Exploring Characters

Overview

In this first lesson of the unit “Characterisation & Sentence Structure”, students explore the main characters from In Every House, In Every Street. Through guided reading and discussion, they identify character traits and roles, then rehearse sequencing of short narrative sentences about “who did what”.

Learning intentions

• Students will listen to and join in with reading a short section of In Every House, In Every Street.
• Students will describe main characters using simple trait words (e.g., kind, curious, friendly).
• Students will identify characters’ roles in the story (e.g., the person who helps, the person who worries).
• Students will practise sequencing sentences to form short narrative lines.

Success criteria

• I can name the main characters I hear in the text.
• I can say one character trait and give a simple reason from the text.
• I can order 2–4 sentences so they make sense as a short story.
• I can use capital letters and full stops in my sentences.

Curriculum links

• Vocabulary, grammar and punctuation – Year 1: sequencing sentences to form short narratives.
• Writing – composition (KS1): writing sentences and short narratives.
• Spoken language: contribute to class discussion about characters and events.

Lesson structure (60 minutes)

1. 0–5 min · Settling hook. Teacher shows the front cover (or a title slide) and asks, “What do you think this story is about?” Students turn-and-talk, then share one idea.

2. 5–15 min · Guided reading: meet the characters. Teacher reads the first short section aloud, using picture prompts to pause and ask, “Who is this?” and “What are they like?” Students track the text (or follow along with teacher pointers) and respond with single-word answers.

3. 15–25 min · Trait spotting and charting. Teacher re-reads a key paragraph, then models finding a trait: “The character is kind because they…” Students help complete a class character chart with trait words and simple reasons (e.g., “helpful—because they share”).

4. 25–30 min · Sentence model: start, middle, end. Teacher demonstrates sequencing: writes three sentence starters on the board in mixed order (e.g., “First…”, “Then…”, “At the end…”), and places them in the correct order. Students chorally read the ordered lines together.

5. 30–42 min · Partner rehearsal: build short narrative lines. Teacher gives each pair a character card and a “who did what” prompt strip (three boxes for students to fill in: First / Then / After). Students say their sentences aloud first, then write 2–3 sequenced sentences using a capital letter and full stop.

6. 42–50 min · Teacher check + quick confers. Teacher circulates, looking for (a) clear trait word use, (b) sensible sequencing, and (c) correct sentence boundaries. Students revise one sentence using teacher feedback, keeping it short and clear.

7. 50–58 min · Share and celebrate. Teacher invites 5–6 pairs to read one sentence each (or show a sentence on a board). Class gives “Glow and Grow” feedback: one thing that makes sense, one improvement (e.g., “Add a full stop” or “Move ‘Then’ to the middle”).

8. 58–60 min · Exit ticket. Students complete: “In the story, I think the character is __________ because __________.” and write one sequenced sentence using “First” or “Then”.

Resources

• Copy of In Every House, In Every Street (teacher and/or class set)
• Character chart template (class recording: character / trait / reason)
• Picture prompts from the text for the first section
• Character cards (main characters’ names/pictures)
• “First / Then / After” prompt strips (3 boxes per strip)
• Sentence starter cards (First…, Then…, After that…)
• Writing paper with 2–3 sentence lines and full-stop reminders
• Exit ticket slips

Assessment

• Ongoing during guided reading: listen for whether students can name characters and suggest traits.
• During partner rehearsal: check sequencing (start-to-end logic) and whether sentences are separated correctly.
• Exit ticket: confirm each student can state one trait with a reason and write one sequenced narrative sentence.

Differentiation

• Support: provide sentence starters, a word bank of trait words, and a model “completed” example for less confident writers.
• Support: use picture cues and gesture prompts for First/Then/After.
• Extension: ask students to add an extra sentence (e.g., “At the end…”) or include an additional trait word.
• EAL/SEN: allow oral rehearsal before writing; accept “because” with a simple phrase (e.g., “because they helped”). Use small-group teacher support during the 42–50 minute conferring window.