Raps and book raps: Road safety book rap Jeffrey

Road safety book rap
Jeffrey


Title: Jeffrey: a shared book with road safety messages for children Author: Margaret Wild Illustrator: Peter Townsend Publisher: Roads and Traffic Authority of NSW, 1999

Stage 1 Program and planning

Move Ahead With Street Sense
Stage 1, Stage 2 and Stage 3 kits

The book rap Jeffrey, focuses on the use of a shared book with road safety messages for children. The book is part of the RTA Move Ahead With Street Sense resource kit that supports the Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus. The resource was sent to all primary schools in 2000.

Many of the activities outlined in the book rap are designed to encourage teachers to use the shared book to investigate key road safety messages with students.

Research shows that the key road safety message focus of this text is particularly relevant for students in Stage 1. The teaching and learning experiences outlined describe ways in which the road safety messages may be explored.

Read the book, Jeffrey. Other resources in the RTA Move Ahead With Street Sense resource kit may be used throughout the unit, as the book rap is developed to extend and enrich other classroom learning activities.

Move Ahead With Street Sense
Contents of Stage 1 kit

The kit contains teacher resource booklets to assist in planning and implementing road safety education as part of the school PDHPE program. A sample of the contents of the Stage 1 kit is shown.

Stage 1 Road safety messages

Using information and communications technologies (ICT) capabilities in teaching and learning

The book rap, Jeffrey, assists Stage 1 students in the development of their ability to:

use ICT to locate, access, manipulate, create, store and retrieve information
express ideas and communicate with others, using IC

Introductions

Term 4, Week 4: week beginning 31 October 2005

Book rap introductions

During this week rappers send a short, introductory message about their class or group to the rap. In order to prepare the message, discuss the information that you would like to include in your class introductory message. You may like to include some information about your local area. You might identify some information about the location of the school in relation to other places in the local area.
Paw Prints
Send the message to the rap when the teacher has approved the final text.

After reading other schools’ introductions, your class may wish to record locations of these schools on a printed rap map (see maps and tally sheets).

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Rap point 1

Term 4, Week 5: week beginning 07 November 005

RAP QUESTION

This happens after you have read through the book Jeffrey.

1a	Tell rappers if you enjoyed the story and how it made you feel.
1b	Jeffrey starts out with a problem. Tell other rappers how you think Jeffrey would have felt about his problem. How did Jeffrey feel at the end of the story when the family found a solution to his problem?
1c	Tell rappers why a story like this has been written and what information in the story can help other readers to be safer.

Scroll down for suggested learning experiences for this week. When the teacher has approved the final message send your answers to the rap.

Here are the Stage 1 outcomes the students will be working towards in this rap.

PDHPE Outcomes	Sample indicators
SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others.	lists safe passenger behaviours lists behaviours for playing safely identifies holding a grown up’s hand as a safety strategy produces illustrations depicting safe behaviours. describes what is needed for them to travel safely to and from their chosen location identifies a variety of restraints and understands that each has a purpose understands that there is an appropriate restraint for every passenger.
DMS1.2 Recalls past experiences in making decisions.	predicts consequences of options in order to make a decision identifies the safer of alternatives. chooses safe places to play.
INS1.3 Develops positive relationships with peers and other people.	displays cooperation in group activities observes rules regarding group conduct listens and responds to others.
COS1.1 Communicates appropriately in a variety of ways.	explains that you should always a wear an appropriate seatbelt when travelling in a car actively listens to others talk about their families shows understanding about others feelings writes and sends information concerning health advice using e-mail. expresses feelings about the places they like to visit actively listens to the opinions of others. listens and responds to others expresses views about safety of themselves and others including family pets discusses safety issues that apply to them and their family creates a visual presentation or song about safety messages using a variety of technology eg digital camera, computer.
V4 Increasingly accepts responsibility for personal and community health.	wears a seatbelt whenever in a car and encourages others to do the same values their health and safety and that of others appreciates the need for safe practices in a range of situations and environments. appreciates the need to always wear a seatbelt. defends the need for making decisions that enhance health appreciates the need for shared responsibility and decision making.

Paw Prints

Here are some suggested learning experiences for this week.

Suggested learning experiences

Read the shared book Jeffrey.
Divide students into small groups. Students discuss the sorts of things they like to do as a family. For those students who have pets, ask them to discuss with the class how they involve their pets in family activities.
Ask students to recall some of the safe behaviours displayed by the characters in the book. Make a class list for display. Some students can complete an illustration to match each behaviour on the list for display.
Show each of the following messages to the students and discuss their meaning. (Use the Paw print messages handout for this purpose):
1. Hold a grown up’s hand on the footpath.
2. Always buckle up in your seatbelt.
3. Always wear a helmet when you ride or skate.
4. Ride your bike away from the road.

Note: The range of messages for Stage 1 students can be found in the Move Ahead With Street Sense Teacher Resource Booklet pages 8-9.

