English Stage 3 | NSW Department of Education

Student workbook: Character

Name:

Class:

education.nsw.gov.au
 Lesson 1
During this lesson you will learn to:
 identify the ways in which character development creates interest for the reader or
viewer
 make connections between your own experiences and those of characters and
events represented in texts.

1.1 Speaking and listening

Find an object and come up with a list of as many unconventional uses for it as they can.

Explain the unconventional uses to an adult.

For example: a ruler. Unconventional used could include a back scratcher, book-marks,
paint stirrer, garden sticks, puppet.

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 1.2 Character video
After watching the video on character, answer the following questions:

What is character?

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Are characters essential to texts?

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What traits does a character need in order to drive or influence the actions in a narrative?

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© NSW Department of Education, Jul-24

 1.3 Connection to character
Think of a character you have connected with in a visual or written text (movie, book, TV
show, song, poem etc.).

Explain why you connected with that character by identifying the following:

Character’s goals

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Strengths and weaknesses

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What problem are they trying to solve?

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What made them relatable?

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 Thinking of the character you have connected with, describe the following:

Appearance of the character

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Behaviour of the character

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Personality of the character

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Draw the character:

1.4 Reflection
Discuss with an adult or your class online:

How has my understanding of character changed?

How will knowing this help me to understand and develop texts?

© NSW Department of Education, Jul-24

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 Lesson 2
During this lesson you will learn to:
 identify the ways in which character development creates interest for the reader.
 interpret characters in texts.
 understand that characters may be simple or complex.

2.1 Speaking and listening

Use the character you chose to write about in lesson 1.

You are to describe the character in detail to an adult using two truths and one lie.

Ask the adult to try to identify the part of the description that is untrue.

© NSW Department of Education, Jul-24

 2.2 Simple or complex?
Read or listen to the text, The Most Boring Street in the World from The School Magazine.

Characters can be simple with one or two pertinent characteristics or complex with
detailed description of their features and personality.

Simple (or flat) characters remain unchanged throughout the story and more complex (or
round) characters can develop and change as a result of internal or external events.

Think of at least one example of a simple character and a complex character from stories

or movies you have read or viewed.

Simple: _________________________________________________________________

Complex: _______________________________________________________________

Are the characters in the text ‘The most boring street in the world’ complex or simple?

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How do you know this?

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Do all characters in texts need to be complex to serve their purpose?

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 | NSW Department of Education

2.2 Venn diagram

Complete a Venn diagram using information that you know about the characters Jade and Austin. Reflect on the characteristics can we
infer about Jade and Austin that are not referred to in the text and add these characteristics to the Venn diagram.

education.nsw.gov.au
 | NSW Department of Education

2.3 Interview questions

Take on a reporter’s role. You are to formulate 5 questions to ask the characters Jade and
Austin.

Write the questions and the responses to the interview questions from both the characters
of Austin and Jade.

Question 1: _____________________________________________________________

Austin’s answer:

Jade’s answer:

Question 2: ____________________________________________________________

Austin’s answer:

Jade’s answer:

Question 3: ____________________________________________________________

Austin’s answer:

Jade’s answer:

Question 4: _____________________________________________________________

Austin’s answer:

Jade’s answer:

Question 5: _____________________________________________________________

Austin’s answer:

Jade’s answer:

education.nsw.gov.au
 2.4 Reflection
Knowing that the characters of Jade and Austin are represented so simply by the
composer of the text, how were you able to know enough about them to assume their
identity and answer the interview questions?

Discuss with an adult.

Lesson 3
During this lesson you will learn to:
 understand that characters may change as a result of events
 experiment with changing other’s imaginative text by changing aspects of the text.

3.1 Outrageous fictional character

Draw a picture of an outrageous fictional character.

Describe the character in detail to an adult and ask them to draw a picture based on your
explanation.

Compare the character pictures to evaluate your effectiveness to describe a character.

