Listen to a free audiobook courtesy of the Australian Children’s Laureate Foundation and BorrowBox – for a limited time only!
Introductory activities
The activities outlined here assume that the students have completed an initial independent reading of the text.
A first generation ‘own voices’ narrative exploring the complexity of family dynamics, relationships and mental health, The Surprising Power of a Good Dumpling offers ample scope for students to connect with and reflect upon their own life experiences.
A specific content warning about issues of mental health, including depression and psychosis, should be provided to students. Overall, the novel’s message is a hopeful and uplifting one, in which the protagonist encounters these complex issues and comes to understand them better. Students should be directed to reflect upon this resolution.
Food memories
In this activity, students are invited to share their best food memories through a Think, Pair, Share format.
- Thinking back, can you recall a really memorable food moment?
- Write a short sensory description of this moment (sight, sound, taste, smell, feelings).
- What is it about this experience that makes it memorable?
- Can you recall a disgusting food memory?
Invite a few students to share their memories. Then ask the whole group to reflect together on what it is about this experience that makes it memorable. Answers that may emerge include the taste of the food itself, the people it was shared with, or the event it was associated with.
Students may be directed to complete a reflective paragraph about this discussion as a home learning task, providing the teacher with formative assessment data and the ability to gauge the students’ cultural background and practices around food, which may inform ongoing class discussion.
(ACELT1633) (ACELT1635) (ACELT1636) (ACELY1739) (ACELY1742)
Short film: Bao directed by Domee Shi
In Disney Pixar’s Bao, a Chinese mom who’s sad when her grown son leaves home gets another chance at motherhood when one of her dumplings springs to life as a lively, giggly dumpling boy. Mom excitedly welcomes this new bundle of joy into her life, but Dumpling starts growing up fast, and Mom must face the bittersweet truth that nothing stays cute and small forever.
- View the film in class with students.
- Ask students to complete an initial brainstorm about the message and themes of the short film.
- Direct students to complete a T-chart comparing the overlaps between the short film and the novel, The Surprising Power of a Good Dumpling (based on their pre-reading of the text).
As a follow-up activity, the teacher may choose to show an interview with the director of Bao, Domee Shi, in which she explains her Chinese heritage and how she chose to present this in her film.
(ACELT1633) (ACELT1635) (ACELT1636) (ACELT1772) (ACELY1739) (ACELY1742) (ACELY1745)
Personal response on reading the text
Cover art
Romina Edwards’ cover art is distinctive and engaging, providing readers with an immediate connection to many elements of the novel. Shortlisted for the Australian Book Design Awards in the Young Adult category for 2020, the cover provides an excellent starting point to discuss the novel.
Open a discussion about the cover design, explaining that it is a unique attribute of The Surprising Power of a Good Dumpling. As readers, we are engaged by the bright colours (pink and green) and whimsical illustrations. Invite discussion of the following questions:
- What kind of reader is being targeted through this design?
- What kind of reader would not be captivated by this design?
- What design elements are being used to attract the reader?
Then introduce students to the elements and principles of design to provide a metalanguage for discussing cover art and design. A comprehensive guide has been produced by Australian design firm Canva.
Students can then use this handout (PDF, 116KB) to analyse the cover prior to reading the novel. Understanding built through this short activity will be used later in the unit to inform responses to the book cover design challenge (Significance).
(ACELT1633) (ACELT1634) (ACELT1636) (ACELT1772) (ACELY1743) (ACELY1745)
Themes
At the commencement of a class novel study, capturing students’ initial responses (including their unprompted reflections on key themes, ideas and issues presented in the text) can be useful. The web tool Mentimeter can help with this, allowing students to respond to a prompting question by typing their answer into a text box, which can then be displayed via projection by the teacher.
Another format for this initial response uses the thinking routine Think, Puzzle, Explore. Prompting questions for this routine include:
- What do you think are the key issues and themes in the novel?
- What puzzles do you have in relation to the text? (e.g. things you didn’t quite understand, questions about why a character responded in a particular way, etc.)
- Which elements of the text would you like to explore in more depth?
