AC9E2LE01: Discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators

1. Outcome Overview & Core Concepts

Settings influence what characters notice, value, fear, need and do. Readers discuss these connections while respecting the knowledge, place and perspective represented by each creator.

Learning target: discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Big idea: Discuss how setting shapes characters in literature from varied creators

Learning routine: Identify character → Identify setting → Find connection → Respect context → Discuss

4. 4-Step Instructional Sequence

2. Subject-Specific Content & Key Examples

Guided practice

1. Sort and notice — Create a character–setting evidence chart for an approved class text.
2. Build or improve — Compare how two creators connect a character to place using words or images.
3. Explain your choice — Use the words character, setting, context to explain what you changed and why.

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 the depiction of characters in particular settings in well-known fairytales from wide-ranging world authors; for example, children in forests, and royalty in castles and towers
• E2: recognising recurring characters in particular settings in texts by First Nations Australian authors (teaching context)
• E3: exploring the way wide-ranging Australian authors and illustrators depict the Australian outback and the associated characters

3. Common Student Misconceptions

• Treating cultures as one story: Discuss the specific creator and text; avoid broad assumptions.
• Describing setting without connection: Explain how the place affects a character's actions or feelings.
• Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

• What is a setting?
• How can place affect a character?
• Why name the specific text and creator?
• What evidence can an illustration provide?

Mastery evidence

• Identify characters
• Identify settings
• Explain connections
• Use text evidence

Revision Notes

• Remember: Discuss how setting shapes characters in literature from varied creators
• Use the routine: Identify character → Identify setting → Find connection → Respect context → Discuss
• Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
• Self-check: change the example slightly and see whether the same reasoning still works.

Curriculum equivalents for How characters and settings are connected in literature created by...

Mapped skill: discuss how characters and settings are connected in literature created 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.

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.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9E2LA01: Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
• AC9E2LA02: Explore how language can be used for appreciating texts and providing reasons for preferences
• AC9E2LA03: Identify how texts across the curriculum are organised differently and use language features depending on purposes
• AC9E2LA04: Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
• AC9E2LA05: Navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
• AC9E2LA06: Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
• AC9E2LA07: Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
• AC9E2LA08: Understand that images add to or multiply the meanings of a text