Cover illustration by Colin Thompson
Cover reproduced with kind permission of Hodder Headline Australia
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Learning about reading – Context and text
Discuss with students how the structure of a particular text type being read relates to its purpose and how readers can use their knowledge of text organisation to predict and extract meaning from texts.

Learning to read – Reading and viewing texts
Students will be provided with opportunities to:select, read, interpret and use a wide variety of material with increasing autonomy.

• contributes to joint text construction activity
  
• uses topic sentences to guide readers
  
• writes letters to more distant contacts

Access and discuss email introductions from other rappers and locate these schools on the Rap maps

Read and enjoy the Picture Book of the Year shortlisted books as itemised above.

If time available, complete optional activities.

Teachers subscribe to, and introduce themselves to the Teacher rap.

Learning to read – Reading and viewing texts
RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues

• interprets a variety of literary and factual texts (p. 29)
  
• identifies and interprets ideas, themes and issues in literary texts (p. 29)
  
• reads longer, more involved recounts e.g. historical, empathetic (p. 29).

Learning about reading – Context and text
RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience.

• discusses how people from different sociocultural or minority groups or people in particular roles are represented in texts and whether these representations are accurate, fair, stereotypical (p. 33)
  
• justifies opinions about the motives and feelings of characters in literary texts (p.33)
  
• considers events in a text from each character's point of view (p. 33).

Learning about reading: Language structures and features
RS3.8 Identifies the text structure of a wide range of more complex text types and discusses how characteristic grammatical features work to influence readers' and viewers' understanding of texts.

Learning to write: Producing texts
RS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.

• plans writing through discussion with others and by making notes, lists or drawing diagrams (p. 37)
  
• contributes to joint construction activities (p. 37)
  
• writes detailed descriptions (p. 37)
  
• writes researched recounts (p. 37)
  
• uses topic sentences to guide
  readers (p. 37)
  
• relates to audience using humour (p. 37)
  
• works with different text types (p. 37).

1. Students look closely at the illustrations and story of one (or more) of the shortlisted books. (Students can be grouped according to their book choice, or the whole class can study the same book, decided by consensus).
   
   
2. Students list the animals they encounter in the book, and discuss which animal they wish to investigate and why, justifying their suggestions in terms of the animal's role in the story, personal appeal, personality, animal behaviour(s), insights gained through illustrations, or other factors. A group consensus is reached as to the particular animal which will be the focus of the response to Rap point 1. Decisions are also made about which day will be the focus of the group's response e.g. a typical day, an ordinary day, as inferred from the text, or a particular day referred to or described in the book.
   
   
3. Using Rap sheet 1 and Rap sheet 2 as a starting point, students locate and record information given directly by the text (written and illustrations) about their animal. Revisit the text and justify inclusion of information inferred from the text. Record on rap sheets 1 and 2.
   
   For some titles, it might also be interesting to discuss why the author chose or included this particular animal e.g. would Cat and fish have been as effective if two other animals had been chosen? What is the effect of this animal on the story? It might also be helpful to discuss why the author included this particular animal, why this species – is the animal representative, suggesting a mood or atmosphere, a relationship or a need? Is this animal the focus point of the book, the main character, or a subsidiary, and if so, why include it?
   
   
4. Share students' answers and ideas as a whole class, and jointly compile a more complete profile of the animal.
   
   
5. Using Rap sheet 3, students itemise the events the animal experienced in the course of the chosen day as shown in the text. Students then brainstorm plausible imaginary information which would add to the animal's experience of this particular day, not directly shown, but justified by the text, and add these thoughts to Rap sheet 3. These are then combined with the characteristics noted on Rap sheets 1 and 2.
   
   
6. Discuss the structure and features of a recount and a description, with reference to particular recounts (read aloud, shared with the group etc) or descriptions of events (e.g. newspaper articles) in other contexts. Create a text structure that will suit the purpose of this task, for this animal and this situation.
   
