AC9E2LE02: Identify features of literary texts, such as characters and settings, and give reasons for personal preferences

1. Outcome Overview & Core Concepts

Readers notice characters, settings, events and language, then explain which features they prefer and why.

Learning target: identify features of literary texts, such as characters and settings, and give reasons for personal preferences

Big idea: Identify literary features and support preferences with reasons

Learning routine: Identify feature → Describe it → State preference → Give reason

4. 4-Step Instructional Sequence

2. Subject-Specific Content & Key Examples

Guided practice

1. Sort and notice — Sort details into character, setting, problem and ending.
2. Build or improve — Choose a favourite feature and build an opinion–reason response.
3. Explain your choice — Use the words literary feature, preference, reason 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 preferences for stories set in familiar or unfamiliar worlds, or about characters whose lives are like or unlike their own
• E2: discussing their feelings about the positive and negative behaviours of non-human characters, such as animals

3. Common Student Misconceptions

• Retelling instead of responding: Name the feature and explain your reaction to it.
• Preference without reason: Use because and refer to a detail.
• 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

• Name two literary features.
• What is a personal preference?
• Can readers prefer different features?
• How do you support a reason?

Mastery evidence

• Identify characters
• Identify settings
• Identify other features
• State preferences

Revision Notes

• Remember: Identify literary features and support preferences with reasons
• Use the routine: Identify feature → Describe it → State preference → Give reason
• 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 Features of literary texts, such as characters and settings, and...

Mapped skill: identify features of literary texts, such as characters and settings, and give reasons for personal preferences

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