Big Cuz and Little J are very excited that Sissy is coming to play with them over the weekend. They both see Sissy as their special friend. Big Cuz wants to play a ‘Sisters Only’ talent quest just for she and Sissy, and Little J plans an obstacle course for all to play. Eventually, Little J, Big Cuz and Sissy come together to test their skills on the obstacle course.

Engage - Explore ideas, characters and settings in the community through stories in images, sounds and text

Theme - SETTING

After viewing Little J & Big Cuz, Episode 6 ‘Big Plans’, engage students with the following activities to support their understanding about setting and how the different backgrounds used in the episode establishes a sense of place for the audience. (Refer to Little J & Big Cuz, Scene Builder game, for settings from the series)

Focus students’ attention on where each scene is located. Create a Quizlet or matching template where the students are required to match the action of a scene with the setting, e.g.

1. the three-legged race – school playground
2. Big Cuz telling Little J that Sissy is coming over to play – in the school corridor near bag racks
3. Big Cuz and Sissy acting out a talent quest – the bedroom
4. Little J telling nanna that the girls won’t play with him – Nanna’s kitchen
5. Sissy comes out play – the backyard

Suggest that students find and title all of the different settings in Episode 6 ‘Big Plans’.

Divide the class into pairs or small groups and allocate one of the settings to each student or pair of students. Instruct students that they have three minutes to remember every object in the setting. At the end of the time, see how many objects they can name and describe correctly.

Ask students to close their eyes so that they can’t see the illustrations accompanying the reading of an Aboriginal and/or Torres Strait Islander story where the landscape is an important part of the story.

Suggested stories and drama strategies:

• Germein, K. & Bancroft, B.  (2002). Big rain coming
• Kwaymullina, A. & Tobin, L., The Lost Girl. 
• Kwaymullina, E. & Morgan, S.   My country. 
• Lucas, D. E. & Searle, K., Walking with the seasons in Kakadu. (2003). Crows Nest, NSW : Allen & Unwin (Teachers’ Notes)
• The Rainbow Serpent – an Aboriginal Dreamtime Story for Kids 

After listening to one or more stories, invite students to draw their own images for one of the stories. Load these images into a slide sequencing program, such as PowerPoint, and have students retell the story in their own words so that the story and the setting aligns.