1 Once upon a time by Sara Matson

© NSW Department of Education, Jul-24
 3.2 Perspective and influence
Reread the text, The Most Boring Street in the World from The School Magazine.

Which character in the text showed that they could have influence on another character?

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How was Jade able to change Austin’s perspective of the boring street?

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How do you know that Austin’s perspective has changed? What evidence is there of this?

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3 Once upon a time by Sara Matson

 3.3 Letter of perspective
Reread the text, The Most Boring Street in the World from The School Magazine.

Write a letter from Austin to Jade, expressing his gratitude and outlining how his
perspective of the street has changed due to her actions.

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3.4 Reflection

Discuss with an adult or your class online:

How can I indicate that characters have changed as a result of events?

Is it important that characters can show changes as a result of certain things that happen
in the story?

© NSW Department of Education, Jul-24

 Does this make them more realistic?

5 Once upon a time by Sara Matson

 Lesson 4
During this lesson you will learn to:
 understand that characters may change as a result of events
 create new texts by thinking creatively and imaginatively
 recognise and use first and third person narration.

4.1 Speaking and listening

Choose an object from your home and turn it into a character.

Give the character humorous characteristics.

Describe the character to an adult.

© NSW Department of Education, Jul-24

 4.2 First and third person narration
Reread the text, The Most Boring Street in the World from The School Magazine.

Who is telling the story?

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How do you know?

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You can tell whether the story is written in first or third person narration by identifying the
use of different nouns and pronouns.

Pronouns are words used to replace nouns in a sentence.

First person- I ran to the letterbox as fast as I could.

Third person- She ran to the letterbox as fast as she could.

Billy ran to the letterbox as fast as he could.

Complete the table of first and third person narration:

Narration

First person Third person

I was in the mood to go for a swim.

He was so happy to have spotted a dolphin

from the boat.

I couldn’t believe my eyes when I opened

the door to the castle.

Amber danced to the song playing on the

radio.

7 Once upon a time by Sara Matson

 Narration

I savoured the sweet taste of the ice block

on the sweltering hot afternoon.

4.3 Rewrite
Reread the text, The Most Boring Street in the World from The School Magazine.

Choose one part of the story to rewrite and add another character. This could be a sibling

of Jade or Austin or another child that moves into the street.

Give this character one pertinent characteristic and think about how they will contribute to

and impact the other characters in the story.

You may choose to keep the narration in third person or change to first person.

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© NSW Department of Education, Jul-24

 ________________________________________________________________________

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9 Once upon a time by Sara Matson

 4.4 Reflection – Voices
How could the addition of a simple character contribute to the story?

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When you write a narrative, which author voice do you often use?

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Do you experiment with using other voices? Why/why not?

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© NSW Department of Education, Jul-24

 Lesson 5
During this lesson you will learn to:
 understand, interpret and experiment with personification
 select appropriate language for a purpose.

5.1 Speaking and listening

Using third person, students describe themselves in detail to an adult as if they were a
character from a story or movie.

11 Once upon a time by Sara Matson

 5.2 Personification
Read the poem, ‘Rodent Rodeo’ from The School Magazine.

Using the image of the rat, describe the features that are human like, using adjectives and
descriptive language.

Personification is when you give an animal or object qualities or abilities that only a human
can have.

View the video about personification to learn more.

How has the author personified the rat? What human like qualities does he have?

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Why has the author chosen a rat to be given human characteristics?

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© NSW Department of Education, Jul-24

 5.3 Engaging in human activity
Choose an animal or an object and imagine it is going to an event or engaging in a human
activity of their choice.

Illustrate the character in the centre of the page.

Brainstorm and describe human features and what it will need for the event or activity
around the illustration.

5.4 Reflection
Discuss an adult or with their class online:

Is personification an effective characterisation strategy to create an emotional response in

the reader?

Why/why not?

