Worked example
Question: A story says “the timid mouse” and shows the mouse hiding. Both words and image build the character as shy or scared.
Key concept
Learning goal: I can explain how words and images create characters, settings and events in literature.
- Discuss how animal characters can show human qualities.
- Notice how First Nations Australian authors and illustrators create characters, settings and events.
- Use story events to explain what a character is like.
Steps to use
Notice words → Notice images → Name character/setting/event → Explain effect
See it, then try it
Words and images build story meaning
character words: bravesetting words: dark forestimage clue: tiny houseevent clue: running feet
Use evidence from words and picture choices
charactersettingeventevidence
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- E1: discussing how animal characters reflect human characteristics; for example, the creation of animal characters and their human qualities in fables by wide-ranging world authors
- E2: discussing how characters, settings and events are described or depicted in literature by First Nations Australian authors and illustrators (teaching context)
- E3: discussing the events associated with Australian animal characters and what is learnt about their characters in picture books from wide-ranging Australian authors
Common misconceptions
- Opinion without evidence — Point to words or image clues.
- Only one mode — Use both language and image where available.
- Mixing event and setting — Setting is where/when; event is what happens.
Try these
- Character evidence — Use words and a neutral picture card to describe a character.brave / worried / curious
- Setting map — Name the setting clues in words and image layout.forest / beach / classroom
- Event freeze-frame — Act a story event and choose words that match it.The boat rocked.
Explain and apply
Image and words build character
The words say Mia waited by the gate. The picture shows Mia biting her lip. What does each part tell you?
Answer and teaching guidance
The words tell the event and place; the image suggests Mia may feel worried or nervous. The answer should use both kinds of evidence.
Find the setting clues
Look at a story page. Point to one word clue and one image clue that show where the story happens.
Answer and teaching guidance
A strong answer names a setting such as beach, classroom, bush track or kitchen and gives evidence from words or images.
Respect the selected text
Discuss a story by a named First Nations Australian author or illustrator. What character, setting or event is shown in this text?
Answer and teaching guidance
Keep the response anchored to the selected text. Avoid turning one story into a statement about all communities or storytellers.
Explain how meaning is made
Complete: I know ____ because the words show ____ and the image shows ____.
Answer and teaching guidance
This structure makes students connect language and image evidence instead of giving a guess.
Check your understanding
Quick checks
- What is a character?
- Name one image clue for setting.
- How can words show a character?
- What is an event?
I am ready when I can
- I can discuss how animal characters can show human qualities.
- I can notice how First Nations Australian authors and illustrators create characters, settings and events.
- I can use story events to explain what a character is like.
Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for How language and images are used to create characters, settings...
Mapped skill: discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E1LE01 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E1LE01 · Level 1 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN1-UARL-01 · Stage 1 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 1 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 1 |
| United Kingdom (England) | National Curriculum in England — English | Year 2, Key Stage 1 |
| India | NCERT / CBSE — English | Class 1 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: How to Learn about Characters
Khan Academy Kids — Look for clues that help an author or illustrator show a character.
As you watch: What does the character say or do that helps you understand them?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Use a story by an Australian or First Nations Australian author from your class. Find one word or picture clue about its character.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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