CHARACTER BOOK – Media Text, Colour, Pattern

Students consider audience and representation in media texts and then use construction paper and crayons to create a character book that represents a special person in their lives. 

Required Time

80 Minutes

Grade Level

Grade 1 to Grade 3


Language Arts
Social Studies
Visual Arts


colour detail line shape texture value


Crayola Washable Glue Sticks Crayola Construction Paper - 120 Count Crayola Construction Paper Crayons - 16 Count Crayola Scissors Lined Paper Pencils

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CHARACTER BOOK –  Media Text, Colour, Pattern - Step One

Step One

  1. Fold the paper in half lengthwise.
  2. Open it up and fold it in half widthwise twice so it has 8 boxes.
CHARACTER BOOK –  Media Text, Colour, Pattern - Step Two

Step Two

  1. Cut out the lower two boxes so the paper looks like a fat capital ‘T’.
  2. Save the pieces to make the arms.
CHARACTER BOOK –  Media Text, Colour, Pattern - Step Three

Step Three

  1. Fold the top outer boxes into the centre fold to make the jacket. 
CHARACTER BOOK –  Media Text, Colour, Pattern - Step Four

Step Four

  1. Use the two small pieces for the arms.
  2. Cut the arms out.
  3. Turn the paper over so the jacket flaps are facing down.
  4. Glue the arms to the back of the jacket close to the top. 
CHARACTER BOOK –  Media Text, Colour, Pattern - Step Five

Step Five

  1. Fold the paper in half lengthwise.
  2. To cut out a skirt cut only at the outer edge on the lower half of the paper – NOT the folded edge.
  3. Stop where the jacket begins.
CHARACTER BOOK –  Media Text, Colour, Pattern - Step Six

Step Six

  1. To cut out pants, fold the paper in half lengthwise and cut along both edges on the lower half of the paper.
  2. Stop where the jacket begins.
CHARACTER BOOK –  Media Text, Colour, Pattern - Step Seven

Step Seven

  1. Cut out feet, hands a head and other details from the construction paper.
  2. Glue them into place.
  3. Use crayons add patterns and more details.
  4. Write a story about the character on the lined paper and glue it inside the jacket.

Learning Goals

Students will be able to:

  • create a recognizable character;
  • produce a media text containing visual and written information about a specific character;
  • draw inferences about the characters created by their peers; 
  • support their ideas with evidence found in the artworks. 


Have students:

  • work together to create a bulletin board display;
  • arrange groupings of characters as if they are at a party;
  • add text bubbles for each figure to indicate the conversations they might be having;
  • make sure the conversations reflect the personalities and interests of the characters;
  • create props and an appropriate backdrop for the display.


  1. Create a sample character book to show students.
  2. Place desks in groups of about 6.
  3. Arrange construction paper separated by colour on a central table.
  4. Place glue sticks, crayons and scissors in a small basket – one for each group of students. 


  1. Place students into small groups.
  2. Ask them to think of someone special in their lives. A person that takes care of them in some way.
  3. Ask them to make a list of the things the special caregiver does. 
  4. Allow students to share a few things that interest them about their caregivers.
    Once we start thinking about special people in our lives it often happens that little things pop up that we hadn’t thought about before. Things that really make the person seem extra special to us. Today we are going to create a media text for sharing what you love about that person. The written part of your work is only half the story. The way you present your caregiver visually will also provide some important clues about that person.
    When you thought about your special caregiver what stood out in your mind about his or her personality? Was he/she stubborn, calm, excitable? What colours would you use to demonstrate this characteristic? Can you provide clues to how he/she liked to dress, wear her/his hair, that sort of thing? How will you use specific details to make your character come to life? What clues about this person can you include so that the viewer will be able to know the person a little better even before they read what you wrote? These are the things you need to think about.
  5. Show students your sample book. Explain that they are going to create a character book. The character must have enough details that the viewer will already have some ideas about the person before they read what is written about him/her. For example,
    - When you look at this sample, what do you notice?
    - What does that tell you about this character?
    What about craftsmanship? 
  6. Introduce the challenge


The Challenge

  1. Create a character book to represent a special caregiver.
  2. Include key visual details that communicate important ideas about the character.
  3. Include written information about the character.
  4. Demonstrate craftsmanship and creativity.

The Process

  1. Make sure that everyone understands the challenge.
  2. Establish success criteria with your students. For example,
    I know I am successful when I:
    cut the paper carefully
    - use a small amount of glue
    - add lots of details
    - draw visual clues about the character
    - print neatly
    - write information about the character
    - use contrasting colours and pattern 
    - make sure the paper is in good condition
  3. Provide individual assistance and encouragement.
  4. Ask students to walk past the construction paper and to choose one colour they will use for the body of their character.
  5. Ask one student from each group to pick up a basket for their group.
  6. Guide students through the steps outlined in this lesson plan.
  7. Observe students as they work. 
  8. Provide individual assistance and encouragement.


  1. Place students into pairs.
  2. Ask them to look closely at the other’s character. Ask then to take turns talking about each other’s characters. Encourage them to be specific -  - What do you see?  (e.g., I see you used a lot of red in the suit.)
    What can you infer from this? (e.g., Maybe this person was really energetic and excitable.)
    What makes you say that? (e.g., The colour red can sometimes mean things like high energy; excitement so I think you might have wanted us to think this person might have those traits too.)
  3. Then ask a few students to share what they discussed with the whole class.
  4. Discuss what they noticed about their inferences.
    Notice how different people might infer different things from the work.
    The audience plays an important role in interpreting the meaning of a text.
    - How do you choose what you think it means?
  5. Ask students to place their characters on their tables.
  6. Provide sticky notes at each table.
  7. Ask students to view the books and select three to comment on.
  8. Ask them to:
    - write their own name on the sticky note 
    - write what they like about the book
    - place the sticky note on the back of the character book


  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
  2. Observe students as they discuss the character books – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience. (Downloads – CharacterBook_trackiing.pdf)
  3. Assess the sticky notes note comments.
  4. Have students use the self-assessment form to evaluate their work. (Downloads – CharacterBook_self-assessment.pdf)