13 Once upon a time by Sara Matson

 Lesson 6
During this lesson you will learn to:
 understand, interpret and experiment with personification
 experiment with text structures and language features

6.1 Speaking and listening

Students look for an insect outside and describe it to an adult giving it human
characteristics - likes, dislikes, where it is going etc.

© NSW Department of Education, Jul-24

 6.2 Structure of poem
Reread the poem, Rodent Rodeo from The School Magazine.

The poem follows a very simple structure of listed personified items that the rat has
gathered to attend the rodeo.

Answer the following questions:

What do you notice about the structure of the poem?

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Is the language complex or simple?

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What were some personified items mentioned in the poem?

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15 Once upon a time by Sara Matson

 6.3 My poem
Reread the poem, Rodent Rodeo from The School Magazine.

Use the character you developed in the previous lesson to write a poem, following the
structure of the Rodent Rodeo poem.

6.4 Reflection
Discuss with an adult or online:

What is personification? How does personification help me as a reader?

How can using personification help me as a writer?

Why do authors choose to personify objects/animals in texts?

© NSW Department of Education, Jul-24

 Lesson 7
During this lesson you will learn to:
 interpret events, situations and characters in texts
 understand that characters have individual characteristics or can be based on a
stereotype.

7.1 Speaking and listening

Explain to an adult what you know about a typical troll character in stories you have read
or viewed.

After reflecting on or reviewing the character video from lesson 1.2, discuss the typical

flaws and goals of trolls in texts.

17 Once upon a time by Sara Matson

 7.2 Characteristics of characters
Students will read the text, The Clever Sun and Moon from The School Magazine.

Brainstorm the characteristics of the characters from the text.

Dad

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Troll

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Moss-Toes

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Sun

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Moon

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© NSW Department of Education, Jul-24

 7.2 Character profile
Select one character from the text ‘The Clever Sun and Moon’.

Create a character profile for this character focusing on non-physical characteristics such
as feelings, behaviour and motivation.

Selected character ________________________________________________________

Character profile

Feelings

Behaviour

Motivation

19 Once upon a time by Sara Matson

 7.3 Stereotypical troll
The troll in the story reveals in the end that he is not a stereotypical troll.

Rewrite the ending of the story, as if the troll character had remained acting in the typical
way we might expect of a troll.

How would a stereotypical troll behave? Brainstorm some characteristics of a typical troll’s
behaviour:

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Rewrite the ending:

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7.4 Reflection
Discuss with an adult or with your class online:

How did the reveal of the troll character’s identity at the end help make the story more
interesting and engaging?

Identify the ‘twist’ at the end of this story and discuss ‘twists’ in other well-known texts.

What is the purpose of this technique? How can a strategy like this help with your own

writing?

© NSW Department of Education, Jul-24

 Lesson 8
During this lesson you will learn to:
 identify and explain how choices in language influence personal response
 understand that characters have individual characteristics or can be based on a
stereotype.

8.1 Speaking and listening – Aboriginal

Art
Discuss with an adult:

Have you seen traditional Aboriginal art before?

Where have you seen traditional Aboriginal art? What story did it tell?

Why do Aboriginal people often use art to tell their stories?

You will look at the artwork ‘The story of Djirt’ by Narritjin Maymuru, your teacher will
provide you with a copy of this artwork.

After looking at the artwork:

 describe the artwork to an adult
 what is the story being told?
 discuss the use of symbols.

‘The story of Djirt

This artwork is referred to with thanks to the Art Gallery of NSW. Please note that this
artwork with need to be prepared for students in a non-digital environment for their student
workbook.

21 Once upon a time by Sara Matson

 8.2 Similes and metaphors
You will view the online video explaining the definition of similes and metaphors.

Record a definition for simile and metaphor.

Similes

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Metaphors
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You will reread the text, The Clever Sun and Moon from The School Magazine.

Identify and record the similes found in the text:

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The troll refers to the man’s children as the Sun and Moon throughout the text, this shows
their significant importance to the man. This is known as a metaphor.

Why did the author use the metaphor of the sun and moon for the man’s children?

