About this rap
Program and planning for Introductions (week beginning 23rd February 2004)
Program and planning for Rap point 1 (week beginning 1st March 2004 )
Program and planning for Rap point 2 (week beginning 8th March 2004)
Program and planning for Rap point 3 (week beginning 15th March 2004)
Program and planning for Rap wrap up (week beginning 22nd March 2004)
Book rap support materials
Additional support materials
Credits
About this rap
This rap assists Stage 4 students to demonstrate aspects of Outcome 3 : A student responds to and composes texts in different technologies.
Students learn to:
3.2 respond critically and imaginatively to texts in a range of technologies, including video, computers, print and handwriting
3.5 use the tools of word processing (including find and replace, word counts, insert page numbers and page breaks, spellcheck and thesaurus functions) for composing.
Students learn about:
3.11 etiquette and ethical behaviour associated with email and internet use.
Students also cover aspects of the Cross-curriculum content of the English Years 7–10 Syllabus including:
- Information and Communications Technologies (ICT) eg. to locate, access, evaluate, manipulate, create, store and retrieve information; and express ideas and communicate with others
- Key Competencies such as collecting, analyzing and organising information, communicating ideas and information, working with others and in teams, and using technology
- Aboriginal and Indigenous knowledge and understanding.
The rap becomes live Term 1, Week 3: week beginning 23rd February 2004. Teachers subscribe (no cost) their class group to the book rap and also join the teacher rap.
Program and planning for Introductions
Term 1, Week 5: week beginning 23rd February 2004
Here are some possible teaching activities for this week.
During the first week rappers send a short introductory message about their class or group, and give some information about their school and its location.
Rappers could then locate participating schools on their Rap map after reading each introduction.
During this week students could also become familiar with the text as a book and an audio book, as well as with some of the features of Aboriginal English used in the text.
When preparing for the rap teachers may wish to view the Archives of the class email discussion from the 2001 book rap about The Binna Binna man in the Additional support materials.
| Stage 4 Outcomes and content |
Teaching and learning strategies |
| Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Students learn to:
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing.
Students learn about:
1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts.
Students will identify the ways purpose, audience and context affect their writing for the book rap introductory message.
Outcome 4: A student uses and describes language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.
Students learn to:
4.1 identify and describe the purpose, audience and context of texts.
Students learn about:
4.7 the effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums.
Outcome 10: A student identifies, considers and appreciates cultural expression in texts.
Students learn to:
10.1 recognise and consider cultural factors, including cultural background and perspective, when responding to and composing texts. |
Introduce the book rap and outline expectations. Students could be shown the book rap web site, read selected sections such as Rap lingo, discuss the purpose of rap lingo and practice using it.
In discussing the purpose and conventions of a book rap, teachers could also refer to appropriate Book rap FAQs, and examples of email messages in the Archives of email discussion from previous raps.
Discuss the process of subscribing to a listserv.
Subscribe the group or class to The Binna Binna man book rap.
Support activities could be provided for students listening to the audio cassette and reading the novel, The Binna Binna man. For example students could construct a reader's diary (sample linked here), and the Listening checklist.
Additional support materials could be used when listening to the sound recording. The teacher could model the composition of a reader's diary when listening to or reading the book. This modelling could highlight Aboriginal oral storytelling techniques and language reflected in the text.
Provide students with the crossword puzzles ( Rap Sheet 1 and Rap Sheet 2). In pairs, they could consolidate their understanding of Aboriginal language used in the book by completing the crossword puzzles (the answers are provided in Additional support materials). The Binna Binna man word bank could also be used to support this activity. |
Outcome 2: A student uses a range of processes for responding to and composing texts.
Students learn to:
2.1 use a range of listening, reading and viewing strategies, including skimming, scanning, predicting and speculating, reading and viewing in depth and re-reading and re-viewing, according to the purpose and complexity of the texts
2.6 respond to their own and others' compositions by considering ideas, images, information, linguistic and visual forms and features, tone, style, and type and structure of text, with reference to their appropriateness for the text's purpose, audience and context. |
Explain the conventions of email. Provide opportunities for the discussion of introductory rap messages. Examples of introductory messages from previous raps in Archives of email discussion from previous raps could be referred to.
Facilitate a brainstorm, a deconstruction, and joint construction of a group or class introductory message for the book rap. If a large number of schools is participating, discuss how you will manage email messages (see Book rap FAQs).
