# data[].attributes.body
STAGE 2

UARL FOCUS LINKS:

This text is an example of how character stereotypes and archetypes are represented in literature, while also demonstrating how character can drive the plot in a story.

DISCUSSION POINTS:

Why do you think the author chose the name Stella for the lead character?

What types of adversity does Stellar overcome?

How was Stellar subjected to stereotyping in this story?

Think of 5 words to sum up Stellar's character (character traits).

Think of 5 words to describe the managers and big bosses.

BLURB:

Stella wants to be an astronaut. There is only one problem: Stella is an elephant. Every time she applies to Space Command, they come up with a new reason she can't join. But where there's a will, there's a way and Stella is determined to reach for the stars.

# data[].attributes.body
STAGE 2

UARL FOCUS LINKS:

This book can challenge students to describe the personalities and emotional attributes of the crayons by using examples of how the author has used dialogue to convey what characters say and think.

DISCUSSION POINTS:

What is the problem in this story?

How do the crayons express their emotions?

What would it be like to be reduced to only one character trait? Have you experienced being typecast, like the crayons?

How does the author show stereotypes in this book?

Do you think the characters showed any growth throughout the story?

Do you think the resolution of the story would appease the crayons? Why or why not?

BLURB:

Poor Duncan just wants to colour in. But when he opens his box of crayons, he only finds letters, all saying the same thing: We quit! Beige is tired of playing second fiddle to Brown, Blue needs a break from colouring in all that water, while Pink just wants to be used. Green has no complaints, but Orange and Yellow are no longer speaking to each other. The battle lines have been drawn. What is Duncan to do?

# data[].attributes.body
STAGE 2 & 3

UARL FOCUS LINKS:

This picture book provides examples of how authors present group and individual characteristics in characters and invites emotional engagement with the main character. It also provides an example of how a character drives a plot in a narrative.

DISCUSSION POINTS:

How does the main character in each book 'fit in' or 'stand out'?
How do the characters use fashion choices to show their individuality?
What message do you think the author of this text is trying to covey?

Why do authors and illustrators show direct speech in speech bubbles? Why do they embed it within the text?

BLURB:

A story about never giving up on your talents, because even though what you do may not be appreciated right now, it may be in time. Possibly by someone you'd least expect.
Frank is a penguin with ideas. Mostly terrible ones. That's why his fellow penguins are nervous when he shows them his strange new creation. Something they'd never seen or expected to see in their cold and colourless Antarctic world - a red hat.

# data[].attributes.body
STAGE 2

UARL FOCUS LINKS:

This text presents an example of how characters can be identified through familiar, individual or group characteristics.

DISCUSSION POINTS:

What did jelly girl like about Jelly Boy?

What did Jelly Girl find challenging about Jelly Boy?

What character traits did Jelly Boy not possess that suggested he wasn't a jellyfish?

Do you think Jelly Girl's family knew all along that Jelly Boy was not who she thought he was?

Can a plastic bag have character traits?

BLURB:

What happens when a jellyfish falls in love with a plastic bags she mistakes for a jelly-boy? Jelly-Boy is different. He is big and strong. And not as wobbly as the other Jelly-boys. By the time Jelly-Girl discovers the dangerous truth about her new friend, it may already be too late.

This is an inventive approach to tackling a conservation issue that is plaguing our world: too much plastic in the ocean. Told in a kid-friendly and humorous way, this is a story with the potential to open up an important dialogue.

# data[].attributes.body
EN2-UARL-01

Understand that characterisation refers to the qualities attributed to real and imagined characters, including their personality and emotional attributes.

Recognise that characters may be identified through familiar, individual or group characteristics.

Identify how authors use dialogue to convey what characters say and think, & experiment with dialogue when creating texts.

# data[].attributes.body
EN2-UARL-01

Describe how characters invite emotional engagement with literature

Recognise that characters may be identified through familiar, individual or group characteristics.

# data[].attributes.body
Geography and PDHPE

# data[].attributes.body
STAGE 2 & 3

UARL FOCUS LINKS:

DISCUSSION POINTS:

After reading the first few pages:

What do the character's favourite things say about who they are?

What is similar and different about the characters?

Describe the character's workplace using the images only.

Do the character's work places reflect their personalities? Is this a good or bad thing?

What details can you glean from the illustrations about Herman and Rosie? Who are they? What do they like to do? Looking closely at the illustration surrounding our characters we learn a great deal from them. Record these details to create a character profile.

