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Literary Devices & Language Features - Poster Set
3 4 5 6 Pre & Primary Essentials Resources Classroom Displays English Phonic & Word Knowledge Text Structure & Organisation Examining Literature Creating Literature Literature & Contexts Engaging With & Responding to Literature Texts in Context Analysing, Interpreting & Evaluating History Health and Physical Education 25 Pages

Literary Devices & Language Features - Poster Set

These posters were created to support student learning of Literary Devices and Language Features. They feature a description and a clear example, in bright rainbow colours, to create a fantastic classroom display.

The literary devices explained in this poster set include: Similes, Metaphors, Oxymorons, Hyperboles, Idioms, Personification, Alliteration, Onomatopoeia, Spoonerisms, Puns, Neologisms, Nonsense Words, Juxtaposition, Rhythm and Rhyme.

The language features include: Pronouns, Proper Nouns, Common Nouns, Verbs, Adjectives, Adverbs, Interjections and Conjunctions.

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Learning goals

  • 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 analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
  • We are learning to identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts.
  • 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 understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to draw connections between personal experiences and the worlds of texts, and share responses with others.
  • We are learning to discuss texts and the authors’ reasons for character depictions, settings and events.
  • We are learning to create texts that explore students’ own experiences and imagining.
  • We are learning to discuss literary experiences with others, sharing responses and expressing a point of view.
  • 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 identify the audience and purpose of imaginative, informative and persuasive texts.
  • 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 identify characteristic features used in imaginative, informative and persuasive texts.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
  • We are learning to identify the point of view in a text and suggest alternative points of view.
  • We are learning to recognise and know how to write most high frequency words including some single-syllable homophones, e.g. eight, ate.
  • We are learning to read and write a large core of high frequency words and use context to make correct spelling choices, e.g. homophones – know, no.
  • We are learning to understand the days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day and National Sorry Day) and the importance of symbols and emblems, e.g. flags.
  • We are learning to recognise the importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
  • We are learning to describe how respect, empathy and valuing diversity can positively influence relationships.
  • We are learning to understand, discuss and use poetic devices and how they create interest in text, such as nonsense words, spoonerisms, neologisms and puns.
  • We are learning to understand the structures and language features of text types, such as simple narratives, procedures, persuasive texts and information reports.
  • We are learning to identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole.

Curriculum alignment

AC9E5LE04 9 Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs AC9E6LA08 9 Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole AC9E4LA03 9 Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes AC9E4LE04 9 Examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning AC9E5LE05 9 Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced AC9E6LE02 9 Identify similarities and differences in literary texts on similar topics, themes or plots ACELY1678 8.4 Identify the audience and purpose of imaginative, informative and persuasive texts 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 ACELT1615 8.4 Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELT1602 8.4 Make connections between the ways different authors may represent similar storylines, ideas and relationships ACELT1605 8.4 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension ACELT1596 8.4 Draw connections between personal experiences and the worlds of texts, and share responses with others ACELT1594 8.4 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACPPS037 8.4

Describe how respect, empathy and valuing diversity can positively influence relationships

 ACELY1679 8.4 Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting ACHASSK062 8.4 The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area ACHASSK064 8.4 Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems ACELA1780 8.4 Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling ACELA1486 8.4 Recognise and know how to write most high frequency words including some homophones ACELY1675 8.4 Identify the point of view in a text and suggest alternative points of view ACELY1680 8.4 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features ACELY1690 8.4 Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text 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
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 EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-2A old Composes, edits and presents well-structured and coherent texts 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-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 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-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-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 EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension 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-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELT342 Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts VCELT341 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots VCELT327 Create literary texts that experiment with structures, ideas and stylistic features of selected authors VCELT328 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

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

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