Raps and Book Raps : Book Week 2004

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 2 August 2004

All the Picture Book of the Year books include animals in one way or another. Study one animal from one of the books in detail until you know it well. Consider also the personality attributed to the animal in the book. (Rap sheets 1 to 5 will help you get started).

Using this information, write a short piece recounting or describing ‘A day in my life' through the eyes of this animal, making sure your writing reflects the character and perspectives of the animal portrayed in the book.

[If you want to be really tricky, ask rappers to guess the animal who is telling the story. Put Can you guess in the subject line.]

Send your written piece, and your guesses to the rap address to share with other rappers.

If you think you can guess a group's mystery animal, send a message to the rap address with the school's name in the subject line, letting rappers know you are having a guess e.g. Wollondilly, are we right?

Rap point 2 (For related class activities see Program and planning)

Term 3, Week 4: week beginning 9 August 2004

Select a series of pages from the 2004 short listed Picture Book of the Year that you know best.

First, study the illustrations carefully and then describe the techniques the illustrator has used that make this such an effective picture book. Explain how some of the choices made by the illustrator position the reader in a certain way and how these might influence readers' understanding of the text. (Rap sheet 6 has some points to consider). Justify your response with examples from the text.

Secondly, how do these illustrations (and others in the book) open doorways for the reader and take us beyond the words? (Rap sheet 7 offers some pointers).

Rap point 3 (For related class activities see )

Term 3, Week 5: week beginning 16 August 2004

Several characters in these books have personal wishes that guide their actions.

(a) Describe the hopes and dreams of a particular character, explain who and/or what characteristics helped them to act upon their dream, and the resulting changes. (Rap sheet 8 will help you get started)

(b) “I have a dream……”

The personal dreams of many people over the centuries have had an impact on our world.

Investigate how the hopes and dreams of someone you know personally, or a more famous person, have helped to shape, or change our world, and share your findings with other rappers. Your response could be in the form of an extract from a biography, or a newspaper article on the occasion of this person being given public recognition of their achievement(s), such as an Order of Australia.

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.

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 this rap, and to Annalies van Westenbrugge, Senior Curriculum Adviser, English K-6.

Additional resources provided by the School Libraries and Information Literacy unit.

This rap is a joint project of the School Libraries and Information Literacy and English Units, Curriculum K-12 Directorate.