Character Development - Student Reference Card
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Learning goals
- We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
- We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
- We are learning to create and edit imaginative texts by using or adapting language features, characters, settings and plot structures, e.g. changing the setting, revising an ending.
- We are learning to create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
- We are learning to create multimodal texts that adapt language features and patterns encountered in literary texts, e.g. characterisation, rhyme, rhythm, mood, music, sound effects and dialogue.
Curriculum alignment
AC9E3LE03
9
Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
AC9E3LE05
9
Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
ACELT1791
8.4
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue
ACELT1601
8.4
Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle
ACELT1599
8.4
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN2-2A
old
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-HANDW-02
new
Uses digital technologies to create texts
EN2-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
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-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-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
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELT264
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features
VCELT253
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
VCELT265
Create texts that adapt language features and patterns encountered in literary texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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