   
7. Discuss whether the group's finished piece will include or omit the animal's name and whether or not the group's response to Rap point 1 will invite other rappers to guess the animal.
   
   
8. Using the information gathered on Rap sheets 1 to 3 above, students individually, and/or then as a group, jointly construct a recount or description of A day in my life told through the eyes of the animal. In discussions, reference should be made to appropriate voice, person, grammatical features etc. which would be necessary for the purposes of this writing piece. Possible structures for different types of texts are provided on Rap sheet 4 and Rap sheet 5.
   
   When considering how to present the information, teachers could discuss with students different tools of presenting and organising information, perhaps modelling some approaches discussed.
   
   
9. Critically evaluate with peers the draft piece(s) of writing, building high quality work expectations worthy of a Stage 3 response e.g. of at least 3 paragraphs in length and representing clear links with the text.
   
   
10. Choose one piece of writing to be the group's response to Rap point 1. Revise and proofread this response (or the joint construction) and, once the teacher has approved the final message,   send it to the rap with the subject line: Rap point 1 from [school's name], or Can you Guess? if the animal's identity has been hidden.
    
    
11. Read responses from other rappers, and try to guess animals not identified in other rappers' responses. If a mystery animal can be identified, and the guess justified by the text and the rappers' piece of writing, send a message to the rap address, explaining and justifying your group's guess, with the name of the school that sent the Can you guess response in the subject line e.g. Wollondilly, are we right?
    
    
12. Make class or individual entries in Rap journals, detailing reflections on rap learning and processes to this point.
    
    
13. Teachers share their experiences of this rap point with colleagues on the Teacher rap.

Visual literacy The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with visual images as well as, or rather than, words. Visually literate people can read the intended meaning in a visual text such as an advertisement or a film shot, interpret the purpose and intended meaning, and evaluate the form, structure and features of the text. They can also use images in a creative and appropriate way to express meaning.

Visual texts: Texts in which meaning is shaped and communicated by images rather than words. Visual texts use techniques such as line, shape, space, colour, movement, perspective, angle and juxtaposition to shape meaning. Examples of visual texts include cartoons, billboards, photographs, artworks, webpages and illustrations.
(English Years 7-10 syllabus. (2003) Board of Studies NSW,   p.83)

Learning about reading: Context and text
RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience.

• recognises reader response expected by the author/illustrator (p. 33)
  
• recognises that people with special interests and expectations are the target audience for particular texts and that design and advertising as well as content reflect this (p. 33)
  
• identifies how camera angle, viewer position, colour, size, and shading in a visual text construct meaning (p. 33)
  
• reports on different interpretation of a text after a group discussion or interviewing (p. 33).
  
  
  

Learning to read: Reading and viewing texts
RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.

• interprets a variety of literary and factual texts (p. 29)
  
• identifies and interprets ideas, themes and issues in literary texts (p. 29).

Learning about Reading – Context and Text
RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience.

• Recognises and discusses the purpose of organisational stages of different types of texts (p. 33)
  
• explains how the structure of a text is related to its purpose (p. 33)
  
• reports on different interpretations of a text after a group discussion (p. 33)
  
• explains/discusses possible reasons for people's varying interpretations of and reactions to a text (p. 33)
  
• justifies own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience (p. 33).

1. Using familiar picture books, a suitable big book, or one of the short listed book, students engage in teacher led discussions and become familiar with visual techniques used by illustrators, explaining their purpose and their different impacts on readers. Through explicit teaching, technical terms are introduced and used appropriately by students to explain illustrators' techniques in various contexts (see Rap sheet 6 for examples of visual literacy techniques).
   
   
2. Through continued discussions and using examples from various sources, students understand how visual texts contribute to meaning, and how different techniques have various impacts on readers.
   
   
3. Students reread short listed Picture Book of the Year title(s) and select one book for Rap point 2 work. Through group consensus, two or three double page openings are selected from this book to study in depth.
   
