Year 2 English · AC9E2LE01

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

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

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Learning goalsSay it simply

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

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Connect a character's actions to the setting

1setting presents place and conditions
2character responds to the place
3words and images reveal the connection

Use evidence from the actual text and creator rather than inventing cultural claims.

Compare literature from varied authors and illustrators

placecharacter choicecreator perspectivetext evidence

Notice both shared human experiences and important differences in context.

Sort and notice

Create a character–setting evidence chart for an approved class text.

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.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LE01 - Discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Example 1

1 setting presents place and conditions

Example 2

place character choice creator perspective text evidence

Example 3

Connect a character's actions to the setting 1 setting presents place and conditions 2 character responds to the place 3 words and images reveal the connection Use evidence from the actual text and creator rather than inventing cultural claims.

Example 4

Compare literature from varied authors and illustrators place character choice creator perspective text evidence Notice both shared human experiences and important differences in context.

Curriculum examplesCurriculum examples

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
Questions and answersWith answers

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.
Practice and reviewReady for practice

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
Curriculum alignmentStart here

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

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