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© NSW Department of Education, Jul-24

 8.3 Character
Develop your own character.

Draw and label your character using adjectives, similes and metaphors.

Develop similes and metaphors to build your character. Try to have one of the simile and
metaphor descriptions differ from the typical or predictable nature of the character, this will
support the character to reveal their true self when used to write a story.

8.4 Reflection
Discuss with an adult or class online:

What impact do similes and metaphors have on the text?

Do you think this is a good way to develop or show a character?

Will this character development technique assist you to build a story?

23 Once upon a time by Sara Matson

 Lesson 9
During this lesson you will learn to:
 understand that choices in vocabulary contribute to the effectiveness of texts
 create literary texts that adapt or combine aspects of texts in innovative ways.

9.1 Defining words

Using a dictionary, define 5 of the following words from The Clever Sun and Moon text.

crude __________________________________________________________________

vast ___________________________________________________________________

haul ___________________________________________________________________

ancestors _______________________________________________________________

lest ____________________________________________________________________

consoled _______________________________________________________________

bulbous ________________________________________________________________

abyss __________________________________________________________________

glint ___________________________________________________________________

abashed ________________________________________________________________

Select two of the words and explain their meaning to an adult.

© NSW Department of Education, Jul-24

 Ensure that you provide some examples of how the words may be used in a sentence.

9.2 Story board

Complete a comic strip story board to develop a story featuring the character you have
already developed previously. Use as many storyboard rectangles as you need.
Remember that the character will reveal their true self at the end of the story.

25 Once upon a time by Sara Matson

 9.3 Reflection
Students discuss the following question with an adult:

How have you used what you have learned about character to develop your story?

© NSW Department of Education, Jul-24

 Lesson 10
During this lesson you will learn to:
 compose increasingly complex text
 create literary texts that adapt or combine aspects of texts in innovative ways
 select appropriate language for a purpose.

10.1 Speaking and listening

Have a conversation with an adult taking on the character you have created in first person
narration.

27 Once upon a time by Sara Matson

 10.2 Independent writing
Use the character that you have created and your story board comic strip to write a
narrative with a true character reveal at the end.

Remember that the use of similes and metaphors will enhance your character
development and description.

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© NSW Department of Education, Jul-24

 10.3 Reading and viewing
Read aloud your story from 10.2 to an adult, focusing on expression and audience
engagement.

You may record yourself reading to submit to your teacher online.

10.4 Reflection
Discuss with an adult or your class online:

What are the best parts of your story?

How have you grown as a writer?

29 Once upon a time by Sara Matson

 My Record of Texts
‘Texts’ includes sound, print, film, digital and multimedia. It’s the way we communicate. So
that means it can be a book, text message, podcast, play, website and even a movie.
When we talk about text, it could be any of these communications.

Record the title of each text you engage with (or if it is a novel, you might like to record
each chapter title).

Record of
Texts

Independent
Date Title Type of text Notes
or shared
I recommend this
comic because it is
1 April The Barber Shop Scissor Twister comic Shared with dad
funny. Dad did funny
voices.

© NSW Department of Education, Jul-24

 The Most Boring Street in the World

story by Bill Nagelkerke , illustrated by Tohby Riddle

He looked one way. Then he looked the other. ‘This has to be the most boring street in the
world,’ he muttered to himself.

A voice at his shoulder surprised him by saying: ‘No, it isn’t!’

The voice belonged to a girl. ‘I’m Jade,’ she said. ‘I live two houses down. I saw you when
you moved in last weekend. What you said isn’t true, you know. We live on
a very interesting street.’

‘Yeah, right!’ said Austin. ‘It’s nowhere near a mall. It’s not on a bus route. There’s no
skate park. And everything’s old. What’s there to do? A great big fat nothing. BORING!’

Jade looked at him. ‘Come with me to the end of our street,’ she said. ‘I might be able to
change your mind.’

‘Not likely,’ said Austin.

