Ask students to research the significance of Ramadan. The websites below are suitable as teacher references. Discuss the position of Ramadan in Australian culture. Consider how the requirements of Ramadan might affect its followers' ability to participate in everyday activities.
Ask students to record their discoveries about Ramadan. Use Student Activity Sheet H2.4 to write information on the 'Describing wheel'. A describing wheel is a graphic organiser that encourages students to describe facts and ideas relating to a topic. The wheel has a place for the topic in the centre, surrounded by spokes in which students can record facts and ideas.
Invite a spokesperson from the Islamic community to speak about how Ramadan is observed in Australia.
Fasting is an important part of religious observances during the month of Ramadan. Participants eat before the sun comes up and after it goes down for an entire month. Families must prepare special foods that will sustain them throughout the day.
Encourage students to find out more about the special foods prepared for Ramadan. Ask them to research recipes and list the ingredients. Find the origin of any unknown ingredients and if they are used by any other cultures for special occasions.
Discuss 'fasting' and its effects on people, particularly young people. Ask the class if they know of other religions and cultures that observe fasting.
List other Islamic customs. Some suggestions could be women wearing a veil, pilgrimages to Mecca, and praying rituals. Compare these with practices from other cultures.
Ask students to respond to the following focus questions:
What types of foods are eaten during Ramadan?
Who prepares the food for Ramadan?
Why are there restrictions on the times food can be eaten?
When can people break their fast? (This question relates to Mohammed's grandmother asking whether he will be able to eat before his cricket tryouts.)
How do families celebrate the end of Ramadan?
Students share their findings in an oral presentation to the class.
The Australian Curriculum: English aims to ensure that students:
learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.
As a class, discuss the meaning of 'Ramadan' and consider what the audience finds out about it from the clip. Complete a Think, Pair, Share activity to gain an idea of students' prior knowledge. This activity involves giving the students a minute to think of their own answer, then pair with another student to discuss their ideas, then share those ideas with the rest of the class. Following this, identify further questions that students have and organise these into a list to guide research into the topic.
Ask students to find out more about beliefs and customs relating to the Muslim holy month of Ramadan. Invite a guest speaker to visit the class and give a talk on being Muslim in Australia, with particular attention to the traditions of Ramadan and how children participate in them.
As a class, compare the fasting tradition of Ramadan with similar traditions in other religions. For example, some Christians renounce certain foods during the Lenten period.
Find some stories or prayers from Ramadan celebrations and read these to the class. Many of the stories illustrate values and ethics that guide Muslims on how to live their lives. Ask students to think about a day in the life of Mohammed (the boy in the clip) as he participates in Ramadan, then write a diary entry from Mohammed about his day.
Language and scripting,Multiculturalism
Mohammed has been named after the Prophet Mohammed. The name means 'praiseworthy' and is derived from the Arabic meaning 'to praise'. The Prophet Mohammed founded the Islamic religion in the 7th century. Since his time, 'Mohammed' has been a very popular name in the Muslim world. The name was borne by six sultans of the Ottoman Empire.
Ask the class to list the names of other characters in this episode and find out their meanings. Ask students to consider whether the names of these characters reflect their personality and background story.
Ask students to find the meanings of the names of their own family members.