The Shouting Girl Banner Steven De GC

An Empathetic Postcard to The Shouting Girl

DOWNLOAD β¬‡οΈŽ

The Book

The Shouting Girl

Written by Steven Huynh, illustrated by Gehenna Pham, published by Steven De GC

The poem follows a young girl who struggles to express herself calmly, often shouting when she feels frustrated or unheard. Through her journey, she learns to recognise and understand her emotions (AC9HPFP03, AC9HP2P03 – Foundation to Year 2, Health and Physical Education) and works to develop positive strategies for expressing her thoughts and feelings in respectful ways (AC9HPFP02, AC9HP2P02 – Foundation to Year 2, Health and Physical Education).

The story also encourages children to explore characters’ perspectives and emotional responses, fostering empathy (AC9HP2P01 – Health and Physical Education, Years 1 and 2). It helps them define safe and unsafe environments through interactions with friends in a classroom, establishing help-seeking strategies in such situations (AC9HP2P05 – Health and Physical Education, Years 1 and 2). Additionally, the book highlights how environments, such as a calm corner or designated green boxes, can be designed to support emotional regulation and meet classroom needs (AC9TDEFK01, AC9TDE2K01 – Foundation to Year 2, Design and Technologies).

With its poetic language and engaging illustrations, The Shouting Girl helps students understand how rhyme and rhythm create cohesion in poems. It also explores how words and images shape settings and characters, along with other literary features such as lists of three and similes.

View all resources

Resource creator

Kristina Wood

Subject

English Language and Literacy (), Health and Physical Education (),

Level

Foundation, Year 1, Year 2,

Description

A reading activity using The Shouting Girl by Steven Huynh to explore emotional awareness, empathy, and communication. At the end of the activity, students write a postcard to their favourite character(s) to show empathy or suggest better ways to manage big emotions.

Learning Intentions

β€’ We are learning how we can respond with empathy and kindness.

Successful Criteria

β€’ Acknowledge how Kim and Jim feel in the story.
β€’ Suggest kind and helpful ways to respond to big emotions.
β€’ Express thoughts or feelings about the story through writing or drawing.

Curriculum Alignment

AC9E1LY06 9.0 (English Language and Literacy Year 1): Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary…

β€’ applying emerging knowledge of text structure and grammar when creating text
β€’ using learning area vocabulary when creating text
β€’ creating digital images and composing a story or information sequence on screen using images and captions
β€’ adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun
β€’ beginning to use dictionaries and resources to check and correct spelling
β€’ identifying words that might not be spelt correctly

AC9E2LY06 9.0 (English Language and Literacy Year 2): Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific…

β€’ creating written texts so that readers follow the sequence of ideas or events
β€’ using vocabulary, including topic-specific vocabulary, appropriate to the purpose
β€’ using digital tools to create texts
β€’ using simple and compound sentences correctly and flexibly to express and combine ideas
β€’ editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one
β€’ reviewing sentences for grammatical accuracy; for example, use of pronouns

AC9EFLY06 9.0 (English Language and Literacy Foundation): Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly

β€’ using beginning writing knowledge, sound–letter relationships, known words and punctuation to create short texts
β€’ using writing and drawing, which may include digital tools, to represent and communicate personal responses to ideas and events experienced through texts
β€’ β€œreading” their own texts back to an experienced writer
β€’ participating in shared editing by circling the capital letters at the beginning of sentences

AC9HP2P02 9.0 (Health and Physical Education Year 1,Year 2): Identify and explore skills and strategies to develop respectful relationships

β€’ identifying characters in texts who demonstrate respect and cooperation to develop respectful relationships
β€’ identifying characters in texts who demonstrate respect for different types of families and carers, including those of different cultures, abilities or compositions
β€’ demonstrating appropriate language (including verbal, non-verbal, body language and gestures) when encouraging and including others in physical activities, when completing movement tasks or practising for performance
β€’ discussing strategies we can use to show respect to First Nations Australians and acknowledge difference using appropriate language
β€’ describing behaviours that may cause hurt or harm to others, or cause them to feel disrespected, including verbal and physical forms of bullying

AC9HPFP02 9.0 (Health and Physical Education Foundation): Practise personal and social skills to interact respectfully with others

β€’ explaining their reasons and actions in response to challenging situations in shared play experiences
β€’ identifying characters in texts who have been excluded from a group, exploring why they have been excluded and discussing how other characters could have been more inclusive
β€’ cooperating, collaborating and negotiating with others when participating in physical activities to achieve agreed outcomes
β€’ identifying behaviours that may be disrespectful and cause hurt or harm to others during play

Materials

  • Book: The Shouting Girl by Steven Huynh
  • Postcard worksheet (one per student)
  • Pencils, crayons, coloured markers

Instructions

Warm-Up

  • Ask: β€œWhat does it feel like to be really angry?”
  • Think–Pair–Share responses with a partner.
  • Collect responses and write on the board (e.g. red face, stomping).

Read-Aloud

  • Read The Shouting Girl by Steven Huynh aloud.
  • Pause at key moments to ask open-ended questions (e.g. β€œHow do you think Kim feels?”).
  • Encourage students to share their thoughts and make predictions.

Activity

  • Students choose to write or draw a message to Kim or Jim using the Postcard Worksheet.
  • Prompts: show empathy with Kim and/or Jim, suggest calming strategies to Kim, or encourage Jim to speak up.
  • Early writers may draw and dictate; advanced writers write full sentences.

Sharing and Reflection

  • Invite students to share their postcards with the class.
  • Discuss: β€œWhat is one way you could help a friend who’s feeling angry or left out?”
  • Teacher can share students’ postcard with Steven De GC through our socials or at contact@stevendegc.com.au.

Extensions

  • Create a Zen Corner in the classroom based on the story.
  • Brainstorm calming tools and strategies to keep there.
  • Role-play ways to include others in play or handle big feelings kindly.

Downloads

FREE An Empathetic Postcard

Related Activities

AC9E1LY06 (English Language and Literacy – Year 1) AC9E2LY06 (English Language and Literacy – Year 2) AC9EFLY06 (English Language and Literacy – Foundation) AC9HP2P02 (Health and Physical Education – Year 1,Year 2) AC9HPFP02 (Health and Physical Education – Foundation)

Leave a Reply

Your email address will not be published. Required fields are marked *

Related Activities