Lesson Note on Characterization (Minor) in “The Last Goodman” for SS1 (SSS 1)

Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 8
Age: 15 years
Duration: 45 minutes
Subject: Literature-in-English
Curriculum Theme: Literature-in-English
Previous Lesson: Characterization.
Topic: Characterization of the Novel “The Last Goodman” by Patience Swit II
Subject Matter: minor characters in The Last Goodman, roles of minor characters, significance of minor characters, relationships between characters

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• define minor character and distinguish it from major character.
• identify minor characters in “The Last Goodman”.
• state roles of minor characters in the novel.
• explain the significance of minor characters to plot and themes.
• describe relationships between minor and major characters using evidence from the text.
• support character points with short references from selected passages.

Affective Domain:

• show appreciation for positive behaviours displayed by characters and reject negative behaviours such as dishonesty and injustice.
• show readiness to learn from the consequences of characters’ actions.

Psychomotor Domain:

• complete a relationship chart showing links among at least five characters.
• extract short lines or events from passages to support character roles and relationships.

Social Domain:

• work cooperatively in groups to identify minor characters and present findings.
• participate in class discussion and respond politely to other pupils’ views.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• Recommended Literature-in-English textbook for SSS (Prose and literary appreciation)
• Britannica: Character in Literature
• Britannica: Characterization
• Purdue OWL: Writing About Fiction

Instructional Materials

The teacher will teach this lesson with the aid of:

• copies of “The Last Goodman”
• relationship chart template
• selected passages from the novella
• cardboard sheets for mapping and presentation
• board and markers

Rationale for the Lesson

This lesson helps pupils understand how minor characters support the plot and help to reveal themes in a story. It also prepares pupils to answer exam questions that require identification of minor characters, their roles, and relationships with evidence from the text.

Prerequisite/Previous Knowledge

Pupils have read selected parts of the novel and can recall the main plot events and some major characters.

Lesson Content / Board Summary

Minor Characters in “The Last Goodman” by Patience Swift

Meaning of Minor Character

A minor character is a supporting character who appears less frequently than the major characters but still contributes to the development of the plot, themes, and relationships in a story.

How to Identify Minor Characters in the Novella

Minor characters in The Last Goodman can be identified because:

• They appear in limited scenes or specific incidents.

• They support, question, or react to the actions of major characters, especially Sam.

• They help to show community behaviour, social judgement, and authority.

• Their actions may seem small but often trigger major consequences.

Minor Characters in The Last Goodman

The following are important minor characters in the novella:

1. The Boy with the Bicycle

Role: Symbolic supporting character

Description and Evidence:

• Sam helps the boy repair his bicycle on his way home.

• The boy appears briefly but clearly shows Sam’s helpful and kind nature.

Significance:

• Reveals Sam’s goodness and compassion early in the story.

• Contrasts sharply with how society later misunderstands Sam.

Relationship:

• Sam ↔ Boy: Helper and beneficiary

• Effect: Establishes Sam as a “good man” before conflict begins.

2. The Tourist (who drowns)

Role: Catalyst character

Description and Evidence:

• The tourist ignores warnings and enters the dangerous sea.

• His drowning opens the novella and introduces death and danger.

Significance:

• Introduces the theme of human vulnerability and consequences of choices.

• Sets the tragic tone of the story.

Relationship:

• Tourist ↔ Community/Sam: Stranger and observers

• Effect: Shows nature’s power and society’s helplessness.

3. The Shopkeeper / Village Traders

Role: Community representatives

Description and Evidence:

• Appear during Sam’s routine daily activities.

• Reflect normal village life and everyday interactions.

Significance:

• Help establish the social setting of the novella.

• Represent ordinary community members who later contribute to gossip and judgement.

Relationship:

• Sam ↔ Community members: Familiar but distant

• Effect: Shows Sam’s isolation despite living among people.

4. The Hotel Staff / Villagers

Role: Background social characters

Description and Evidence:

• Present around Isobel’s stay and public events.

• Observe, whisper, and react to Sam’s actions.

Significance:

• Represent public opinion and social pressure.

• Help spread suspicion and misunderstanding.

Relationship:

• Sam ↔ Villagers: Individual versus society

• Effect: Increases tension and leads toward conflict.

5. The Police Officers

Role: Authority figures

Description and Evidence:

• Investigate reports and rumours surrounding Sam.

• Act based on suspicion rather than full understanding.

Significance:

• Represent institutional power and injustice.

• Their actions contribute directly to the tragic outcome of the story.

Relationship:

• Sam ↔ Police: Authority versus individual

• Effect: Escalates misunderstanding into irreversible tragedy.

