Stage 4 Outcomes and content

Teaching and learning strategies

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Students learn to:
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing.
Students learn about:
1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts.

Outcome 4: A student uses and describes language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.

Students learn to:
4.1 identify and describe the purpose, audience and context of texts.
4.6  use Standard Australian English, its variations and levels of usage appropriately

Students learn about:
4.7 the effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums.
4.12 Aboriginal English as a valid and culturally accepted variation of expression

Outcome 10: A student identifies, considers and appreciates cultural expression in texts.

Students learn to:
10.1 recognise and consider cultural factors, including cultural background and perspective, when responding to and composing texts.

Introduce the book rap and outline expectations. Students could be shown the book rap website, read selected sections such as Rap lingo, discuss the purpose of rap lingo and practise using it.

In discussing the purpose and conventions of a book rap, teachers could also refer to appropriate Book rap FAQs, and examples of email messages in the archives of email discussion from previous raps.

Discuss the process of subscribing to a listserv.

Students will identify the ways purpose, audience and context affect their writing for the book rap introductory message.

Subscribe the group or class to the Flytrap book rap. If you have any difficulties with subscribing to the rap contact the Rap Coordinator on telephone (02) 9886 7488. For any additional support needs, including technical questions during the rap, please post your question to the teacher support rap for this rap.

Choose one of these topics, or make up your own, and do a parallel authoring activity.

• the importance of family
• Nancy’s lie
• life in our town.

Parallel authoring is where two texts with the same overall theme, message or ideas are written in parallel. For more information on strategies and processes using parallel authoring for the rap, please call the Aboriginal Education and Training Directorate on ph: 02 9244 5393.
In facilitating discussion of Aboriginal storytelling by Aboriginal people, refer to the oral tradition. Consider inviting a local Aboriginal Elder to talk about storytelling.

The Interview with Boori Pryor and Meme McDonald may also be helpful, as it discusses, among other issues, the collaborative approach to writing, and the role of Boori's family as the first editors.

Flytrap includes a Dreaming story: The story of the two yams. Read two other Dreaming stories with the class. Discuss the significance of these stories and how they contrast with European fairytales. Possible activities, discussion points and strategies for this activity include:

• class research on Dreaming stories and European fairytales
• selecting and sharing two Dreaming stories
• talking to your AEA (Aboriginal Education Assistant) or members of the local Aboriginal community about Dreaming stories, including local Dreaming stories
• referring to information in The bunyip rap about this and other Dreaming stories
• creating mind maps and other graphics about Dreaming stories and European fairy tales.

Questions to guide research and class discussion include:

• are the selected Dreaming stories creation stories?
• why are Dreaming stories considered to be non fiction?
• who wrote the Dreaming stories selected?
• was the author Aboriginal or was the story re-told by someone else? If so, did the person retelling the story consult with the Aboriginal community?
• what Aboriginal language group did the story come from and where is it located?
• why do some stories become embedded in culture?

These resources may help guide discussions:

Indigenous Australia

The role of storytelling (Indigenous Australia)

Cadigal Wangal

Frog and Toad’s Indigenous Australia

Outcome 2: A student uses a range of processes for responding to and composing texts.

Students learn to:
2.1 use a range of listening, reading and viewing strategies, including skimming, scanning, predicting and speculating, reading and viewing in depth and re-reading and re-viewing, according to the purpose and complexity of the texts
2.6 respond to their own and others’ compositions by considering ideas, images, information, linguistic and visual forms and features, tone, style, and type and structure of text, with reference to their appropriateness for the text’s purpose, audience and context.

Teaching and learning strategies

Outcome 10 A student identifies, considers and appreciates cultural expression in texts.

Students learn to:
10.2 identify and explore the ways different cultures, cultural stories and icons, including Australian images and significant Australians, including Aboriginal Australians are depicted in texts
10.3 identify and describe cultural expression in texts

Students learn about:
10.5 different cultures and their common and distinguishing elements
10.6 representations of culture through choices of language and content
10.7 signs, symbols, icons and stereotyping in texts and what they signify about different cultures
10.10 key cultural stories including Dreaming, myths and allegories, what they represent and the ways they have influenced other texts
10.11 the ways recurring stories such as legends and fairy stories have been written and rewritten, in and for different contexts

Outcome 4: A student uses and describes language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.

