Book rap: a book discussion conducted by email
Welcome to the
Book Week 2006 Early Childhood books rap
Dates
Coordinator
Joining the rap
Book rap support materials
Resources
Credits
This Book Week rap will be available during Term 3, 2006. It will focus on the 2006 short listed Early Childhood picture books.
The Book Week 2006 Early Childhood Books rap is suitable for Stage 2.
Dates: (approx)
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| *Rap live for subscription |
17 July 2006 |
| *Introductions from |
24 July 2006 |
| *Rap point 1 |
31 July 2006 |
| *Rap point 2 |
7 August 2006 |
| *Rap point 3 |
14 August 2006 |
| *Rap wrap up (Book Week) |
21 August 2006 |
Coordinator: Wendy Chapman (Wollondilly Public School, Goulburn).
Joining the rap
From 17 July 2006, you may participate in the Book Week 2006 Early Childhood Picture 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.
The class email discussion
Book rap support materials
Rap points
Program and planning Stage 2
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 31 July 2006
Home and families are part of each of these Early Childhood books.
(a) Choose one short listed book and, using both text and illustrations, investigate how the family is represented, and what the author and illustrator have done to give us these ideas about the family. Write a paragraph describing what you find out, and send it to the rap. (Rap sheet 1 and/or Rap sheet 2 or Rap sheet 3 may help you.)
(b) Compare this family you have just studied with that in another picture book (either another short-listed Early Childhood book, or a favourite you know well). Write a paragraph explaining how the families are similar and different, and compare the techniques the different authors and illustrators have used to represent the family. (Rap sheet 4 will help you)
Rap point 2 (For related class activities see Program and planning)
Term 3, Week 4: week beginning 7 August 2006
As we enjoy these short listed books, we see a little of how the characters think and how they work through their experiences. Choose one character (or characters) and using Rap sheet 5 as a guide, decide which habits of thinking the character shows and when.
Send a message to the rap, explaining which thinking habits the character uses and the results of this, justifying your opinions from the text itself.
What might have happened if the character had used different ‘habits of mind’?
Rap point 3 (For related class activities see Program and planning)
Term 3, Week 5: week beginning 14 August 2006
Now that we know these characters and how they live, what further experiences might they have? What might happen next?
After brainstorming ideas and planning your work (Rap sheets 7 and 8 might help), write a short narrative, telling a new story about one of the characters that fits with the background we know.
(Be adventurous, but make sure your story has an introduction, a complication, and finishes with a good resolution. Your new story should be at least three paragraphs in length.)
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 (for Rap point 1)
Rap sheet 3 (for Rap point 1)
Rap sheet 4 (for Rap point 1)
Rap sheet 5 (for Rap point 2)
Rap sheet 6 (for Rap point 2)
Rap sheet 7 (for Rap point 3)
Rap sheet 8 (for Rap point 3)
Rap sheet 9 (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 this rap, and to Catherine Thomson, Project Officer, English.
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.
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