   
4. Students find examples of visual techniques previously discussed in other contexts and/or new visual strategies which this illustrator has used to contribute to the readers' understanding. Observations are recorded on Rap sheet 6.
   
   
5. Giving examples from the text and using their notes on Rap sheet 6, students jointly construct a response to the first section of Rap point 2, articulating 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 and enhance meaning.
   
   
6. Revisit the Book Week theme: Doorways . Discuss the role of a slogan or theme in celebrations such as Book Week. Discuss the literal and metaphorical uses of this year's theme and how it might apply in various contexts. (e.g. opening a book is like opening a door, opening into new or different worlds/lives/days; moving through time, between worlds, new understandings, new phases and stages of a book, or a character's life, or a character's day etc. See Literature Base May 2004 edition for more ideas and reference to suitable titles.
   
   
7. Re-read the chosen text to be used for Rap point 2 and examine where the new beginnings happen, and the doorways to new stages, new beginnings. Examine the illustrations at this point (using information gathered in the first section) and discuss the various interpretations of this new beginning, this next section.
   
   
8. Discuss the link between the written text and the pictures and how the illustrations assist in taking the reader into a different stage of the text, or a changed/world/ happening/event, with the character(s), or contribute to readers' new understandings.
   
   
9. Using Rap sheet 7 if desired, record these thoughts and/or other ideas suggested by the criteria for picture books which appear on this rap sheet.
   
   
10. Assist students to articulate the role of the illustrations in assisting the reader to form new understandings and interpretations, (doorways) which would not have been possible with the written text alone.
    
    
11. Jointly construct a written response to this second aspect of Rap point 2, demonstrating how the illustrations (and others in the book) open doorways for the reader and take us beyond the words, and/or into new worlds, new beginnings.
    
    
12. Add this piece to the previous section's response. Revise and proofread the complete response and, once the teacher has approved the final response, send it to the rap with the subject line: Rap point 2 from [school's name], or send both sections separately labelled Rap point 2 part 1 and Rap point 2 part 2.
    
    
13. Read other rappers' responses. Respond to other groups' contributions, commenting on high standard of work, interesting information, or new understandings of visual texts that these rappers have given you, encouraging cross-rapper discussion.
    
    
14. Make class or individual entries in Rap journals, detailing reflections on rap learning and processes to this point.
    
    
15. Teachers share their experiences in teaching visual texts through this rap point with colleagues on the Teacher rap.
    

Learning to read: Reading and viewing texts
RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.

• interprets a variety of literary and factual texts (p. 29)
  
• reads texts demanding a degree of technicality and abstraction (p. 29)
  
• identifies and interprets ideas, themes and issues in literary texts (p. 29).

Learning about reading: Context and text
RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experiences.

• Identifies typical structures used in different text types, such as narrative and exposition (p. 33)
  
• Recognises and discusses the purpose of organisational stages of different types of text (p. 33)

• identifies and locates resources e.g. through subject, key/word author/title searches, consulting encyclopedias , atlases yearbooks databases, CD-ROMs etc. (p. 31)
  
• identifies a research topic and selects relevant and accurate information (p. 31)
  
• identifies relevant and valid resources for research
  
• summarises key information (p. 31).

Learning to write: Producing texts
WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.

• when necessary records information from a variety of sources before writing (p. 37)
  
• plans writing through discussion with others and by making notes, lists or drawing diagrams (p. 37)
  
• contributes to joint text
  construction activities (p. 37)
  
• uses topic sentences to guide readers (p. 37)
  
• undertakes research to extend knowledge of subject matter (p. 37)
  
• works with different text types using different channels of communication e.g. poetry, dramatic performance (p. 37).

1. Select a suitable title from the Picture Book of the Year shortlist. As a group decide which character(s) in this title had a goal, dream, hope or wish. Articulate this dream/wish/ goal succinctly and record it on Rap sheet 8.
   
