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The BFG: Character Description

£10.00
SKU E3CS90150
Key Stage 2 App. 2 – vocabulary, grammar and punctuation Reading – comprehension Spoken Language Writing – composition Writing – vocabulary, grammar and punctuation Roald Dahl Day English Year 3

Immerse your children into the wonderful world of Roald Dahl with these fantastic BFG character description lesson plans. Your Year 3 children will get to know the characters in greater depth by looking deeper into their qualities and will begin to understand how authors such as Roald Dahl uses descriptive language to paint a picture of characters in the reader's mind. 

 
#TheCompleteSeries5lessons

After recapping the use of adjectives, children will consider how different audiences feel about a character, checking their understanding of character vs characteristics. They will then move on to identify how Roald Dahl uses similes to describe characters. With lessons including how to use adjectives in a list and how to expand sentences using conjunctions, children will have the tools to write a character description with the opportunity to create their own BFG character in the alternative activity.

These sequence of five English lesson plans are ready to teach, complete with detailed planning, engaging slideshows for teaching input and a range of resources including differentiated worksheets and challenges. All designed to save teachers time!

If you are teaching the BFG make sure you have a look at our FREE BFG Brain Teasers.

#Lesson1IdentifyingAdjectives

Discover how the power of adjectives can create an image in the reader's mind in this lesson. With extracts from The BFG, children will be able to dive into the story and identify adjectives that best describe the character, giving them the opportunity to listen and share ideas in a group.

In this lesson, your Year 3 children will learn how to use adjectives to describe the BFG, Sophie and the Bloodbottler with visual character cards and adjective cards.

 

What's included:

  • Lesson plan
  • Slides
  • Activity ideas
  • Differentiated character cards
  • Differentiated adjective cards
  • Secret Identity cards
#Lesson2CharacterandCharacteristics

In this lesson children will learn the difference between character and characteristics. They will consider how synonyms can help develop their use of descriptive vocabulary and understand how different audiences may feel towards a character. Children will be encouraged to think about their own feelings towards The BFG characters and why they feel this way.

This lesson comes with planning, slides for teaching input and a range of great resources to support children in their learning.

 

What's included:

  • Lesson plan
  • Slides
  • Activity ideas
  • Synonym word bank
  • Audience cards
  • Differentiated warning posters
#Lesson3Similes

In this lesson, children will focus on how to describe a character using similes. Children will practise identifying similes in extracts from The BFG and consider how Roald Dahl uses similes to describe not only a character's appearance, but also their personality and actions.

With a range of simile examples taken straight from the text, children will begin to understand how Roald Dahl develops characters which will support them in thinking of their own similes. This lesson comes with fun ways to teach similes including simile puzzles and active simile games.

 

What's included:

  • Lesson plan
  • Slides
  • Activity ideas
  • Differentiated worksheets
  • Differentiated character cards
  • Simile puzzles
  • Adjective Word Bank
  • Challenge Cards
  • Simile posters
#Lesson4CharacterProfiles

After getting to know the characters in The BFG, children will develop BFG character profiles to support them in their writing. Drawing on their understanding of descriptive language, including adjectives, synonyms and similes, children will use their BFG character profile templates to record their ideas.

Complete with planning, slides for teaching input and a range of differentiated resources, this lesson is ready to teach.

 

What's included:

  • Lesson plan
  • Slides
  • Activity ideas
  • Adjective word bank
  • Simile prompt sheet
  • Differentiated worksheets
#Lesson5WritingCharacterDescriptions

In this final BFG character description KS2 lesson, children will first look at two example character descriptions and will be asked to assess which is better and why. They will then be guided through how to take their ideas from their character profiles and expand words and phrases into full sentences. Children will use their character checklists to remind them of what should be included in their descriptions and will improve their writing through the editing challenge.

Complete with a character description template to support children's writing, character checklists and tools to edit their writing, this lesson will challenge children to apply what they have learnt and allow them to bring characters to life.

 

What's included:

  • Lesson plan
  • Slides
  • Activity ideas
  • Slides
  • Character description template
  • Differentiated character checklists
  • Editing Challenge Card
Free Overview (Medium-Term Plan)

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Free Assessment Grid

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Curriculum Objectives covered

Reading - Comprehension Objectives:

  • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • using dictionaries to check the meaning of words that they have read
  • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
  • discussing words and phrases that capture the reader’s interest and imagination
  • checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
  • asking questions to improve their understanding of a text
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • identifying how language, structure, and presentation contribute to meaning
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Writing - Composition Objectives:

  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • discussing and recording ideas
  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
  • in narratives, creating settings, characters and plot
  • assessing the effectiveness of their own and others’ writing and suggesting improvements
  • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • proof-read for spelling and punctuation errors
  • read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Writing - Vocabulary, Grammar and Punctuation Objectives:

  • extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

English Appendix Objectives:

  • Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
  • preposition, conjunction
  • clause, subordinate clause

Spoken Language Objectives:

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge
  • use relevant strategies to build their vocabulary
  • articulate and justify answers, arguments and opinions
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • participate in discussions, presentations, performances, role play/improvisations and debates
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
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