(ACELT1633) (ACELT1635) (ACELT1636) (ACELT1772) (ACELY1739) (ACELY1742) (ACELY1743) (ACELY1745)
Outline of key elements of the text
Plot
The novel’s plot is linear and narrated from a third-person perspective, focusing on the experiences of the protagonist, Anna Chiu. It is bookended by two passages from the perspective of Anna’s mother (‘Ma’), who experiences mental illness. When the novel opens (in February), Anna explains that Ma has been staying in bed, and Anna is looking for signs to help predict whether it will be a ‘good day’ or a ‘bad day’ for her mother.
The family lives in the Western Sydney suburb of Ashfield, and the children attend the local primary and high schools. Anna, her sister Lily and her brother Michael must be quite self-sufficient when Ma is unwell; their father (Baba) often sleeps at the family restaurant, which is in Gosford. Anna is in Year 11 and meets with the pathways advisor, Miss Kennedy, who berates her for not working hard enough in her academic studies. Anna experiences many developmental milestones and situations typically associated with teenagers: developing crushes, agonising over the ATAR, and balancing family and friendships.
The author Wai Chim renders the complexities of the Chiu family with sensitivity, portraying the difficulty of living with a family member with a serious undiagnosed mental illness. The author also portrays moments of levity and joy for each character, providing scope for students to understand that, although she is burdened by aspects of her family life, Anna encounters a range of experiences that many average teenagers do. Anna escapes home life by offering to help at the Jade Palace, her family’s restaurant, where she meets and develops a relationship with the Anglo-Australian delivery boy, Rory. As Anna’s romance with Rory blossoms, her mother’s health deteriorates, and she simultaneously learns more about Rory’s experience of mental illness. With the story’s progression, Anna develops a more nuanced understanding of her mother and assumes a crucial role in holding her other family members together.
Character
Anna’s is a vibrant and authentic voice that drives the central narrative. She is, along with her parents and her siblings, the focus of the story. They are carefully-crafted and dynamic characters who develop in relation to each other and in response to the novel’s plot. Secondary characters help to illuminate the novel’s themes, ideas and issues, and prove to be compelling characters in their own right.
- Anna Chiu, 16 – protagonist
- Ma – Anna’s mother
- Baba – Anna’s father
- Lily – Anna’s sister
- Michael, 5 – Anna’s brother
- Miss Kennedy – Anna’s careers adviser
- Miss Holloway – the librarian at Michael’s primary school
- Mr Murray – Anna’s English teacher
- Connie, Wei – peers from Anna’s high school
- Sous Chef Lim, Ah-Jeff, Miss Chen, Minh, Old Yuan – employees at the Jade Palace
- Rory – the Anglo-Australian delivery boy at the Jade Palace, and Anna’s love interest
Themes
- Otherness and normality
- Cultural diversity
- Coming of age
- Experiences of Asian-Australians and second-generation migrants
- Prejudice
- Responsibility and roles
- Sacrifice
- Relationships
- Food and the nourishing nature of cultural identity
- Mental illness
Evidence race
This activity challenges students to find evidence of themes in the novel and connect them to a character. This enables the students to appreciate that characters are vehicles for the exploration of themes, ideas and issues in the text.
Students can set their work out in a table, and the teacher can determine the number of examples and themes to be linked.
Theme | Evidence/quote/event | Character(s) |
Otherness and normality
|
||
|
||
|
||
|
Issues and text-to-world connections
Studying a contemporary text enables students to make links between the text and the world around them. This activity asks students to make such text-to-world connections.
Challenge the class to use their research skills to find examples of the issues encountered in the text. This will also help them practise how to formulate research questions. For example, they may be interested in exploring the experiences of Asian-Australians and second-generation migrants. They will need to craft an appropriate research question and search terms, such as, ‘Which suburbs in Melbourne have the highest concentration of migrants from Hong Kong?’ or, ‘What are the most commonly studied university courses for girls from government schools?’
Students may respond to this task by recording their research question and findings, accompanied by a short written reflection on the issue and their text-to-world connections.
Synthesising task
Creative response: design a dumpling
This task asks students to think creatively about their own identity and to reimagine the elements of their own experiences: the ones that have shaped them.
To complete this task, students will create a ‘recipe’ that lists the ‘ingredients’ that have shaped their identity, and the ‘procedures’ that made them who they are (this takes the form of a short explanation or reflection).
The task explanation itself (PDF, 2MB) sets out the expectations of a student response, which may be composed using a digital design platform such as Adobe Spark, Canva or Venngage. A simplified template (PDF, 117KB) is also available.