Roles of Minor Characters in the Novella

Minor characters in The Last Goodman perform the following roles:

1. Revealing character traits of Sam through interaction.

2. Introducing conflict through suspicion, rumours, or authority.

3. Supporting themes such as kindness, injustice, loneliness, and consequences.

4. Representing society and its tendency to judge without full knowledge.

5. Triggering events that push the plot forward.

Significance of Minor Characters

Minor characters are significant because:

1. They make the story realistic by representing different parts of society.

2. They help reveal the themes without long explanations.

3. They show how small actions and reactions can lead to serious outcomes.

4. They highlight the contrast between individual goodness and social cruelty.

Relationships Between Minor and Major Characters

Sam ↔ Boy with Bicycle

• Relationship: Helper and receiver

• Effect: Shows Sam’s kindness.

Sam ↔ Tourist

• Relationship: Observer and victim (indirect)

• Effect: Introduces danger and mortality.

Sam ↔ Villagers / Shopkeepers

• Relationship: Familiar yet distant

• Effect: Highlights social isolation and judgement.

Sam ↔ Police Officers

• Relationship: Individual versus authority

• Effect: Leads to injustice and tragic resolution.

Effects of Character Relationships on Plot and Themes

Effect of Character Relationships in the novella include:

1. Shape decisions and misunderstandings.

2. Create tension and conflict.

3. Expose societal flaws such as prejudice and fear.

4. Reinforce themes of kindness, injustice, loneliness, and consequences.

Teacher Emphasis

• Minor characters are not unimportant; they drive key moments.

• Emphasise evidence-based answers (short events or actions).

• Focus on how society’s reaction, not Sam’s actions, causes tragedy.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher asks pupils to mention two major characters from the last lesson and state one supporting character each has interacted with in the story.
Pupils’ Activity: Pupils respond by mentioning characters and recalling interactions from the text.
Learning Point: Minor characters support major characters and help events to develop.

Step 2: Meaning of Minor Character

Time: 6 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains the meaning of minor character and distinguishes it from major character, then writes the key points on the board.
Pupils’ Activity: Pupils listen, ask questions where necessary, and copy notes.
Learning Point: Minor characters appear less often but still contribute to events and ideas.

Step 3: Identifying Minor Characters in the Novel

Time: 6 minutes
Teaching Skill: Questioning
Teacher’s Activity: The teacher guides pupils to list minor characters from the selected passages and gives criteria for identifying minor characters.
Pupils’ Activity: Pupils list minor characters and give brief reasons for each.
Learning Point: Minor characters are identified by how they support the plot and major characters.

Step 4: Roles and Significance of Minor Characters

Time: 7 minutes
Teaching Skill: Guided Discussion
Teacher’s Activity: The teacher uses selected passages to guide pupils to state roles and significance of minor characters and to support points with evidence from the text.
Pupils’ Activity: Pupils state roles and significance and mention short evidence from the passages.
Learning Point: Character points should be supported with clear evidence from the text.

Step 5: Character Relationships

Time: 6 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher demonstrates how to draw a relationship chart showing links between minor and major characters and explains how relationships affect events and themes.
Pupils’ Activity: Pupils observe the demonstration and suggest relationship links from the story.
Learning Point: Relationships between characters influence plot development and theme expression.

Step 6: Group Activity on Relationship Mapping

Time: 10 minutes
Teaching Skill: Cooperative Learning
Teacher’s Activity: The teacher groups pupils, shares a passage to each group, and directs them to map relationships and write brief notes on roles and significance of identified minor characters on cardboard charts.
Pupils’ Activity: Pupils work in groups to create relationship maps and present findings briefly.
Learning Point: Relationship mapping helps to organise character roles and connections clearly.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Define a minor character.
2. Mention four minor characters in “The Last Goodman”.
3. List three roles of minor characters in a novel.
4. Explain one relationship between a minor character and a major character and state how it affects the plot or theme.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 0 minutes
Teaching Skill: Recapitulation
Teacher’s Activity: The teacher summarizes the meaning, roles, significance, and relationships of minor characters and gives an assignment: write a short note on any two minor characters, stating one role, one significance, and one relationship each with evidence from the text.
Pupils’ Activity: Pupils listen, copy the assignment, and ask questions where necessary.
Learning Point: Minor characters support the plot and themes through roles and relationships.

Lesson Keywords

• Minor character – a less prominent character who supports events and ideas in a story.
• Major character – an important character who drives major events in the plot.
• Role – the function a character performs in the story.
• Significance – the importance of a character to the plot and themes.
• Relationship – the link between characters that influences actions and events.
• Evidence – a supporting detail from the text used to prove a point.

Differentiation

Provide shorter passages and a partially completed relationship chart for pupils who need support, while advanced pupils use longer passages to explain significance and theme links. Use mixed-ability grouping so pupils can share evidence and improve accuracy during the mapping task.

Note for teachers using this lesson plan

Ensure pupils do not confuse minor characters with unimportant characters; insist on clear roles and evidence from the text. Encourage short, direct points suitable for exam answers and guide pupils to connect relationships to plot and themes.