Permission to use paper cut images was kindly given by Beth Brust 12 April 2005 |
References and additional resources
Introductions
Rap point 1
Rap point 2
Rap point 3
Rap wrap up
Credits
This book rap and English unit will use information and communication technologies (ICT) in teaching and learning.
This book rap assists Stage 2 and Stage 3 students in the development of their ability to:
- work towards English K-6 syllabus outcomes in reading and writing, talking and listening, especially in their understandings about the structures, audience and purpose of texts
- express ideas and communicate with others
- locate, access, evaluate, manipulate, create, store and retrieve information.
This book rap becomes live during Term 2, Week 3: week beginning 9 May 2005.
Participating groups and teachers subscribe to the book rap and teachers’ supporting rap during this week.
English Stage 3 and Stage 3
Focus outcomes:
Learning about reading—context and text
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
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.
RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers’ and viewers’ understanding of texts.
Learning to read—reading and viewing texts
S2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.
Linked outcomes:
Learning about talking and listening—context and text
TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English.
TS3.3 Discusses ways in which spoken language differs from written language and how spoken language varies according to different contexts.
Program and planning for introductions
Term 2, Week 4 week beginning 16 May 2005
During this week, rappers send a short introductory message about their class and provide information about their school and its location.
After reading other schools’ introductions, rappers may locate schools on their Rap map.
Read and enjoy a variety of Hans Christian Andersen’s fairytales. Full texts of the stories can be accessed at Hans Christian Andersen: fairytales and stories.
Teachers can select from the following suggested activities which support these outcomes, then post the class/group introductory message to the rap once the teacher has approved the final text. The following teaching and learning experiences reflect these outcomes.
Teachers can select activities for their students as a lead up to posting a jointly constructed introductory message to the rap, from their students.
| Syllabus content |
Possible sequence of teaching activities |
Learning about reading—context and text
RS2.7
- draw students’ attention to the purpose and organisation of factual and literary texts being read in class
RS3.7
- discuss with students how the structure of the text type being read relates to its purpose and how as readers, students can use their knowledge of text organisation to predict and extract meaning
Learning to read—reading and viewing texts
RS2.5
- students will be given opportunities to read and view a variety of more complex literary and factual texts which includes fairytales
RS3.5
- students will be provided with opportunities to select, read, interpret and use a wide variety of material with increasing autonomy
Learning about talking and listening—context and text
TS2.3
- talk about the ways in which the language features of texts vary according to context and purpose
TS3.3
- teachers will model and discuss with students how spoken language differs from written language, highlighting the purpose and audience of each
- students will discuss types of language used in different situations
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- To construct a whole class introductory email, discuss the purpose of the email and its audience. Discuss appropriate greeting, signature and email etiquette. Focus on the unknown audience and what they need to be told to help them understand the context of your school and your students. The email message should include the school’s name and location, the size of the class/group and any other interesting information such as the cultural backgrounds of the students in the class. Using correct email and Book rap etiquette (see Book rap FAQs for further details), post the class’ introduction to the rap once the teacher has approved the final message. The address to send this to is included in the Welcome message you received after subscribing; there is also a reminder in the Rap Coordinator’s messages. If you have any problems sending or receiving book rap emails please contact the Book Rap Coordinator at sally rasaiah@det.nsw.edu.au or by phone (02) 9886 7501.
- Access and discuss email introductions from other rappers and locate these schools on the Rap maps.
- Read and enjoy a variety of fairytales written by Hans Christian Andersen. Through reflection on stories read in the introductory activities, students will define the common features of a fairytale. Discuss with students how fairytales are different from folktales/fables/legends (class discussion). The teacher selects a Hans Christian Andersen (HCA) text which, when read to the students, will enable them to identify the underlying message reflected in the story. Discuss with students the relationship between Hans Christian Andersen’s message and his real life experiences (e.g. The ugly ducking ).
- A list of Hans Christian Andersen tales can be compiled and recorded on Rap sheet 1
- After reading the fairytales, students record a brief summary of the story line in their Rap journal (1 or 2 sentences) that can be referred to throughout the rap.
- Visit Hans Christian Andersen 2005 the official site marking Hans Christian Andersen’s 200 th anniversary. Go to HCA cinema and view the video outlining the contribution that Hans Christian Andersen has made to children’s literature worldwide. This video highlights the celebration of his life and achievements.
- Follow with a brainstorming session to summarise what the students have learnt about Hans Christian Andersen’s life This activity will be an introduction and lead in to Rap point 1.
- Teachers and students may also like to collect articles from magazines and newspapers which refer to the 200 th anniversary celebrations.
Classes may wish to begin preparations for their own Hans Christian Andersen celebration, e.g. a birthday party, assembly item, school display, newspaper article. Encourage students to make entries in their Rap journal.
