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Character Description Swap
4 5 6 Pre & Primary Essentials Worksheets English Examining Literature Creating Literature Literature & Contexts Engaging With & Responding to Literature Texts in Context Analysing, Interpreting & Evaluating Creating Texts 1 Page

Character Description Swap

In this worksheet, students write descriptions of a handful of characters from the novel they are reading and then swap them with a friend. The goal is to have the other person guess all of the characters correctly based on the description.
It will work for whatever book you are reading this term, but it was designed to be a part of our Rowan of Rin book study unit. In it, your students will learn metalanguage to talk about structure, plot, and characterisation as they break down what a hero’s journey story is all about.
 

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Learning goals

  • We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships in different cultures and time periods, e.g. two literary texts that explore friendship.
  • We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships, e.g. comparing fables from different cultures.
  • We are learning to discuss literary experiences with others, share responses and express a point of view using metalanguage to describe the effects of texts, text structures and language features.
  • We are learning to discuss literary experiences with others, sharing responses and expressing a point of view.
  • We are learning to use metalanguage to describe the effects of texts, text structures and language features of texts.
  • We are learning to create texts using a range of sentence types, including dialogue and literary devices and work with peers to edit texts and share feedback.
  • We are learning to create texts that explore students’ own experiences and imagining.
  • We are learning to create texts by developing storylines, characters and settings.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to present an opinion on a literary text, using metalanguage to describe the effects of literary devices, text structures and language features.
  • We are learning to present a point of view about literary texts and use metalanguage to reflect on the viewpoints of others.
  • We are learning to examine the effects of imagery, including simile, metaphor and personification and sound devices in narratives, shape poetry, songs, anthems and odes.
  • We are learning to create and edit texts by experimenting with figurative language, story lines, characters and settings.
  • We are learning to understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes.
  • We are learning to create literary texts using realistic and fantasy settings and characters that draw on our own experiences.
  • We are learning to create texts by experimenting with structures, ideas and stylistic features of authors, e.g. narrative view point, structure of stanzas and juxtaposition.
  • We are learning to identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
  • We are learning to read texts and apply appropriate comprehension strategies to analyse information, e.g. predicting, confirming, monitoring meaning, skimming and scanning.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to create and edit texts by adapting storylines, characters and settings and experimenting with figurative language.
  • We are learning to plan, create and adapt narratives in written, spoken or multimodal formats in innovative ways for a variety of audiences and purposes.
  • We are learning to experiment with text structures and language features and their effects in creating texts, for example using imagery, sentence variation, metaphor and word choice.

Curriculum alignment

AC9E4LE01 9 Recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors AC9E5LE04 9 Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs AC9E4LE02 9 describe the effects of text structures and language features in literary texts when responding to and sharing opinions AC9E5LE05 9 Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation AC9E6LE05 9 Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices AC9E4LE05 9 Create and edit literary texts by developing storylines, characters and settings AC9E5LY04 9 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation AC9E5LY03 9 Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text AC9E5LE02 9 Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others ACELT1609 8.4 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others ACELY1704 8.4 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience ACELT1618 8.4 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways ACELT1800 8.4 Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice ACELY1694 8.4 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features ACELT1794 8.4 Create literary texts by developing storylines, characters and settings ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACELT1604 8.4 Use metalanguage to describe the effects of ideas, text structures and language features of literary texts ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELT1602 8.4 Make connections between the ways different authors may represent similar storylines, ideas and relationships ACELT1612 8.4 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced ACELT1795 8.4 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ACELT1611 8.4 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1798 8.4 Create literary texts that experiment with structures, ideas and stylistic features of selected authors ACELY1701 8.4 Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1702 8.4 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-HANDW-02 new Uses digital technologies to create texts EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
VCELT298 Create literary texts that explore students’ own experiences and imagining VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELT282 Make connections between the ways different authors may represent similar storylines, ideas and relationships VCELT314 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes VCELT306 Discuss literary experiences with others, sharing responses and expressing a point of view VCELT283 Describe the effects of ideas, text structures and language features of literary texts VCELT336 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others VCELT328 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced VCELT327 Create literary texts that experiment with structures, ideas and stylistic features of selected authors VCELT297 Create literary texts by developing storylines, characters and settings VCELT355 Experiment with text structures and language features and their effects in creating literary texts VCELY329 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY320 Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text VCELT356 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways VCELY318 Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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