Dates
Coordinator
Joining the rap
Book rap support materials
Additional resources
Credits
This
book rap on the Book Week – Early Childhood Books will be available
during Term 3, 2003. It will focus on the 2003 shortlisted Early Childhood
books.
The Book
Week - Early Childhood Books rap is suitable for Stage 2 (Years
3 and 4)
| Dates:
(approx) |
|
| *Rap live
for subscription |
21
July 2003 |
| *Introductions from |
28
July 2003 |
| *Rap point 1 |
4
August 2003 |
| *Rap point 2 |
11
August 2003 |
| *Rap point 3 (Book Week) |
18
August 2002 |
| *Rap wrap up |
25
August 2002 |
Coordinator: Wendy Chapman (Wollondilly
Public School, Goulburn).
Joining
the rap
From 21 July 2003,
you may participate in the Book Week 2003 - Early Childhood Books rap
by entering your email address in the boxes below and clicking the ‘Submit’ buttons.
Please ensure you have registered the email addresses before doing
so.
Teacher email will not be
archived to protect privacy. The teacher rap runs concurrently with
the book rap to provide additional support for teachers, and the opportunity
to discuss issues which may arise during the rap.
You
will receive confirmation emails for your Class group and the Teacher
support listserv. Please save these messages as they contain important
email addresses, and simply follow the instructions these contain when
posting messages.
Archives of the class email
discussion
Book
rap support materials
Rap
points
Program and planning Stage 2
Additional resources
Rap maps
Rap lingo
Rap sheets (for use with
Rap points)
Implementing
a rap (Book rap FAQs)
Email – Instruction
sheet for students
Rap reflection sheet
Parent
information letter
Rap
points
These discussion questions
guide the book rap. The question for the week is posted to the rap
at the beginning of that week by the coordinator. Class groups post
their answers and can respond via the rap to other school's replies
during the relevant week for that rap point.
Rap point
1
Rap
point 2
Rap
point 3
Rap point 1 (For
related class activities see Program and planning)
Term 3, Week 3: week beginning
4th August 2003
These
shortlisted books include some great characters. Choose a character
that appeals to you, and after gathering all the information you
can on Rap sheet 1, create a poem
about this character.
Just for fun,
why not turn this rap point into a mystery, by not including the
character’s name
in your poem? You can then invite other rappers to guess your mystery
character! Be sure to put “Can you guess?” in the subject line.
Send your
poem and your guesses to the rap address.
If you think you
can guess a group’s mystery character, send a message to the rap address with
the school’s name in the subject line, letting rappers know you are
having a guess eg. Wollondilly, are we right?
Rap point 2 (For
related class activities see Program and planning)
Term 3, Week 4: week beginning
11th August 2003
Imagine you were the illustrator
of one of the Early Childhood books. Now that you have been shortlisted,
people want to know more about your techniques.
Write
a short piece, perhaps for a publisher’s website, explaining your
illustrations, giving examples of the choices you made and why,
particularly at
important
parts of the story (use Rap sheet 7 and Rap
sheet 8).
Rap point 3 (For
related class activities see Program and planning)
Term 3, Week 5: week beginning
18th August 2003
The
authors and illustrators shortlisted in this section have contributed
to other
books. Investigate
other works an author or illustrator has created. Choose one title
to compare with this year’s shortlisted book, and identify similarities
and differences in style, theme, presentation and other features.
Send
a message to the rap explaining your findings, and identifying what
you think
are this
author’s most valuable writing and/or illustrating techniques.*
* This Rap point
might not work so well for Guess the baby as Simon French’s other works are novels.
However, this could be an opportunity to discuss the writer’s intended
audience (English K-6 syllabus p 33) and how this might be identified.
Rap
maps
Find examples of maps
and tally sheets. Students may use these to identify and
locate schools participating in the book rap. Use these or create
your own based on ideas from these examples.
Rap
lingo
| Book rap |
An online
discussion about a book |
| Rappers |
The people involved in
the book rap |
| Rap map |
A map marking
other rappers’ locations |
| Rap point |
A topic, issue or event
from the book to discuss |
| Rap record |
Print out of messages
responded to |
| Rap reflections |
Sheets for rappers to
reflect on their experiences and skills |
| Rap rep |
The person typing the
responses |
| Rap reporters |
The people relaying rap
news to others |
| Rap rules |
Guidelines of a book
rap discussion |
| Rap wrap up |
Final message about a
book rap |
Rap
sheets
Rap sheet 1 (for Rap point 1)
Rap sheet 2 (haiku for
Rap point 1)
Rap sheet 3 (cinquain
for Rap point 1)
Rap sheet 4 (biopoem
for Rap point 1)
Rap sheet 5 (limerick
for Rap point 1)
Rap sheet 6 (acrostic for
Rap point 1)
Rap sheet 7 (for Rap
point 2)
Rap sheet 8 (for Rap
point 2)
Rap sheet 9 (for Rap
point 3)
Rap sheet 10 (for Rap
point 3)
Rap reflection sheets
Ready
to rap (for rappers to reflect on prior learning and
expectations)
Rap
reflection 1 (for rappers to reflect on the experiences and skills
they have gained)
Rap
reflection 2 (for rappers to reflect on the experiences and skills
they have gained)
Credits
Thanks to Wendy Chapman, teacher-librarian,
Wollondilly Public School, for developing the programming and support
material for support this rap.
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