Developing Characters' Relationships

Grade

Duration

60 minutes

Class Size

25 students

Common Core State Standards (CCSS) Alignment

CCSS.ELA-LITERACY.RL.5.3
Explain how characters in a story or drama respond to challenges or how the relationships between characters change over the course of the text.
CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language and domain-specific vocabulary.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Learning Objectives

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

I can identify character traits and explain how they influence relationships in a realistic fiction story.
I can describe how characters communicate and interact to develop relationships.
I can use key vocabulary words (character traits, communicate, craft, literature, realistic fiction, relationships) correctly in discussions and writing.
I can craft a short narrative demonstrating a realistic relationship between characters using descriptive language.

Success Criteria

I can correctly define and use key vocabulary words.
I can explain how two characters’ traits affect their relationship.
I can participate in group discussions by sharing my ideas clearly and respectfully.
I can write a short story that shows realistic character interactions and relationships.
I can use sensory and descriptive words to make my characters’ relationships believable.

Materials Needed

Copies of a short realistic fiction passage (~1–2 pages) with clear character interactions (dyslexia-friendly fonts and formatting; e.g., OpenDyslexic typeface, large spacing).
Vocabulary word cards and definitions.
Chart paper or whiteboard.
Notebooks or writing paper.
Colored pencils or markers (for character trait maps).
Projector for displaying key points (optional).

Lesson Outline

1. Introduction & Vocabulary (10 minutes)

Activity: Review and introduce key vocabulary words:
character traits, communicate, craft, literature, realistic fiction, relationships.
Use word cards with visuals or synonyms.
Show examples and have students repeat definitions aloud.
Engage: Ask students to give examples of character traits from books or movies they know.
I can... statement shared with class and displayed prominently.

2. Reading and Discussion (20 minutes)

Distribute the dyslexia-friendly short realistic fiction passage featuring two main characters with distinct traits and evolving relationship.
Read aloud together in small groups or pairs (to support fluency and comprehension).
Highlight moments where characters communicate or when their relationship changes.
Discussion prompts:
- What are the main character traits of each character?
- How does their communication affect their relationship?
- How does the author craft the relationship through dialogue and actions?
Use a graphic organizer (character trait map + relationship web) on chart paper or individual copies.
Model one example using the board.
I can... statement reinforced.

3. Application Activity - Writing (20 minutes)

Students will write a short narrative (5–7 sentences) showing two characters with different traits communicating to build or change their relationship.
Encourage use of vocabulary words and descriptive language (show, don’t just tell).
Provide a simple story starter to scaffold: e.g., “Jamie and Alex had always been very different, but one day when...”
Offer sentence starters and word banks for dyslexic learners and struggling writers.
Encourage advanced students to include dialogue and complex interactions showing nuanced character relationships.

4. Sharing and Reflection (8 minutes)

Volunteers read their narratives to the class or in small groups.
Give positive, specific feedback focused on character traits and realistic relationships.
Use a "two stars and a wish" feedback structure (two positives, one area to improve).
Recap vocabulary words and ask students how they used what they learned today.

5. Closure and Extension (2 minutes)

Assign optional extension activity for advanced learners:

Create a character journal entry from the perspective of one of their characters explaining their feelings about the other character.
Provide link to a dyslexia-friendly online story or additional passages for further reading aligned with the lesson theme (teacher-provided or school resource).

Differentiation Strategies

Learner Type	Strategy
Dyslexic learners	Use dyslexia-friendly reading fonts (e.g., OpenDyslexic), line rulers, audio recordings of the reading passage, graphic organizers, color-coded vocabulary cards, extra time.
English Language Learners (ELLs)	Pre-teach vocabulary with visuals, provide sentence stems, allow discussion in pairs first, use gestures or demonstrations, offer bilingual dictionaries if appropriate.
Struggling writers	Use story starters, word banks, graphic organizers, verbal brainstorming before writing.
Advanced learners	Challenge with extension task, encourage use of dialogue, multiple perspectives, and deeper exploration of character motivation.

Assessment

Formative: Teacher observation of discussion participation and graphic organizer accuracy.
Summative: Student written narrative assessed with checklist based on success criteria.
Self-assessment: Students check their own work against the “I can” statements and success criteria checklist.

Success Criteria Checklist

Criteria	Yes	Sometimes	No
I used key vocabulary correctly.
I explained character traits.
I described how characters communicate.
My story showed realistic relationships.
I used descriptive language to craft my narrative.

Thank you for engaging your students in exploring the rich relationships between characters! Their understanding of literature will deepen as they recognize how authors craft realistic, meaningful interactions.