Instructions for Y3/4 Moderation Task
Learning Objectives
LO We are learning to write a group character description to both ‘show’
characterisation (through movement, dialogue etc.), and tell (through directly
describing )
so that..
we can work together to draft and re-draft our writing
so that…
we all learn the features of a character description and the processes of producing
writing worth reading.
Resources
1.
2.
3.
4.
Character descriptions Resource 1 and 2
A coat or bag that could belong to a mystery character and a setting or plot.
Large sheets of paper, pens, writing paper and post-its.
Question posters (Success criteria) Resource 3 and Feedback poster.
Resource 4
Preparation


Pull out the differences between showing and telling. For example you could
use the character descriptions on p100 from ‘Spotlight on Levels 2 and 3’
(Resource 1) to highlight how the reader can be both shown and told about a
character. Jake ‘insisted’ on wearing his pjs. Language choice lets us know
about Jake’s stubborn character. ‘He grumbled’ – shows us he is grumpy- but
the language tells you he is quite kind.
Select a couple of texts, for example from Resource 2, to model
characterisation; source a coat that could belong to a mystery character;
collect large sheets of paper, pens, writing paper and post-it notes. It is
helpful if the children are able to work co-operatively in mixed attaining groups
of 3, using constructive language
Task
1. Choose one or two character presentations from the selection available on
our site at
http://www.thegrid.org.uk/learning/assessment/ks1/documents/spotlight_level
2_and3_characters.pdf
or see the attached PDF(Resource 2)
2. Share the texts with the children, analyse the characterisation and come up
3.
4.
5.
6.
7.
8.
with a list of features that could become the success criteria for a good piece
of writing.
Produce a coat (or something similar) that could have been left by a mystery
character. Perhaps there are some items in the pocket that might give clues
to the owner. Give a plot or setting. For example you see the character in the
coat walking in the street. Alternatively you may wish to link the task to a
character /setting from RE or history or other subject.
Give the children 4-5 minutes to individually write down notes or sentences
about the character on a series of post-it notes.
Pupils then discuss each post it, in their group of 3, and place each one on a
large sheet of paper. Tell them to choose and develop their favourite ideas
(ensuring each child gets to contribute a third) and play around with the order.
Encourage pupils to refer to the success criteria (resource 3) and the
sentence starters on resource 4 to give feedback that is kind, helpful and
specific.
As a three, the children now need to craft a full character description.
After a time, draw the children together to examine one of the pieces and say
what they like about it/ make suggestions for improvements.
Allow the children time to edit and redraft their work.
Photocopy and bring along the character descriptions produced by two or three of
your groups.
Useful resources
Spotlight on Levels 2 and 3 :
Page 100 Activity to help children see how you can show rather than tell the reader what a character
is like.
Page 65 A good example of a character description written by a child.
Page 7 A slightly different set of success criteria for characterisation.
Pie Corbett - Story Making . Discusses characterisation for story making. www.youtube.com/watch
Characterisation ppt - Primary Resources
www.primaryresources.co.uk/english/Characterisation/powerpoints
Character Language Tool Kit www.communication4all.co.uk
To see collaborative improvement in action view Ron Berger’s ‘Austin’s butterfly’
https://www.youtube.com/watch?feature=player_embedded&v=hqh1MRWZjms