Program for Introduction
Focus Outcome: 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.
Linked Outcome:
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.
Introduction:
Term 3, Week 2: week beginning 30th July 2001
Rap requirements:
- During the first week rappers send
a short introductory message about their class
or group and give some information about their
school and its location.
- After
reading other schools' introductions,
rappers locate schools on their Rap map.
- If possible, introduce students to
the six shortlisted picture books.
Optional activities
Syllabus content |
Possible sequence of teaching activities |
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. |
- As
whole class, construct an introductory email
detailing the school's name, location,
size of group and any other interesting features
of the school.
- Access and discuss introductions from other
rappers and locate these schools on a Rap
map.
- Preview the six shortlisted picture books.
- If time available, complete optional activities
|
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Program for Rap Point 1
Focus Outcome:
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.
Linked Outcome:
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.
Rap point 1
Term 3, Week 3: week beginning 6th August 2001
Fox written
by Margaret Wild and illustrated by Ron Brooks
- In which country might this picture book be set?
Look closely at the illustrations and story vocabulary
to justify your decision. How do the visual images
add meaning to the written text?
- What design features has the illustrator Ron Brooks
utilised in the layout of Fox? How might these
design features impact upon the reader? (ie. What
do these design features add to the meaning of the
text?)
- The author, Margaret Wild, has dealt with several
issues and themes throughout this book. What relevance
do these issues have for you?
Post your answers to the rap. In your response include
at least one paragraph each for parts a, b and c.
Syllabus content |
Possible sequence of teaching activities |
Learning about Reading - Context and
Text
Develop students' critical and evaluative skills. |
Rap Point 1 (a)
- In small groups, students look closely at
the illustrations and story vocabulary of Fox to
ascertain in which country the book is set
(see Rap sheet 1).
- In small groups, students discuss how visual
images add meaning to the written text. You
may wish to select a particular page or double
page spread and discuss the imagery used.
- Share,
as whole class, the students' answers,
and jointly construct a response to be posted
to the rap.
|
Learning to Read - Reading and Viewing
Texts
Students will be provided with opportunities
to:
read more demanding texts that contain increasing
levels of technicality and abstraction. |
Rap Point 1 (b)
- In small groups, study the design features
(eg. font, position of text) utilised in Fox. Discuss
how these design features might impact upon
the reader (refer to Rap
sheet 2).
- Share,
as whole class, the students' answers,
and jointly construct a response to be posted
to the rap
|
Learning about Reading - Context and
Text
Talk about how authors always have a particular
audience in mind, eg. as students read texts,
they identify the target audience. |
Rap Point 1 (c)
- In small groups, students list the issues
and themes dealt with in the text, then discuss
their relevance for them personally (see Rap sheet 3).
- Share,
as whole class, the students' answers,
and jointly construct a response to be posted
to the rap.
|
Program for Rap Point 2
Focus Outcome:
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.
Linked Outcome:
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.
Rap point 2
Term 3, Week 4: week beginning 13th August 2001
Which
of the shortlisted picture books is the class' or
groups' favourite? Construct a written review of the
text selected.
Post your review to the rap.
Syllabus content |
Possible sequence of teaching activities |
Learning about Reading - Context and
Text
Develop students' critical and evaluative skills. |
Rap Point 2 (a)
- As a whole class, brainstorm the criteria
used to assess each picture book. Students
complete the first column of Rap
sheet 4.
- In small groups, students select and examine
one of the nominated picture books and record
comments in the second column of Rap
sheet 4.
- As a group, students make their recommendation
to the rest of the class.
- Students vote to determine which title will
be the class favourite.
|
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. |
Rap Point 2 (b)
- As a whole class, read samples of reviews
to identify key elements such as context, text
description, and judgement. Examples may be
found in journals such as Scan, Magpies,
and Literature Base. The following Scan articles
may also help with this activity:
- Bruce,
L. & Belling, O. Collaboration
in action at Pennant Hills High School: students
review the CBC shortlisted books', Scan 17(3)
August 1998, pp 10-13. The students' reviews
mentioned in the article are available in
hard copy in Scan.
- French, R. 'Reading
and writing reviews with Stage 2 and Stage
3 students', Scan 20(1) February
2001, pp 4-9.
- In
small groups, students brainstorm possible
vocabulary and phrases they would use in a
review of the class' favourite picture book.
- In small groups, or as a whole class, use
these language examples to construct a draft
review (see Rap sheet
5).
- If small groups are used, report back to
whole class in preparation for jointly constructing
a class review.
- Post class review to the rap.
|
Program for Book Week
Focus Outcome:
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.
Linked Outcome:
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.
Book Week
Term 3, Week 5: week beginning 20th August 2001
There are no set rap activities for this week.
However, it is recommended that during this time your students will:
- check award results on the Children's
Book Council of Australia web site and in newspapers
- read and discuss book reviews posted to the rap from other schools
- catch up on any rap activities not yet completed.
Syllabus content |
Possible sequence of teaching activities |
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 eg. Children's Book Council of Australia Internet
site.
Learning about Reading - Context and Text
Discuss with students how different texts treat the same subject
matter eg. articles about a particular book from a range of newspapers
and Internet sites. |
- Check award results on the Children's
Book Council of Australia web
site and in newspapers.
- Read and discuss book reviews posted to the rap from other
schools.
- Catch up on any rap activities not yet completed.
|
Program for Rap Point 3
Focus Outcome:
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.
Back to Top
Linked Outcome:
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.
Rap point 3
Term 3, Week 6: week beginning 27th August 2001
Do you agree with
the judges' choice for the best Picture Book of the
Year? Justify your opinion by referring to the reviews posted in Rap
point 2 by your own class or group and other schools.
You may also refer to award reports collected from newspapers during
Book Week. Share your ideas and feelings with other rappers.
Syllabus content |
Possible sequence of teaching activities |
Learning about Reading - Context and Text
Develop students' critical and evaluative skills. |
Rap Point 3
- Individually
students decide their personal opinions of the judges' decision.
Students need to justify their stance by referring to the reviews
posted in Rap point 2 (use Rap
sheet 6).
- In small groups, students share their opinions.
- As a whole
class, students discuss the judges' decision. Tally
the numbers for and against the judgement.
- Post a summary of the results and opinions to the rap.
|
Program for Rap wrap up
Focus Outcome:
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.
Linked Outcome:
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.
Rap wrap up
Term 3, Week 7: week beginning 3rd September 2001
a. In this rap you have closely examined picture books. How has your
understanding of a picture book judge's role been developed?
b What have you
enjoyed and learnt from participating in the rap?
Post your final response as a short comment.
Syllabus content |
Possible sequence of teaching activities |
Learning about Reading - Context and Text
Develop students' critical and evaluative skills. |
Rap wrap up (a)
- As whole class, discuss the difficulties of being a book judge
(eg. problems in reaching a consensus), and the considerations
judges need to make (eg. the criteria used to assess picture
books).
- As a whole class, jointly construct a paragraph which records
your thoughts.
|
Learning about Reading - Context and Text
Develop students' critical and evaluative skills. |
Rap wrap up (b)
- Individually complete the personal evaluation proformas (see Rap
reflection sheets)
- Classmates
share findings and construct a general comment on the class' or group's
experiences of the rap.
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