Narrative Characterisation - Middle & Upper
Students will examine character descriptions that include appearance and behaviour, understanding how the character's development is evident through descriptions, the reactions of other characters to him or her and the dialogue of the character.
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 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 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 create texts by developing storylines, characters and settings.
- We are learning to create literary texts using realistic and fantasy settings and characters that draw on our own experiences.
- 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 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 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 and edit texts by experimenting with figurative language, story lines, characters and settings.
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
AC9E4LE03
9
discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
AC9E4LE05
9
Create and edit literary texts by developing storylines, characters and settings
AC9E5LE05
9
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
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
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 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 ACELT1794 8.4 Create literary texts by developing storylines, characters and settings ACELT1612 8.4 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
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
EN2-10C
old
Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
EN3-2A
old
Composes, edits and presents well-structured and coherent 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
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-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
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
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
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
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-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
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-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-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create 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
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
VCELT264
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features
VCELT265
Create texts that adapt language features and patterns encountered in literary texts
VCELT284
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques
VCELY289
Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other
VCELT298
Create literary texts that explore students’ own experiences and imagining
VCELT297
Create literary texts by developing storylines, characters and settings
VCELT316
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
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
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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