Lesson plan:

Key skills used in these activities include:

• gathering and analysing data;
• communicating personal experiences to others;
• imagining and creating;
• justifying points of view;
• clarifying values.

1. Tuning in

These activities prepare the students for viewing the episode. They allow students to: explore some of the main concepts involved in the episode; make predictions; reveal some of their prior knowledge; and raise questions for further exploration.

How do we spend our time?

Before viewing the episode, ask students to make a list of some of the main ways they spend their time. For example:

Attending school Doing homework Eating meals Playing sport Hobbies (specify) Listening to or playing music

Watching television or videos Doing jobs/chores at home Caring for pets Visiting friends Reading Playing computer games

Ask the students to write each activity on a card and order the activities according to a range of criteria, such as:

• Most enjoyable to least enjoyable;
• Most important to least important;
• Easiest to most difficult;
• Most valuable for later life to least valuable for later life;
• Most educational to least educational;
• Most time consuming to least time consuming; and
• Most healthy to least healthy.

The activity can be done as a whole class, using a common set of activities or as an individual exercise. Each time the students re-order the cards, ask them to share the results with others.

Discuss

• Why do we have different priorities in our lives?
• Of all the criteria we have used - which one matters the most to you? Why?
• If you could add new activities to the list or take some away, what would you do and why?
• What influences the way we choose to spend our time?
• What do people mean when they talk about a 'balanced lifestyle' - do you think your time is well balanced?

1.2 Ask an expert

Over the course of the unit, ask each student to identify something they are passionate about - something they believe they are particularly good at or know a lot about. Set up a roster to allow each student to be interviewed by the class about their area of expertise. Asking students to adopt a certain role/persona when they are interviewed can enhance this activity. For example, a student who knows a lot about skateboarding could wear all their gear and give themselves a special name for the purposes of the interview.

1.3 Preparing for viewing (1)

Introduce the episode by simply writing the title, Mali-boo on the board. Treat the title like a cryptic clue and ask the students to suggest what the episode could be about. This will work more effectively if students are familiar with the series and understand the notion of 'a play on words'. Give them some examples.

Explain to students that they will be watching an episode of Round the Twist in which Pete learns how to surf from the ghost of a surfing legend from the 60s. Tell them that the episode uses some images and terminology associated with 'surfing culture'. Ask them to predict either through drawing or writing, some of the things they could expect to see in a text that deals with surfing. Ask: why do we expect to see these things?

1.4 Viewing 1

View the episode from the beginning, up until Moondoggy first reveals himself to Pete (where Pete says 'Aagh! A ghost! Help!') Stop the video and ask students to re-tell the story so far. Ask: what key themes have already been set up in the first part of this episode? What do you think is likely to take place? What ideas might the story explore? What makes you say that?

1.5 Viewing 2

Now watch the episode in full.

2. Responding
These activities help students process the ideas and issues raised in the episode they have viewed.

2.1 Identifying feelings
Talk with students about the way Pete feels during the course of the episode and how these feelings change. Key scenes can be mapped out by the students or written on a sheet of paper. Students can then draw/write or act out the feelings and emotions experienced by Pete during these key events. For example:

Scene 1: Dream sequence	yearning, longing
Scene 2: Exam	disappointment, despair, failure
Scene 3: Conversation with Linda	frustration, confusion
Scene 4: At the shop window	embarrassment
Scene 5: Out in the surf	wanting to impress
Scene 6: Getting exam results	panic, feeling the pressure
Scene 7: Meeting Moondoggy	uncertain, torn between study and surfing
Scene 8: Learning from Moondoggy	impatient, in awe of the legend
Scene 9: Catching big wave	positive, triumphant, happy
Scene 10: Playing music in the band	happy, confident, sure of himself
Scene 11: Finds out that exam is on	undecided, worried, confused
Scene 12: Preparing for exam	motivated, worried
Scene 13: Abandoned by Moondoggy	terrified!
Scene 14: Getting results from Snapper	satisfied, confident

This works well as a drama activity with students using body language and facial expressions to illustrate different feelings.

2.2 I can relate to that

Ask students to consider Pete's experiences in the episode and ask: can you relate in anyway to any of the feelings Pete has during this story? Students can share their ideas through talking, writing or drawing an event in their lives that parallels aspects of Pete's experience in some way. For example, many students will have experienced the dilemma of needing to finish homework/study but wanting to pursue other things, or they may relate to Pete's desire for popularity. There are several examples of such dilemmas throughout the Round the Twist series. Students can compare excerpts from other episodes such as this one:

The Whirling Derfish ep 2 vol 7

Scene: Port Niranda fish shop
Begins with Linda: 'Bron, this is serious. That fish is going to die unless you.'
Ends with Bronson: 'Not 'til after the race.'

