teaching resource

Direct and Indirect Characterisation Anchor Chart

Updated: 16 Apr 2025

Reference a direct and indirect characterisation anchor chart to teach your students the difference between types of characterisation.

Editable: Google Slides
Non-Editable: PDF
Pages: 4 Pages
Years: 3 - 5
Differentiated: Yes

Curriculum

EN3-UARL-01

Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-CWT-01

Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
EN3-VOCAB-01

Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN2-UARL-01

Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-RECOM-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-VOCAB-01

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-OLC-01

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

ACELA1477

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 (Skills: Literacy, Critical and Crea...
ACELY1801

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 )
ACELT1798

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 ...
ACELT1605

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...
ACELT1604

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...
ACELY1675

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...
ACELT1599

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...
ACELT1594

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...

teaching resource

Direct and Indirect Characterisation Anchor Chart

Updated: 16 Apr 2025

Reference a direct and indirect characterisation anchor chart to teach your students the difference between types of characterisation.

Editable: Google Slides
Non-Editable: PDF
Pages: 4 Pages
Years: 3 - 5
Differentiated: Yes

Reference a direct and indirect characterisation anchor chart to teach your students the difference between types of characterisation.

Teaching Direct and Indirect Characterisation Just Got Easier!

Engaging students in character analysis just got a lot easier! This set of printable anchor charts brings clarity and color to character analysis in middle and upper primary classrooms. Whether you’re introducing literary concepts or reinforcing them during a novel study, these visual tools will help ensure that teaching direct and indirect characterisation is a breeze!

Direct and Indirect Characterisation Anchor Chart Pack

This Direct and Indirect Characterisation Anchor Chart pack features posters for use in both lower and upper-level classrooms. The two variations included are described below:

Direct and Indirect Characterisation Anchor Chart (Middle): This resource is designed for younger students and uses simplified language and age-appropriate illustrations.
Indirect and Direct Characterisation Anchor Chart (High) – This poster set is designed for older students and features more complex vocabulary and photographs.

You will find both levels in a single file in your download. Simply download the file, choose the one you prefer, and print it!

Download Your Direct vs Indirect Characterisation Poster Pack

Ready to download your direct vs indirect characterisation poster bundle? That’s easy! This resource is available as a printable PDF resource file, as well as a fully editable Google Slides resource. To get your copy, click the dropdown arrow on the download button and select your preferred file type.

We have included both full colour and black and white versions of these posters.

This resource was created by Lindsey Phillips, a teacher and Teach Starter Collaborator.

More Characterisation Activities and Resources

Don’t stop there! We’ve got loads of resources and characterisation activities for you to use in your classroom. Make sure you check these out before you go!

teaching resource

Character Traits, Feelings and Appearance - Posters

A set of 3 posters depicting words and phrases that can be used to describe a character's personality, feelings and appearance.

teaching resource

STEAL Characterisation Anchor Charts

Use the S.T.E.A.L. method of characterisation to help your students ‘steal’ the show with their writings using handy printable anchor charts.

Curriculum

EN3-UARL-01

Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-CWT-01

Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
EN3-VOCAB-01

Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN2-UARL-01

Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-RECOM-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-VOCAB-01

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-OLC-01

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

ACELA1477

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 (Skills: Literacy, Critical and Crea...
ACELY1801

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 )
ACELT1798

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 ...
ACELT1605

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...
ACELT1604

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...
ACELY1675

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...
ACELT1599

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...
ACELT1594

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...

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