But he had nothing better to do, so he followed Jade anyway. Two houses down he saw a
parked car with a trailer attached. Big letters on the back of the trailer said: DIG THIS!
GARDENING SERVICES.

‘My mum looks after other

people’s gardens,’ Jade explained.

The end of their street joined up with more streets.

31 Once upon a time by Sara Matson

 ‘Well?’ said Austin. ‘What’s there to see?’

‘Look up there,’ Jade told him.

Austin looked up. The sky was blue. Clouds drifted overhead. Everything was exactly the
same as it had been all during the long summer holidays.

‘No, not up as high as that,’ said Jade. ‘There.’

‘There’ was a lamppost with signs of the street names attached.

‘I don’t get it,’ said Austin.

‘Our street is called Meteor Street,’ Jade said.

‘So?’

‘Some people say The Meteor was the name of a ship,’ Jade continued. ‘But not just any
old ship.’

She paused. Austin took the bait.

‘What sort of ship was it then?’

Jade lowered her voice so Austin had to bend forward to hear her reply.

‘Some people say it was a pirate ship.’

‘Oh,’ said Austin, showing a glimmer of interest. ‘For real?’

‘That’s what some people say. Now, what’s the name of that street?’

Austin read the sign. ‘Skeleton Bay Road.’

Jade nodded. ‘Exactly. That road goes all the way to Skeleton Bay. Some people say The
Meteor was scuttled in the bay.’

‘Scuttled?’ asked Austin.

‘Sunk,’ said Jade. ‘By its pirate crew. Some people say the crew mutinied because their
captain went back on his word to share out the stolen treasure.’

‘Treasure?’ said Austin.

‘Gold coins, precious stones, necklaces, rings. All sorts.’

‘And it’s still there?’ said Austin, excitement creeping into his voice. ‘In Skeleton Bay?’

Jade shook her head. ‘Way better than that,’ she said. ‘Only the old bones of the ship are
still in the bay. Whenever there’s a storm at sea, some people say you can hear the
timbers of The Meteor rattling and groaning, like the voices of ghosts. You see, the story
goes that when the crew came to demand their share of the treasure, they discovered the

© NSW Department of Education, Jul-24

 captain had escaped ashore in the longboat, taking the treasure with him. They scuttled
his ship in revenge.’

‘But what happened to the treasure?’ asked Austin. ‘Did the captain get away with it, or did
his crew track him down?’

Jade pointed to another street sign. ‘What does that one say?’

‘Sunset Way,’ Austin read.

‘And what colour is a sunset?’ asked Jade.

‘Gold,’ said Austin, thinking about it. ‘Or sometimes red. Sometimes orange as well. Lots of
colours.’

‘The colours of treasure,’ said Jade. ‘Some people say that the captain buried it along
Sunset Way.’

‘But only old people live on that street,’ Austin said. ‘I’ve seen them.’

‘They do now,’ Jade agreed. ‘But back in those days there was no street there at all. The
captain meant to come back for the treasure, but …’

At this point, Jade paused dramatically.

‘His crew did track him down,’ Austin finished.

Jade didn’t say a word. She didn’t need to.

‘Did anyone ever find the treasure?’ Austin asked.

‘Don’t talk so loudly,’ Jade said. ‘We don’t want the whole world to hear. Some people say
it would have been found years ago, but no-one knows for sure. It might still be here.
Every chance I get, I dig and I dig. But nobody really wants you to leave holes all over their
garden, so I have to pretend I’m grubbing out weeds. It takes forever, and I can only
treasure-hunt in the holidays.’

‘I guess I could help you,’ said Austin. ‘But we’d have to split any treasure we find, fifty-
fifty.’

Jade nodded. ‘I’m cool with that,’ she said.

‘When shall we start?’ asked Austin.

‘Tomorrow, if you like.’

‘You’re on,’ said Austin.

They went back up Meteor Street together.

‘See you tomorrow then,’ Jade said, as she went up her driveway.