Ask students to discuss times when they have felt confronted by a dilemma and have had to make difficult choices. Ask: what processes did they use to help make decisions?

2.3 The stuff legends are made of

Pete dreams of being a surfing hero and admires the legend Moondoggy. Ask students to consider: if you were to become a 'legend' or an expert in a particular field, what would it be? Using magazines as well as photos of themselves, ask students to create a portrait of themselves as a legend in their chosen field - or students can create a portrait for each other. Students might consider themselves future dance legends, scientists, legendary football players, chefs, etc. Students can make up names for themselves as well as each other. They can then write a short 'future biography' of themselves, explaining how they came to be the 'legend' they are in their illustration. Display the artwork and bio-notes for the amusement of the school community!

2.4 Real learning

Revisit the sequence of scenes where Moondoggy is teaching Pete how to surf:

Scene: On the beach
Begins with Moondoggy: 'Okay, dig this: surfin aint just something, it's everything!'
Ends with Pete catching the big wave: ' I can do it! I can surf!'

Ask students to consider the methods that Moondoggy uses to teach Pete. What does he do? Why does Pete learn?

Compare this to the way 'school learning' is depicted in this (and other) episodes. What are some of the differences between Pete's experience with Moondoggy and his learning at school? How do these differences affect the outcomes?

Ask the students to think about themselves as learners with each student identifying something they have successfully learned in recent times. They can then make a list of the things that helped them learn and then the things that got in the way of learning. Combine these ideas as a class and create a poster: We learn best when...

Ask students to identify the qualities that Pete and Moondoggy had as teacher and learner that made their partnership work.

3. Making connections

These activities draw the threads of the mini unit together; assess the degree to which students' ideas have developed; and provide direction for possible further investigations.

3.1 Values continuum

Set up a line across the classroom using a length of string or rope, etc. Place a sign at one end that reads 'strongly agree' and , at the other, 'strongly disagree'. Read the following statements to students which are based on dialogue in the script and, after each statement, students must place themselves in position on the line according to the extent they agree with the statement. Once they have positioned themselves, ask some students to provide a reason for their position - they can draw on the episode to illustrate their point of view. Explain that there are no right or wrong answers.

• It is better to be happy and popular than to be a 'book worm' and study all the time.
• Your friends are the most important things in life. You never let a friend down.
• It's not important what something looks like. It is what it does that counts.
• When you want to be really good at something, you have to give it your all - 100%. Nothing should stand in your way.
• Thinking is important - but doing and acting are more important.
• People judge you most by the image you present.
• If you focus on the little things in life, the big things take care of themselves.
• You can only learn if you want to learn.
• The best way to learn something is to do it.

3.2 The conscience game

Divide students into groups of three. Each group includes a student A, B, C .

A = Pete.
B = Voice of Pete's conscience . telling him to go surfing.
C = Voice of Pete's conscience ... telling him to study.

Remind students of the moment in the episode when Pete must decide whether to go surfing with Moondoggy or study for the exam.

Groups arrange themselves so that 'Pete' is in the centre and B and C are on either side. B and C then take it in turns to try to convince Pete to surf or study. After a given time, the students playing Pete can report back on which argument they found most persuasive and why.

Ask students to consider: what values/priorities/beliefs affected the various arguments used?

Ask students to work in teams to develop other short scenarios with similar dilemmas that involve a difficult decision.

Ask: what do these scenarios highlight about making decisions in our lives? What skills do we need when we are making such decisions? What do we need to consider?

This strategy - and the issue of 'moral dilemmas' is dealt with in the Learning Activity 2 - Star Quality which focuses around The Whirling Derfish ep 2 vol 7 Round the Twist. These two episodes contain several similar themes and provide a useful basis for contrast - particularly to consider the motivations behind Pete and Bronson's desire to experience success.

4. Going further

These activities provide extension and enrichment ideas for individuals, groups or the whole class.

This grid provides a range of activities related to some of the key themes in the episode. The activities are designed to be carried out as independent tasks and are ideal as homework projects. The framework of multiple intelligences allows students to make selections according to their preferred learning styles. It is important that students have clear guidelines as to how long they have to complete the work.

