Outcome - English

Example indicators

Possible teaching
activities

• Listens to The Bunyip read aloud.
• Participates in class discussion about class interests and the book.

Learning about talking and listening - Context and text (TS1.3)
Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations.

• Compares language from an oral story with language from a written story.

• Invite members of the Aboriginal community to retell the story.
• Discuss with students how this oral story differs from the written version.
• Decide on the appropriate format and voice you will use for your introductory message, discussing audience, purpose and requested information from the Welcome message emailed when you subscribed.
  (Selecting, Organising)

Outcome - English

Example indicators

Possible teaching activities

Learning to write - Producing texts (WS1.9)
Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.

• Contributes to joint text construction activities.
• Uses word processor to create texts.

• Jointly construct a draft introductory message, as a whole group or in small groups and pairs. Share drafts.
• Construct a class or group introductory message to send to all rappers.
• Discuss email etiquette of subject line, correct email address and formatting of message.
• Type message, checking for accurate spelling and grammar. Send message to rap when teacher has approved final text.
  (Organising, Presenting)
  

Learning to read - Skills and strategies (RS1.6)
Draws on an increasing range of skills and strategies when reading and comprehending texts.

• Uses different parts of email text to locate information eg. subject line, email signatures, body of email message.
• Selects the email messages of particular schools.

• Either in small groups or in pairs, access and read incoming introductory messages from other rappers daily.
• If a large number of schools are participating, discuss how you will manage email messages (see Book rap FAQs).
• Locate these schools and cities on individual or a wall Rap map, of NSW and/or Australia using atlases. Use tally sheets if desired (see maps and tally sheets.
• Look at the Aboriginal languages in NSW map and note in which area your school is located. Include this on your rap map.
• Note names of particular schools you will 'follow' if all messages are not to be scanned. Note particular interests and details of each. (Locating, Selecting, Organising).
  

Learning about reading - Language structures and features (RS1.8)
Identifies the text structure and basic grammatical features of a limited range of text types.

• Identifies doing, thinking, feeling and saying verbs in a narrative.
• Identifies and names people, places and things and knows these are called nouns.
• Identifies action words and knows that these are called verbs.
• Identifies adjectives and understands that their function is to describe (size, colour, shape and other qualities).
  
  Also:
• Listens and contributes frequently to group discussions.
  
• Uses turn-taking and questioning and other behaviours, related to class discussions.

• Read the text to the students. Outline the purpose of the text and why stories like this might be shared.
• Read the text again and identify the structure and language patterns used.
• Identify descriptive words, the action words and sentence patterns where the characters meet the children.
• Rap sheet 1 could be used to list adjectives and verbs eg. sharp clawed.
  
  
  
  
  
  
  
• Look at the list of animal names in the Wiradjuri language in Wiradjuri Nation and Supplementary teaching activities.
• Brainstorm other characters the children may have met on their way to the river. What would their names be in the Wiradjuri language?
• Suggest descriptive words and action words that would be appropriate for each character suggested.
  

Outcome - English

Example indicators

Possible teaching activities

Learning to write - Producing texts (WS1.9)
Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.

• Writes a simple short text for a specific purpose.
• Writes elementary literary texts.
• Contributes to joint construction of texts.
• Reads own writing to the teacher or peers.

• Orally, students insert their character into the story, mimicking the language patterns they have read in The Bunyip.
• Students plan for writing by developing a story line and share with the class Rap sheet 1 could be used as a guide.

Learning to write - Skills and strategies (WS1.12)
Produces texts using letters of consistent style and using computer technology.

• Uses computer software to create texts.
• Uses computer terminology eg. save, open floppy disk.

• Decide which story line(s) will be sent to other rappers.
• Add to the joint construction so it forms an appropriate response to Rap Point 1 (eg. adding any introductions, explanations as to why you chose this character).
• Save on a floppy disk and/or send message to the rap using email.

Learning to read - Reading and viewing texts (RS1.5)
Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

• Reads a variety of literary and factual texts.
• Reads own peers' texts.

• Read incoming email messages, and select some messages to be printed and added to a class book for rereading as a class and individually.

Outcome - English

Example indicators

Possible teaching activities

Learning about reading - Language structures and features (RS1.8)
Identifies the text structure and basic grammatical features of a limited range of text types.

• Identifies adjectives and
  understands that the function of adjectives is to describe (eg. size, colour, shape and other qualities).

• List all the words which describe the bunyip in the book.
• Find out what the term for bunyip is in your local Aboriginal community.
• Members of your local Aboriginal community could be invited to tell stories about the bunyip or similar Aboriginal beings. (They may be able to tell you what the term for "bunyip" is in their language.

• Re-read and scan text for describing words
• Continue to list describing words in following activities.

Learning to write - Producing texts (WS1.9)
Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.

• Writes notes from texts.
• Chooses appropriate words to label things such as drawings and objects.

• Find and read several Aboriginal stories which refer to bunyips, or Aboriginal beings.
• Build a databank of words, including Aboriginal words, used to describe bunyips, including possible size, colour, shape, features (record on Rap sheet 2).
• Build a bank of action words ascribed to bunyips e.g. movement, actions, (record on Rap sheet 2).
• List possible habitats of bunyips (record on Rap sheet 2).
• Combine some of these ideas into individual drawings, paintings or models of bunyips (complete Rap sheet 2).

Outcome - English

Example indicators

Possible teaching activities

Learning to read - Reading and viewing texts (RS1.5)
Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

• Participates in the reading of poems.
• Reads a variety of poems.
• Makes connections between own knowledge and experience and information texts.
• Begins to read texts about less familiar topics.
• Participates in class/group activities to cluster and categorise poems following reading them.

