Characters and Settings

Unit: Narrative Adventures Unleashed

Lesson 2 of 12
Duration: 30 minutes
Class size: 20 Primary 3 students (ages 7-8)
Curriculum for Excellence Level: Second Level Literacy (SCN 2-25a, ENG 2-19a)

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Lesson Title

Exploring Characters and Settings

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WALT (We Are Learning To)

• Identify and describe key characters and settings in a narrative.
• Create detailed character profiles using descriptive language.
• Write clear, vivid setting descriptions that show understanding of narrative context.

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Curriculum for Excellence Relevant Outcomes and Experiences

Literacy and English

• ENG 2-19a: I can show my understanding of the relationships between characters through their actions, speech, and reactions.
• ENG 2-25a: I can write or create texts with imaginative ideas, interesting structures and well-chosen vocabulary.
• LIT 2-17a: I can select and organise ideas and relevant information when researching or finding information from a variety of sources.

Cross-curricular Development

• Developing creativity and imagination through writing and oral communication.
• Building critical thinking skills by analysing narrative elements.

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Success Criteria

• I can describe the main characters with at least three details about their appearance, personality, or actions.
• I can write a setting description using sensory details that tell where and when the story happens.
• I can explain how characters and settings help make the story exciting.

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Resources

• Copies of excerpt from Lost in the Toy Museum (dyslexia-friendly format—clear font such as Comic Sans or OpenDyslexic, with coloured overlays if needed).
• Character profile template (with visuals support).
• Setting description worksheet with sentence starters.
• Whiteboard and markers.
• Colour pencils and A4 paper.
• Picture cards of various toys, museum elements to spark imagination.

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Lesson Structure

1. Starter (5 minutes)

• Begin with a brief recap of Lost in the Toy Museum story so far from Lesson 1. Use a picture prompt from the book for visual support.
• Ask pupils: "Who can remind us about the characters we met? Where was the story set?"
• Record brief answers on the board to activate prior knowledge.

2. Whole-Class Discussion (7 minutes)

• Introduce the idea of character profiles. Discuss why authors create detailed characters to make stories fun and interesting.
• Using the whiteboard, model creating a simple profile for a main character from the story, including appearance, personality, and what they do. Use questions like: What does the character look like? How do they feel? What do they like to do?
• Then, shift focus to the setting: discuss where and when the story takes place. Model a short descriptive paragraph capturing sensory details (what can be seen, heard, smelled).

3. Paired Work (10 minutes)

• In pairs, pupils will choose one character from the story to create a profile. Support with the template and sentence starters (e.g., "The character has…", "They feel…", "One thing they like is…").
• Then, each pair writes a brief setting description using another worksheet, focusing on sights and sounds in the Toy Museum environment.
• Circulate to scaffold learners who need help, using guided questions or pictorial prompts.

4. Sharing and Feedback (6 minutes)

• Invite 3-4 pairs to share their character profiles and setting descriptions with the class.
• Highlight good use of descriptive words and how these help us imagine the story better.
• Give positive, specific feedback aligned with success criteria.

5. Plenary and Reflection (2 minutes)

• Recap the WALT and success criteria. Ask:
  • "How do characters help a story?"
  • "Why is it important to describe the setting?"
• Quick thumbs up/down on confidence with the task.

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Differentiation Strategies

Student Group	Strategy
Learners with additional support needs (e.g., dyslexia)	Use dyslexia-friendly texts; sentence starters; paired work for peer support; verbal prompts; coloured overlays; allow oral responses if preferred.
EAL Learners	Use visual aids and picture cards; pre-teach key vocabulary; allow use of first language as scaffold; provide bilingual resources if possible.
Advanced Learners	Challenge to include similes or metaphors in their descriptions; suggest writing from a character’s viewpoint; create a new minor character with a profile.

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Extension Activities for Advanced Learners

• Write a diary entry as one of the characters describing their feelings exploring the Toy Museum.
• Create a comic strip illustrating the character and setting, adding dialogue bubbles that reflect character traits.
• Research real toy museums or historical settings and present a short oral report linking facts to their narrative writing.

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Assessment

• Formative assessment through observation of participation and responses during paired work and class discussion.
• Evaluate worksheets for use of descriptive language and understanding of character and setting.
• Use a simple checklist based on success criteria to monitor progress.

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Reflection for Teacher

• Which strategies effectively engaged all learners?
• Were the success criteria clear and achievable within 30 minutes?
• Was the balance between support and challenge appropriate?
• What adaptations could improve access for specific learners next time?

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This lesson plan aims to foster creativity and critical thinking using the rich narrative of Lost in the Toy Museum while conforming closely to Curriculum for Excellence literacy outcomes. It supports diverse learner needs and encourages expressive use of language appropriate to Primary 3 pupils in Scotland.