Year 3 English · AC9E3LE01

Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Students learn to discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include context, character, setting.

Learning target: discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Evidence about character

Instead of “the character is brave”, point to an action, line of dialogue or narrator description and explain how it supports the inference.

Setting shapes events

Compare the same event in a crowded city and an isolated forest. Discuss how setting changes what can happen and the mood a reader may experience.

Author choice creates effect

A repeated sound, image, metaphor or sentence pattern matters because of what it makes the reader notice, imagine or feel in that moment.

Use source-based cultural evidence

When a text, language name or cultural protocol is discussed, identify the source and describe what it supports without treating one example as representing all First Nations Peoples or Countries/Places.

Clean visual examplesOne-page board

Clean one-page examples

AC9E3LE01 - Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Example 1

Evidence about character Instead of “the character is brave”, point to an action, line of dialogue or narrator description and explain how it supports the inference.

Example 2

Setting shapes events Compare the same event in a crowded city and an isolated forest. Discuss how setting changes what can happen and the mood a reader may experience.

Example 3

Author choice creates effect A repeated sound, image, metaphor or sentence pattern matters because of what it makes the reader notice, imagine or feel in that moment.

Example 4

Use source-based cultural evidence When a text, language name or cultural protocol is discussed, identify the source and describe what it supports without treating one example as representing all First Nations Peoples or Countries/Places.

Curriculum examplesCopied content

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: exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline
  • E2: discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors (teaching context)
  • E3: discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors
  • E4: exploring the ways Australian settings are portrayed in stories
Questions and answersWith answers

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Practice and reviewReady for practice

3. Common Student Misconceptions

  • Feature spotting: Explain how the exact feature shapes meaning, communication or response.
  • Retelling: Select precise evidence and analyse it rather than repeating content.
  • Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
  • Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Students learn to discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include context, character, setting.

Learning target: discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

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