Raps and Book Raps


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A book discussion conducted by email

An opportunity to put ideas and theories into action!

A Book Rap on Maddie by Brian Caswell will run from the beginning of Term Four 1999.

Suitability	Students operating in Stage Four (Years 7 and 8)
Dates: (approx)	Introduction from Rap Point One Rap Point Two Rap Point Three Rap Wrap Up	11th October 18th October 25th October 1st November 8th November

Author Brian Caswell will be available for online contact during the Book Rap.

Coordinators: Bill Bowie, English teacher (Dulwich High School) and Guri MacKinnon, teacher-librarian (Dulwich High School).

Further support material and online support is available on the teacher support course pages.

Book Rap support materials

Rap maps		Rap lingo
Rap sheets (for use with Rap Points)		Extract: Caswell Scan article
Review of a Caswell novel		Reader's Diary
Program and planning		Rap reflection sheet

Rap maps

Find examples of maps and tally sheets for use with students to identify schools participating in the Maddie book rap. Use these to create your own based on ideas from these examples.

Rap Lingo

Book Rap	An online discussion about a book
Rap Point	A topic, issue or event from the book to discuss
Rappers	The people involved in the Book Rap
Rap Rep	The person typing the responses
Rap Map	A map marking other Rappers' locations
Rap Rules	Guidelines of a Book Rap discussion
Rap Wrap Up	Final message about a Book Rap
Rap Record	Print out of messages responded to
Rap Reporters	Relay Rap news to others
Rap Reflections	Sheets for Rappers to reflect on their experiences and skills

Rap sheets

These proformas relate to Rap Points 1 and 2 and can be enlarged for class use to assist in developing email responses to the Rap Points.

Rap sheet 1 - Friendship map (for use with Rap point 1)
Rap sheet 2 - Zone map (for use with Rap point 1)
Rap sheet 3 - Game plan (for use with Rap point 2)

Extract: Caswell Scan article

The following extracts are from an article by Brian Caswell, originally commissioned by and for Scan, the teacher-librarians' journal. It appeared in Vol 12 no 2 (May) 1993, pp 27-29. Reprinted with permission. Copyright (c) 1993 by NSW Department of School Education. Scan is available on subscription by faxing (02) 9886 7413.

The teacher as author, the author as teacher

Brian Caswell is a well known and respected author. He is also a teacher, who balances the crafts of teaching and writing very neatly. In the following article, Brian provides some insights into his twin crafts. A cage of butterflies had just been shortlisted in the 1993 Children's Book Council Book of the Year Awards and University of Queensland Press. Brian's publisher, was about to enter the field of books for younger readers when this article was being prepared. Mike, Lisdalia and Maddie, the books in the Boundary Park Trilogy, were yet to come.

Because I had always enjoyed writing, and because it was (and is) my heartfelt belief that if we get kids to love reading and writing, then everything else falls into place, I spent a good deal of time working with writing workshops, especially under the Disadvantaged Schools Program (DSP) at St Johns Park High School in the south west of Sydney. Working with those inventive and very talented young people, and discussing the problems raised by their often experimental approaches to narrative and literary form, I finally grasped the essence of the truism "Only by teaching do we learn".

When I finally decided to shake off the inertia, grasp the nettle and pursue what had been a lifelong, if sublimated, dream, my work with these young people had given me two vital insights into my chosen craft.

The first was that no writer for young people will ever again get away with patronising them; that the days of the 'authorial presence', the omniscient and dictatorial 'voice' which relates the story and the moral to an audience, are decades-gone. Today's young reader is equipped to find his or her own answers to the questions or issues raised, and is temperamentally averse to having the 'right' answer bestowed upon them like tablets from the Holy Mountain. As an author, I see my role as one of focussing the young reader's attention on an issue or an idea, then having him/her, through a vicarious involvement with the characters, 'try on' some of the different reactions and coping strategies for size. The reader does this until he or she identifies an approach which suits, or indeed rejects all those employed in the story and invents another.

The second lesson I learned relates to form. If the traditional methods of relating a story have grown irrelevant, then it stands to reason that the way a story is told is of vital importance, and that appropriate forms need to be developed. Here again, my years as a teacher have proven an invaluable asset aiding my development as a writer.