Students learn about:
4.12 Aboriginal English as a valid and culturally accepted variation of expression.

Outcome 10: A student identifies, considers and appreciates cultural expression in texts.

Students learn to:
10.3 identify and describe cultural expressions in texts.

Set activities for understanding the who, what, when, and where of the novel:

• who are the different members of Nancy’s family?
• is Nancy Aboriginal? Which members of her family are Aboriginal?
• where are the places where the novel is set?
• what happens in the story?
• why did the authors write the story?
• when do events happen?
• in what order do events happen?

After doing this, turn the focus to Gee:

• how does Gee talk? Does he use Standard Australian English or Aboriginal English?
• students write examples from the text of Gee talking, such as ‘Long time ago… beautiful red seeds’ (pp. 24-25)
• code-switch these lines using different colour pens
• create a poster to put on the classroom wall.

Revise related activities from the rap Introduction to reinforce knowledge and understanding of code-switching, Aboriginal English, Standard Australian English, and the concept of appropriate language use for audience, context and purpose. An important part of code-switching is knowing what is required, and when. In other words, understanding the context.

Explain to students that normally, Standard Australian English is for writing and Aboriginal English is for talking. Aboriginal English tends to be used in such places as home or the classroom, or in informal, social situations. Rap sheet 2 is for code-switching in a writing situation, whereas a big part of code-switching involves converting verbal text to written text.

Modelled writing: get students to list adjectives or points to describe Gee. List these on the board. Also suggest to them examples, e.g. caring, knowledgeable, respectful, family oriented, resourceful, practical.Once these points are written, turn them into sentences to write a character description of Gee, writing it as a class. Cross the words or points off as you include them.

Discuss the different stories told in Flytrap and write down the page numbers and the name of the character who tells the particular story. Discuss whether they use Standard Australian English or Aboriginal English and also write down who their audience is.

Rap sheet 1 on double negatives could be used to continue the focus on Aboriginal English.

This rap sheet is for code-switching in a writing situation, whereas a big part of code-switching is converting verbal  text to written text. Understanding the context is an important part of code-switching.

Brainstorm how Aboriginal culture is represented in this text. Some possible discussion questions are:

• what is it?
• how is it represented in the text? Give examples from the text to support your answer.
• how is humour used in the text and how does it reflect culture?
• how is the oral tradition of storytelling reflected in the text?
• what is the role of or importance of storytelling?

You may also wish to consider the history of Australia before and after European settlement, and the  use of natural resources.

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Students learn to:
1.5 interpret, question and challenge information and ideas in texts through close study.

Outcome 7: A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.

Students learn to:
7.10 adopt and present a point of view supported with evidence.

Facilitate a point form summary of things learnt during the week that will assist with answering Rap point 1.

Facilitate the joint construction of an extended response to Rap point 1 using modelled writing and the use of these points as a basis. The Constructing a joint response guide in Resources could assist the teacher with this activity.

A student rap rep could word process the response, edit, and save to disk.

Before posting the group response to Rap point 1, revise email conventions and facilitate rap reps’ use of the word processor and email programs. Rap reps send the response to the rap once the teacher has approved the final text. When posting the class response include as the subject of your email Rap point 1 from XX school.

Stage 4 Outcomes and content

Teaching and learning strategies

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Students learn to:
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing.
Students learn about:
1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts.

Facilitate student access to rap email messages in print or electronic form, so they can read, discuss and record the responses of other rappers to Rap point 1. Teachers may wish to share strategies they are using for collecting rap email, sharing and recording responses on the teacher discussion list. Teachers seeking additional ideas could ask such questions on the teacher list.

Discussion could include similarities and differences in the responses of participating schools, points the class had not previously considered, differing interpretations of the book, etc. Class groups may wish to send a brief comment to the rap with their response to one or more other class group responses. When responding to other class’s answers include as the subject of your email Responding to XX school on Rap point 1. Use this convention if responding to other points too. Ensure you have posted your own response to the rap point before responding to those of other schools.

