A set of two posters explaining direct and indirect characterisation.
The writer directly provides information about a character’s personality and tells the reader what the character is like.
The writer uses the character’s thoughts, words and actions to reveal information about them. They can also use how other characters respond to that character, including what they think and say about them.
NSW Curriculum alignment
Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
Composes, edits and presents well-structured and coherent texts
Victorian Curriculum alignment
Identify the point of view in a text and suggest alternative points of view
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authorsâ€™ reasons
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
Describe the effects of ideas, text structures and language features of literary texts
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
Examine how evaluative language can be varied to be more or less forceful
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readersâ€™ interest by using various techniques
Australian Curriculum alignment
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authorsâ reasonsElaborationsreading texts in which Aboriginal and Torres Strait Islander children/young people are the central character...
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrativeElaborationsidentifying and discussing the use of descriptive adjectives (âin the middle of a va...
Identify the point of view in a text and suggest alternative points of viewElaborationsdiscussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel (Skills: Literacy, Critical an...
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readersâ interest by using various techniques, for example character development and plot tensionElaborationsexamining the authorâs description of a c...
Examine how evaluative language can be varied to be more or less forcefulElaborationsexploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of probability or obligation (Ski...
Use metalanguage to describe the effects of ideas, text structures and language features of literary textsElaborationsexamining the authorâs description of a characterâs appearance, behaviour and speech and noting how the characterâs d...
Create literary texts that experiment with structures, ideas and stylistic features of selected authorsElaborationsdrawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative ...
Analyse strategies authors use to influence readersElaborationsidentify how authors use language to position the reader and give reasons (Skills: Literacy, Critical and Creative Thinking)(View this topic on www.australiancurriculum.edu.au )
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