Characterisation of Bruno

Overview

In this 60-minute lesson, students will explore the character of Bruno from the initial chapters of the text studied in the unit Exploring Friendship and Conflict. They will analyse key quotes and actions to identify Bruno’s traits and motivations, developing their skills in inference, textual analysis, and personal response. This lesson aligns with the National Curriculum for England’s requirements for Key Stage 3 English.

National Curriculum Links

Reading - Word Reading and Comprehension (KS3)

Understand and discuss texts, developing ideas through explanation and justifying these with evidence from the text
Analyse how language, structure, and presentation contribute to meaning
Make inferences and refer to evidence to support understanding

Writing - Transcription and Composition (KS3)

Develop accurate and coherent written responses applying appropriate vocabulary and textual references.

Spoken Language (KS3)

Participate effectively in discussions, expressing ideas clearly and responding to others.

Learning Objectives

By the end of the lesson, students will:

Identify and explain character traits of Bruno through close reading of key quotations and actions (NC KS3 Reading).
Infer Bruno’s motivations and how they influence his behaviour (NC KS3 Reading).
Justify their interpretations with textual evidence (NC KS3 Reading).
Engage collaboratively in discussion, articulating their ideas about characterisation (NC KS3 Spoken Language).

Resources Needed

Copies of the first chapters of the text (printed or shared digitally).
Whiteboard and markers / Interactive whiteboard.
Characterisation graphic organiser handouts.
Sticky notes or index cards for quotes.
Projector for displaying key quotes and discussion prompts.

Lesson Structure

Starter (10 mins)

Quick Write: Pose the question on the board: "What makes a character believable and interesting?"
Students write their thoughts individually for 3 minutes.
Share ideas as a class, noting key points on the board (e.g., traits, actions, motivations, thoughts).
Briefly link to Bruno: "Today, we’ll uncover what makes Bruno’s character believable and interesting through the text."

Main Activities (40 mins)

Activity 1: Guided Close Reading (15 mins)

Distribute or display selected key quotations and brief narrative excerpts about Bruno from the first chapters.
As a class, examine 3-4 quotes, modelling annotation: underline descriptive words, note emotions/actions, consider tone.
Ask targeted questions:
- What does this quote tell us about Bruno’s personality?
- How does he seem to think or feel?
- What might be motivating him here?
Record responses on a large characterisation chart visible to all.

Activity 2: Group Analysis and Graphic Organiser (15 mins)

Divide the class into five groups, assigning each group one quote/action from Bruno in the text.
Each group discusses:
- What character trait does this quote/action reveal?
- Why might Bruno behave or feel this way (motivation)?
- How effective is the author in creating Bruno’s character through this?
Groups complete a graphic organiser structured into: Quote, Trait, Motivation, Effect on Reader.
Circulate to challenge ideas and prompt deeper thinking where needed.

Activity 3: Gallery Walk & Peer Feedback (10 mins)

Groups display their completed graphic organisers around the room.
Students walk around reading others’ work, placing sticky notes with questions or positive comments.
Return to own group to read feedback and briefly discuss as a class - encouraging metacognitive awareness of interpretations.

Plenary (10 mins)

Bring the class together for a reflective discussion using these prompts:
- What have we learnt about Bruno’s character today?
- How do different pieces of evidence build a fuller picture?
- How might Bruno’s character influence the story’s development around friendship and conflict?
End with a short written response: “In three sentences, explain one key character trait of Bruno and the evidence that supports it.”
Collect these to informally assess understanding and support next steps in the unit.

Assessment Opportunities

Observation and notes on group discussions, noting ability to infer and justify ideas.
Evaluation of graphic organisers for understanding of character traits, motivations and textual evidence.
Written plenary responses demonstrating comprehension and ability to succinctly explain characterisation.

Differentiation

Support: Provide sentence starters and pre-highlighted key words in quotes. Allow some students to respond verbally instead of writing.
Challenge: Encourage higher-order thinking by asking students to consider how Bruno’s character might change later and why. Invite them to consider authorial intent and narrative purpose.

Extension Ideas

Students create a ‘character diary entry’ written in Bruno’s voice, showing understanding of his motivations and emotions.
Pair this lesson with a debate on Bruno’s choices, encouraging deeper critical thinking on character and conflict.

This structured, engaging, and curriculum-aligned lesson will deepen students’ critical reading and interpretative skills through rich exploration of characterisation, preparing them for increasingly complex literary studies ahead.

Teaching Instructions