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This rap will be available during Term 2, 2002. It will offer opportunities to explore and analyse texts from an impressive range of material, including the State Library of New South Wales virtual exhibition. The Matthew Flinders: Fiery or friendly rap is suitable for Stage 3 (Years 5 and 6) English students.
Paul Brunton, exhibition curator, will be available online during the rap. Other personas, including Trim, Flinders’ cat, will also be available.
Coordinators: From 30 July 2001, you may participate in the Matthew Flinders: Fiery or friendly rap by entering your email in the boxes below and clicking the ‘Submit’ buttons. Teacher email will not be archived.You will receive confirmation emails for your Class group and the Teacher support listserv. Simply follow the instructions these contain when posting messages. Archives of the class email discussionUsing information and communications technologies (ICT) capabilities in teaching and learningThis rap assists Stage 3 students in the development of their ability to: · use ICT to locate, access, evaluate, manipulate, create, store and retrieve information · express ideas and communicate with others, using ICT. Rap support materialsRap sheets (for use with Rap points) Matthew Flinders online exhibition (electronic archive) Implementing a rap (Book rap FAQs) Email – Instruction sheet for students Parent
information letter Rap pointsThese 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 schools' replies during the relevant week for that rap point. Rap
point 1 Rap point 1 (For related class activities see Program and planning) Term 2, Week 3: week beginning 13th May 2002 1a Prepare two questions that query aspects of Matthew Flinders’ life. These questions can be formulated from data found in the online exhibition, Matthew Flinders electronic archive web site. eg. Why was Matthew Flinders captured and held as a prisoner in Mauritius? 1b Prepare one other question to have answered, perhaps by a Flinders expert, or Trim, the cat. Comment on interesting facts that were uncovered, which led to a search for more answers. eg. Why was Flinders’ time on Mauritius important? Post questions
constructed by the class, to the rap. Your class may wish to respond
via the rap to queries from other rappers. Rap point 2 (For related class activities see Program and planning) Term 2, Week
4: week beginning 20th May 2002 2a What did you find were the best source/s of information for your biographies? Why? 2b Which method of presentation was the most effective way for YOU to communicate information about Matthew Flinder’s life? Why? Post the answers
to these questions to the rap. Rap point 3 (For related class activities see Program and planning) Term 2, Week 5: week beginning 27th May 2002 3 How
do you think Matthew Flinders related to George Bass, Joseph Banks,
Ann Flinders (nee Chappelle), Charles Decaen, or Trim? Your answer
should be based on evidence where possible. Rap point 4 (For related class activities see Program and planning) Term 2, Week 6: week beginning 3rd June 2002 4 Was Matthew Flinders fiery or friendly? Use evidence to support your argument. Rap sheets Rap
sheet 1 Rap mapsFind 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
Rap reflection sheetsReady to rap (for rappers to reflect on prior learning and expectations) Rap reflection (for rappers to reflect on the experiences and skills they have gained)
School libraries: empowering learning
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