Task 1 Teaching and programming ideas
Introductory activities
Term 4, Week 2: week beginning 26 October, 2009

Bear and Chook and Bear and Chook by the sea by Lisa Shanahan and Emma Quay Covers reproduced by permission of Hachette Children’s Books

Suggested sequence of teaching strategies

• Provide an overview and explain the purpose of the rap.

Explain to students

• how they will discuss and respond to the two picture books with their classmates
• how they will discuss and respond to the two picture books with students in other schools by posting messages to a blog
• that they will read and reread the texts many times to become familiar with them and find information about the characters and events from the written text and illustrations
• that they will watch a video of the author and illustrator reading Bear and Chook by the sea and use this reading experience to inform their opinions about the characters’ actions and behaviours
• that they will watch a Question and answer video of the author and illustrator responding to students’ questions about the Bear and Chook books
• how they will explore and then innovate on the text to create their own illustrated writing sequence about Bear and Chook by the sea to share with their classmates and students in other schools.
• Read both texts with the students.

Possible activities

1. Pre-reading

• Read Cathy Welsford’s article, 'It's what you do before the reading that makes the difference', for ideas and strategies.
• Study the covers of each picture book and discuss
• characters and predict story, possible complications and potential solutions, knowledge of author’s and illustrator’s style (RES1.5) (RS1.5).

2. Reading the picture books

It is important for students to have a range of reading experiences, and to read and re-read texts. (RES1.7) (RS1.7).

• Read Bear and Chook and Bear and Chook by the sea.
• View the Learncast video of Lisa Shanahan and Emma Quay reading Bear and Chook by the sea.

3. Posting to the rap blog

Inform students that they will communicate their ideas to other students by uploading to the Comments section of a blog (also known as a web log). Explain rap lingo or terminology to students.

• In order for the class to construct an introductory comment, clarify the purpose of the introductory comment, identifying the audience and discussing the detail required to achieve the purpose. List appropriate voice, modality, greeting and blog signature, for example. The blog post would include the school’s name, location, size of group and any other interesting features of the school or class. Using correct blog and Book rap etiquette (see About for further details), post the class introduction to the rap.
• Prepare the group response to the Introductory rap point with the class. Student/s (rap representative) or teacher word process the response, edit and save. (WES1.13) (WS1.13).
• Teacher facilitates the student/s use of the word processor and blogging procedures to post the response to the Introductory rap point once the teacher has approved the final text.
• Access, read and discuss introductions from other rappers, and locate these schools on the Rap maps and with Google Earth. Students may wish to respond to rapper’s introductions on the Bear and Chook books rap blog
• For further information about this rap contact Cath Keane by email or by phone (02) 9886 7501.

4. Optional activity

If time is available, complete the optional activity:

• Investigate biographical backgrounds of the author and illustrator. Visit the author and illustrator internet sites for background information. (RES1.7) (RS1.7).

To help your students respond to the rap, click on the following links