Outcome 10: A student identifies, considers and appreciates cultural expression in texts.

Students learn about:
10.5 different cultures and their common and distinguishing elements.

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Students learn to:
1.5 interpret, question and challenge information and ideas in texts through close study
1.7 respond to and compose texts beyond the literal level

Outcome 2: A student uses a range of processes for responding to and composing texts.

Students learn to:
2.4 use processes of planning, including investigating, interviewing, selecting, recording and organising ideas, images and information for specific purposes in composing.

Students learn about:
2.13 alternative ways of expressing ideas.

2.14 the importance of originality and inventiveness

Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

Students learn to:
4.3 adapt texts for different purposes, audiences and contexts and articulate the effects on meaning

4.6 use Standard Australian English, its variations and different levels of usage appropriately

Students learn about:
4.12 Aboriginal English as a valid and culturally accepted variation of expression

Outcome 9: A student demonstrates understanding that texts express views of their broadening world and their relationships within it

Students learn to:
9.1 Recognise, reflect on and explain the connections between their own experiences and the world of  texts
Students learn about:
9.8 the ways in which their experiences and perspectives shape their responses to texts

Facilitate a discussion about traditional Aboriginal culture and life in modern Australia through a Venn diagram. This will allow you to compare and contrast some of the information discussed during the activities for Rap point 1. Discussion will also include how aspects of traditional Aboriginal culture are reflected in contemporary Aboriginal life. Research on topics such as bush tucker could also be included.

The Interview with Boori Pryor and Meme McDonald may also be helpful, as it discusses, among other issues, the collaborative approach to writing, and the role of Boori's family as the first editors. This reflects aspects of Aboriginal culture which may inform discussion for this rap point.

Direct students to The story of the two yam. Explain to students that this is a traditional story told by Nancy at school in a modern setting. Discuss the meaning and purpose of the story.

Direct students to Nanna’s story about making the necklace from the echidna needles. Remember that Gee found roadkill rather than hunting for animals in a traditional way. Nanna suggested they get pliers from the hardware store rather than extract the echidna’s needles in a traditional way.

Then look at Gee’s story about how the echidna got its needles. This is an example of traditional life being kept alive through story. Students could research other Aboriginal stories about how the echidna got its spikes.

Classes could also research words for the echidna used by different Aboriginal languages.

Listen to Nanna’s story of how to make the echidna necklace. This is track 4 on the Louis Braille Audio Flytrap CD. Part of this is also available in the wave files in the Additional resources Listen carefully to the pronunciation of Aboriginal English when Nanna is talking. Complete Rap sheet 2 on Aboriginal English sounds. and Rap sheet 3 on quantification.

Outcome 4: A student uses and describes language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.

Students learn to:
4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts.

Facilitate a brainstorm activity to summarise the findings of previous activities. Discussion should be centred on traditional and contemporary life and personal perspective.

Facilitate the joint construction of an extended response to Rap point 2. Constructing a joint response could assist the teacher with this activity.
A student rap rep could word process the response, edit, and save to disk.

In this activity teachers could structure the response by suggesting or brainstorming the introductory paragraph and each subsequent topic sentence, and inviting students to jointly compose the rest.

Consider using networked word processors or an interactive whiteboard in lieu of the blackboard or overhead projector to record the growing response.

Once the teacher has approved the final text, Rap reps send the class email response.

After posting the Rap point 2 response, students may wish to ask additional questions about The story of the two yams. Post these, and any other questions students wish to ask of Meme McDonald, as a separate email with the subject Questions for Meme from XX school.

Each class group is requested to limit the number of questions to five, sent to Meme in the one email message. Additional support will be provided by the Rap Coordinator during the rap.

Stage 4 Outcomes and content

Teaching and learning strategies

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Students learn to:
1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing.
Students learn about:
1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts.

Facilitate student access to rap email messages in print or electronic form. Students can read, discuss and record the responses of other rappers and the authors to Rap Point 2. 

Discussion could include similarities and differences in the responses of participating schools, points the class had not previously considered, differing interpretations of the book.

Students could be asked to record particular messages to which they would like to discuss and respond. These notes could be referred to for the inclusion of a related comment at the end of their Rap point 3 answer or as a separate email.