‘I can’t wait!’ Austin replied.

33 Once upon a time by Sara Matson

 ***

Jade’s mum met her at the door.

‘Was that the new boy?’ she asked.

‘His name’s Austin,’ said Jade. ‘I think we might be friends.’

‘Nice one,’ said Jade’s mum. ‘It’s been pretty dull for you on the street with no other kids
your age around.’

‘He thought our street was the most boring street in the world,’ Jade explained. ‘So I told
him the story behind the street names.’

‘Which story?’ asked Jade’s mum. ‘The one about the captain’s treasure, or the dinosaur
bone discovery, or the UFO sighting?’

‘The captain’s treasure, of course,’ said Jade. ‘That’s the best of the lot. But I might tell him
the others if he ever gets bored again. After all, any one of them could be true. Not even
the old people on Sunset Way know for sure.’

‘Hmm,’ said Jade’s mum.

‘We’re going to meet up again tomorrow,’ Jade said.

‘I’m paying you to help tidy Mrs Domanski’s garden tomorrow,’ Jade’s mum reminded her.

‘I haven’t forgotten,’ said Jade. ‘Austin’s going to come along and do some digging too.
And we’ve agreed to split the treasure—my pay, I mean—fifty-fifty.’

© NSW Department of Education, Jul-24

 Rodent Rodeo
poem by Jody Jensen Shaffer

A tiny hat,

a pair of spurs,

a buckle for

a belt with pearls.

That’s all this rodent

needs tonight

to barrel race

with all his might …

except a horse,

a clown, some dirt,

his dungarees,

and red plaid shirt,

a lasso, saddle,

bolo tie,

his boots, some barrels,

orange and white.

He’s ready now.

Just watch him go.

He’s at the Rodent Rodeo!

35 Once upon a time by Sara Matson

 | NSW Department of Education

The Clever Sun and Moon

story by Melissa Marr

A long time ago—before your grandmothers were even born—there lived a man and
his two children. The children, a boy and a girl, wanted very much to learn about the
world, but the closest school was too far away.

So the man began to build a school in their village. But building a school alone is hard,
so the man made slow progress on his great task. He feared the children would have
children of their own before he could build it. He worked hard, but there were so few
hours for such a vast job.

One afternoon, as the man rested against a tree, a troll approached him.

The troll gestured towards the crude building and in a voice like gravel rattling in a box
announced, ‘I can build this. And if you can guess my name before I finish, you owe
nothing.’ Then the troll smiled, and it was a horrible smile. ‘But if you cannot guess my
name before the last stone is in place, you must give me the Sun and Moon—or
yourself.’

The man paused because he knew there was no way he could pull the Sun or Moon
from the skies, but he had no other plan so he agreed to the troll’s bargain.

For the next three days, the man rose with the Sun and went to the clearing, and each
morning there was the troll, hauling timber with the ease of a hare lifting a single blade
of grass.

Every day the man watched the troll and guessed. ‘Brokk? Garm? Pedar? Cnud?’

After each name, the troll shook his head.

By the end of the third day, the man had listed every name he knew: all his cousins,
his ancestors, the villagers and even the few strangers who had passed through the
village. The man was out of ideas.

Sadly, the man watched the troll wander back into the forest, big bare feet thumping
on the ground, shaking the earth with each step.

Then the man went home and began to prepare the evening meal for his children.
While he was doing so, his children approached him.

Leaning her head against his arm, his daughter asked, ‘Why are you sad?’

His son added, ‘Tell us, please.’

education.nsw.gov.au
 So the man began, ‘I met a troll at the wood’s edge, and he promised to build the
school. I agreed to give him the Sun and Moon or myself if I could not guess his name
by the time he had finished building the school.’

Sighing, the man rested his head in his hands. ‘He’s nearly half finished and I’m no
closer to knowing his name. I’m going to have to go with him. I’m afraid I’ll never see
you again.’

