Updated: 07 Dec 2016
A set of 16 posters about developing and describing characters when writing stories.
Non-Editable: PDF
Pages: 16 Pages
Years: F - 7
Discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
Recognise how texts can be created for similar purposes but different audiences
Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
Understand that images add to or multiply the meanings of a text
Explore how language can be used for appreciating texts and providing reasons for preferences
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
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...
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressionsElaborationsextending studentsâ vocabularies for the expression of feelings and emotions (Skills: Literacy, Critical and Creative Thinki...
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 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...
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...
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...
Identify visual representations of charactersâ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying wordsElaborationscomparing two versions o...
Identify language that can be used for appreciating texts and the qualities of people and thingsElaborationsexploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example âhappyâ, ...
Discuss how authors create characters using language and imagesElaborationsidentifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts (Skills: Literacy, Cr...
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
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
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words
Identify language that can be used for appreciating texts and the qualities of people and things
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
Identify the point of view in a text and suggest alternative points of view
Examine how evaluative language can be varied to be more or less forceful
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions
A set of 16 posters about developing and describing characters when writing stories.
Don’t tell feeling, show feeling to add detail and capture attention when writing your stories. This poster pack includes examples of common emotional states:
Discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
Recognise how texts can be created for similar purposes but different audiences
Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
Understand that images add to or multiply the meanings of a text
Explore how language can be used for appreciating texts and providing reasons for preferences
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
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...
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressionsElaborationsextending studentsâ vocabularies for the expression of feelings and emotions (Skills: Literacy, Critical and Creative Thinki...
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 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...
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...
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...
Identify visual representations of charactersâ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying wordsElaborationscomparing two versions o...
Identify language that can be used for appreciating texts and the qualities of people and thingsElaborationsexploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example âhappyâ, ...
Discuss how authors create characters using language and imagesElaborationsidentifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts (Skills: Literacy, Cr...
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
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
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words
Identify language that can be used for appreciating texts and the qualities of people and things
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
Identify the point of view in a text and suggest alternative points of view
Examine how evaluative language can be varied to be more or less forceful
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions
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Excellent, thanks - just returned to this topic and I'll be using the templates :D
Great idea! Might also be good to have some 'blanks' - I often use a 'gingerbread man' outline for children to fill in with adjectives describing a character.
Hi Helen - great suggestion! We've just added some blank templates here: https://www.teachstarter.com/teaching-resource/show-dont-tell-feelings-synonyms-poster-activity-pack/