In trying to decide what does work, what connects with a teenage readership, it is often useful to identify what fails, and try to analyse why. It was not difficult to find examples of the 'failures'. They were the ones which gathered dust on the bookroom shelves; the ones which never had any copies missing during the annual stocktake. Why did they no longer work well? What had changed?

The books were the same; the readership had changed. By examining the books that were being enjoyed - and not just the simplistic, first person, romance series or Choose-your-own-adventure books - and analysing the approaches with which the young writers in my workshops were experimenting, I realised that it was the form of the narrative that was the key. It is beyond the scope of this article to examine all the influences which I believe have led to the need for new directions in narrative style. However, the influence of my years of teaching have led me to a series of experiments: the use of multiple narrators and plot chronology; and an emphasis on interactive reading, which encourages the teenage reader to be a participant in the action, not an 'audience'. I believe my success so far is largely attributable to this factor.

In this way, my years as a teacher have had an invaluable effect on my development as a writer, and the process is ongoing. No one who hopes to write for teenagers can afford to get out of touch; the landscape is too changeable, and working with young people is really the only way to keep abreast of the changes.

Nowadays as well as writing, I spend my days in schools doing what I love best: running writing workshops; speaking about reading and writing and the books I write; and sometimes returning to the chalkface as a relief teacher, mixing with a wide range of young people and learning from them at least as much as I teach.

I think I am a better teacher through my writing. I know I am a better writer through my teaching. I hope that my happiness at being given the chance to lead this, the best of all working lives, shows through in the books that I write now and into the future.

Review of Caswell novel (use as a model for Rap Point 3c)

CASWELL, Brian
Lisdalia.
University of Queensland Press, 1994 (UQP storybridge)
ISBN 070222667X
Those who enjoyed Mike will welcome this companion story, which focuses on Lisdalia, Mike's lively and highly intelligent friend. Lisdalia tells her own story, which enables readers to empathise closely with her feelings, whether it be frustration and anger with her Italian father's traditional attitudes towards his offspring, or the first stirrings of romantic love. Other voices are few, used appropriately as a distancing technique, providing necessary background information, or a more rounded or objective viewpoint. Despite its short length, the story successfully addresses many issues and concerns, such as: family relationships; love; sexism; racism, bullying; and rebellion. Readers who find Lisdalia first will surely want to seek out its predecessor. B. Richardson
USER LEVEL: Stage 3 (Years 5 & 6), Stage 4 (Years 7 & 8)

Students review the CBC shortlisted books is an article which may be helpful for: deconstructing and reconstructing text; and using Scan reviews as models for the activity in Rap Point 3c.

Reader's Diary

Personal response: a Reader's Diary

This activity is a very useful strategy for reading a piece of literature. It encourages a personal response by students to literary texts of all types. It also helps structure a reader's experience of a text, with a measure of autonomy not possible when responding to the questions in a study guide.

Initially a teacher would model reading the covers of the book, inferring, and speculating. A joint construction of the first response could then be followed by further modelling and construction.

Students then continue reading and recording their thoughts and feelings as they read on the left hand pages of an exercise book. It is a contemporaneous record, and highly idiosyncratic, so students need to be encouraged to select those thoughts and feelings that respond to the text. Length is a function of independence in both reading and writing.

Once the draft is completed, the usual process of editing can begin. A perfect copy can then be made on the opposite pages.

The example of a reader's diary shown below is a student's response to On loan, a book with similar themes to Maddie.

Jack Thomson conducts an extremely accessible discussion of the concept of reader's diaries, and the underpinning theory in the following references:

Reconstructing literature teaching: new essays on the teaching of literature. Edited by Jack Thomson. Australian Association for the Teaching of English, 1992.
Teaching literature to adolescents. Compiled by Valerie Hoogstad & Maurice Saxby. Nelson, 1988.

Sample Reader's Diary

Reader's Diary on On loan by Anne Brooksbank

Here I am, starting to open the first page of the book. Looks kind of old. But a book's a book. See ya in a couple of minutes!

As I started reading I saw something, "Mikado", is it a song? Most people wear make-up to make themselves prettier, but she is so pure. No make-up needed. Cool! Lindy is her name. I totally agree with Lindy having a sinking feeling. Who wouldn't, being in front of all these people?