Students could receive and read email introductions, and discuss and compare information in them. This could be a group work activity, with each group checking email of nominated schools.
Rap sheet 3 t o could be used to follow the messages of selected schools, and to help describe and understand the audience.
A Rap map could be used to record locations of participating schools. Create a class wall map or individual maps of participants in the rap.
Rap reps could word process the class introduction, save it to disk, use the browser, and send it to the rap, once the teacher has approved the final class message. |
Program and planning for Rap point 1
Term 1, Week 6: week beginning 1st March 2004
Rap point 1: What makes this an Aboriginal book.
Discuss how this book follows the oral tradition of storytelling by Aboriginal people. In your response discuss how the writers use language, visual elements, and humour to achieve their purpose.
Post your class answer to the rap. Your answer should be an extended piece of writing consisting of at least four paragraphs.
| Stage 4 Outcomes and content |
Teaching and learning strategies |
Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Students learn to:
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing.
1.10 describe and explain qualities of language in their own and others' texts that contribute to the enjoyment that can be experienced in responding and composing.
Outcome 4: A student uses and describes language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.
Students learn about:
4.12 Aboriginal English as a valid and culturally accepted variation of expression.
Outcome 10:
A student identifies, considers and appreciates cultural expression in texts.
Students learn to:
10.3 identify and describe cultural expressions in texts.
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In facilitating discussion of Aboriginal storytelling by Aboriginal people, refer to the oral tradition. Consider inviting a local Aboriginal Elder to talk about storytelling.
In these discussions, identify some of the syntactical, vocabulary and grammatical features of spoken text, including those used in The Binna Binna man (previous discussion and activities including the crosswords and the Listening checklist could be referred to).
The Interview with Boori Pryor and Meme McDonald may also be helpful, as it discusses, among other issues, the collaborative approach to writing the book, and the role of Boori's family as the first editors.
Reading extracts aloud, emulating the style in telling a story, listening to extracts from the sound recording of the book could also support the discussion. In order to understand the language features and their effects, focussed discussion of a specific extract, such as the section “Aunty Em's pointing her finger at him…waiting for the grown-ups to make it up to us” (pp 29-30) could help.
Conclusions and language features could be listed. The list could include features such as choice of words, images created for the reader, tone, colloquialisms, use of commas and extended sentences. |
Outcome 6:
A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
Students learn about:
6.11 verbal, aural and visual techniques used to create imaginative texts, such as imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design. |
An introduction to the grammar of visual design will assist the explicit teaching of the elements of visual design. Teachers may wish to support students annotate examples of visual representations of text from The Binna Binna man .
Rap sheet 4 could be used to assist students to identify visual elements, and Rap sheet 5 humorous elements in the text and images in the book. The questions and activities could be used to discuss the role of these elements in storytelling. The Visual elements support sheet in Additional support materials could provide additional examples and suggestions to incorporate in class discussion. |
Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Students learn to:
1.5 interpret, question and challenge information and ideas in texts through close study.
Outcome 7: A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.
Students learn to:
7.10 adopt and present a point of view supported with evidence. |
Facilitate a brainstorm activity to summarise the findings of previous activities and discussion on Aboriginal storytelling, its oral tradition and elements, and the use of visual elements and humour in the telling of The Binna Binna man .
Facilitate the joint construction of an extended response to Rap point 1. The Constructing a joint response guide in Additional support materials could assist the teacher with this activity.
A student rap rep could word process the response, edit, and save to disk.
Posting a joint response to Rap point 1: What makes this an Aboriginal book , to the rap:
Revise email conventions and facilitate rap reps' use of the word processor and email programs. Rap reps could send the response to the rap once the teacher has approved the final text. |
Program and planning for Rap point 2
Term 1, Week 7: week beginning 8th March 2004
Rap point 2: Belief in Aboriginal Lore.
What are the advantages for the boy and his people in following their cultural beliefs? What could happen if a person loses contact with their culture? Use characters and incidents from the book to support your view.
As a class or group, share your ideas and feelings with other rappers by posting your class answer to the rap. Your answer should be an extended piece of writing consisting of at least four paragraphs.
Once you have posted your class response you may wish to respond to one or more of the responses from other class groups. You can do this by posting your comments to the rap so all rappers can share your ideas.
| Stage 4 Outcomes and content |
Teaching and learning strategies |
| Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Students learn to:
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing.
