Food and chores

• Discuss the following questions:

1. What factors inspired the fashion trends of the 1980s?
2. Where did these trends originate?
3. Why did Australians want to follow these trends?

• Ask students to find images of fashion items from the 1980s. These images can include clothing, footwear or accessories. The images can form a 1980s mural for the classroom. Discuss the main elements of fashion for men and women in the 1980s.

• Ask students to create a fashion inspired by the 1980s. They should use the template provided and find colour and pattern swatches for the outfit.
• As a class, compile a list of the most popular clothing trends from the 1980s.

Student Activity Sheet H3.1: Fashion template

• Ask students to investigate the unique styles of Vietnamese cooking. Refer to 'Vietnamese cuisine' on Wikipedia, http://en.wikipedia.org/wiki/Vietnamese_cuisine
• Ask students to find at least three Vietnamese recipes, online or in cookbooks. They should research the origins of these recipes and share their research with the class. In the clip, Lily and Phoung are making rice paper rolls for the restaurant. Ask students to find the recipe for this dish and make some to share.

• The recipes and introductions could be collated into a class Vietnamese recipe booklet to celebrate Tết, which falls during the full moon prior to the spring planting, usually in late January to mid-February. Tết began as a festival to pray for a good year.
• The booklet can be presented electronically or on paper and shared.

Student Activity Sheet H3.2: Three recipes

• Ask students to discuss the importance to a new immigrant of retaining links to family, culture and tradition. They could create a mind map of ideas that relate to the importance of retaining these links in a new country.
• Refer to the Screen Asia website, http://www.actf.com.au/learning_centre/screenasia/index.html for additional resources.
• Ask students to use the mind map to create a plusses, minuses and interesting implications (PMI) chart. The PMI chart will foster students' ideas about the importance of retaining traditions when living in a new country.

1. P = plus: What are the positives in maintaining cultural traditions?
2. M = minus: What are the negatives associated with enforcing cultural traditions?
3. I = interesting: What are the interesting implications of retaining cultural and family traditions?

Students could write a journal entry as a new immigrant, with their first impressions of Australia. Ask students to use their local town or suburb for inspiration.

Student Activity Sheet H3.3: PMI chart

• Discuss the relationship between Phoung and Lily as one based on family ties. They are cousins, but are they friends? Ask students to identify their many similarities, as well as the differences in their personalities.

• Encourage students to explore the characters Lily and Phoung further by creating a Venn diagram (see Student Activity Sheet E3.1) based on the character traits of both girls.
• Discuss the outcomes of these investigations by asking students to share their ideas with the whole class. Highlight the following areas with the class:

1. What are the personality differences between Phoung and Lily?
2. What are the similarities in their personalities?

Student Activity Sheet E3.1: Similar but different

• One of Lily and Phoung's tasks after school is to make rice-paper rolls for the family restaurant. As a class, discuss the reasons why the girls would be expected to do this task. Discuss what is meant by the term 'family restaurant'.
• Ask students if they are expected to work for their families, either in a business or at home. What chores are they expected to complete to support the family? List the class responses and note the commonalities of work they do. Identify if someone does the same or similar work to Lily and Phoung.

• Ask students to consider the question: What does family mean to you?
• Ask students to use the describing wheel in Student Activity Sheet E3.2 to write their ideas on what family means to them. Encourage students to focus on their own family and describe how their family members help each other. Ask students to share their describing wheel outcomes with others in the class.

Student Activity Sheet E3.2: Focus on family

• The rice-paper rolls in this clip are made with specific ingredients. Ask students to list the ingredients they see in the clip. Make a class list and add any key ingredients students may have missed. Locate Vietnamese recipes online, in a cookbook or by asking friends and family, and discover what ingredients are needed to make rice-paper rolls.

• Ask students to find and adapt recipes for rice-paper rolls.
• Students can create a procedural text highlighting the ingredients and method in making their own rice-paper rolls. Encourage students to adapt some of the ingredients to suit their own tastes; a student who is vegetarian may choose a selection of vegetables to fill their roll. Students should also be encouraged to create a name for their personalised roll. Conduct a master chef competition to see who creates the best roll.

Student Activity Sheet E3.3: My recipe