will use illustrations to identify traits and emotions, then translate these into a clear character map to support later writing work.

Learning intentions

• WALT analyse main characters by interpreting what they do, say, and how they are described.
• WALT use illustrations to identify traits and emotions.
• WALT justify inferences about characters using evidence from the text.
• WALT choose vocabulary suited to formal writing when describing character traits.

Success criteria

• I can create a character map for a main character with at least 3 traits and 2 emotions.
• I can link each trait/emotion to evidence from the text (a quote or short paraphrase).
• I can use precise vocabulary (not vague words like “nice” or “bad”) to describe feelings and qualities.
• I can organise my ideas clearly so another person can understand the character quickly.

Curriculum links

• Reading – comprehension: drawing inferences about characters’ feelings, thoughts and motives from actions, and justifying those inferences with evidence.
• Vocabulary, grammar and punctuation: using vocabulary appropriate for formal speech and writing (e.g. “discover” instead of “find out”, where relevant to students’ character descriptions).
• Vocabulary, grammar and punctuation: layout devices such as headings and sub-headings to structure text (here, the character map layout).

Lesson structure (total minutes)

1. 0–8 min · Retrieval hook. Teacher displays three “character clue” images (or printed sketches) without labels; students in pairs list 2 traits and 1 emotion they infer. Teacher then asks: “What did the character do or how are they shown that makes you think that?” Students share one inference and one reason.

2. 8–18 min · Model and think-aloud. Teacher rereads a short section from the unit text featuring a main character (previously taught) and models how to infer:

• Circle actions/words from the character.
• Decide the trait (what kind of person they seem to be).
• Decide the emotion (what they feel) and explain the “because…”.
• Add a precise word to the map (e.g. “anxious”, “determined”, “regretful”, “defensive”). Students annotate their own copy using a teacher-provided “evidence → inference” frame.

3. 18–35 min · Guided character mapping (main task). Students complete a character map for one main character. The map has:

• Centre image of the character
• Four boxes for traits (with a key vocabulary word in each)
• Two side bubbles for emotions (each with a supporting quote/paraphrase)
• A bottom “motive” strip: what the character wants/why they act Teacher circulates, checking: evidence is included, vocabulary is specific, and links are clear.

4. 35–45 min · Vocabulary upgrade sprint. Teacher leads a quick class check: students swap one vague word for a more precise one. For example: “good” → “kind/helpful”, “angry” → “furious/irritated” (choose based on evidence). Students update their character maps and add one sentence explanation for their most important inference.

5. 45–55 min · Gallery walk and feedback. Students stand by their maps (or swap with a partner). Using a simple “Glow and Grow” checklist, they note one strong evidence link and one improvement suggestion (e.g. clearer emotion, stronger vocabulary, missing quote). Students apply one improvement to their map.

6. 55–60 min · Exit ticket. Students answer: “Choose one trait and one emotion from your map. Write: I infer ___ because ___ (evidence).” Teacher collects and quickly checks for evidence-based inference.

Resources

• Unit text excerpt(s) for Lesson 3 (printed or in books)
• Pre-printed character map template (with boxes for traits, emotions, motive)
• Blank paper for drawing a simple character sketch (optional)
• Evidence marker/highlighters
• “Vague to precise” word bank cards (teacher-made)
• Gallery walk checklist (“Glow and Grow”)
• Exit ticket slips

Assessment

• Formative: teacher checks during mapping for evidence-to-inference links and vocabulary precision.
• Formative: vocabulary upgrade sprint reveals misconceptions (e.g. using emotions without evidence).
• Summative-in-miniature: exit ticket checks that students justify an inference using evidence.

Differentiation

• Struggling learners: provide a partially completed character map template with sentence starters (e.g. “I think the character is ___ because…” “Their emotion is ___ when they…”). Offer a reduced word bank with options matched to the text.
• All learners: encourage a “minimum requirement” set (3 traits, 2 emotions, 1 motive) and a “must include evidence” rule.
• Support for SEND/EAL: allow paraphrased evidence if quoting is difficult; provide visual support cards for emotion words; allow extra processing time before sharing.
• Extension for advanced learners (as part of this lesson’s task): ask students to add a short “turning point” note on the map—what changed for the character (before/after), and which action or line caused the change.

Differentiation (continuation)

• Challenge prompts for extension: “What does this suggest about the character’s motive? Explain using two pieces of evidence.”
• Support with organisation: provide a clear layout reminder (centre image, labelled boxes, headings).

Extension (optional)

• Develop a character profile for a minor character: students start a small “mini map” using the same layout, choosing one minor character from the current excerpt and identifying traits/emotions with evidence.