Students learn about:
1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts. |
Facilitate student access to rap email messages in print or electronic form, so they can read, discuss and record the responses of other rappers to Rap point 1. Teachers may wish to share strategies they are using for collecting rap email, sharing and recording responses on the teacher discussion list. Teachers seeking additional ideas could ask such questions on the teacher list.
Students could continue to use Rap sheet 3 to add and compare messages.
Discussion could include similarities and differences in the responses of participating schools, points the class had not previously considered, differing interpretations of the book etc. Class groups may wish to send a brief comment to the rap with their response to one or more other class group responses. When responding to other class's answers include as the subject of your email Responding to Xxx School on Rap point 1. Use this convention if responding to schools for later Rap points also. Ensure you have posted your own response to the rap point before responding to those of other schools. |
| Outcome 10: A student identifies, considers and appreciates cultural expression in texts.
Students learn about:
10.5 different cultures and their common and distinguishing elements.
Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Students learn to:
1.5 interpret, question and challenge information and ideas in texts through close study
1.7 respond to and compose texts beyond the literal level
1.8 graphically represent aspects of texts such as the storyline of a novel or film, the structure of a poem, the set of a play, and links in a webpage.
Outcome 2: A student uses a range of processes for responding to and composing texts.
Students learn to:
2.4 use processes of planning, including investigating, interviewing, selecting, recording and organising ideas, images and information for specific purposes in composing. |
Facilitate discussion of Aboriginal beliefs as reflected in The Binna Binna man . Discussion could focus on the boy's attitude to the cultural beliefs of his people, with reference to specific examples from the book to support views. Students could record their findings as a mindmap, structured overview, or simple list. Inspiration software could be used for this purpose. Class groups who wish to publish theirs on the rap could send copy of their process to the Rap Coordinator for publication in the Gallery. Instructions on how to do this will be sent to the teacher discussion list.
Questions about Aboriginal beliefs in relation to the characters and incidents in the book could be directed to the authors. Include them as a separate email after sending the class response to Rap point 2. For emails with questions for the authors insert a subject such as Questions for the authors.
Additional questions about Aboriginal beliefs could be directed to Connie Ah See. These would also be sent as a separate email with an appropriate subject such as Questions for Connie after your class response to Rap point 2 has been sent.
Also consider inviting a local Aboriginal Elder to talk about Aboriginal Lore/Law.
Here are some possible activities to facilitate students' understanding of issues about cultural beliefs in the novel:
- In groups or as pairs, students could be asked to take the position of another character and retell an incident from their point of view, explaining how that character's point of view compares with the boy's experience or viewpoint.
- Write a diary entry for the boy the morning after the night on the beach (see pp 62-82). Such a diary entry could start: Dear Diary, this “morning that sun come in, shining up bright”…
- Facilitate class discussion about the attitude of Shandell to the cultural beliefs of her people; refer to specific incidents, quoting from the text. Rap sheet 6 could be used to assist starting such a discussion, and to extend it through writing a character study of Shandell. Such work samples could be submitted to the Rap Coordinator for publication in the rap gallery. Related instructions will be posted on the teacher discussion list.
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Outcome 4: A student uses and describes language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.
Students learn to:
4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts. |
Facilitate a brainstorm activity to summarise the findings of previous activities and discussion on Aboriginal cultural beliefs reflected in The Binna Binna man .
Facilitate the joint construction of an extended response to Rap point 2. The Constructing a joint response guide in Additional support materials could assist the teacher with this activity.
A student rap rep could word process the response, edit, and save to disk.
In this activity teachers could structure the response by suggesting or brainstorming the introductory paragraph and each subsequent topic sentence, and inviting students to jointly compose the rest.
(You could consider using networked word processors in lieu of the blackboard or overhead projector to record the growing response.)
Once the teacher has approved the final text, Rap reps send the class email response to Rap point 2: Belief in Aboriginal Lore . |
Program and planning for Rap point 3
Term 1, Week 8: week beginning 15th March 2004
Rap point 3: Listening to the Binna Binna man (The voice of your people).
What is the Binna Binna man saying and how does this give strength to his people?
As a class or group, post your conclusions to the rap in the form of an extended piece of writing or a short essay.
