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

Students learn to:

1.3 compose imaginative, factual and critical texts for different purposes, audiences and contexts.

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

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:

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

Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence.

Students learn to:

5.1 express considered points of view in speech or writing, accurately and coherently and with confidence and fluency in rehearsed, unrehearsed and impromptu situations.

• Students will jointly construct an introductory message for the book rap.
  

What do students already know about book raps? Complete a KWL activity with the class. After discussion, students record what they already know about book raps, what they would like to know and, at the end of the book rap, what they have learned.

In discussing the purpose and conventions of a book rap, the teacher could refer to Rap lingo, appropriate book rap FAQs, and examples of email messages from previous book raps in the Archives of email discussion.

The teacher selects a range of introductory messages and models the structure and language features for the class, including email etiquette and email addressing. Language features might include use of dot points, sentence structures, present tense and first person.

Or

Students might search previous book rap sites to select model texts which they then examine in terms of structure and language features.

Focus on Literacy: Writing is a useful teacher resource for information about purpose and audience in written tasks. Refer to pp.12–20 for a social view of writing and pp. 28–29 for modelled writing techniques.

In small groups, students develop a set of criteria for the book rap introductory message, which is then agreed on by the whole class or group.

In small groups or pairs, students jointly construct an introductory message for the book rap using their agreed criteria. The class or group decides on the message to be sent to all rappers.

Students then nominate a class representative to use a word processor to record the message and post it to the rap.

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

Students learn to:

1.3 compose imaginative, factual and critical texts for different purposes, audiences and contexts.

1.7 respond to and compose texts beyond the literal level.

Students learn about:

1.16 conventions associated with generic definitions of literary, film, television and other multimedia, information, everyday and workplace texts.

Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence.

Students learn about:

5.9 the ways in which purpose, audience and context affect a composer’s choices of content, language forms and features and structures of texts.

• Students analyse techniques used in the model report, Rap sheet 2, to create certain effects, position the reader and construct different interpretations of experience.

Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

Students learn to:

6.2 compose a range of imaginative texts including narrative, poetry, instructions, scripts, advertisements and web sites.

6.4 use the features and structures of imaginative texts to compose their own texts and engage their audience.

• Students jointly construct a report about a Muggle-made item suitable for the book rap audience using an appropriate structure and language features.
  

Students re-read the section related to Muggle-made items that have been bewitched (Chapter 3, pp.28–31). (This is an opportunity to develop inferential and critical comprehension skills. (See Teacher guide.)

Students brainstorm and list a number of Muggle-made items that could be bewitched. Rap sheet 1

The teacher shows students the model of text, Rap sheet 2. Students should note the purpose of the structure and how it assists the reader. The variety of sentence structures and their impact on the reader, should also be examined.

As a class, students discuss the criteria for an effective report. Rap sheet 2

In groups, students should decide on a Muggle-made item for their report and jointly construct their text.

As a class, or in groups, students assess their texts against the established criteria.

Students should then evaluate the effectiveness of their criteria. Did the selection cover all aspects of an effective report? Were some aspects completely ignored?

Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence.

Students learn about:

5.7 the reasons specific language forms and features, and structures of texts are commonly used for particular purposes, audiences and contexts.

• Students examine the structure and language features of sports rules (including how to play, related to order of play, and rules related to code of conduct or behaviour) and consider the effect on the reader.

Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

Students learn to

6.4 use the features and structures of imaginative texts to compose their own texts and engage their audience.

• Students jointly construct a set of rules for a sport to be played at Hogwarts’ using appropriate structures and selected language features.
  

As a class or in small groups, students discuss and record the rules associated with Quidditch.

Using the Quidditch rules, or those for card games or Scrabble, model the structure and language features of rules and regulations style texts. For example, language features include: clear and succinct language choices; simple sentence structure; and use of imperative, conditional and modal verbs.

This is an opportunity to expand students’ writing beyond the production of a simple procedural text to more complex texts that contain descriptive, procedural and explanatory details.

Students jointly construct a text that is recognisably a rule book demonstrating the addition of descriptive and explanatory detail (e.g. class rules), i.e. an elaboration of a simple procedural text in other words.

Class brainstorm and identify some sports that could be adapted for Hogwarts'. Suggestions include spellbinding soccer, hocus-pocus hockey.

Students “think, pair and share” ideas for a rule book for the chosen sport.

Students agree on the components and contents of their rule book. They then work in expert groups to develop descriptive detail, explanations and suitable illustrations of the field and the equipment.

Students compile information and post the response to the rap.

Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence.

Students learn to:

5.4 compose personal texts in literary forms such as narrative, poetry, speeches and scripts.

• Students examine and identify the language used by J.K. Rowling in relation to the themes or issues in order to understand the impact of these language choices on the reader.

Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

Students learn to:

6.4 use the features and structures of imaginative texts to compose their own texts and engage their audience.

• Recognise the different purposes for a text and convert one text (narrative) into another text, e.g. an interview, taking into account structure, purpose and audience.

The teacher models the language of a selected theme from Harry Potter and the Chamber of Secrets (e.g. use of modality, types of adjectives and verbs that help to develop the theme and influence the reader). For example, the theme of loyalty might be represented by language such as “protected”, “understood”, “defended”.

In pairs, students work on a selected theme or issue to identify the language features used and the impact on the reader. (This is an opportunity to develop inferential and critical comprehension skills, see Teacher guide.)

Students select a theme or issue from the text to convert into a different text form, e.g. an interview.

The teacher models the language and structure of the selected text form.

The students brainstorm and record the criteria for producing the selected text. In small groups or as a whole class, students work to jointly construct the selected text referring to the developed text criteria.

The students record why they chose to represent the theme and the passage in a particular form, e.g. why the theme of loyalty was re-represented as a poem.

Students publish their writing (including the rationale for the selected text form) and post their response to the rap.

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

Students learn to:

11.11 articulate and discuss the pleasure and difficulties, successes and challenges experienced in their writing.

Students learn about:

11.14 research techniques using books, indexes and the Internet.

11.15 roles and responsibilities of individuals in groups.

• Students examine the language of written evaluative response.

• Students jointly construct a group response to the rap wrap up.

The teacher models short response style texts (e.g. film or book reviews) considering purpose, structures and use of evaluative language to comment on the value of the rap to their learning.

Students discuss the appropriate structure and style for an evaluative online response to the book rap. Students need to be specific 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.

Students then nominate a class representative to use a word processor to record the message.

When the teacher has approved the final text, the message is posted to the rap.