Caring for your family is very important, especially to Geoff. Good choice. I really wonder why the book didn't say "Danny, her brother".

Why was the woman so interested in what Lindy was? It makes no difference. Her foster family would always be there to support her no matter what she was. The part where it says Julie was an Australian girl doesn't really make sense, because Lindy was too.

Lindy probably forgot to make her wish because she was happy with her life and didn't need any wishes. I don't understand why people tried to talk Geoff and Marj out of adopting Lindy? Why was Julie envious of Lindy's presents? Her turn will come as well.

It's really sad about Julie's parents. Lindy must feel very sad about not knowing her real birthday. I have to stop here. Bye.

Hi. This is the time when Lindy finds out about her mother's death, when she got the letter from her real father, Le, from Vietnam. It's going to be very hard for her to decide who to be with. Again, there's a part about Lindy's doll, Su-su. Lindy's real Vietnamese name is Mai. It's very sad to have those memories and a doll from those times to remind her of them. I think that Marj's reaction about Le's letter is quite normal for a foster mother. But Marj has to understand that Le is Lindy's real father, who will always know a lot more about her childhood than Marj and Geoff.

Lindy just found out about her real birthday. I found out where the book is based. It's in Sydney.

Now it's time for Lindy to meet her cousins. I can understand how Lindy must have felt: really glad to get outside. I can also understand the conversation, how Lindy must feel surrounded by them, about her country and politics.

When Lindy and Minh went to the phone box and got offended by that Australian racist woman, it was a really slack way to talk to them by saying, 'There's a whole line of Vietnamese.' I reckon it's really not fair to Lindy and Minh.

I felt so sad finding out that Minh had to marry that 32 year old man knowing she was only sixteen. She shouldn't be forced to get married against her will. Don't her parents know that their daughter will have to spend her whole life with someone she doesn't love, and spend her life being so unhappy?

It's really sad how all these things happened to Minh during the war. I think Lindy is so lucky to be adopted. I knew this would happen. I knew that Le, her real father, would ask Lindy to go to Vietnam and stay there. But it's up to Lindy to decide. I think that it's not fair how he wants her to stay there forever because Australia really is her home, and Geoff and Marj and Danny really are her parents and family who took care of her all this time and now Le wants to take her away. But she should go for a visit.

The part where her dad leaves for his flight back, is kind of sad. It's a good decision how Lindy decides to go in two years' time, when she'll be able to make decisions for herself. There we go! I finished the whole book! At the end Lindy wrote a letter to her father saying how proud and happy she is to know who she really is!

By Rose

Program and Planning

English Stage 4 outcomes relevant to this program are noted in the first column under the teaching focus. Reference is also made to Computer-based technologies in the English KLA as appropriate.

