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Scenery Cards
2 3 4 5 6 Pre & Primary Essentials Games & Activities Resources English Examining Literature Creating Literature Creating Texts 11 Pages

Scenery Cards

In this activity, students use a series of landscape pictures and writing prompts to explore the importance of setting in narrative. Younger students can list adjectives for the settings depicted on each card, while older students can complete the sentences to develop their writing. Students can do this on their own, in pair and share, or even literacy rotations.

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Learning goals

  • We are learning to compare characters and settings in different texts and identify the verb groups used to convey actions, emotions and dialogue.
  • We are learning to discuss characters and settings in different texts and explore how language is used to present these features in different ways.
  • We are learning to innovate on familiar texts by experimenting with character, setting or plot and by adding prepositional phrases to improve descriptions.
  • We are learning to tell known stories from different points of view, construct sequels and imaginative reconstructions of stories and poetry.
  • We are learning to innovate on familiar texts by experimenting with character, setting or plot.
  • We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
  • We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • 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 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 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 texts by developing storylines, characters and settings.
  • We are learning to create and edit texts by experimenting with figurative language, story lines, 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 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 experiment with text structures and language features and their effects in creating texts, for example using imagery, sentence variation, metaphor and word choice.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.

Curriculum alignment

AC9E3LE05 9 Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts AC9E2LE03 9 Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways AC9E2LE05 9 Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools AC9E2LY06 9 Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features 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 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 AC9E5LE05 9 Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced 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 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 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

 ACELY1714 8.4 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience ACELT1794 8.4 Create literary texts by developing storylines, characters and settings 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 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 ACELT1833 8.4 Innovate on familiar texts by experimenting with character, setting or plot 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 ACELT1593 8.4

Create events and characters using different media that develop key events and characters from literary texts

 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 ACELT1612 8.4 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced ACELT1591 8.4 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways ACELY1671 8.4 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN1-7B old Identifies how language use in their own writing differs according to their purpose, audience and subject matter EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing 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 EN3-2A 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 EN1-2A old Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts 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 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 EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions 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 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 EN1-UARL-01 new Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts EN1-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
VCELT229 Build on familiar texts by experimenting with character, setting or plot VCELT228 Create events and characters using different media that develop key events and characters from literary texts VCELT265 Create texts that adapt language features and patterns encountered in literary texts VCELT264 Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features VCELT219 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways 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 VCELT284 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques VCELY358 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience VCELY289 Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other VCELY230 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELT355 Experiment with text structures and language features and their effects in creating literary texts VCELT356 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways 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 VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features 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 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 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 VCELY231 Reread and edit text for spelling, sentence-boundary punctuation and text structure VCELY233 Construct texts featuring print, visual and audio elements using software, including word processing programs VCELT298 Create literary texts that explore students’ own experiences and imagining

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

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