English · Year 1

Active learning ideas

Inventing Characters

Active learning works for inventing characters because students need to move from abstract ideas to tangible creations. Drawing, speaking, and writing about characters in different formats helps children connect imagination to language in meaningful ways.

• ACARA Content Descriptions
• AC9E1LT02
• AC9E1LY06

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inside-Outside Circle
• 25 min · Pairs

Pairs: Character Swap Sketches

Students draw their character's appearance and list three traits in 10 minutes. Partners swap drawings, then describe the new character aloud and suggest a problem they might face. Pairs discuss and revise based on feedback.

What does your character look like and what kind of person are they?

Facilitation Tip

For Character Swap Sketches, model how to add two specific details to a drawing, like a scarf and a pet robot, to show students how to make characters unique.

What to look for

Ask students to draw one feature of their character (e.g., a funny hat, a long tail) and write one word describing that feature. Collect these to see if students can identify specific details.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Inside-Outside Circle
• 35 min · Small Groups

Small Groups: Motivation Role-Plays

Groups invent a character with a problem, like losing a pet. Each member acts out the character's response using props. Group records motivations on chart paper and shares one key trait with the class.

What do you think your character would do if they had a problem?

Facilitation Tip

In Motivation Role-Plays, give each group a problem card with three options so students practice linking traits to choices under time pressure.

What to look for

Present a simple problem, like 'Your character is lost in the park.' Ask students to share one thing their character would do and explain why, based on their personality. Listen for connections between character traits and actions.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Inside-Outside Circle
• 30 min · Whole Class

Whole Class: Character Parade

Students dress as their characters using simple costumes. Class lines up for a parade; each shares appearance, trait, and problem solution. Teacher facilitates voting on most creative motivation.

Can you draw and describe your character so that someone else could picture them?

Facilitation Tip

For the Character Parade, provide a simple sentence frame like 'My character is ______ and they ______' to scaffold sharing during the whole-class walkabout.

What to look for

Provide students with a sentence starter: 'My character is ______ because ______.' Ask them to fill in the blanks to describe a trait and its motivation. This checks their ability to link personality to underlying reasons.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Inside-Outside Circle
• 20 min · Individual

Individual: Character Journals

Students create a journal page with drawing, three traits, and a short 'What if?' scenario. They add speech bubbles for the character's thoughts. Collect for a class display.

What does your character look like and what kind of person are they?

Facilitation Tip

During Character Journals, encourage students to add a small sketch next to their written descriptions to reinforce the connection between visual and written details.

What to look for

Ask students to draw one feature of their character (e.g., a funny hat, a long tail) and write one word describing that feature. Collect these to see if students can identify specific details.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Teach character invention by starting with concrete details before abstract traits. Use visual prompts to help students see how small specifics create bigger impressions. Avoid overwhelming students with long adjective lists by focusing on one trait at a time through guided questions. Research shows that children learn best when they connect emotions to actions, so emphasize the 'why' behind a character's choices.

Successful learning looks like students confidently describing their characters with vivid details and clear motivations. Children should be able to explain how their character's traits influence their actions during discussions and writing tasks.

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Watch Out for These Misconceptions

• During Character Swap Sketches, watch for students drawing only human figures with realistic features.

  Provide examples of fantastical characters, like a three-eyed monster or a talking teapot, and ask students to add at least one unusual feature to their sketches before swapping partners.

• During Motivation Role-Plays, watch for students describing traits without showing actions.

  Hand out small problem cards and ask students to act out how their character would respond. Stop the role-play after 30 seconds to discuss which actions matched the trait.

• During Character Journals, watch for students writing long lists of adjectives without explaining how those traits appear.

  Model how to turn a list like 'kind, brave, silly' into a sentence: 'My character is kind because they always share their lunch.' Provide sentence starters in journals for students to follow.

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Methods used in this brief

• Inside-Outside Circle