Teaching Focus & KLA Outcomes	Teachers may	Students can	Indicators
Introductions
Promoting the concept of a Book Rap.	Demonstrate locating a Web site. Introduce Book Rap and outline expectations.	Read the Web site, discuss the purpose of rap lingo and practise.	Discusses and reflects a variety of responses.
Reading the novel Maddie. Writing outcome: Students should be able to use writing for such personal, intellectual and social purposes as self-exploration, investigation of the world, formulating ideas and logical thinking, and arguing and exposition. Reading outcome: Students should be able to enjoy and respond perceptively to what they read in a wide range of contexts.	Model using a reader's diary when reading Maddie.	Listen and construct a reader's diary while reading Maddie.	Constructs a reading diary.
Becoming a rapper.	Subscribe the class to the Maddie Book Rap through the library Internet access.	Discuss the process of subscribing to a listserv.	Locates information from a bookmarked Internet site.
Compiling a class introductory message for the Book Rap. Writing objective: Students should be able to identify audience so as to write appropriately for particular readers such as self, peers, a younger person, a trusted adult or teacher as assessor.	Facilitate a brainstorm, deconstruction, and joint construction of a class introductory message for Book Rap.	Participate in a joint construction of an email message.	Constructs an email message. Constructs a class introduction. Writes for a particular audience.
Sending a class introductory message. Computer-based technologies in the English KLA pp12-13.	Explain the conventions of email. Provide students with opportunities to use word processing and email programs.	Word process the introduction, save it to disk, use the browser and upload.	Uses computers to draft and edit for a particular purpose and audience. Message sent and received.
Receiving rapper introductions. Computer-based technologies in the English KLA pp12-13.	Provide opportunities for discussion of introductions.	Receive and read email introductions; discuss and compare information.	Uses email to receive information. Finds information for particular purposes.
Locating rappers on national and state rap maps. Computer-based technologies in the English KLA pp 14-15.	Provide rap maps.	Create a wall map and individual maps of participants in the Maddie Rap.	Identifies and collates information from email. Uses geographical terms.
Rap Point 1(a): Investigate friendships in the novel Maddie. Use your friendship map (Rap sheet 1) to find which characters are without friends.
Reading Rap Point 1a and defining requirements.	Provide Rap Sheet 1 and facilitate discussion on information required.	Work in pairs to analyse Rap Point 1 and decide a strategy in order to respond.	Locates information in the book Maddie and tranfers it to the proforma.
Joint construction of a response to a rap point. Writing outcome: Students should be able to respond thoughtfully to each other's writing. Spoken language outcome: Students should be able to listen and respond sensitively to each other's experiences and feelings. Computer-based technologies in the English KLA pp12-13.	Facilitate a brainstorm and joint construction. Facilitate word processing of a response.	Participate in a brainstorm and joint construction. Word process a message, edit and save to disk.	Uses appropriate language features and structures to construct a report.
Rap Point 1(b): What kinds of friend are there? You may use your friendship map (Rap sheet 1) to help you work this out and you may also find some useful definitions at: The friendship page.
Reading a Web site. Reading outcome: Students should be able to engage in a wide range of reading activities from a range of sources. Computer-based technologies in the English KLA pp12-13.	Facilitate access to The friendship page Web site. Explain browser conventions.	Locate and select information for defining friendship.	Makes brief notes of relevant information. Makes judgments about appropriateness.
Joint construction of a response to a rap point. Writing outcome: Students should be able to respond thoughtfully to each other's writing. Spoken language outcome: Students should be able to listen and respond sensitively to each other's experiences and feelings. Computer-based technologies in the English KLA pp12-13.	Facilitate a brainstorm and joint construction. Facilitate word processing of a response.	Participate in a brainstorm and joint construction. Word process a message, edit and save to disk.	Uses appropriate language features and structure to construct a report.
Rap Point 1(c): Friends are often encountered at different places and in different ways. Use your zone map (Rap sheet 2) to work this out. Tell the rap what you have found out.
Reading rap point 1c, and defining the requirements. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative.	Revise mind maps and three level questions. Provide Rap Sheet 2.	In pairs organise information and write responses to the rap point.	Plans effectively. Creates notes for writing for a particular purpose.
Selecting a rap response to be emailed. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative. Spoken language outcome: Students should be able to listen and respond sensitively to each other's experiences and feelings.	Facilitate the sharing of individual responses.	Read, listen to, and evaluate rap responses as representative of a class response to the rap point.	Listens to the writing of others and evaluates for specific purposes.
Word processing a final draft of responses to a rap point. Writing outcome: Students should be able to use writing for such personal, intellectual and social purposes as self-exploration, investigation of the world, formulating ideas and logical thinking, and arguing and exposition. Writing outcome: Students should be able to, on their own and with others, use various strategies (a word processor, dictionaries, reference books, thesaurus) to edit and proof read writing. Computer-based technologies in the English KLA pp12-13.	Facilitate the word processing of a final draft.	Word process a final draft response to a rap point and save to disk.	Uses the computer to compose and edit writing.
