English / Year 7 / Literature / Responding to literature

Curriculum content descriptions

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)

Elaborations
  • identifying stereotypes, prejudice and oversimplifications in texts
  • exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Personal and social capability Personal and social capability
ScOT terms

Literary devices,  Characters (Narratives),  Settings (Narratives)

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Syllabus bites: Visual literacy

A resource with information, study guides and resources on visual literacy to support the English K-10 Australian Curriculum in English. It provides a series of activities, guidelines and tasks about visual texts from a variety of sources. Contains writing scaffolds, templates and proformas for responding and composing ...

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Syllabus bites – responding to literature

A web page with information, teacher guides and resources on responding to texts. This resource supports the NSW English K-10 syllabus.

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Sally Rippin on authors and illustrators

Watch this clip to find out about the relationship between authors and illustrators. What role does the publisher play in this relationship? What does Sally Rippin say about the role of illustrations in books for young children?

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Panchatantra: the lion and the rabbit

This is a folk story titled The lion and the rabbit from the Panchatantra, a book that contains a collection of South Asian folk stories dating back at least 2,000 years. The message of the story is that intelligence is power. The story is eight web pages in length and includes text, illustrations, arrows at the top of ...

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Creating characters with Sally Rippin

Listen as Sally Rippin talks about how her characters come to life. What does she say about the link between the writer and the characters they create? Why does she say that imagination is like a muscle?

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Dirrarn: Unit of work

This unit of work has been written to support the book Dirrarn. The book follows Mia as she finds herself at boarding school and the challenges of living thousands of kilometres away from home, family, and the big sky country she loves. Find themes relating to Identity, change, coming of age, bullying, Country and finding ...

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Ubby’s Underdogs: The Legend of the Phoenix Dragon: Unit of work

This unit of work has been written to support the book Ubby’s Underdogs: The Legend of the Phoenix Dragon. The book interweaves Aboriginal and Chinese mythology to create an adventurous story filled with local-Broome culture. This unit includes practical ideas for using this book in your classroom.

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Marvellous mechanisms

Students develop skills in how to use mechanisms in a debate.

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How to Build Stories, Ch 5: Using language to flavour your story

Language is like the flavour of a story. It helps relate your imagination to readers in a way they'll understand. But you have to add the right flavours; otherwise your story will be like a bad meal. Learn how to write what you want your readers to imagine and feel.

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It all 'ads' up!

Students create and explore advertising jingles.

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Considering responsibility in debates

Students learn how to discuss responsibility when debating.

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Deep diving into definitions

Explore definitions in debating from the negative team's perspective.

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Characterisation in debates

Students learn how to use characterisation and descriptive language in debating.

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How to Build Stories, Ep 4: Exploring genre and setting of your story

Every genre has different rules. But once you know them, you can choose which rules you want to break. Find out how you can mix and match genres to create unique, interesting stories!

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Talking about feelings with Morris Gleitzman

According to Morris Gleitzman, what connects readers to stories? Thinking about your favourite books and characters, do you agree or disagree with his views?

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Alice Pung on story settings

Watch this clip to learn how author Alice Pung thinks about settings in her writing. What does she say about they way they inform the characters she develops? Why does Alice think a high school is a good setting for a story? Write a short story that's set in a high school, paying special attention to the dramatic possibilities ...

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Tony Wilson's advice for new writers

What does author Tony Wilson think the hardest thing for new writers is? What does he say is the best way to get better at writing? Tony mentions an Australian author called Sonya Hartnett. Do some research and find out how old Sonya was when she wrote her first book. If writing is something you have fun doing, perhaps ...

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What's With Poetry?, Ch 6: Why do we create poetry?

There are many reasons why you might write poetry. Maybe it's because you saw something beautiful and you want to share that feeling with others. Or maybe something funny happened to you on your way to school and you want to remember it. You don't have to be a creative genius to write poetry and you don't have to have the ...

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Story development and plot holes with Andy Griffiths

How do you move your characters forward in a story? A trick Andy Griffiths uses is asking a lot of questions. His favourite question to ask is "what's the worst thing that can happen next?" Try asking yourself that question if you get stuck when writing your next story. In this clip Andy also talks about plot holes. What ...

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David Malouf on short story writing

Some writers can write a short story in one sitting, whereas for others – like David Malouf – it can sometimes take a bit longer to figure out where a story is going. Watch as David explains that although writing is about an "enthusiastic rush", it is also about patience.  Have you ever written a story that you didn't know ...