   
2. Reread the book and discuss how the idea of this dream/goal is first introduced to the reader. How does the author do this? Continue reading and discuss how the author develops the theme of this dream throughout the text. What technical devices are used and how are they effective?
   
   
3. Identify the steps, circumstances and events which lead to the character working towards and finally enacting his goal/dream. List these on Rap sheet 8.
   
   
4. Beside each event contributing to the dream's realisation, discuss, then list the qualities the character needed to employ in order to continue.
   
   
5. Discuss how the author treats the realisation of the dream: what techniques are used and to what effect?
   
   
6. Discuss the changes that occurred for the character as a result of achieving his/her goal or dream. List these on Rap sheet 8.
   
   
7. Using the information gathered, students jointly plan a response to Rap point 3(a).
   
   
8. Draft, revise and proofread this response and send it to the rap, with the subject line: Rap point 3(a) from [ School Name ]. Or, hold this draft until work is completed on Rap point 3(b).
   
   
9. Visit a website where Martin Luther King's famous speech is recorded (e.g. and/or share the picture book   Martin's big words: The life of Dr. Martin Luther King, Jr. by Doreen Rappaport ISBN 0786807148 SCIS 1096514) which shows the outcomes of this famous man and his dream.
   
   
10. Brainstorm other people who have changed the world through their goals and dreams (these can be local people, national figures, international figures, contemporary, or historical, social activities, environmentalists, Aboriginal leaders, scientists, medicine etc.
    
    See The Macmillan encyclopedia of Famous and Infamous Australians by Nicholas Brasch).
    
    
11. In groups, students research four or five of these people and record their notes on Rap sheet 9. Students then present their summaries of this person's achievements and justify why this person should become the focus of the group's response to rap point 3(b). A group consensus is reached.
    
    
12. Information is refined and further facts gathered if necessary.
    
    
13. Students view and read various biographies, written and oral (e.g. Our Australians ABC Video program) and note the features the text used. Alternatively, students read newspaper articles or news reports given on Australia Day or other such public presentations, when recipients receive public recognition of their achievements. Note the features of the text, such as, the headlines, paragraph structures, topic sentences, and information.
    
    
14. As a class group, jointly construct a text which describes the researched person's dream and his/her progress towards, or achieving this dream. Discuss how it may be structured to provide information and interest the reader.
    
    
15. Draft, revise and proofread this response, and if necessary add it to the prepared response to Rap point 3(a). Send it to the rap email address with the subject line: Rap point 3(a) and (b) from [School Name].
    
    
16. Read responses from other rappers and compile a list or a database of people who have changed our world through persistently pushing towards their dream. Other fields might include information taken from Rap sheet 9.
    
    
17. Respond to other groups' contributions, commenting on high standard of work, interesting information, or similar anecdotes, to encourage cross-rapper discussion.
    
    
18. Make class or individual entries in Rap Journals, reflecting on the information and learning processes which have been gathered during this rap point.
    
    
19. Teachers share their experiences of this rap point and their rap experience so far, with colleagues on the Teacher rap.
    
    

Learning about reading: Context and text
RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways, and to construct different interpretations of experience

1. Students reflect on their understanding of the books before the book rap, and brainstorm all they have learnt by participating. Students consult their Rap journals.
   
   
2. Students brainstorm skills and concepts they have been introduced to and/or developed in the context of this book rap. Students check their Rap journals.
   
   
3. Together students share insights gained through their own investigations and those they have learnt by reading other rappers' responses. Revisit stored email messages or the archives if necessary.
   
   
4. Students reflect on the highlights for them individually, and then as a group, of participating in this book rap.
   
   
5. Construct a joint response to the Rap wrap up question and post it to the rap.
   
   
6. Read others rappers' reflections and respect their opinions.

Teachers may wish to reflect on how well particular learning outcomes in the Program and planning have been met, and post their thoughts on this, and other aspects of the rap to the teacher support rap. Thank you for your participation.