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The Shouting Girl: L3 Making Connections

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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, such as calm corners, through interactions with friends in a classroom, establishing help-seeking strategies in such situations (AC9HP2P05 – Health and Physical Education, Years 1 and 2).

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

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Resource creator

Steven Huynh

Subject

Emotional regulation (Health and Physical Education), Reading comprehension (English Language and Literacy),

Level

Year 2,

Description

This Talk for Reading lesson supports Year 2 students as they reflect on their own experiences with anger and regulation strategies. Children will explore ways to deal with big emotions through The Shouting Girl and identify their own tools for calming down. It’s a gentle, practical approach to teaching emotions and regulation skills for kids, aligned to Health and Physical Education curriculum (AC9HP2P03).

Learning Intentions

• We are learning to make connections between the story and ourselves and make use of the regulation strategies from the text.

Successful Criteria

• I can remember who got upset and how they reset.
• I can connect the characters’ emotions to my own experiences.
• I can explain what helps me when I feel angry or upset.
• I can use words or pictures from a list of feeling words for kids to describe my emotions.

Curriculum Alignment

AC9E2LA02 9.0 (English Language and Literacy Year 2): Explore how language can be used for appreciating texts and providing reasons for preferences

• exploring how language is used to appreciate texts using more precise vocabulary; for example, “I liked how the author described the setting because …”
• exploring verbs used to express degree of preference; for example, “liked”, “preferred”, “enjoyed”
• identifying First Nations Australian language words specific to Country/Place that help the reader to be specific when appreciating the setting in a text

AC9E2LE02 9.0 (English Language and Literacy Year 2): Identify features of literary texts, such as characters and settings, and give reasons for personal preferences

• discussing preferences for stories set in familiar or unfamiliar worlds, or about characters whose lives are like or unlike their own
• discussing their feelings about the positive and negative behaviours of non-human characters, such as animals

AC9E2LY05 9.0 (English Language and Literacy Year 2): Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

AC9HP2P03 9.0 (Health and Physical Education Year 1,Year 2): Identify how different situations influence emotional responses

• recognising own emotions and demonstrating ways to manage how they express their emotions in different situations
• exploring self-regulation strategies to manage emotional responses
• identifying situations that may trigger strong emotional responses in themselves and others, and recognising the impact the responses can have on others
• identifying how someone might feel, think and act during an emergency through role-play and imaginative play
• predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
• recognising how self and others are feeling in a range of situations

Materials

  • The Shouting Girl by Steven Huynh
  • Self-regulation strategies worksheet (one per student)
  • Whiteboard and markers

Instructions

Warm-up

  • Ask: “What do you remember about the story?”
    • Prompt: “Who got upset? How did they calm down or reset their emotions?”
  • Write students’ ideas on the board to activate prior knowledge.

Reading

  • Re-read The Shouting Girl, modelling fluent and expressive reading.
  • Pause to highlight moments where characters manage emotions or make different choices.

Discussion: Making Connections

  • Connect the characters with students:
    • “What do or don’t you like about the story?” (e.g., characters, illustrations, and/or settings…)
    • “What do or don’t you like about the characters? Why?”
    • “What should or shouldn’t you learn from Kim and Jim?”
  • Use butcher’s paper to record students’ response.
  • Discuss: “What do you do when you’re angry?”
  • Encourage respectful sharing of personal calming techniques and compare them with strategies used by the characters.

Activity: Regulation Strategies

  • If time permits, discuss other feelings kids experience and brainstorm regulation strategies for each situation. Otherwise, focus only on regulation strategies for anger.
  • Hand out the Self-Regulation Strategies Worksheet.
  • For each situation,
    1. Write the emotion in the designated area
    2. Write or draw a self-regulation strategy for the emotion

Tip: There is a suggested list of emotions at the bottom of the page for reference.

Extensions

  • Invite students to role-play scenarios where they practise using one of their calming strategies from the worksheet.
  • Display a classroom ‘Feelings Wall’ where students can post daily emotion cards using list of feeling words for kids.

Downloads

Free VersionPaid Version
Material contents

– Lesson 3 (pdf)

– Lesson 3 (editable PowerPoint)
– Self-regulation strategies worksheet (pdf)

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Related Activities

AC9E2LA02 (English Language and Literacy – Year 2) AC9E2LE02 (English Language and Literacy – Year 2) AC9E2LY05 (English Language and Literacy – Year 2) AC9HP2P03 (Health and Physical Education – Year 1,Year 2)

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