[T4R] Stay For Dinner: L7 Cultural Respect

The Book

Stay For Dinner

Written by Sandhya Parappukkaran, illustrated by Michelle Pereira, published by Bright Light

Stay for Dinner by Sandhya Parappukkaran is a vibrant celebration of cultural diversity and the connections made through shared meals. The story centres on a family preparing a special dinner for their child’s friends, offering a glimpse into various mealtime customs and table manners (AC9HP2P01 – Years 1 and 2, Health and Physical Education). Through the lens of this dinner, the book explores the emotional responses and questions that arise from cultural traditions (AC9HP2P03 – Years 1 and 2, Health and Physical Education), encouraging children to embrace diversity and appreciate the richness of different cultural backgrounds (AC9HP2P02 – Years 1 and 2, Health and Physical Education).

The narrative is brought to life with vivid sound and imagery words such as “squish,” “splash,” “slice,” and “prong,” capturing the sensory experience of the meal. Culinary terms like “papadum,” “sadhya,” and “dumpling” add authenticity and depth, inviting readers into the world of diverse cuisines. As the main character reflects on her and her friends’ mealtime experiences, the story underscores the importance of understanding and respecting different customs, fostering a sense of togetherness and mutual respect.

With its rich illustrations and heartwarming themes, Stay for Dinner inspires children to find joy in sharing meals and traditions, highlighting the value of friendship and cultural appreciation.

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Resource creator

Steven Huynh

Subject

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

Level

Year 2,

Description

This is Lesson 7 of the Talk For Reading (T4R) unit of Stay For Dinner.

The lesson encourages students to look closer into the illustration to find information that can deepen their understanding about the text, especially character’s emotions.

Learning Intentions

• We are learning to look deeper into the images of the story.

Successful Criteria

• I can read the text line by line using my phonic and word knowledge (AC9E2LY04).
• I can understand that images add to or multiply the meanings of a text (AC9E2LA08).
• I can understand that people feel different emotions in different situations (AC9HP2P03).

Curriculum Alignment

AC9E2LA08 9.0 (English Language and Literacy Year 2): Understand that images add to or multiply the meanings of a text

• identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting
• identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words

AC9E2LY04 9.0 (English Language and Literacy Year 2): Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting

• using phonic (sound–letter) and morphemic knowledge, and knowledge of high-frequency words when decoding text
• monitoring own reading, self-correcting or reading back, re-reading when meaning does not make sense

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 book Stay For Dinner
Post-it notes for inference-supported questions
Artwork sheet

Instructions

Sentence Starters
- I think the character feels… because…
- The illustration suggests that… because…
Labelling Emotions
- Each child read the text line by line aloud, identifying the narrator’s and others’ emotions in each scene.
- Label the emotion for the characters’ expression with reasoning.
Discussion – The Big Question
- Allow students some time to discuss with their partners.
- Go through each guided questions to answer the Big Question.
Artwork
- Use their idea in the discussion to draw the imaginative dinner at the narrator’s place.
Wrap-up: How culturally respectful are you?
- Go through each bullet point with the kids.
- Have fun finding out what category they fall into.

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