In this lesson, we are learning to:
- Practice movement skills.
- Identify and describe emotions we feel and ways we can manage them.
- Create a drawing to identify how, when, where and why we have felt empowered.
We acknowledge and respect the Traditional Owners of lands across Australia, their Elders, Ancestors, cultures and heritage, and recognise the continuing sovereignties of all Aboriginal and Torres Strait Islander Nations.
We respectfully acknowledge the Wurundjeri People of the Kulin Nation, who are the Traditional Owners of the land on which the ACTF is based and pay our respect to their Elders past and present.
We are honoured to have the opportunity to learn from the oldest cultural storytellers in the world and seek to support Aboriginal and Torres Strait Islander practitioners to share their rich culture and perspectives with children in Australia and around the world via stories on screen.
Aboriginal and Torres Strait Islander people should be aware that this website may contain images, voices or names of deceased persons in photographs, film, audio recordings or text.
In this lesson, we are learning to:
Episode: ‘Dial M for Mayhem’ – Shanti comes to realise that sometimes confidence is all in your head.
Find ‘Dial M for Mayhem’ on NITV, Netflix or SBS on Demand.
Begin this lesson by engaging the class in a short game of ‘mirror me’. Click through stills of Shanti during key moments of the episode and ask students to adopt the pose and expression. Hold each pose for 5-10 seconds, encouraging students to look closely at the details of the body position and the facial signals. Draw the student's attention to specific elements with verbal cues.
To view the slideshow in full screen, click to access the slideshow in a new tab: Lesson 4 Pose Sequence
In a class discussion, have students reflect on the mirroring game.
Invite students who have not yet watched ‘Dial M for Mayhem’ to make predictions about what might happen. Students who have watched the episode could reflect on how Shanti felt in various situations and why.
Explain to students that the ‘mirror me’ game involved identifying and naming some of the ways we express emotions to others (non-verbally). Once we can name our feelings, we gain an awareness of them; with this awareness, we can seek help from others or communicate what we need. Being aware of our emotions means we can influence how we feel and act.
In this episode, Shanti learns that she can succeed without her badge, and that she can achieve confidence and empowerment with a positive mindset. While viewing as a class, ask students to focus on how the characters supported Shanti when she needed it most. For example, Eddie helped Shanti look for the badge she lost, listened to the story of her great-great-great grandmother making the badge, and helped to communicate to the group how she felt on her behalf.
Assign students to small groups to identify the emotions Shanti experienced, and then the strategies used to overcome them. Did you notice Shanti’s friend Eddie supported her to reach a positive mindset? In what ways was Eddie helpful?
To enable students to demonstrate their understanding, ask each student to complete an empowerment worksheet individually, or in pairs (see PDF). Students can draw to identify and share how, where and when they feel confident, happy, and powerful. Adding a friend to the drawing explores how our peers can support us to feel empowered.
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Foundation |
Years 1 and 2 |
Critical and Creative Thinking |
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Inquiring |
Identify and explore relevant points in information provided on a topic.Prioritise the information that is most relevant to the topic of study. |
Identify and explore relevant information from a range of sources, including visual information and digital sources.Identify and explain similarities and differences in selected information. |
English |
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Language |
AC9EFLA02Explore different ways of using language to express preferences, likes and dislikes.AC9EFLA07Explore the contribution of images and words to meaning in stories and informative texts. |
AC9E1LA02Explore language to provide reasons for likes, dislikes and preferences. |
Literature |
AC9EFLE01Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators.AC9EFLE03Recognise different types of literary texts and identify features including events, characters, and beginnings and endings. |
AC9E1LE01Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators.AC9E1LE02Discuss literary texts and share responses by making connections with students’ own experiences.AC9E1LE04Listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme.AC9E2LE04Identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs. |
Literacy |
AC9EFLY05Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently. |
AC9E1LY05Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures.AC9E2LY05Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning. |
Health and Physical Education |
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Identities and change |
AC9HPFP01Investigate who they are and the people in their world. |
AC9HP2P01Describe their personal qualities and those of others, and explain how they contribute to developing identities. |
Interacting with others |
AC9HPFP03Express and describe emotions they experience. |
AC9HP2P03Identify how different situations influence emotional responses. |
Movement and Physical activity |
AC9HPFM01Practise fundamental movement skills in minor game and play situations. |
AC9HP2M01Practise fundamental movement skills and apply them in a variety of movement situations. |
Personal and Social Capability |
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Social awareness |
Identify a range of emotions and describe situations that may evoke these emotions. |
Compare their emotional responses with those of their peers. |
Social management |
Express their emotions constructively in interactions with others. |
Describe ways to express emotions to show awareness of the feelings and needs of others. |