AC9E2LE03: Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

1. Outcome Overview & Core Concepts

Authors choose nouns, adjectives, verbs, dialogue and comparisons to shape how readers imagine characters and settings.

Learning target: discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

Big idea: Identify how language presents literary features in different ways

Learning routine: Find feature → Collect words → Infer impression → Compare texts

4. 4-Step Instructional Sequence

2. Subject-Specific Content & Key Examples

Guided practice

1. Sort and notice — Highlight words that present a character or setting and label the impression created.
2. Build or improve — Rewrite one setting using words that create a contrasting mood.
3. Explain your choice — Use the words characterisation, setting, word choice 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: comparing how similar characters or settings are described in texts from different contexts; for example, how the seasons are described
• E2: identifying and comparing verb groups used to convey actions, emotions and dialogue in a range of literary texts
• E3: identifying the language used to describe the landscape in First Nations Australians’ stories (teaching context)

3. Common Student Misconceptions

• Listing adjectives only: Explain what impression the language creates.
• Ignoring verbs and dialogue: Actions and speech also reveal character and setting.
• 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 can a verb reveal?
• How can setting words create mood?
• Compare walked and stomped.
• Why collect evidence?

Mastery evidence

• Identify character language
• Identify setting language
• Infer impressions
• Compare word choices

Revision Notes

• Remember: Identify how language presents literary features in different ways
• Use the routine: Find feature → Collect words → Infer impression → Compare texts
• 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 The characters and settings of a range of texts and...

Mapped skill: discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

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