This book rap on the Book Week – Early
Childhood Books will be available during Term 3, 2002. It will focus
on the 2002 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 |
22 July 2002 |
| *Introductions from |
29 July 2002 |
| *Rap point
1 |
5 August 2002 |
| *Rap point
2 |
12 August 2002 |
| *Book Week (no new
rap points) |
19 August 2002 |
| *Rap point
3 |
26 August 2002 |
| *Rap wrap up |
2 September 2002 |
Coordinator
Wendy Chapman (Wollondilly
Public School, Goulburn).
From 22 July 2002, you may participate
in the Book Week - 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.
Book rap support materials
Rap points
Rapid 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 coordinators. 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 5th
August 2002
Illustrations are essential to the
success of these four great books. What visual techniques have been
used to enrich the meanings of the texts for us?
Using Rap sheet 1 as a guide, choose
one (or more) of the shortlisted books and examine the illustrations
carefully.
Send a message to the Rap telling
us about these illustrations, giving examples of techniques used
and how these impact on us as readers.
Rap point 2 (For related class activities see Program
and planning)
Term 3, Week 4: week beginning 12th
August 2002
We
are introduced to many interesting characters (both human and animal)
in these books. Choose one character and collate all the information
we are given by the authors and illustrators (use Rap sheet 2).
Write a short description of the
character you chose using the information you found in the text
and pictures, information that you can infer, and adding plausible
information from your imagination (use Rap sheet 3).
OR
Write an information report of the factual creature you chose using
the information you found in the text and pictures, information
that you can infer, and adding facts from reference material. (use
Rap sheet 4).
Send your description or your information
report to the rap.
Rap point 3 (For related class activities see Program
and planning)
Term 3, Week 6: week beginning 26th
August 2002
Investigate other books by one of
these authors and/or illustrators. Choose one book to compare with
this year’s shortlisted book. Identify similarities and differences
in style, theme, presentation and other features that impress you.
Send a message to the rap explaining
what you found.
Rapid points
These are short, quick, supplementary
discussion points interspersed between the main rap points, which
may be posted during this book rap. See Rapid points in Programming
and planning for further information.
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 2)
Rap sheet 3 (for
Rap point 2)
Rap sheet 4 (for
Rap point 2)
Rap sheet 5 (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)
|
