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Banner reproduced with kind permission of Beth Brust 12 April 2005
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Joining the rap
Book rap support materials
Rap points
Additional resources
Rap sheets
Rap maps
Rap lingo
Rap reflection sheets
Credits
This book rap on Hans Christian Andersen’s stories will be available during Term 2, 2005.
This book rap is suitable for Stages 2 and 3 (Years 3, 4, 5, and 6).
| Dates: (approx) |
| *Rap live for viewing and subscribing |
From 9 May 2005 |
| *Introductions from |
16 May 2005 |
| *Rap point 1 |
23 May 2005 |
| *Rap point 2 |
30 May 2005 |
| *Rap point 3 |
6 June 2005 |
| *Rap wrap up |
13 June 2005 |
Coordinators: Di Johnston, teacher-librarian at Cambridge Park Public School and Colleen Blancato, teacher-librarian at Hassall Grove Public School .
Joining the rap
From 9 May 2005, you can view the support material for this rap and prepare to participate 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. Note that the rap does not start till the week of 16 May 2005.
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 once the rap starts.
Archives of the class email discussion
Gallery of student work
Book rap support materials
Introductory activities
Rap points
Program and planning Stages 2 and 3
Rap sheets (for use with Rap points)
Additional resources
Rap maps
Rap lingo
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 schools' 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 2, Week 5 week beginning 23 May 2005
As we celebrate the 200th 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 a class response to the rap once the teacher has approved the final message. Your class might wish to respond to the comments from other rappers via the rap.
Rap point 2 (For related class activities see Program and planning)
Term 2, Week 6: week beginning 30 May 2005
How are the underlying messages from The ugly duckling relevant today? Include at least two paragraphs in your response.
Post a class response to the rap once the teacher has approved the final message. Your class might wish to respond to the comments from other rappers via the rap.
Rap point 3 (For related class activities see Program and planning)
Term 2, Week 7: week beginning 6 June 2005
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?
Post a class response to the rap once the teacher has approved the final message. Your class might wish to respond to the comments from other rappers via the rap.
Rap sheets
Rap sheet 1 (for Introductory activities)
Rap sheet 2 (for Rap point 1)
Rap sheet 3 (for Rap point 2)
Rap sheet 4 (for Rap point 3)
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 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)
Credits
Thank you to Di Johnston, teacher-librarian at Cambridge Park Public School and Colleen Blancato , teacher-librarian at Hassall Grove Public School for developing the programming and support material. Thanks also to Vicki O’Rourke, R/Senior Curriculum Adviser, English K–6 and Annalies van Westenbrugge, Senior Curriculum Adviser, English K–6, Curriculum K–12 Directorate.
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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