Posting a joint response to Rap Point 1 to the listserv. Computer-based technologies in the English KLA pp12-13.	Revise email conventions and facilitate rap representative's use of the word processor and email programs.	Upload rap response from disk, send an email message.	Posts to the listserv.
Rap Point 2: The novel Maddie is built in episodes told by different characters. The game of basketball is similar: the ball is passed from one player to another as the story passes from one storyteller to another. Complete the game plan (Rap sheet 3) and see how the storytellers pass the story on. You may wish to refer to Extract: Caswell Scan article. (a) Why are other characters allowed to tell their story as part of Maddie's story?
Reading Rap Point 2a and defining the requirements Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative.	Provide Rap Point 2 and facilitate discussion on information required to respond.	Discuss Rap Point 2 and decide on strategies in order to respond.	Participate in class discussion and elaborates on the suggestions of others.
Using a mind map to investigate the concept of multi-perspective narrative. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative. Writing outcome: Students should be able to use writing for such personal, intellectual and social purposes as self-exploration, investigation of the world, formulating ideas and logical thinking, and arguing and exposition.	Provide Rap Sheet 3. Facilitate discussion.	Consult the text and transfer information to the rap sheet.	Evaluates information for specific purposes.
(b) You may like to visit the Brian Caswell Web pages and the online Author profiles to familiarise yourself with Brian Caswell, his interests, and his books. Send a class/group email to Brian Caswell to ask a question about his writing style and themes. Pass your observations on to the rap.
Reading the Web sites to discover author's interests, and reasons for style choices in constructing a text. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative. Computer-based technologies in the English KLA pp12-13.	Provide access to the Web sites. Facilitate investigation of the site and joint construction of a question to be emailed to the author.	Visit the Web sites and ask a class question of the author about the novel Maddie. Record findings.	Visits a Web site and records information for particular purposes.
Word processing a final draft of responses to a rap point. Writing outcome: Students should be able to use writing for such personal, intellectual and social purposes as self-exploration, investigation of the world, formulating ideas and logical thinking, and arguing and exposition. Writing outcome: Students should be able to on their own and with others use various strategies (a word processor, dictionaries, reference books, thesaurus) to edit and proof read writing. Computer-based technologies in the English KLA pp12-13.	Facilitate the word processing of a final draft.	Word process a final draft response to a rap point and save to disk.	Uses the computer to compose and edit writing.
Posting a group response to Rap Point 2 to the listserv. Computer-based technologies in the English KLA pp12-13.	Revise email conventions and facilitate Rap Rep's use of the word processor and email programs.	Upload rap response from disk, send an email message.	Posts to the listserv.
Rap Point 3: What makes a good friend? (a) Rate the friendships you have encountered in Maddie, ranging from responsible to irresponsible, constructive to destructive, and close to distant.
Reading Rap Point 3 and defining requirements. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative.	Provide Rap Point 3 and facilitate discussion on information required to respond.	Discuss Rap Point 3 and decide on strategies in order to respond. Define, locate, select and organise information.	Participates in class discussion and elaborates on the suggestions of others. Writes for a particular audience and purpose.
Rating friendships in Maddie. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative. Writing objective: Students should be able to identify audience so as to write appropriately for particular readers such as self, peers, a younger person, a trusted adult or teacher as assessor. Spoken language outcome: Students should be able to listen and respond sensitively to each other's experiences and feelings.	Provide a mind map and facilitate class discussion of types of friendship and evaluation.	Discuss and evaluate the friendships found in Maddie. Compose a statement of the elements of friendship.	Participates in class discussion and elaborates on the suggestions of others. Writes for a particular audience and purpose.
Choose (b) or (c) (b) Be any character from Maddie and design a Web page for yourself. Remember to post the URL to the rap. Email your conclusions about what makes a good friend and read what other rappers have to say on this subject. Share your character's Web page with other rappers.
Constructing a character profile of a character from the novel. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative. Spoken language outcome: Students should be able to listen and respond sensitively to each other's experiences and feelings.	Facilitate a brainstorm of the characteristics of a character profile. Provide or jointly construct a character profile mind map.	Brainstorm a character profile and contribute to the joint construction of a character profile.	Participates in class discussion and elaborates on the suggestions of others.