Teachers subscribe to, and introduce themselves to the Teacher rap.
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Program and planning for Rap point 1
Term 4, Week 4: week beginning 23 May 2005
Rap point 1
By studying Hans Christian Andersen’s life, students will develop an understanding of how his life experiences were reflected in his writings.
As we celebrate the 200 th anniversary of Hans Christian Andersen, what is still special about his stories?
How can Hans Christian Andersen’s life experiences be interpreted through his writing (give examples)? If Hans Christian Andersen had had different life experiences during his childhood, do you feel this would have impacted on the style of his writing?
Choose from the following suggested activities to support meeting these outcomes with your class or group then post the class or group Rap point 1 response to the rap once the teacher has approved the final text.
| Syllabus content |
Possible sequence of teaching activities |
Linked outcome:
Learning to read—reading and viewing texts
RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
- recognises that texts are created for different audiences and attempts to identify the audience of a text
Learning to read—skills and strategies
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. |
Preparation for Lesson 1
Explore Hans Christian Andersen 2005
Lesson 1
Students create an information file of at least 15 facts on Hans Christian Andersen ’s life including: family background; childhood experiences; talents; education; career choices; challenges; goals; and accomplishments. Some ideas for presentation could include a literary interview, poster, mind map, timeline, or table.
Preparation for Lesson 2
Download a map of Denmark, (remembering to include the author’s name) from FOTW flags of the world and a map of the world provided by WorldAtlas.com
Lesson 2
- Complete a map of Denmark: use Rap sheet 2. Use the key or legend using symbols to indicate Hans Christian Andersen’s place of birth, etc.
- Using a world map, identify countries that have appointed Hans Christian Andersen ambassadors to celebrate the 200 th anniversary.
- How can Hans Christian Andersen’s life experiences be interpreted through his writing? Give examples from particular stories. If Hans Christian Andersen had experienced life circumstances differently, do you feel this would have impacted on his writing?
Preparation for Lesson 3
Read a selection of Hans Christian Andersen’s stories and ask students to discuss why each story was written and the audience that he might have had in mind whilst writing.
Lesson 3
Working in groups, have each group of students select one character to follow whilst a Hans Christian Andersen story is being read. Ask the students to listen and note what their character says or does when they are happy or sad. |
Learning about reading—context and text
Linked outcome
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
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. |
- Define what is a fairytale or a folktale.
- Jointly construct in a concept map the common features of a fairytale. Do this by reflecting on stories read in the introductory activity. How are fairytales different from folk tales/fables/legends? (class discussion).
- In small groups, jointly construct a definition of a fairytale. The teacher will model a selected text to read for the purpose of identifying the themes and messages reflected in the story. These themes were a result of Hans Christian Andersen’s life experiences (e.g. Hans Christian Andersen was seen by others as an outsider who often behaved foolishly. This is reflected in his story The ugly duckling - a fantasy about an outsider). In small groups, students will select another text and identify the themes and messages portrayed and link them to Hans Christian Andersen’s life experiences. As a class discuss the various texts and their themes.
- As a class, choose one HCA story to jointly construct a brief literary recount of the story and post it to the rap, with or after your Rap point 1 response.
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Response to Rap point 1: Using the resources provided in your information files, form a consensus as to why we are celebrating the life of Hans Christian Andersen and his stories.
As we celebrate the 200 th anniversary of Hans Christian Andersen, what is still special about his stories? How can Hans Christian Andersen’s life experiences be interpreted through his writing? (give examples). If Hans Christian Andersen had had different life experiences during his childhood, do you feel this would have impacted on the style of his writing?
Post the class or group Rap point 1 response to the rap once the teacher has approved the final text.
Program and planning for Rap point 2
Term 2, Week 6: week beginning 30 May 2005.
Rap point 2
As a consolidation of the issues covered in Rap point 1, the focus of this Rap point is to look at the structure of this text type and to examine the messages and themes of Hans Christian Andersen’s tales in more detail.
Rap pre-requisite:
To complete this week’s rap, download the text of The ugly duckling
After examining the text respond to the following question:
How are the underlying messages from The ugly duckling relevant today?
Include at least two paragraphs in your response.
Choose from the following suggested activities to support meeting these outcomes with your class or group then post the class or group Rap point 2 response to the rap once the teacher has approved the final text.
Focus outcomes:
Learning about reading—context and text
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
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
Learning to read—skills and strategies
RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.
Learning to write—producing texts
WS2.9 Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features.
WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
Linked outcomes:
Learning to talk and listen—talking and listening
TS2. 2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively.