Once you have posted your class response you may wish to respond to one or more of the responses from other class groups. You can do this by posting your comments to the rap so all rappers can share your ideas.
Stage 4 Outcomes and content |
Teaching and learning strategies
|
Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Students learn to:
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing.
Students learn about:
1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts. |
Facilitate student access to rap email messages in print or electronic form. So they can read, discuss and record the responses of other rappers and the authors to Rap Point 2. Students could continue to use Rap sheet 3 to add and compare messages.
Discussion could include similarities and differences in the responses of participating schools, points the class had not previously considered, differing interpretations of the book.
Students could be asked to record particular messages to which they would like to discuss and respond. These notes could be referred to for the inclusion of a related comment at the end of their Rap point 3 answer when they post the class response to Rap point 3 to the rap or as a separate followup email. |
Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Students learn to:
1.5 interpret, question and challenge information and ideas in texts through close study.
Outcome 10: A student identifies, considers and appreciates cultural expression in texts.
Students learn to:
10.3 identify and describe cultural expressions in texts.
Students learn about:
10.6 representations of culture through choices of language and content. |
Briefly revise previous discussion of Aboriginal cultural beliefs; include reference to issues raised in discussing the range of responses to Rap point 2.
Students could then, in pairs or as a group, investigate the idea of the message of the Binna Binna man by browsing the book for related references, and discussing and recording their opinions as to the cultural significance of the Binna Binna man to characters in the book. Rap sheet 7 could be used to facilitate this.
Students could then list conclusions they could make from the range of quotations they have explored. |
Outcome 2: A student uses a range of processes for responding to and composing texts.
Students learn to:
2.4 use processes of planning, including investigating, interviewing, selecting, recording and organising ideas, images and information for specific purposes in composing. |
Students could jointly construct an essay, or other extended response, in answer to Rap point 3.
In this activity teachers could structure the response by suggesting the introductory paragraph, modelling the writing of it eg. on the blackboard with accompanying teacher talk of the thinking process involved in creating the paragraph. The teacher could then suggest each subsequent topic sentence, and invite students to jointly compose the rest. Associated discussion and brainstorming could draw on recent discussion and activities on these issues.
Once the teacher has approved the final text, Rap reps send the class email response to Rap Point 3: Listening to the Binna Binna man (The voice of your people). |
Program and planning for Rap wrap up!
Term 1, Week 9: week beginning 22nd March 2004
Having participated in the book rap, share your experiences with other rappers. What did you learn about and enjoy during the rap?
| Stage 4 Outcomes and content |
Teaching and learning strategies |
Outcome 2: A student uses a range of processes for responding to and composing texts.
Students learn to:
2.6 respond to their own and others' compositions by considering ideas, images, information, linguistic and visual forms and features, tone, style, and type and structure of text, with reference to their appropriateness for the text's purpose, audience and context.
Outcome 11: A student uses, reflects on and assesses individual and collaborative skills for learning.
Students learn to:
11.10 reflect on and assess their own and others' learning against specific criteria
11.11 articulate and discuss the pleasure and difficulties, successes and challenges experienced in their writing. |
Students could read, discuss and record the responses of other rappers to Rap point 3. Students could complete Rap sheet 3, adding and comparing messages. Discussion could include similarities and differences in the responses of participating schools, points the class had not previously considered, differing interpretations of the book etc.
Facilitate class discussion, reviewing and reflecting on activities students have engaged in during the rap. Students could use Rap reflection 1 or Rap reflection 2 to guide their reflection.
They could be asked to write personal responses in a variety of text forms to reflect the discussion of their individual and group rap experience.
You might consider such forms as letter, site review with personal recommendation and acrostic poem in place of more extended forms like personal journals and diaries, feature articles.
Students could then discuss their responses and reflect on the variety of views and responses to the rap.
Students could participate in jointly constructing a group response to the Rap wrap up.
A joint Rap wrap up message is drafted, reflecting a variety of views and responses. It is then word processed and posted to the listserv, when the teacher has approved final text. |
Credits
Thanks to Connie Ah See (Curriculum Adviser, Aboriginal Studies Team), Bill Bowie (English teacher, Dulwich High School), Guri MacKinnon (teacher-librarian), and John Graff (English teacher). Revised and updated by Bill Bowie 2004.
This rap is a collaborative project of the School Libraries and Information Literacy Team, The Aboriginal Studies Team and the English Team.
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