Building empathy

Australian Curriculum: English sub-strands: Literature – Literature and context; Literacy – Interacting with others

Read Chapter 5 of Mahtab's Story with students. Display questions such as:

  • Was the loss of family, home and familiarity worth the arduous journey to the unknown?
  • Considering the limited knowledge and understanding of what the family would experience after leaving Afghanistan. Would you and your family have embarked on that journey?
  • Does the current situation in Afghanistan outweigh the danger and fear of the unknown that lies ahead of them in Australia?
  • Should they have stayed?
  • How might things have been different/better/worse?
  • Instead of embarking on the journey, was there a better solution to the predicament they were in?

Students can refer to the questions to guide their reflections. After students have been given time to consider the questions, (Think) they discuss their thoughts and ideas with a partner (Pair). Two sets of pairs then share their reflections (Share). Conduct a whole-class discussion leading to students being able to empathise with the characters and their struggles.

Students will: Consider individually, then in pairs and a small group express how they would feel if they were in a dangerous and frightening situation, using think, pair, share strategy. Suggest coping strategies they would use. Share strategies with whole class.

Formative assessment task 2 — writing a dramatic scene

Australian Curriculum: English sub-strands: Literature – Creating literature; Literacy – Creating texts

Set the task: Students are to develop a dramatic scene for a narrative, which incorporates a coping mechanism. Tell students that the problem faced by the protagonist should be highlighted and developed in a way that will interest and engage the reader. Brainstorm some possible scenarios for the scene. Provide students with the following criteria, which will be used to assess their writing:

  • The problem faced by the main character is engaging
  • Effective nouns and adjectives have been used to create atmosphere
  • Effective verbs and adverbs have been used to create atmosphere
  • Sentences are correctly structured
  • Dialogue has been appropriately punctuated
  • Sentence punctuation is correct
  • Spelling is accurate (easy, medium and difficult/unusual words).

Note: This task can be peer assessed if students are already familiar with this strategy. Feedback should be provided as close to the writing as possible and should include what they have done well and any areas that require improvement, as well as how this can be done.

Students will: Construct a dramatic scene for a narrative that incorporates the use of a coping mechanism. Edit their own work using the criteria provided and make changes and improvements.