Exploring Character Perspectives

Lesson Overview

This English lesson explores the theme of Reading and Viewing by delving into character perspectives and inference, aligned with Year 5 students in the UK. The lesson encourages creativity, critical thinking, and active participation while adhering to the English Key Stage 2 (KS2) National Curriculum, specifically focusing on the strand of reading comprehension: "drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence."

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Objectives

By the end of the lesson, students will:

1. Identify key details about a character from a short text.
2. Infer how the character feels and explain their perspective with evidence.
3. Create and perform a dialogue using the inferred emotions of the character.

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Resources

• Main Text: An excerpt from The Lion, the Witch and the Wardrobe by C.S. Lewis (or another age-appropriate fictional text with compelling character interactions).
• Printed copies of text excerpts (1 per pair).
• Whiteboard or smartboard.
• Emotion flashcards (e.g., "angry," "nervous," "excited").
• Sticky notes or small cut-outs for annotations.
• Props (optional) for the dramatic activity (e.g., hats, scarves, simple costumes).

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Lesson Structure

1. Starter (10 minutes)

Aim: Activate prior knowledge and set the tone for the lesson.

1. Emotion Warm-Up Activity:
   Display a selection of emotion flashcards across the front of the room (e.g., "happy," "confused," "frustrated"). Ask the students:
   • "What might this emotion look or sound like? Can anyone demonstrate?" (Engage volunteers to mime emotions.)
   • "When have we seen a character with this emotion in a story? Why did they feel this way?"
2. Introduction to the Skill:
   Briefly explain how authors show us how characters feel without always saying it outright. Use examples like, “Joe shuffled his feet and avoided eye contact,” and ask, “How do you think Joe feels, and what makes you think that?”.

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2. Main Activity (40 minutes)

Part A: Reading the Text (10 minutes)

1. Distribute the chosen excerpt (e.g., a scene where Lucy meets Mr Tumnus in The Lion, the Witch and the Wardrobe).

2. Read the passage aloud to the class with expression, asking students to follow along and annotate their copy by circling or underlining clues about how Lucy feels.

   Example Prompt:

   • "Look at the way Lucy’s actions and dialogue are described. What clues do these give you about her feelings?"
   • "Was there a moment that surprised Lucy, or made her nervous? Underline that part."

Part B: Group Inference Activity (15 minutes)

1. Organise students into pairs or small groups and give each group sticky notes. On their notes, they’ll write down:
   • What they think the character feels (e.g., curious, scared).
   • Evidence from the text to support their idea (quote or paraphrase).
     Example: “Lucy was feeling curious because she asked a lot of questions about Mr Tumnus’ cave.”
2. Groups stick their notes on a shared "Emotion Wall" under headings you write on the board (e.g., "Curious," "Nervous"). They can read and add to others' ideas.

Part C: Role-Play Dialogue (15 minutes)

1. Extend the activity by asking each group to create a short dialogue where their character expresses their inferred emotions while speaking to another character.
   • For instance: Lucy might nervously ask Mr Tumnus questions about Narnia, while Mr Tumnus hints hesitantly about the White Witch.
   • Encourage creativity! They should think about how the character sounds, their tone of voice, and even their body language.
2. Groups perform their dialogue for the class. After each role-play, hold a quick feedback discussion where the audience identifies:
   • The emotions they saw/heard.
   • The clues that supported these emotions.

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3. Plenary (10 minutes)

Aim: Reflect on learning and consolidate the main ideas.

1. Class Discussion
   Pose reflective questions:

   • "Why is it important to understand how a character is feeling when we read a story?"
   • "How does this skill help us in real life when talking to others?"

2. Quick Quiz
   Write 3-5 multiple-choice inference questions on the board using the text, such as:

   • "How does Lucy feel when she first enters the cave? a) Angry b) Curious c) Bored"
     Students answer using mini whiteboards or hold up fingers to indicate their choice.

3. Exit Ticket:
   As they leave, each student writes one thing they learned (e.g., “I learned how to spot clues about emotions in a story.”) on a sticky note and sticks it on a designated "Learning Wall."

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Differentiation

• Struggling Readers: Provide a shortened or pre-highlighted version of the text with key sentences emphasised.
• More Able Learners: Challenge them to explore more complex inferences about the character’s motivations or how perspectives might change.
• Non-Verbal Learners: Encourage alternate ways of expressing character emotion (e.g., through drawings).

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Assessment

• Check the ideas posted on the "Emotion Wall" for accurate understanding of inference.
• Evaluate group participation during role-play for evidence of thought about character emotions.
• Use the plenary quiz and exit tickets to gauge individual comprehension.

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Homework Extension

Ask students to write a short diary entry as either Lucy or Mr Tumnus, explaining the events of the scene from their own perspective. Encourage them to include emotional language and evidence from the text.

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Final Note

This lesson combines analysis, creativity, and group collaboration, ensuring students fully engage with the characters’ emotions while building vital comprehension skills. It aligns with the KS2 curriculum by challenging students to infer deeper meaning while having fun with performance elements.