Outcome 4: A student uses and describes language forms and features and structures of texts according to different audiences, purposes and contexts, and describes and explains their effects on meaning.

Students learn to:
4.6 use Standard Australian English, its variations and different levels of usage appropriately

Students learn about:
4.12 Aboriginal English as a valid and culturally accepted variation of expression

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure

Students learn to:
1.9 demonstrate understanding of the complexity of meaning in texts

Students learn about:
1.12 links between the ideas, information, perspectives, and points of view presented in texts and their own background and experience.

Explain to the class that there are two priorities this week. To learn more about Aboriginal English and to answer Rap point 3. Students will continue to do Rap sheets on aspects of Aboriginal English. These are Rap sheet 5 on auxiliary verbs and Rap sheet 6 on articles. 

For Rap sheet 5, note that ‘have’ and ‘has’ are common auxiliary verbs that are not used, or rarely used in Aboriginal English. Part of the reason for this may be the difficulties Aboriginal students can have with past tense verbs.

For Rap sheet 5, note that understanding the correct use of articles will help students read and write. Writers have to make clear the physical detail, because readers cannot see it, point to it, see facial expressions, see the colours, see how the woman is walking, observe the car shaking when it changes gear and so on. Writers have to describe the detail. Consider the following: The man looked at the two lions in the enclosure. One of them looked back at the man. The other one walked away. He looked at an animal. You don’t know which animal he looked at. It would make more sense if it was written: He looked at the animal. You would think that it was the animal walking away because that was the last lion mentioned.
What the use of articles does do, is change the sound or character of how a person speaks. Until the general public become more accepting and understanding of the cultural importance of Aboriginal English as a statement of identity and belonging, it is in Aboriginal students interests to learn Standard Australian English equivalents.

Visit Meme McDonald’s website Students locate, on the site, where Meme talks about how Flytrap became a book, and what it is about. After writing key quotes from Meme McDonald, discuss possible definitions of a tall tale for your email message. Then discuss what the deeper, more profound themes could be. Construct a concept map where students suggest themes. Link a justification of ideas to the themes that are selected on the cells of your map to explain the themes. Teachers may want to give a clear definition of what a theme is first.

Select an extract from the text that may highlight a certain theme. Do the Dictogloss activity

Outcome 2: A student uses a range of processes for responding to and composing texts.

Students learn to:
2.4 use processes of planning, including investigating, interviewing, selecting, recording and organising ideas, images and information for specific purposes in composing.

Students could jointly construct an essay, after an introductory paragraph is modelled by the teacher on the board. Get students to write on the board when they suggest ideas to give them ownership of the piece of writing. Students should copy the essay down after it has been edited. When editing, think about clarity, the use of more precise words and phrases, and the explicit teaching of language and content.

Once the teacher has approved the final text, Rap reps send the class email response.

Teaching and learning strategies

Outcome 2: A student uses a range of processes for responding to and composing texts.

Students learn to:
2.6 respond to their own and others’ compositions by considering ideas, images, information, linguistic and visual forms and features, tone, style, and type and structure of text, with reference to their appropriateness for the text’s purpose, audience and context.

Outcome 11: A student uses, reflects on and assesses individual and collaborative skills for learning.

Students learn to:
11.10 reflect on and assess their own and others’ learning against specific criteria
11.11 articulate and discuss the pleasure and difficulties, successes and challenges experienced in their writing.

Students could read, discuss and record the responses of other rappers to Rap point 3. 

Facilitate class discussion, reviewing and reflecting on activities students have engaged in during the rap. Students could use the Rap reflection sheet to guide their reflection.

Students could be asked to write personal responses in a variety of text forms to reflect the discussion of their individual and group rap experience.

Teachers might suggest such forms as a letter, a review for a website with personal recommendation, or an acrostic poem, in place of more extended forms such as personal journals and diaries, feature articles.

Students could then discuss their responses and reflect on the variety of views and responses to the rap.
Students could participate in jointly constructing a group response to the Rap wrap up.

A joint Rap wrap up message is drafted, reflecting a variety of views and responses. It is then word processed and posted to the rap, when the teacher has approved final text.