Year 2 English · AC9E2LE03

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

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

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Learning goalsSay it simply

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

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Notice language that creates an impression

creptshadowy corridorwhisperedanxious character

The chosen words combine to suggest mood and personality.

Compare different presentations

brave vs recklesspeaceful vs lonelybright vs glaringwalked vs stomped

Small word changes can create a different impression.

Sort and notice

Highlight words that present a character or setting and label the impression created.

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.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LE03 - Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
Example 1

crept shadowy corridor whispered anxious character

Example 2

brave vs reckless peaceful vs lonely bright vs glaring walked vs stomped

Example 3

Notice language that creates an impression crept shadowy corridor whispered anxious character The chosen words combine to suggest mood and personality.

Example 4

Compare different presentations brave vs reckless peaceful vs lonely bright vs glaring walked vs stomped Small word changes can create a different impression.

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: 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)
Questions and answersWith answers

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.
Practice and reviewReady for practice

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
Curriculum alignmentStart here

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

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