Choose from the following suggested activities to support meeting these outcomes with your class or group then post the class or group Rap point 2 response to the rap once the teacher has approved the final text.
| Syllabus content |
Possible sequence of teaching activities |
Learning about reading—context and text
RS2.7
- draw students’ attention to the purpose and organisation of literary texts being read in class
- assist students to differentiate between different writing styles, e.g. the styles of different authors, objective and subjective language
- point out symbolic meanings in a range of written and visual texts
- encourage students to form opinions about texts they have viewed and read
RS3.7
- 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
- talk about how authors always have a particular audience in mind, e.g. as students read texts, they identify the target audience
- discuss with students how different texts treat the same subject matter
L earning to read—skills and strategies
RS2.6
- read texts aloud, including poems and scripted drama, using pitch, pause and emphasis
RS3.6
- access, record and present information in a variety of ways
Learning to talk and listen—talking and listening
TS2.1
- listen, for enjoyment and information, to a variety of less familiar written texts
- engage in a variety of structured speaking situations, e.g. reporting, describing, recounting, explaining, interviewing, entertaining and instructing
- listen and respond to a range of text types
TS3.1
- deliver a variety of oral presentations for more varied audiences
- listen to more lengthy and challenging spoken texts, gleaning information and listening critically
- use increasingly technical vocabulary in spoken texts and know how to clarify meaning for listeners
Learning to write—producing texts
WS2.9
- jointly and independently construct a range of texts for different audiences and purposes, e.g. descriptions, recounts, narratives, poems, personal responses
- use a range of drafting strategies, e.g. note-taking, planning, organising headings, writing key words, revising, final drafting, editing, proofreading
WS3.9
- participate in frequent joint and independent activities to construct a wide range of literary texts
- produce a variety of texts, using a range of technology, for different audiences
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Preparation for Lesson 1
Read The ugly duckling
Lesson 1
- Students refer to Rap sheet 1 (from introductory activities) and complete an entry on the The ugly duckling. Briefly review the story and share with class members. Compare interpretations
- Students highlight unfamiliar words from the text – look up meanings in dictionary. These meanings can be compiled into a class glossary for future reference.
- Text deconstruction/construction: Enlarge the text and cut it up into chunks. Distribute each chunk to individual students. After reading the text, students illustrate their section concentrating on accuracy based on the descriptions. Conclude this activity with a jointly constructed sequenced story map.
- Discuss how the author has developed the character, the ugly ducking. Discuss the effect and importance of description in oral recount. Highlight and list the author’s use of adjectives and phrases. Provide opportunities for oral retelling of story (e. g. readers’ theatre).
- Students take an event from the text and rewrite it as a newspaper article. Ask students to exaggerate elements of the article in order to sensationalise the incident being reported e.g the birth of the duckling.
- Students list events in the story and match them to messages or issues. Record on Rap sheet 3.
Example:
Text extract: ‘He is so big and ugly and therefore he must be turned out’.
Issue: discrimination
Message: do not judge others by their looks.
Lesson 2
1. Discuss how the identified issues relate to current affairs. Ask students to collect newspaper and magazine articles as examples of these issues. Categorise them under issue headings.
Optional activity: Ask students to continue the story. As an adult, what advice would the ugly duckling give to his young concerning the issues he faced growing up.
The following activities allow the students to examine and compare another text by Hans Christian Andersen. The focus is looking at different text types can be produced for the one story.
Preparation for Lesson 3
Read the downloaded version of The brave tin soldier
- Before reading the entire text, read the first paragraph and draw an illustration for the description. Focus on the keyword remarkable when imagining the character.
- Discuss why the titles are different. Use a thesaurus to look up the meanings of steadfast and brave.
- Brainstorm different ways texts can be produced.
- Read the cartoon version of Steadfast tin soldier
- compare the two texts focusing on:
- language
- audience
- structure
- messages.
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Program and planning for Rap point 3
Term 2, Week 7: week beginning 6 th June 2005
Rap point 3
Rap pre-requisite: To complete this week’s rap point, access The great sea-serpent
Students will participate in a class discussion to incorporate the following:
- identifying the text as a traditional narrative
- interpreting the plot of the story
- developing students’ personal opinions about the text.
After examining the text, respond to the following question:
How does Hans Christian Andersen identify with his audience and how does he use language to do this?
Choose from the following suggested activities to support meeting these outcomes with your class or group then post the class or group Rap point 3 response to the rap once the teacher has approved the final text.
Focus outcomes:
Learning to talk and listen—skills and strategies
TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well-organised ideas dealing with more challenging topics.
Learning about talking and listening—context and text
TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English.
TS3.3 Discusses ways in which spoken language differs from written language and how spoken language varies according to different contexts .
Learning about reading—context and text
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
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.
Learning about reading—language structures and features
RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers’ and viewers’ understanding of texts .