Fortunately, the man’s children were clever beyond compare. They knew a troll would
not have offered a bargain lest he was certain he’d win, but they also knew that clever
people often tricked trolls.

‘It’ll be all right, Father.’ The son consoled his father as the children looked at each
other.

The girl said to the boy, ‘We’ll save Father.’

***

The next morning, the man went out to greet the troll as usual, but this day he asked, ‘I
suppose a big fellow like you must have a strong name?’

The troll nodded.

The man circled the troll, staring all the while. ‘I wonder … would Ingrid be a fitting
name?’

The troll wrinkled his red, bulbous nose at the man, and returned to lugging a thick
slab of stone towards the half-finished building.

The man continued as if he hadn’t noticed the troll’s displeasure. ‘Maybe Gretel …’

The troll picked him up and roared in his face. ‘I can squash puny humans with only
two fingers, and you suggest a human girl’s name? The bravest, strongest trolls have
fierce names like Bonegrinder, or One-Eye, or Earthcrusher, and I am the strongest
troll in these woods.’

The man smiled at his children (who were hidden behind a shrub). ‘Now I know how
trolls are named! Nettleclub? Or Throttlehands? Perhaps Toothgnasher?’

The troll roared again, realising he’d been tricked.

***

The next morning, the man set off once more, but this time his children crept along
with him and hid themselves behind a great boulder.

The troll was already there—hard at work.

The man smiled as he looked at the great progress the creature had made these past
four days. ‘Why, without your iron arms, we’d have no chance of finishing the school.’

1 The clever sun and moon

 The troll grumbled, ‘Iron-Arms is my cousin, not me. Grandmother Slug-Eyes had used
that name by the time I was born.’

From behind the boulder, the man’s son whispered, ‘Tell him that his name is sure to
be better.’

The man opened his mouth, but the troll rasped, ‘Is that the Sun and Moon I hear
behind the stone? Tell them to come closer.’

The man stood, mouth open.

They stepped forward, bravely saying, ‘We are his son and daughter.’

Trembling, the man wrapped an arm around each child.

‘Are they not your Sun and Moon?’ the troll asked. ‘Without the Sun and Moon, the sky
is dark like a great abyss. Without my daughter, Moss-Toes, I would be in darkness.’

The man wept, for he knew the troll spoke the truth: the children were his Sun and
Moon.

***

That night, the man and his children talked together in their cottage.

‘We do have another clue,’ his son said.

His daughter carried the bowls to the table. Excitedly, she added, ‘His family uses one
describing word and one body word: Slug-Eyes, Moss-Toes, Iron-Arms. Don’t you
see?’

‘We need to figure out what his body part is, and then guess which word goes with it,’
his son stated.

For the first time in many hours, the man smiled. Surely his Sun and Moon were the
cleverest of children.

‘We know it’s not his arms.’ His daughter furrowed her brow. ‘His cousin has that
name. So what else?’

‘What about his ears?’ the man asked.

‘No,’ his son replied. ‘He didn’t so much as blink when you mentioned his ears.’

And so they spent the evening describing the troll.

***

When the Sun rose, the three tromped to the almost finished school. As they arrived,
the troll approached from the woods.

The man called, ‘So, we were conversing last evening—’

© NSW Department of Education, Jul-24

 His daughter added, ‘About your great strong back.’

Her brother nodded. ‘But I thought your legs were stronger ... Was I right, sir? Are your
legs or back stronger?’

The troll snorted. ‘The Sun thinks to trick me.’ The troll then lashed two sturdy ropes
around several thick logs and began climbing to the roof, pulling the logs up after him.

‘And you, little Moon, do you think to trap me with your words?’

The children exchanged glances: clearly, their plan was not going as they’d hoped.

Then the man’s daughter shrugged. ‘Well, since trickery will not work, I suppose we
must reason it out.’

The troll gestured to the school. ‘This will be built before the night falls, and I’ll not be
tricked today.’

