You will learn
- Describe a character’s actions.
- Explain why a character acts.
- Use clues from the text.
- Say how a character feels.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Actions show what a character does.
- Motivation is the reason for an action.
- Look at words and feelings for clues.
- Use “because” to explain.
Words to know
a person or animal in a story
something a character does
the reason a character acts
an emotion such as happy or sad
1. Discover: Ama and the new girl
A new girl, Chidi, sits alone at lunch. Ama sees her and feels sorry. She picks up her tray and walks over. “Can I sit with you?” she asks. Chidi smiles. “Yes, please!” Ama wanted Chidi to feel welcome.
Think: Why did Ama sit with Chidi?
2. Understand: Why characters act
Idea 1: Actions
An action is what a character does: Ama walked over and sat down.
Idea 2: Motivation
Motivation is the reason for an action. Ama sat with Chidi because she wanted her to feel welcome.
Idea 3: Clues
Look at what characters say, do and feel. These clues tell you about their reasons.
3. Worked examples
Example 1 (I show you): Action
What did Ama do?
- Look for verbs.
Answer: She sat with Chidi.
Example 2 (We do it together): Motivation
Why did Ama do it?
- Find the reason.
Answer: She wanted her to feel welcome.
Example 3 (You try): Feeling
How did Chidi feel at the end?
Show the steps and answer
- Look at her smile.
Answer: happy
Did you know?
Authors show character feelings through what they do and say.
Why this matters
Understanding why characters act helps you understand the story and other people.
4. Explore: Character clues
Find clues about a character.
- Read a short story.
- Find the character’s actions.
- Find why.
- Say how they feel.
Think about it: what did you notice?
You can explain character actions.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The character is ___.
- The character ___.
- This is because ___.
- The character feels ___.
Guided practice
Question 1. What is motivation?
the reason for an action
Question 2. Why did Ama sit with Chidi?
so she would feel welcome
Question 3. How did Chidi feel?
happy
Independent practice
Level 1: Start
- A person or animal in a story is a ___.
- Something a character does is an ___.
- The reason for an action is the ___.
- A character’s emotion is a ___.
- We use ___ to give a reason.
Level 2: Grow
- Tolu shares his lunch. Why?
- Kofi runs fast. Why?
- How does a smile show feeling?
Level 3: Stretch
- Why look at actions?
- Can a character have a reason?
- Where are clues?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Tell a family member why a character in a story did something.
Show a sample answer
because…
Another one. Write a sentence: The character ___ because ___.
Show a sample answer
Ama sat down because she was kind.
7. Common mistakes
Fix: Say why.
Fix: Use the text.
8. Lesson summary and revision card
- I can describe actions.
- I can explain why.
- I can use clues.
- I can say how a character feels.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Actions show what characters do.
- Motivation is the reason.
- Use clues from the text.
- Say because.
11. Next lesson
Next lesson: Predictions. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is motivation? [1 mark]
- What did Ama do and why? [2 marks]
- How did Chidi feel at the end? [1 mark]
- Name two clues about feelings. [2 marks]
- Explain how to find why a character acted. [3 marks]
Total: 9 marks.
Marking guide and model answers
- the reason for an action [1]
- sat with Chidi [1]; she wanted her to feel welcome [1]
- happy [1]
- actions [1]; words/face [1]
- find the action [1]; look for clues [1]; use because [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A person in a story is a ___.
- Something they do is an ___.
- The reason is the ___.
- An emotion is a ___.
- We use ___ to give a reason.
- True or false: motivation is the reason.
- True or false: ignore clues.
- Why did Ama sit with Chidi?
- How did Chidi feel?
- Write: The character ___ because ___.
Homework
Tell a family member why a character did something.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A person in a story is a ___. | character | 1 |
| 2. Something they do is an ___. | action | 1 |
| 3. The reason is the ___. | motivation | 1 |
| 4. An emotion is a ___. | feeling | 1 |
| 5. We use ___ to give a reason. | because | 1 |
| 6. True or false: motivation is the reason. | true | 1 |
| 7. True or false: ignore clues. | false | 1 |
| 8. Why did Ama sit with Chidi? | to be kind | 1 |
| 9. How did Chidi feel? | happy | 1 |
| 10. Write: The character ___ because ___. | done | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 character; 2 action; 3 motivation; 4 feeling; 5 because. Level 2: 1 he wants to be kind; 2 he is late; 3 happy. Level 3: 1 they show reasons; 2 yes; 3 in the text.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Describe a character’s actions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Explain why a character acts | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use clues from the text | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say how a character feels | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Saying only what happened. Say why.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use picture clues.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns why characters act as they do. You do not need to be an expert to help.
- Ask: Why did they do that?
- Read together.
- Praise reasons.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: describe a character’s actions; explain why a character acts; use clues from the text; say how a character feels.
Prerequisite knowledge. Story sequencing.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Model character reasons.
Explanation (10 min). Teach clues.
Guided activity (10 min). Practise.
Independent activity (10 min). Check.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What did they do? Why?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures. Extension. Explain motivation in longer stories.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Saying only what happened. Say why.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use picture clues. Enrichment. Explain a character’s change. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Reading: Foundational Skills; Grade 2 » Reading: Literature; Grade 2 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.2.3 (describe how characters in a story respond to major events and challenges); IES What Works Clearinghouse Improving Reading Comprehension in Kindergarten Through 3rd Grade; Cambridge Primary English Stage 2 (reading). These sources informed the lesson.