You will learn
- Describe a character.
- Show traits through action.
- Use speech and thought.
- Show rather than tell.
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
- Decide the trait.
- Show it through action.
- Add speech and thought.
- Avoid telling directly.
Words to know
how a writer creates and reveals a character
revealing traits through actions and details
telling readers the trait
revealing traits through actions and words
1. Discover: Telling vs showing
Telling: “Grandma Ife was kind.” Showing: “Grandma Ife slipped an extra mango into every child’s bag, pretending not to notice.”
The second version uses indirect characterisation: actions reveal kindness. The first is direct characterisation. Speech helps too: “Eat first,” she said. “Talk later.” Thoughts add depth.
Think: What does the showing version make us feel?
2. Understand: Make characters real
Idea 1: Characterisation
Characterisation is how writers create characters through appearance, action, speech and thought.
Idea 2: Show don’t tell
Show, don’t tell: let actions and details reveal traits.
Idea 3: Two kinds
Direct characterisation states the trait; indirect characterisation reveals it.
3. Worked examples
Example 1 (I show you): Telling
Which is telling?
- Kind.
Answer: grandma ife was kind
Example 2 (We do it together): Showing
What shows kindness?
- Mango.
Answer: she slipped an extra mango into every bag
Example 3 (You try): Speech
What does her speech show?
Show the steps and answer
- Care.
Answer: she cares about children eating first
Did you know?
Memorable characters often have one clear trait and one surprising quality.
Why this matters
Strong characters make readers care about the story.
4. Explore: Show it
Rewrite telling as showing.
- Choose a trait.
- Write a telling sentence.
- Rewrite using action.
- Add speech.
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.
- The trait is ___.
- I show it by ___.
- The character says ___.
- The reader feels ___.
Guided practice
Question 1. How a writer creates a character is ___.
characterisation
Question 2. Revealing traits through actions is to show, don’t ___.
tell
Question 3. Stating the trait is ___ characterisation.
direct
Independent practice
Level 1: Start
- How a writer creates a character is ___.
- Revealing traits through actions is to show, don’t ___.
- Stating the trait is ___ characterisation.
- Revealing it through actions is ___ characterisation.
- Grandma Ife gave an extra ___.
Level 2: Grow
- What did she pretend?
- What trait is shown?
- What did she say?
Level 3: Stretch
- Should writers only tell?
- Can speech show character?
- Can actions show traits?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Rewrite three telling sentences as showing sentences.
Show a sample answer
three sentences
Another one. Describe a person to a family member without naming their traits, using only actions.
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 describe a character.
- I can show traits through action.
- I can use speech and thought.
- I can show rather than tell.
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
- Decide the trait.
- Show it through action.
- Add speech and thought.
- Avoid telling directly.
11. Next lesson
Next lesson: Setting and atmosphere. 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.
- Define characterisation. [1 mark]
- What is the difference between direct and indirect characterisation? [2 marks]
- Rewrite: Grandma Ife was kind, to show it. [2 marks]
- Name two ways to reveal a character. [2 marks]
- Explain show, don’t tell. [3 marks]
Total: 10 marks.
Marking guide and model answers
- how a writer creates and reveals a character [1]
- direct states the trait [1]; indirect reveals it through actions and words [1]
- an action such as giving an extra mango [1]; shows kindness without stating it [1]
- actions [1]; speech or thoughts [1]
- reveal traits through details [1]; use actions and speech [1]; lets readers infer [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
- How a writer creates a character is ___.
- Revealing traits through actions is to show, don’t ___.
- Stating the trait is ___ characterisation.
- Revealing it through actions is ___ characterisation.
- Grandma Ife gave an extra ___.
- What did she pretend?
- What trait is shown?
- What did she say?
- Should writers only tell?
- Can speech show character?
Homework
Describe a person to a family member without naming their traits, using only actions.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. How a writer creates a character is ___. | characterisation | 1 |
| 2. Revealing traits through actions is to show, don’t ___. | tell | 1 |
| 3. Stating the trait is ___ characterisation. | direct | 1 |
| 4. Revealing it through actions is ___ characterisation. | indirect | 1 |
| 5. Grandma Ife gave an extra ___. | mango | 1 |
| 6. What did she pretend? | not to notice | 1 |
| 7. What trait is shown? | kindness | 1 |
| 8. What did she say? | Eat first. Talk later. | 1 |
| 9. Should writers only tell? | no | 1 |
| 10. Can speech show character? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 characterisation; 2 tell; 3 direct; 4 indirect; 5 mango. Level 2: 1 not to notice; 2 kindness; 3 Eat first. Talk later.. Level 3: 1 no; 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 Describe 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 Show traits through action | 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 speech and thought | 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 rather than tell | 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: describe a character; show traits through action; use speech and thought; show rather than tell.
Prerequisite knowledge. Plot 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 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 6 » Writing; Grade 6 » 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.6.3b (use narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters); Cambridge Primary English Stage 6 (characterisation). These sources informed the lesson.