BLURB:

Set in New York, this gorgeous picture book is a story about friendship, life in the big city, and following your dreams.
This is a tale about a big city. It's a tale of hotdogs and music and the summertime subway breeze. It's a tale of singing on rooftops and toffees that stick to your teeth. But most of all, it's the tale of Herman and Rosie.

# data[].attributes.body
STAGE 2 & 3

UARL FOCUS LINKS:

This text provides teachers with opportunities to discuss how character can drive plot, how stereotypes are presented in literature in group and individual characteristics and how people can empathise with characters.

DISCUSSION POINTS:

Which character is most memorable?

Which character do you most sympathise with?

Does this book or the characters remind you of other texts? What is the connection?

Have you had experiences like those in the story?

Do you know anyone who is like someone in the story?

What is the commentary this book is making about friendship?

Why do you think this book is called Fox and not Dog and Magpie?

If you could speak to the author what would you say about these characters?

BLURB:

Dog and Magpie become friends after Dog rescues Magpie who can't fly. One day Fox enters their lives and sets out to destroy their friendship. This tale about friendship and betrayal is as suitable for adults as it is for children.

# data[].attributes.body
EN2-UARL-02

Understand that characterisation refers to the qualities attributed to real and imagined characters, including their personality and emotional attributes.

Recognise that characters may be identified through familiar, individual or group characteristics.

Identify how authors use dialogue to convey what characters say and think, & experiment with dialogue when creating texts.

# data[].attributes.body
KLA Links:

Protecting our oceans, environmental issues, pollution, conservation.

# data[].attributes.body
EN2-UARL-02

Understand that characterisation refers to the qualities attributed to real and imagined characters, including their personality and emotional attributes

Recognise that characters may be identified through familiar, individual or group characteristics

Identify how authors use dialogue to convey what characters say and think, and experiment with dialogue when creating texts

Describe how a character drives the plot in a narrative

EN3-UARL-01

Recognise how character archetypes and stereotypes are represented in literature

Analyse how engagement with characters within and between texts invites enjoyment of literature

# data[].attributes.body
EN2-UARL-02

Understand that characterisation refers to the qualities attributed to real and imagined characters, including their personality and emotional attributes

Recognise that characters may be identified through familiar, individual or group characteristics.

Describe how a character drives the plot in a narrative

EN3-UARL-01

Recognise how character archetypes and stereotypes are represented in literature

Analyse how engagement with characters within and between texts invites enjoyment of literature

# data[].attributes.body
EN-UARL-01

Understand that characterisation refers to the qualities attributed to real and imagined characters, including their personality and emotional attributes

Recognise that characters may be identified through familiar, individual or group characteristics

Identify how authors use dialogue to convey what characters say and think, and experiment with dialogue when creating texts

Describe how characters invite emotional engagement with literature

Describe how a character drives the plot in a narrative

EN3-UARL-01

Recognise how character archetypes and stereotypes are represented in literature

Analyse how engagement with characters within and between texts invites enjoyment of literature

# data[].attributes.body
STAGE 2 & 3

UARL FOCUS LINKS:

This book presents unique and strong characters which allow the teacher to discuss how characters can drive a plot and look at ways the author evokes responses from the reader, such as empathy and compassion.

DISCUSSION POINTS:

The author gives gives us hints about Three's personality and character traits. Can you identify any of these?

How does characterisation occur through Three's reported feelings?

Even though the story is told through third person Three's 'voice' is evident in the narration - can you identify how? (eg Three's point of view is evident in 'eight legs' description of garden etc).

BLURB:

Three is so-called because he’s missing a leg, and young readers will probably delight in his dog’s-eye-view way of describing the other creatures he encounters (the two legs, four legs, six legs, no legs of the world) — because it’s both cheeky and revealing. The illustrations fully immerse you in his adventure, zooming in on evocative details then panning out as he journeys through the city. You can’t help but smile as you read — because all of the characters, right down to the bugs, ooze sunshine.

This is a book about diversity and belonging, but there’s not a sob story in sight. The characters are unique and strong, the story is lively and upbeat, and the illustrations are a whole lot of fun. Three may only have three legs, but he definitely deserves more stars.

# data[].attributes.body
EN2-UARL-01

Describe how a character drives the plot in a narrative

Recognise that characters may be identified through familiar, individual or group characteristics

Understand that characterisation refers to the qualities attributed to real and imagined characters, including their personality and emotional attributes

Identify how authors use dialogue to convey what characters say and think, and experiment with dialogue when creating texts

EN3-UARL-01

Analyse how engagement with characters within and between texts invites enjoyment of literature

Analyse attributes of character and use similar attributes when creating texts

# data[].attributes.body
Argument and authority - persuasive writing