Exploring Characters & Settings

Lesson Details

• Year Level: Year 3
• Subject: English
• Duration: 55 minutes
• Curriculum Code: AC9E3LE03
• Class Size: 28 students
• Focus: Discuss how an author uses language and illustrations to portray characters and settings, and explore how settings and events influence the mood of the narrative.

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Lesson Objectives

By the end of the lesson, students will:

1. Identify how authors use specific words and illustrations to describe characters and settings.
2. Explain how settings and events influence the mood of a narrative.
3. Engage in group discussions and creative exercises to analyse text features.

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Materials Required

• A copy of “Wombat Stew” by Marcia K. Vaughan
• Large picture cards of different settings (e.g., a dark forest, a sunny beach, a stormy ocean)
• Whiteboard and markers
• Printed worksheets with short text excerpts
• Coloured pencils

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Lesson Breakdown

1. Warm-Up Activity (10 minutes) – “Mood Match”

1. Display three different images of settings (e.g., a spooky cave, a bright playground, a rainy street).
2. Ask students: "How do these settings make you feel?"
3. Write their responses on the board under each picture (e.g., “scary,” “exciting,” “peaceful”).
4. Explain that settings in stories create moods, just like these images do.

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2. Reading & Discussion (15 minutes) – “Wombat Stew” Exploration

1. Read aloud an excerpt from “Wombat Stew”, focusing on how words and pictures describe the bush setting.
2. Ask questions:
   • What words does the author use to describe the setting?
   • How do the illustrations help us imagine the environment?
   • How does the setting make this story feel different from a fairy tale set in a castle?
3. Discuss how the Australian bush setting affects the mood of the story (e.g., adds adventure, makes it feel uniquely Australian).

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3. Character Exploration (15 minutes) – “Describe like an Author”

1. Display an illustration of “Dingo” from the book.
2. Ask: "What kind of character do you think Dingo is? What clues do the words and pictures give us?"
3. Write descriptive words on the board (e.g., “sly,” “sneaky,” “clever”).
4. Hand out short text excerpts and ask pairs to underline any words that describe a character’s personality.
5. Share answers and discuss how authors create characters that match the setting and mood.

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4. Creative Activity (10 minutes) – “New Setting, New Mood”

1. Split the class into small groups and give each group a different picture of a setting (e.g., a snowy mountain, a deep jungle, a busy city).
2. Challenge them to reimagine a scene from “Wombat Stew” in this new setting.
3. Ask:
   • How would the mood of the story change?
   • Would the characters act differently?
4. Groups share their ideas with the class.

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5. Reflection & Exit Ticket (5 minutes)

• Each student writes one sentence about how settings or illustrations change the mood of a story.
• Students share with a partner before submitting their responses.

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Assessment & Differentiation

Assessment:

✅ Informal observation during discussions.
✅ Check worksheets for understanding of descriptive language in texts.
✅ Evaluate creative thinking through the group task.

Differentiation:

🔹 For students needing support: Provide a list of descriptive words to help identify language choices.
🔹 For advanced students: Challenge them to write two different versions of a short scene using different settings and moods.

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Conclusion

This lesson encourages Year 3 students to think critically about how authors use language and illustrations to develop characters and settings. By the end, they will have a deeper understanding of how a narrative’s mood is influenced by the world an author creates. 🌿📖✨