Character Profiles Introduction

Overview

This 60-minute session is the first of a five-lesson unit titled "Exploring Characters in Literature." It is designed for Year 10 students studying GCSE English Literature, focusing on the novel Of Mice and Men by John Steinbeck. The lesson introduces the concept of character profiles, emphasising the importance of understanding characters’ attributes, motivations, and relationships for rich literary analysis.

This lesson aligns closely with the National Curriculum for England at Key Stage 4, supporting students’ progress in reading literature, developing personal and critical responses, and using subject-specific vocabulary.

National Curriculum Links

English Programmes of Study: Key Stage 4
Reading – comprehension and critical analysis:
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
Show understanding of the relationships between texts and the contexts in which they were written.
Writing – transcription and composition:
Plan, draft, edit and proofread writing, selecting the appropriate style of writing and vocabulary to suit audience and purpose.
Oracy:
Listen and/or contribute relevant ideas, explanations and arguments in discussions, adapting talk to context and purpose.

Reference: National Curriculum in England - English programmes of study: Key stages 3 and 4

Learning Objectives

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

Define what a character profile is and explain its purpose in literary study.
Identify key attributes, motivations, and relationships of characters in Of Mice and Men.
Begin constructing a detailed character profile for one key character from the novel.
Use subject-specific vocabulary accurately when discussing characters.

Resources Needed

Copies or extracts of Of Mice and Men focusing on key characters (e.g., George, Lennie, Curley)
Character Profile template handouts (including categories: physical description, personality traits, motivations, relationships, and evidence from text)
Whiteboard and markers
Student notebooks or digital devices for typing responses
Projector or interactive whiteboard for displaying examples
Optional: short video clip or audio reading from Of Mice and Men introducing characters

Lesson Structure

1. Starter Activity (10 minutes)

Think-Pair-Share: Ask the student to think about their favourite fictional character from any book, film or TV show. Discuss these questions:
What makes that character interesting?
What do you know about their personality and motivations?
Share ideas aloud with the teacher guiding and modelling vocabulary such as attributes, motivation, and relationships.
Present the term “character profile” and explain how it organises information about characters to help better understand a text.

2. Introduction to Character Profiles (10 minutes)

Define a character profile clearly: a summary tool that outlines key facts and insights about a character’s personality, motivations, and connections to others.
Explain why character profiles are valuable in literature: they deepen understanding, support analysis, and help track character development.
Introduce specific terminology from the National Curriculum, e.g., characterisation, motivation, relationships, theme, and narrative perspective.

3. Exploring Characters in Of Mice and Men (15 minutes)

As an interactive guided reading, introduce or recap a brief extract that clearly highlights George and Lennie’s relationship and key characteristics.
Model how to extract details from the text to fill a character profile template, focusing initially on George. Emphasise using evidence (quotations) to support analysis.
Encourage the student to think critically and ask probing questions such as: What motivates George? How does his relationship with Lennie influence his behaviour?

4. Independent Task – Creating a Profile (15 minutes)

The student chooses a second character (e.g., Lennie or Curley’s wife) and gathers information from selected excerpts or class reader texts.
Complete the character profile template, encouraging use of specific quotations and analytical language.
Use scaffolding prompts on the template to guide analysis:
What are the character’s main traits?
What motivates them?
How do their relationships inform the story?

5. Plenary and Reflection (10 minutes)

Conduct a reflective discussion: What insights did you gain about your chosen character by creating the profile?
Recap the importance of detailed character study and how it will support upcoming lessons in the unit (e.g., comparing characters, exploring themes).
Set a small preparatory task: Ask the student to note three key questions about their character to explore in the next lesson.

Assessment

Formative assessment through observation during discussion, questioning, and guided profile creation.
Review of the character profile template for evidence of text-based analysis, use of subject vocabulary, and understanding of character complexity.
Reflection discussion helps gauge depth of understanding and readiness for subsequent lessons.

Differentiation and Extension

For higher challenge: Encourage analysis of how Steinbeck’s historical and social context influences characterisation.
For support: Provide sentence starters or word banks for vocabulary and quotations. Use simplified extracts.
Extension activity for independent study: Write a diary entry as the chosen character, demonstrating understanding of their traits and motivations.

Teacher Tips

Use engaging, multimodal resources (audio, video excerpts) to bring characters to life and maintain engagement, especially valuable for one-to-one lessons.
Model think-aloud strategies when analysing text, making implicit reasoning explicit.
Use dynamic questioning to push for deeper analysis beyond surface descriptions.

By carefully scaffolding understanding of character profiles within Of Mice and Men, this lesson not only fulfils curriculum requirements but also develops critical analytical skills essential for GCSE success. The personalised and interactive approach will engage the student and build a strong foundation for the rest of the unit.

Teaching Instructions