You will learn
- Show traits through actions.
- Show feelings.
- Use thoughts and speech.
- Show change.
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
- Choose a trait.
- Show it by what the character does.
- Add thoughts or speech.
- Show how they change.
Words to know
showing traits through actions, not stating them
a quality of a character
what a character thinks
the reason a character acts
1. Discover: Telling vs showing
Telling: Tunde was nervous. Showing: Tunde’s hands shook as he held the paper. He read the first line twice, then looked at the floor. Kofi shows brave in another way: He took a deep breath and stepped forward.
Think: What does the showing sentence add?
2. Understand: Bring characters to life
Idea 1: Show, don’t tell
Instead of naming a trait, show it. Tunde was nervous becomes his hands shook.
Idea 2: Thoughts and speech
Add what the character thinks or says: I can do this, he told himself.
Idea 3: Change
Show how the character changes by the end, and why (motivation).
3. Worked examples
Example 1 (I show you): Telling
Which is telling?
- States the trait.
Answer: Tunde was nervous.
Example 2 (We do it together): Showing
Which is showing?
- Actions.
Answer: His hands shook as he held the paper.
Example 3 (You try): Thought
Write a thought for a nervous boy.
Show the steps and answer
- Inner voice.
Answer: I hope I do not forget my words.
Did you know?
Authors often write a character profile before the story so the character feels real.
Why this matters
Strong characters make readers care about your story.
4. Explore: Show it
Rewrite telling as showing.
- Write five telling sentences.
- Rewrite each with actions.
- Add a thought.
- Read aloud.
Think about it: what did you notice?
You can show character.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ showed he was ___ when he ___.
- She thought, “___.”
- Her hands ___.
- At the end, ___ had changed because ___.
Guided practice
Question 1. Showing traits through actions, not stating them, is show, don’t ___.
tell
Question 2. A quality of a character is a ___.
trait
Question 3. What a character thinks is a ___.
thought
Independent practice
Level 1: Start
- Showing traits through actions, not stating them, is show, don’t ___.
- A quality of a character is a ___.
- What a character thinks is a ___.
- The reason a character acts is the ___.
- Tunde’s hands ___.
Level 2: Grow
- What did Tunde look at?
- How many times did he read the first line?
- What did Kofi do?
Level 3: Stretch
- Is “hands shook” showing?
- Is “he was nervous” telling?
- Can thoughts reveal character?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write three trait sentences by showing, not telling.
Show a sample answer
three sentences
Another one. Write a short scene showing that a character is excited, without using the word.
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 show traits through actions.
- I can show feelings.
- I can use thoughts and speech.
- I can show change.
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
- Choose a trait.
- Show it by what the character does.
- Add thoughts or speech.
- Show how they change.
11. Next lesson
Next lesson: Descriptive 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 does show, don’t tell mean? [1 mark]
- Rewrite Tunde was nervous by showing. [1 mark]
- Name three ways to show character. [3 marks]
- What is motivation? [1 mark]
- Explain how to develop a character. [3 marks]
Total: 9 marks.
Marking guide and model answers
- use actions/details instead of naming traits [1]
- e.g. his hands shook [1]
- actions [1]; speech [1]; thoughts [1]
- the reason a character acts [1]
- choose a trait [1]; show it through actions, speech and thoughts [1]; show change by the end [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
- Showing traits through actions, not stating them, is show, don’t ___.
- A quality of a character is a ___.
- What a character thinks is a ___.
- The reason a character acts is the ___.
- Tunde’s hands ___.
- What did Tunde look at?
- How many times did he read the first line?
- What did Kofi do?
- Is “hands shook” showing?
- Is “he was nervous” telling?
Homework
Write a short scene showing that a character is excited, without using the word.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Showing traits through actions, not stating them, is show, don’t ___. | tell | 1 |
| 2. A quality of a character is a ___. | trait | 1 |
| 3. What a character thinks is a ___. | thought | 1 |
| 4. The reason a character acts is the ___. | motivation | 1 |
| 5. Tunde’s hands ___. | shook | 1 |
| 6. What did Tunde look at? | the floor | 1 |
| 7. How many times did he read the first line? | twice | 1 |
| 8. What did Kofi do? | took a deep breath and stepped forward | 1 |
| 9. Is “hands shook” showing? | yes | 1 |
| 10. Is “he was nervous” telling? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 tell; 2 trait; 3 thought; 4 motivation; 5 shook. Level 2: 1 the floor; 2 twice; 3 took a deep breath and stepped forward. 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 Show traits through 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 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 |
| O3 Use thoughts and speech | 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 Show change | 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: show traits through actions; show feelings; use thoughts and speech; show change.
Prerequisite knowledge. Narrative structure.
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 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. 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 4 » Writing; Grade 4 » 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.4.3b (use dialogue and description to develop experiences and events or show the responses of characters to situations); Cambridge Primary English Stage 4 (characterisation). These sources informed the lesson.