The Shouting Girl: L7 Text Comparison

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.

View all resources

Resource creator

Steven Huynh

Subject

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

Level

Year 2,

Description

In this text comparison lesson, Year 2 students explore characters and settings through The Shouting Girl and The Red Beast. Linked to the English curriculum and focused on emotional regulation, students compare Kim and Rufus using a Venn diagram and reflect on their own experiences.

Learning Intentions

• We are learning to compare texts with a similar topic and understand how different characters and settings help us learn about emotions.

Successful Criteria

• I can find a similar text about anger.
• I can compare characters in different texts of the same topic.
• I can understand that people, including me, have different ways to regulate emotions.

Curriculum Alignment

AC9E2LE03 9.0 (English Language and Literacy Year 2): Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

• comparing how similar characters or settings are described in texts from different contexts; for example, how the seasons are described
• identifying and comparing verb groups used to convey actions, emotions and dialogue in a range of literary texts
• identifying the language used to describe the landscape in First Nations Australians’ stories

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
The Red Beast by K.I. Al-Ghani
Venn diagram templates (printed and/or butcher’s paper)
Pencils, crayons, textas

Instructions

Warm-up: The Shouting Girl

Recall:
- Where does the story take place?
- What’s Kim like?
  - Note: A few words would be okay. This will be explored further in Lesson 8.
- What makes Kim angry?
- What’s Kim’s safe space?
- What does Kim do in her safe space?
Let students know they’ll notice similar details in a new story.

Reading – Supporting Text

Read The Red Beast aloud using dialogic reading strategies.
Pause to highlight Rufus’s emotions, language, and actions.

Discussion

Ask the same warm-up questions but about Rufus in The Red Beast.
Support children to articulate differences and similarities about characters (e.g., reactions, language, emotions, and/or regulation strategies) and settings.

Activity – Venn Diagram Comparison

Complete a class Venn diagram comparing The Shouting Girl and The Red Beast.
Support students as they complete their own Venn diagrams individually.

Reading The Shouting Girl

If time permits, re-read The Shouting Girl to reinforce key character and setting details for comparison.
Allow students to practise reading aloud with your support.

Extensions

Children design a creative, fun origami Regulation Helper using Rufus’ regulation strategies in The Red Beast.

Downloads

	Free Version	Paid Version
Material contents	1 x Lesson 7 (pdf)	1 x Lesson 7 (editable slides) 1 x Venn Diagram template 1 x Origami Regulation Helper (pdf)
Instructions	Not included	Included
Redownloads	5 per download	Unlimited
Download	FREE DOWNLOAD	BUY WITH ~~$2.99~~ $2.49