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Lesson 5: Narrative Features – Building a Character
Writing Narrative Texts Unit Plan - Year 5 and Year 6 | Lesson 5 | 60 minutes
A 60 minute lesson in which students will use descriptive language effectively to build a character.
Lesson Plan
This lesson contains a link to an external video. Please watch the video prior to presenting this lesson to ensure that the content is appropriate for your students.
Tuning In
- Watch the video excerpt Yes, Ms. Trunchbull… Sir! from the movie adaptation of Roald Dahl’s Matilda on YouTube. After watching, ask the students:
- How would you describe Miss Trunchbull’s appearance?
- How would you describe Miss Trunchbull’s personality?
- How do you think she feels about children? Her job? Her employees?
- Read Roald Dahl’s description of The Trunchbull in the chapter of the same name. Ask the students:
- Do you think Miss Trunchbull was accurately portrayed in the movie adaptation of the book?
- Which words and phrases would have been most helpful for the actor playing this role?
- Why is detailed description of characters important when writing a narrative?
Teacher Instruction
- Discuss slide 16 of the Narrative Features PowerPoint. Emphasise the difference between direct characterisation (explicitly telling the reader) and indirect characterisation (implicitly showing the reader).
- Discuss the STEAL characterisation technique, as outlined on slide 17. Read out the example description of a character on slide 18 (students should close their eyes for this activity). Once the students have opened their eyes, encourage them to share how the image on slide 19 compares to the image they visualised. Return to slide 18 and allow the students to identify examples of the STEAL technique.
Guided/Independent Learning
- Read through the instructions for the activity on slide 20 and answer any questions the students may have.
- Allow the students to work in pairs to complete the activity. Monitor and support the students as required.
Wrapping Up
- Allow each pair to share their character descriptions with the class. Encourage the students to identify uses of the STEAL technique in each description.
Differentiation
Extending Students
- Allow more confident writers to work individually, rather than in pairs (if they wish to do so).
Supporting Students
- Allow students who find writing challenging to work with a teacher or teacher aide during the pair activity.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
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