Characterisation Foundations

Overview

This 50-minute lesson introduces Year 8 students to the fundamentals of characterisation, focusing on how writers build compelling characters. Through discussion, interactive activities, and analysis of literary examples, students will explore key character traits and consider their role in storytelling. This lesson aligns with the National Curriculum for England’s English programme of study for Key Stage 3.

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National Curriculum Links

• Reading - Years 7 and 8:

  • Analyse how language, structure and presentation contribute to meaning.
  • Develops students’ ability to make inferences and explain their interpretations with textual evidence.

• Writing - Years 7 and 8:

  • Develop their understanding of how to create detailed character descriptions and portray character viewpoints.
  • Use grammatical and literary features to create effects and build character voice.

• Spoken Language:

  • Articulate ideas clearly in discussion, supporting responses with explanation and evidence.

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Learning Objectives

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

1. Define characterisation and identify its key elements (physical appearance, personality traits, motivations, actions).
2. Analyse how specific character traits influence narrative and engage readers.
3. Use evidence from literary extracts to infer character traits.
4. Participate in discussion to evaluate different approaches to character creation.

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Resources

• Whiteboard and markers
• Projector and screen
• Character trait cards (containing adjectives like “brave,” “cunning,” “loyal”)
• Printed extracts from Year 8-appropriate texts (e.g. Of Mice and Men by Steinbeck, Holes by Sachar or Skellig by David Almond)
• Character profile template worksheet
• Sticky notes
• Timer

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Lesson Structure

Starter (5 minutes)

• Engage with a question: “Who is your favourite fictional character and why?”
• Students share answers via a brief whole-class discussion.
• Teacher writes notable reasons on the board to highlight diverse character traits (e.g. courage, humour, kindness).

Introduction (10 minutes)

• Define characterisation on the board: “The creation and development of a character in a story through description, action, dialogue and thought.”
• Introduce key elements of characterisation:
  • Physical Appearance (what a character looks like)
  • Personality Traits (qualities and behaviours)
  • Motivations (why they act)
  • Actions (what they do in the story)
• Show a short video clip or read a vivid description from a literature extract exemplifying strong characterisation.
• Discuss: How do these elements help us ‘see’ and ‘understand’ a character?

Main Activity: Exploring Character Traits through Text (25 minutes)

• Part 1 (10 minutes):

  • In pairs, students receive a printed extract featuring a central character.
  • Using guided questions on the worksheet, they identify and annotate aspects of characterisation (e.g., “What words describe the character’s personality?” “What motivates their actions?”).
  • Pairs write 3 key character traits on sticky notes.

• Part 2 (15 minutes):

  • Groups of five pool their sticky notes and discuss similarities/differences in interpretation.
  • Groups present their findings, explaining how the identified traits influence the story’s events and reader engagement.
  • Teacher prompts deeper thinking with questions: “How would the story change if the character acted differently?” “What emotions do these traits evoke in you as a reader?”

Plenary (7 minutes)

• Recap key points: What is characterisation? What makes characters compelling?
• Quick quiz (oral or using mini whiteboards): teacher says a trait, student signals if it is a physical, motivational, or personality trait.
• Homework task set: Choose a character from a text you are reading at home and complete a character profile using the template provided. Focus on physical traits, personality, motivations, and actions.

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Assessment and Feedback

• Informal assessment through paired/group discussions and presentations, checking for accurate use of terminology and textual evidence.
• Teacher observes participation and understanding during activities.
• Homework character profile will be assessed next lesson to gauge individual student ability to apply knowledge independently.

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Differentiation and Inclusion

• Provide simplified texts or character trait lists for EAL or lower ability students.
• Challenge more able students to consider unreliable narrators or complex traits such as internal conflict.
• Allow use of digital devices for those who prefer typing annotations or recording ideas.

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Further Development

In future lessons, students will build on this foundation through creative writing tasks, exploring character viewpoints, and comparing characters across different genres and periods.

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Reflection for Teachers

Consider integrating multimedia resources (film clips, graphic novels) in follow-up lessons to engage diverse learners. Using drama techniques (role-play, hot-seating) can deepen character exploration and enhance spoken language skills linked to the National Curriculum.