• Students listen to and read a variety of acrostic poems, odes and literary texts as models to use in their own writing.
• The structure of the poems are explained e.g. by grouping like poems together, explaining the features of particular types of poems.

Learning to write - Skills and strategies (WS1.10)
Produces texts using the basic grammatical features and punctuation conventions of the text type.

• Uses adjectives to provide more information about nouns.
• Uses creative word play in writing of literary texts.

• Teacher and students decide on a purpose for writing and an appropriate audience.
• Using the models they have heard and read, the teacher supports students to select which form to write in, poem, story etc.
• Teacher and students jointly construct a poem or literary text using the descriptions of a bunyip located and listed earlier (Rap sheet 3 could be used).
• Students might also be given the opportunity to construct an independent literary text about a bunyip using earlier models (Rap sheet 3 could be used).

Outcome - English

Example indicators

Possible teaching activities

Learning to write - Skills and strategies (WS1.12)
Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology.

• Uses computer software to create texts.
• Uses computer terminology eg. save, open floppy disk.

1. Develop a criteria for selecting a text for other rappers.
2. Involve students in deciding which poem or literary text will be sent to other rappers.
3. Edit and publish the joint construction so it forms an appropriate response to Rap point 2 (eg. adding any introductions, explanations etc).
4. Ask students to save on a floppy disk and/or send message to the Rap using email.

Learning to read - Reading and viewing texts (RS1.5)
Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

• Reads a variety of literary and factual texts.
• Reads own peers' texts.

• Arrange for small groups of students to locate, open and read incoming email messages and select some messages to be collected in a class Bunyip Collection for rereading as a class and individually.

Outcome - English

Example indicators

Possible teaching activities

Learning to read - Reading and viewing texts (RS1.5)
Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

• Enjoys a range of different picture books read aloud in different language varieties.
• Provides a brief retelling of a familiar story.
• Sequences events from a story in order.

• Students brainstorm stories they know that have a message (including fables and myths from their own culture)
• Students locate, collect, read and listen to these and other stories through a variety of media: picture books, videos, visiting storytellers (could include members of the local Aboriginal community), parents visiting and retelling family or cultural stories to the class (Information about stories heard can be recorded on Rap sheet 4).

Learning about reading - Language structures and features (RS1.8)
Identifies the text structure and basic grammatical features of a limited range of text types.

• Recognises stories that retell experiences and can discuss how the story is organised eg. introduction.
• Identifies where the 'message' of stories is often given.

• Teacher identifies stages of the stories recently heard that retell or recount experiences.
• Students identify the components of texts too, identifying the purpose of each stage.

Outcome - English

Example indicators

Possible teaching activities

Learning to read - Reading and viewing texts (RS1.5)
Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

Learning about talking and listening (TS1.3)
Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations

• Participates in the reading of stories.
• Participates in class/group brainstorming activities to cluster and categorise ideas and facts following the reading of texts.
  
  

• Talks about the structure of some stories.

• Students read some of these now-becoming-familiar stories in different versions.
• Stories told by visiting storytellers are scribed by the teacher (could also be taped with permission) and illustrated by students.
• Stages and parts of the stories are identified for students.
• Students are provided with written purpose statements and asked to match the purpose with each stage of the text.
• The messages from the stories are listed and categorised.

Learning about reading - Context and text (RS1.7)
Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter.

• Talks about the structure of some text types eg. recounts.
• Describes the purpose of organisational stages in familiar texts e.g. recounts.
• Begins to recognise how texts are created for different audiences.
  

• Students identify aspects of the text that assist in achieving its purpose eg. plot, characters, setting etc.

Outcome - English

Example indicators

Possible teaching activities

Talking and listening (TS1.1)
Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities

• Expresses a point of view about texts read, heard or viewed.
• Engages in group discussion to solve a problem.
• Listens attentively and converses with others to share ideas or give information.

• Develop a criteria for selecting which story to share with other rappers.
• Students discuss which story they would like to share with other rappers, using the criteria to make an informed decision.

Learning to write - Producing texts (WS1.9)
Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for know readers.

• Uses a framework to make notes.
• Writes elementary literary texts (eg. recounts).
• Contributes to joint construction of texts.
• Reads own writing aloud and makes some corrections to clarify meaning.

• After reviewing the elements of texts read, the teacher jointly constructs with students a text retelling the story, incorporating strategies used by other authors. Remind students that the audience is someone who has not read the story (Rap sheet 5 can be used).
• OR students choose one story they have heard and individually or in pairs, retell the story (Rap sheet 5 can be used).
• The writing is edited and proof-read, to ensure suitability for publication for the book rap.

Learning to write - Skills and strategies (WS1.10)
Produces texts using the basic grammatical features and punctuation conventions of the text type.

• Uses most common punctuation marks eg. spaces between words, lowercase and capital letters, full stops.

• Teachers and students jointly construct a response to Rap point 3, beginning with a short introduction as to why they have chosen this story.
• The published writing previously prepared is proof-read and included in the message.

Learning to write - Skills and strategies (WS1.12)
Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology.

• Uses computer software to create texts.
  
• Experiments with computer functions.

• Send their response as an email message to other rappers.

Learning to read - Reading and viewing texts (RS1.5)
Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

• Reads a variety of literary texts.
• Reads own peers' texts.

• Students read incoming email rap messages.
• Students select particular stories they know/like.
• These stories can be retyped for keyboard practice, illustrated by different students and compiled in a folder for students to read and re-read.