Designing a Web page for a character from Maddie. Writing outcome: Students should be able to use writing for such personal, intellectual and social purposes as self-exploration, investigation of the world, formulating ideas and logical thinking, and arguing and exposition. Writing objective: Students should be able to describe the ways purpose, audience and situation affect the register of their own writing and that of others. Writing objective: Students should be able to identify audience so as to write appropriately for particular readers such as self, peers, a younger person, a trusted adult or teacher as assessor. Computer-based technologies in the English KLA pp12-13.	Locate a free Web site account and subscribe the class to it. Provide an outline of the elements of a Web site. Facilitate discussion of the purposes of a Web site.	Discuss the requirements of Web site construction and tailoring the character profile information to a Web site.	Plans effectively. Makes judgments about the appropriateness of information.
Constructing a character Web page. Computer-based technologies in the English KLA pp12-13.	Facilitate the joint or paired construction of a character Web site.	In pairs or as a class, construct a character Web site. Post the URL to the rap listserv.	Constructs a free Web site. Posts a URL to a listserv.
Viewing and evaluating the character Web sites of other rappers. Writing outcome: Students should be able to respond thoughtfully to each other's writing. Writing outcome: Students should evaluate progress in their own writing and that of others.	Facilitate the viewing and evaluation of other character Web sites.	View and evaluate the character Web sites of other rappers.	Visits a Web site and records information for particular purposes.
Word processing a final draft of responses to the rap point. Writing outcome: Students should be able to use writing for such personal, intellectual and social purposes as self-exploration, investigation of the world, formulating ideas and logical thinking, and arguing and exposition. Writing outcome: Students should be able to on their own and with others use various strategies (a word processor, dictionaries, reference books, thesaurus) to edit and proof read writing. Computer-based technologies in the English KLA pp12-13.	Facilitate the word processing of a final draft.	Word process a final draft response to a rap point and save to disk.	Uses the computer to compose and edit writing.
Posting response to Rap Point 3 to the listserv. Computer-based technologies in the English KLA pp12-13.	Revise email conventions and facilitate Rap Rep's use of the word processor and email programs.	Upload rap response from disk, send an email message.	Posts to the listserv.
(c) Write a review of Maddie for the professional journal, Scan. What other books can you recommend that deal with friendship?
Writing a book review. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative. Literature outcome: Share thoughts about and feelings towards literature through discussion and/or exploratory writing. Writing objective: Students should be able to describe the ways purpose, audience and situation affect the register of their own writing and that of others.	Provide a copy of the review of Lisdalia. Refer to Students review the CBC shortlisted books article. Facilitate discussion of book review criteria and jointly construct a review proforma.	View and discuss the criteria of a book review for Scan and participate in the joint construction of a review proforma.	Discusses and reflects a variety of responses. Uses appropriate language features and structure to construct a report.
Writing a recommended reading list. Reading outcome: Students should be able to extend their comprehension beyond the literal to the inferential and creative. Reading outcome: Students should be able to recommend texts to other readers.	Facilitate discussion on books that share similar themes of friendship with Maddie.	View and discuss the criteria of a book review for Scan and participate in the joint construction of a review proforma. Participate in discussion of books they have read that deal with friendship. Jointly construct a recommended reading list.	Discusses and reflects a variety of responses. Uses appropriate conventions to construct a list.
Word processing a final draft of responses to the rap point. Writing outcome: Students should be able to use writing for such personal, intellectual and social purposes as self-exploration, investigation of the world, formulating ideas and logical thinking, and arguing and exposition. Writing outcome: Students should be able to on their own and with others use various strategies (a word processor, dictionaries, reference books, thesaurus) to edit and proof read writing. Computer-based technologies in the English KLA pp12-13.	Facilitate the word processing of a final draft.	Word process a final draft response to Rap Point 3 and save to disk.	Uses the computer to compose and edit writing.
Posting response to Rap Point 3 to the listserv. Computer-based technologies in the English KLA pp12-13.	Revise email conventions and facilitate Rap Rep's use of the word processor and email programs.	Upload rap response from disk, send an email message.	Posts to the listserv.
Rap Wrap up
Using Rap Reflection sheets. Writing outcome: Students should be able to use writing for such personal, intellectual and social purposes as self-exploration, investigation of the world, formulating ideas and logical thinking, and arguing and exposition.	Provide Rap Reflection sheet.	Write personal responses to reflective discussion on Rap Reflection sheet.	Composes personal response to reflective discussion.
Class discussion and review of activities engaged in during the Rap.	Facilitate class discussion.	Participate in a class discussion that reflects on the Rap.	Discusses and reflects on a variety of views and responses.

Rap reflection sheet

A sheet for Rappers to reflect on the experiences and skills they have gained.

July 25, 2007

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State of New South Wales through the Department of Education and Training, 2007.
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