Intelligence	Task
Word	In the episode Mali-boo, Moondoggy uses several phrases and words that were part of the popular culture in the 60s ('man', 'daddy-o', 'deadsville', 'chick', 'groove'.) Make a list of some of words that are part of current youth culture. Imagine you are trying to record the meaning of these words for future historians to understand. Create a dictionary of current popular terms.
Logic/maths	Create a timeline from the 60s - 2000 showing the changes that have occurred in popular culture over the decades. You may choose to focus on one field (music/sport/fashion/art) or you may depict a combination of fields. Identify some of the key news events that happened in each decade and indicate the dates of these events on the time line.
Space and Vision	The Mali-boo episode contrasts the surfing culture of the 60s with that of the present. Choose another field - it may be in sport, fashion, music, dance etc. Create two visual images - one representing the field in the past and the other showing it as it is in the present.
Body	Find out about some of the dance crazes that were popular in the 60s - the period of time represented by the Moondoggy character. Prepare a short performance to show some of the dance steps you have learned.
Music	The soundtrack of this episode uses a lot of music that has a' 60s sound'. Find out about the popular bands during the 60s. What were some of the features of the popular youth music of that time. What did people sing about?
People	Interview your parents and grandparents about the things they most enjoyed doing as teenagers. What music did they listen to? What sport did they play? What did they do with their friends? Who were their idols? Be ready to share the information you gather with others.
Self	How influenced are you by popular culture? How important is it to you to be seen as 'cool'? Are there times when you 'dare to be different'? Reflect on how you feel about the pressure to conform.

4.2 Time capsules

In small groups, students can nominate the contents of a time capsule designed to represent aspects of current popular culture. Explain to the students that their children or their grandchildren could find the time capsule.

Each group must come up with:

• one song or piece of music;
• one item of clothing;
• one item of food;
• one example of a leisure time activity;
• one contemporary hero and one heroine;
• one television program;
• one book or magazine;
• one Hairstyle; and 
• a list of popular words and phrases.

At the end of the week, a session should be set aside for each group to share their time capsule. They need to explain why they nominated each item as representative of the popular culture of their time.

Having looked at the time capsules, discuss:

• What are the common links between the items that we have selected?
• What are the key reasons behind our selections?
• What would people think about us if the time capsule was opened? Why?

Ask students:

• What items do you think we would find?
• Why are the items different to those you have selected for your own capsule? Why?
• What evidence remains of this popular culture?

5. Getting technical

Designed to focus on the structure of the text itself, these activities give students insight into some of the techniques used in the construction of visual texts and develop their critical viewing skills.

5.1 Behind the scene

Divide students into five groups. Assign each group with one element of the technical features of television text used in this episode and ask them to make notes, discuss and present their views to the class. The students must identify why certain techniques were used and how they contribute to the episode. Could certain technical elements be used differently?

1. Production design: what locations are used? What props and sets are used? How are costumes and make-up used?
2. Lighting: what time of day are various scenes filmed? How does the lighting change to create mood and atmosphere? How is colour used in the episode?
3. Casting and acting: how do various actors use body language and facial expressions? What stunts do they perform and how does this add to the effect?
4. Camera work: identify some long or wide shots and some close up shots. Identify a few different angles used by the camera (high, low, eye level). Identify what might have been a crane shot or a zoom shot.
5. Sound: how is music used in this episode? What techniques are used in the dialogue? When is silence chosen?

5.2 The surf movie as a genre

If possible, watch segments from surf movies - both recently produced and from the 50s or 60s (Eg. old Elvis or Gidget movies). Compare these with the episode. Look for references made in Mali-boo to the style of these old movies.

Useful references

Callow, J. (ed.) (1999) Image matters: visual texts in the classroom, PETA NSW.
Cam, P. (1995) Thinking together: philosophical inquiry for the classroom, PETA and Hale and Iremonger, Sydney.
Dalton, J. (1985) Adventures In Thinking, Nelson, Melbourne.
Wing Jan, Lesley and Wilson, Jeni (1994) Thinking for Themselves, Eleanor Curtain Publishing, Melbourne.
Murdoch, K. (1998) Classroom connections: strategies for Integrative Learning, Eleanor Curtain Publishing, Melbourne.
Wilks, S. (1995) Critical and Creative Thinking, Eleanor Curtain, Melbourne.