English: Character Writing 

Stage 3 Possible Outcomes 

Composes, edits and presents well-structured and coherent texts ​EN3-2A 

● compose imaginative and informative texts that show evidence of 

developed ideas 
● create literary texts that experiment with structures, ideas and stylistic features 
of selected authors 
● experiment with text structures and language features and their effects in 
creating literary texts, for example, using imagery, sentence variation, 
metaphor and word choice 
● reread and edit students' own and others' work using agreed criteria and 
explaining editing choices 
 

Discusses how language is used to achieve a widening range of purposes for a 

widening range of audiences and contexts ​EN3-5B 
 
● identify and explain characteristic text structures and language features used 
in imaginative texts to meet the purpose of the text 
● identify the ways in which language use in imaginative texts, including use of 
figurative 
● language, character development, events and setting, creates interest for the 
reader or viewer 
● analyse strategies authors use to influence readers 
● compose more complex texts using a variety of forms appropriate to purpose 
and audience 
 
 
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to 
respond to and compose clear and cohesive texts in different media and 
technologies ​EN3-6B 
 
● Understand the use of vocabulary to express greater precision of meaning, 
and know that words can have different meanings in different contexts 
(ACELA1512) 
● investigate how vocabulary choices, can express shades of meaning, feeling 
● select appropriate language for a purpose, eg descriptive, technical, 
emotive and colloquial, when composing texts 
 
Thinks imaginatively, creatively, interpretively and critically about information and 
ideas and identifies connections between texts when responding to and composing 
texts ​EN3-7C 

● think critically about aspects of texts such as ideas and events 

● create literary texts that adapt or combine aspects of texts students have 
experienced in innovative ways 
● adapt aspects of print or media texts to create new texts by thinking 
creatively and imaginatively about character, setting, narrative voice, 
dialogue and event 
Stage 4 Possible Outcomes 
Responds to and composes texts for understanding, interpretation, critical analysis, 
imaginative expression and pleasure ​EN4-1A 
 
● recognise and analyse the ways that characterisation, events and settings 
are combined in narratives, and discuss the purposes and appeal of different 
approaches 
 
Effectively uses a widening range of processes, skills, strategies and knowledge for 
responding to and composing texts in different media and technologies ​EN4-2A 
 
● use a widening range of processes of composing and publishing sustained 
texts, including planning, drafting, rehearsing and editing 
 
 
Lesson Sequence 
 
Learning Intention – Create a short story with a well rounded character 
1. What makes a rounded character? 
a. Who Am I 
b. Who is a character 
c. Tropes, archetypes, stereotypes 
d. Inciting incident, goals, actions/decisions, flaws 
 
2. How to make an audience care? 
a. Relatable experiences 
b. Target Audience 
i. Children – Peter Pan 
ii. Middle Grade – Harry Potter 1 
iii. Young Adult – Skyward/Hunger Games/HP7 
 
3. Plot 
a. Hero’s Journey 
b. Character Growth  
i. What they think they want vs what they need 
 
4. How to make an audience care? 
a. Empathy (Character Driven) 
i. Show they are like us (relatable) 
1. little things you relate to (late to school) 
ii. Make them nice/funny (outstanding) 
iii. Show people liking them 
1. We instantly like someone who is liked by other people (Hagrid 
v Snape [Antipathy]) - Gru 
b. Establish Rooting Interest (Plot Driven) 
i. Motivation - A motivation we care about 
1. Not Selfish - HP, Katniss HG, Gru (Intentionally done wrong), 
Simba (father proud). 
ii. What do they want? Why can’t they have it  
1. Tied to their flaw - Ayman 
iii. Personal connection to the plot 
1. Suddenly it’s personal - Luke doesn't want to defeat Empire 
until they kill his parental figures 
 
  
5. Setting/Point of view 
a. How do we write through the character’s eyes? 
b. Emotive Language 
 
6. Show, don’t tell 
a. James was a kind boy that always listened to his teacher 
b. Mary was the school bully, she always caused problems for other kids 
i. model my own example 
 
7. Planning 
 
8. Writing