Teaching Sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Reflecting on the film

25 minutes

Find Out: Character study

15 minutes

Take Action: Shifting perspectives

5 minutes

Reflection

Learning Intentions and Success Criteria

Students will:

analyse the characters Tina and Frances to better understand homelessness as a social issue that impacts us all
explore how the filmmaker has employed characterisation and narrative to challenge pre-existing ideas of homelessness.

Students can:

begin to express how their pre-existing ideas respond to new information (E.g. Have their attitudes toward homelessness changed?)
explain how people experiencing homelessness and local citizens all contribute to this social issue.

Preparation

Before commencing this lesson, students must have viewed the film Some Happy Day.

Tune In: Reflecting on the film

Step 1

Facilitate a discussion with students to gauge their interpretation of the film and how it compares to their preconceived notions about homelessness (students can draw on what was covered in Lesson 1). Encourage them to reflect on whether any of their ideas have been challenged or changed after watching the film. Prompt them to share any questions that arose from viewing the film.

Step 2

Show some scenes from the film using the clips provided, then pose targeted questions to assist students in reflecting on homelessness and society.

Show clip 1 00:00 - 02:35
- The film-maker introduces Tina and her partner, Ben, in a warm environment until the true nature of the landscape is revealed. What does the filmmaker say by placing Tina in an environment with a wealthy city backdrop?

Show clip 2 21:24 - 22:10
- Does Tina having a community of people around her challenge your preconceived notions of homelessness?

Show clip 3 23:51 - 24:51
- Did any aspects of Tina’s character surprise you?

Show clip 4 50:49 - 53:02
- How would you describe Tina? What were some of her strengths?

Find Out: Character study

Step 1

Direct students' attention to the theme of relationships portrayed in the film, specifically focusing on the two main characters, Tina and Frances.

Show students the following clips to draw their attention to comparisons of and connections between Tina and Frances:

Clip 5 16:34 - 17:18 - Tina finds money in the pocket of a jacket in an op shop.
Clip 6 17:18 - 18:34 - Frances steals a wallet from a store to know what it feels like to ‘do something bad’.
Clip 7 57:23 - 59:32 - Tina digs through Frances’ belongings (book, computer) and learns about the impact of her childhood trauma. The connection shown here is that Frances is studying the impact of childhood trauma and Tina has experienced it. This is a major moment for Tina, who has gained an understanding of her life situation.

Encourage students to discuss the following questions in pairs or small groups, then facilitate a class discussion to share answers.

What do these women’s stories have in common?
Why would the writer/filmmaker characterise these women so they have things in common?
What message or theme might the film convey to the audience?

Step 2

Organise the class into two groups, with one half focusing on Tina and the other half on Frances. Then, provide both groups with the option of dividing into smaller teams for collaboration (ideally 3-4 students per team).

Step 3

Provide each team with a copy of the Student Worksheet to analyse the narrative from their appointed character's perspective, highlighting significant plot points that reveal their personalities, motivations and experiences.

Step 4

Once each team has completed their character analysis, ask them to pair up with another team focused on the other character. Invite them to use the Venn diagram template on their Student Worksheet to visually represent the commonalities between Frances and Tina based on their plotted narratives.

Examples of similarities and differences between characters:

Frances steals a wallet/Tina is accused of stealing money she found in the pocket of a jacket in an op shop.
Both women are in dysfunctional relationships.
Frances has someone she can rely on when she needs a place to stay/Tina doesn’t.
Frances uses prescription medication/Tina doesn’t.
Frances and Tina both love dogs.
Frances and Tina are the same age, Frances wants a child and Tina doesn't.
Tina has experienced ill mental health and is estranged from her family/Frances is seeing a psychologist to manage her mental health and is estranged from her brother.

Take Action: Shifting perspectives

Step 1

Ask students to revisit their Student Worksheet from the previous lesson and read through what they wrote in the ‘Recording Observations’ table (‘looks like’, ‘sounds like’, ‘feels like’). Encourage them to compare these responses with observations made while watching the film.

Step 2

Invite students to identify accurate and inaccurate assumptions based on the film, then update the table with any new ideas or feelings that emerged from the film, indicating shifts in thinking. Students should aim to include 1-3 positive attributes they observed from watching the film, such as adaptability and resilience.

Step 3

Encourage students to reflect on how their perceptions have evolved and discuss the importance of recognising positive qualities in people experiencing homelessness.

Reflection

Wrap up the lesson by highlighting the significance of empathy and understanding when addressing sensitive topics like homelessness, encouraging students to consider how demonstrating empathy and kindness can impact individuals and society. Use the below questions to assist students’ thinking:

Does the film reflect students’ own authentic experiences of witnessing homelessness?
How can this story enhance our empathy towards those experiencing homelessness?
In what ways does understanding contribute to combating the stigma surrounding homelessness?
What role does empathy play in fostering a more compassionate and inclusive society?
How might practising empathy and understanding lead to meaningful solutions for homelessness within communities?

Unpacking Stories of Homelessness

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Summary

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