The man opened his mouth to speak, but his son held up a hand and stated, ‘We’d
hoped to find what your strengths were, but we shall still reason it out.’

With a bright glint in his eye, the troll looked at them and murmured, ‘We shall see.’

So, they began. ‘Black-Toes? WormFoot? Thunder-Step? Tree-Legs?’

By midday, they still had no clue as to the troll’s name. They continued, ‘Crooked-
Tooth? FurryEars? Green-Finger?’

Their luck did not improve.

Finally, the troll leapt to the ground and asked quite gently, ‘Do you have any last
guesses, little Moon?’

‘Bone-breaker? Itchy-Skin? Treeumm ...’ the daughter spouted a tangled list of names.

‘You said Itchy-Skin earlier.’ The troll glanced at the boy, ‘And you, small Sun?’

The boy opened his mouth; a garbled word spilled out. He looked at his feet and
muttered, ‘No.’

The troll glanced inquiringly at the man; the man shook his head.

‘So, would you like to see the school?’ the troll asked.

Then, without waiting for an answer, he ducked into the building. His voice boomed
out, ‘It’ll need desks, I think ... Perhaps small shelves back here?’

In their determination to guess the troll’s name, the man and his children hadn’t looked
very carefully at the school the troll had been building. They followed the troll to the
doorway.

The walls and roof of the school were quite fine: there were no gaps between the logs
that would let in cold winds in the winter, the roof had no leaks to let in cold rains. The

3 The clever sun and moon

 floor was polished stone, smooth under their feet. And in the walls, the troll had left
openings for windows.

Around the side they saw strong shutters lashed to the walls—able to be closed to
keep in the warmth or open to let in the breeze.

The children murmured, ‘Amazing!’ and ‘Incredible, really!’

The troll beamed.

He turned to the man and asked, ‘Well?’

The man stood straight and stated, ‘It’s fine work, and I am prepared to pay my debt to
you.’ He glanced at his children, only briefly. ‘I can’t give you the Sun and Moon, but I
am yours to do with as you will—I am a man of my word.’

The son and daughter wept.

The troll nodded. ‘Come, then ...’

‘We will walk with you, Father,’ insisted the children.

So, as the Sun set on the seventh day, the strange troupe set off into the woods.

They had not walked far when a small mountain of a girl came hurtling out of the
shadows of the forest. ‘Father!’

The troll swept the girl into his arms.

‘Are these them?’ she exclaimed. ‘Ohh! I was so excited when Father told me that you
would be coming today! Can you really read? And write? And do sums? Father wasn’t
sure if you could do sums.’

No-one spoke.

‘Are they always slow to answer, Father?’ Moss-Toes (for surely it could be no-one
else) whispered loudly to the big, old troll.

He whispered, loudly also, back to her. ‘I haven’t told them yet, my Mossy-girl.’

‘Father!’ The troll-girl glared up at him. Then she turned towards the man and his
children. ‘I want to learn. There’s no school in the forest, and when I saw you building
such a thing, I asked Father to go and help since you—’ she ducked her head, and
rushed through the next words, ‘—were going so slowly.’

Eyes wide, the man asked, ‘Just what is it you wanted?’

The troll, abashed, muttered, ‘Moss-Toes wants to learn, so I thought the Moon and
Sun or you yourself could let her join your lessons in the new school ... maybe read
books and such.’

© NSW Department of Education, Jul-24

 They stood there awkwardly until the man’s daughter asked, ‘So why not just say that
to my father?’

‘I’m a troll. Would you or your father have believed I meant you no harm if I did not ask
for a bargain?’ the troll grumbled, cleaning his teeth with a broken branch.

‘Probably not,’ the man murmured. ‘But I suppose I should not have believed the old
stories about trolls.’

Finally, the man’s son asked, ‘So, what is your name?’

‘Soft-Heart,’ the troll answered, lifting his daughter into his arms and strolling away
towards the rather large troll-woman headed their way. ‘Come meet the rest of my
family.’

5 The clever sun and moon