Learning to write—producing texts
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
WS3. 9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
Choose from the following suggested activities to support meeting these outcomes with your class/group then post the class/group Rap point 3 response to the rap once the teacher has approved the final text.
Syllabus content |
Possible sequence of teaching activities |
Learning about talking and listening – context and text
TS3.3
- model and discuss how spoken language differs from written language, and the purpose and audience of each
Learning about reading – context and text
RS2.7
- encourage students to form opinions about texts they have viewed and read
- draw students’ attention to the purpose and organisation of factual and literary texts being read in class
RS3.7
- explain the techniques used by writers to position a reader
- encourage students to read widely and compare, discuss and justify different
- interpretations of texts read and/or viewed
Learning about reading – language structures and features
RS2.8
- draw students’ attention to features of written texts, e.g. cohesive links, reported and quoted speech
- encourage students to identify relevant grammatical features in the texts they are reading
RS3.8
- draw students’ attention to the structure and grammatical features of these texts
- design activities for students to explore varieties of texts and their purposes
Learning to write – producing texts
WS2.9
- jointly and independently construct a range of texts for different audiences and purposes
WS3.9
- participate in frequent joint and independent activities to construct a wide range of literary and factual texts
- produce a variety of texts, using a range of technology, for different audiences
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Preparation for Lesson 1
Students read The great sea-serpent .
Lesson 1
- Working in a group or individually, ask students to construct a story map which focuses on setting and main incidents in the narrative.
- Ask students to use the plot profile to decide which events in The great sea serpent are the most memorable, reminding them of the need to justify their choices when sharing their feedback to the class.
- Discuss how to practise storytelling.
Lesson 2
- Brainstorm the character’s attributes by organising the students’ descriptions into categories, e.g. physical features, personality, and a quote from the story which best describes the character. Use Rap sheet 4 to record information.
Lesson 3
- Discuss with students the structure and purpose of an oral literary recount. (English K–6 syllabus pp. 68–69) Teacher and students jointly construct an oral recount for The great sea serpent considering the following: storyline; character descriptions; and selection of appropriate language to set the scene.
- Use information gathered from previous tasks to support the construction, highlighting the importance of building a field of background knowledge to produce a detailed oral text for presentation to younger students.
Lesson 4
- Students prepare possible questions for one of the ambassadors for the Hans Christian Andersen 200 th anniversary. The teacher will explicitly teach the concept of open and closed questions. They jointly construct questions to be asked.
- Students write a newspaper report. The article is to be based on the part of the story where the fish discover the underground cable (the giant sea-serpent). The article can be a realistic report that describes the laying of the cable (The Denmark Herald) or it can be a fantasy report based on life under the sea from the sea creatures’ point of view. (The Undersea News).
- Students read the first paragraph of the story (There was a little fish in this fashion.) List the facts that they have learnt about fish.
- Students rewrite the ending of the story with a twist OR create their own adventure story by taking a different direction in certain events in the story.
- Discuss the environmental issues of laying a cable on the sea bed.
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Program and planning for Rap wrap up
Term 2, Week 8: week beginning 13 th June 2005
Focus outcomes:
Learning about reading – context and text
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
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.
Learning to write – producing texts
WS2.9 Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features.
WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
What has been the highlight of this book rap for you and your class? What have you learned about fairytales and folktales during this rap that you would like to tell others about?
Post your final group response to the rap as a short comment once the teacher has approved the final message.
Syllabus content |
Possible sequence of teaching activities |
| Learning about reading – context and text
RS2.7
- encourage students to form opinions about texts they have viewed and read
RS3.7
- develop students’ critical and evaluative skills
Learning to write – producing texts
WS2.9
WS3.9
- students jointly construct a group response
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Students discuss the appropriate structure and style for an evaluative online response to the book rap. Students need to be specific in their in their comments so that it will have value to the other rappers.
A joint rap wrap up message is drafted, reflecting a variety of views and responses to the rap.
Class representatives record the message and after it has been approved by the teacher, it is posted to the rap. As participating teachers you may wish to post to the teacher rap a summary of students’ performance related to the syllabus outcomes focussed on in the rap. The selected syllabus content might be useful in describing students’ demonstrated performance that you have identified during the rap. You might also like to comment on other aspects of the rap and post it to the teacher support rap. Your feedback and suggestions are invaluable for future raps. Thank you for your participation. |
Credits
Thank you to Di Johnston and Colleen Blancato for developing the programming and support material and Vicki O’Rourke, R/Senior Curriculum Adviser, English K–6.
Additional resources provided by the School Libraries and Information Literacy unit.
This rap is a joint project of the School Libraries and Information Literacy and English Units, Curriculum K–12 Directorate.
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