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Planning and programming
Suggested activities for responding to Rap point 2
The Shaggy Gully Times: the f(p)unniest newspaper
you’ll ever read,
written by Jackie French, illustrated by Bruce Whatley.
HarperCollins Publishers Australia Pty Ltd 2007
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Syllabus outcomes Stage 2
Syllabus outcomes Stage 3
Activity 1: How has the writer and illustrator made a connection with local newspapers (appropriated ideas)?
- You may want a local newspaper for a comparison.
- Read and enjoy The Shaggy Gully Times by Jackie French and Bruce Whatley.
- Read the preface, ‘A salute to country weeklies’, by Jackie French and discuss
- What ideas from local newspapers have the author and illustrator used and ‘played with’?
- Examples of ideas found in local weeklies
- crest on the front
- layout of the first page (which is the front page of the newspaper) with feature articles, advertisements, sections.
- Discuss how French and Whatley have ‘played with’ or modified each of the examples
- the crest
- cost of the paper
- Police Reports
- Goo in Town article
- or choose your own examples from the book.
Activity 2: How has the author, Jackie French, used ordinary words in innovative ways to create humour?
- Revisit the book as a class, or in small groups. Share student responses to the many puns and supporting illustrations. Rap sheet 4 has a few ideas for you to work on. How has the author used these words to create humour?
- Who is the most interesting character in The Shaggy Gully Times? Use Rap sheet 5 to organise your ideas which may include words and phrases associated with this character. What pieces of information did you bring together to make this decision?
Activity 3: Analysing the sports news
- Read the sports page article, ‘Kiwis versus Wallabies in match of the year’, from The Shaggy Gully Times (page 27).
- Discuss the features of the text, eg purpose, audience, theme and structure.
Rap sheet 6 may help you with this activity.
- You may wish to use this article as a model when creating newspaper article for Rap point 3.
Posting response to Rap point 2
- prepare the response to Rap point 2 with the class
- student/s (rap representative) type the response, edit and save
- teacher facilitates the student/s use of the word processor and blogging procedures to post the response to Rap point 2 once the teacher has approved the final text.
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