You will learn
- Create a character.
- Give traits and wants.
- Show feelings.
- Use actions to show traits.
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
- Give a name and a look.
- Give traits and wants.
- Show feelings with actions and words.
- Let the character change.
Words to know
a person or animal in a story
a quality of a character
how someone looks
an emotion such as joy or fear
1. Discover: Bola the baker
Bola is a round, cheerful baker with flour on her cheeks. She is generous and loves to share. When a hungry boy stands by her stall, she smiles and hands him a warm roll. Take it, she says. Hungry children cannot learn. Later she worries about the oven, tapping her foot.
Think: What is Bola like? How do you know?
2. Understand: Creating characters
Idea 1: Appearance and traits
Describe appearance: round, flour on her cheeks. Give traits: cheerful, generous.
Idea 2: Show with actions
Show traits with actions: handing a roll to a hungry boy shows generosity. Show a feeling with actions: tapping her foot shows worry.
Idea 3: Wants and change
Give your character a want, such as to share bread. Characters may change by the end.
3. Worked examples
Example 1 (I show you): Appearance
How does Bola look?
- Round…
Answer: round with flour on her cheeks
Example 2 (We do it together): Trait
What trait do her actions show?
- She gives bread.
Answer: generous
Example 3 (You try): Feeling
What does tapping her foot show?
Show the steps and answer
- Nervous.
Answer: worry
Did you know?
Memorable characters often have one clear want and one small flaw.
Why this matters
Strong characters make readers care about the story.
4. Explore: Character card
Make a character card.
- Choose a name.
- Write appearance and traits.
- Write a want.
- Show one feeling by action.
Think about it: what did you notice?
You can create a character.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My character is ___.
- He/she looks ___.
- He/she is ___ because ___.
- He/she wants ___.
Guided practice
Question 1. A person or animal in a story is a ___.
character
Question 2. A quality of a character is a ___.
trait
Question 3. How someone looks is their ___.
appearance
Independent practice
Level 1: Start
- A person or animal in a story is a ___.
- A quality of a character is a ___.
- How someone looks is their ___.
- An emotion such as joy is a ___.
- Bola is a ___.
Level 2: Grow
- Write a trait for Bola.
- How does Bola show worry?
- Write a want for Bola.
Level 3: Stretch
- Do actions show traits?
- Can characters change?
- Do characters have wants?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Create a character card for a new story.
Show a sample answer
a character card
Another one. Create a character with name, appearance, traits and a want.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can create a character.
- I can give traits and wants.
- I can show feelings.
- I can use actions to show traits.
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
- Give a name and a look.
- Give traits and wants.
- Show feelings with actions and words.
- Let the character change.
11. Next lesson
Next lesson: Settings. 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 a character trait? [1 mark]
- Give two traits and show one by action. [3 marks]
- What does tapping her foot show about Bola? [1 mark]
- What makes a character interesting? [2 marks]
- Explain how to create a character. [3 marks]
Total: 10 marks.
Marking guide and model answers
- a quality of a character [1]
- trait [1]; trait [1]; action example [1]
- worry [1]
- a clear want [1]; traits/appearance [1]
- give name and appearance [1]; give traits and wants [1]; show with actions [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A person or animal in a story is a ___.
- A quality of a character is a ___.
- How someone looks is their ___.
- An emotion such as joy is a ___.
- Bola is a ___.
- Write a trait for Bola.
- How does Bola show worry?
- Write a want for Bola.
- Do actions show traits?
- Can characters change?
Homework
Create a character with name, appearance, traits and a want.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A person or animal in a story is a ___. | character | 1 |
| 2. A quality of a character is a ___. | trait | 1 |
| 3. How someone looks is their ___. | appearance | 1 |
| 4. An emotion such as joy is a ___. | feeling | 1 |
| 5. Bola is a ___. | baker | 1 |
| 6. Write a trait for Bola. | generous | 1 |
| 7. How does Bola show worry? | tapping her foot | 1 |
| 8. Write a want for Bola. | to share bread | 1 |
| 9. Do actions show traits? | yes | 1 |
| 10. Can characters change? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 character; 2 trait; 3 appearance; 4 feeling; 5 baker. Level 2: 1 generous; 2 tapping her foot; 3 to share bread. Level 3: 1 yes; 2 yes; 3 yes.
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 Create a character | 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 Give traits and wants | 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 Show feelings | 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 Use actions to show traits | 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: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- 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 practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- 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: create a character; give traits and wants; show feelings; use actions to show traits.
Prerequisite knowledge. Story beginnings.
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). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
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 the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. 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 3 » Writing; Grade 3 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.3.3b (use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations) and RL.3.3; Cambridge Primary English Stage 3 (writing). These sources informed the lesson.