Re-read Jeffrey to students highlighting the pages in the story that illustrate characters demonstrating the road safety messages.
Use the paw print page (each paw print has a safety message). Cut around each paw print and place the paw prints on the page when the students identify the message being conveyed in the story. Use Blu-tac to position the message on the page. Discuss the illustrations on these pages.
Read through the story again. Recall the messages that have been used for the students.
Discuss with students the character of Jeffrey. Make a list of words that describe the range of emotions that Jeffrey feels in the story.
Discuss with students the reason for a story such as this.
Conduct a class discussion about the conclusion of the story. Ask students what actions led to the conclusion. Which of the road safety messages was a feature of the conclusion?
Formulate a class response to the questions in Rap point 1. When the final text is approved by the teacher send the class answers to Rap point 1 questions. Insert the words Rap point 1 in the subject line of the message.

Paw Prints

Rap point 2

Term 4, Week 6: week beginning 14 November 2005

RAP QUESTION

Jeffrey’s family went somewhere in the car every day. Some Sundays they went for long drives to the country.

2a	As a class, choose a place in the local area that most students like to visit and tell rappers why it is so cool.
2b	Let rappers know what form of transport is usually used to get there.
2c	Tell us the safety message you think goes best with the method of transport used to get there safely.

When the teacher has approved the final class message, send your answers to the rap so that other rappers can be more familiar with the kinds of places you like to visit.

Here are some possible teaching activities for this week.

Suggested learning experiences

Re-read Jeffrey.
Ask student to brainstorm a class list of the forms of transport that have been illustrated in the book.
Ask students to draw a picture of themselves at an interesting or favourite place they like to visit. Ask students to then write about their favourite place and how they get there safely.
Divide students into small groups. Students record on the worksheet the places that they like to visit in the local area under headings that match each of the forms of transport illustrated in the story. Eg. Walking, bus, car, bicycle, rollerblades and skateboard.
Ask students to map out some of the places suggested on large paper. Use the inside back cover of Jeffrey as a sample or use the map itself; simply Blu-tac place names over it.
Ask students to present their information to the class. Discuss if the forms of transport that the students had noted are the safest ways to get to the interesting place suggested. Conduct a class vote on the most popular place to visit.
Ask the class to select one of the key safety messages from the Stage 1 road safety messages that should be kept in mind when going to this place in the local area.
Guide the class in planning a response to the Rap point 2. When the teacher has approved the final message, send it to the rap and discuss how incoming messages will be printed and filed in a book for re-reading. Refer to the rap map for the location of each school.

Term 4, Week 7: week beginning 21 November 2005

RAP QUESTION

Now that Jeffrey is a passenger and is able to go in the car with the family there are some things he needs to know to be a safe passenger.

3a	Construct the next part of the story and include how Kim and Ben help Jeffrey understand the things he needs to know so that he can be a safe passenger too.

Send your story to the rap so that other rappers can enjoy it too!

Construct a story of a fictitious family going, by car, to an interesting place to visit in your local area in their car. You could make up a fictional place and pet as well. You will need to include the safety rules and messages.

You may like to include some illustrations (a message will be sent to the teacher rap about how to send illustrations).

Send your story to the rap so that other rappers can enjoy it too!

Construct a television interview with Jeffrey.

Prepare some interview questions and answers that will help to create a character profile of his likes and dislikes, where he likes to go and how he keeps himself safe on the road.

Illustrate the interview either by a video presentation of a role play or by a cartoon story with speech bubbles for sending to the rap.

Send your interview questions to the rap so others can enjoy your suggestions.

Make up a song, rap or jingle of Jeffrey’s story, and/or of other pets and their owners, about passenger safety, including things they need to know about being a safe passenger.

For each of the above, send the text version of your response in your email message to the rap, with the option chosen as the subject line eg. 3a Next part of story, or 3c Interview.

Classes could choose to do one, two or three of the options shown above. One response for the option(s) chosen would be sent to the rap after the teacher has approved the final message.

Here are some possible teaching activities for this week.

Suggested learning experiences

Re-read Jeffrey and recall the safety messages in the story.
Lead the class in developing a list of all the safety behaviours shown by Kim and Ben on their car trip in the story, Jeffrey. Use passenger safety songs from the Move Ahead with Street Sense Teacher Resource Booklet Stage 1 pages 48-51 to reinforce some of the safety behaviours illustrated in the book Jeffrey.
Choose a piece of music you can use for a song. Ask students to replace the words with some road safety messages and/or words from the story. Prepare your own song, rap or jingle of Jeffrey’s story.
Divide students into small groups and run a class press conference role play where each group takes turns in asking Jeffrey a question.
Guide students in discussing the variety of restraints available and the restraints that members of their family use.
Help students to find other stories that show characters travelling to other places. Identify and list safe behaviours displayed by the characters.
Assist students to develop a reference list of relevant books and authors you have found in the library while exploring this topic. Share this with other rappers. In your email, only add ones that other rappers have not mentioned.

Rap wrap up

Term 4, Week 8: week beginning 28 November 2005

Book rap conclusions

During this week, rappers could send a short message to the rap about what their class or group learned during the rap. In order to prepare the message, discuss the information that you would like to include in your class’s concluding message.

The Rap reflection sheet might help your class with their response.

Once the final class message is approved, send it to the rap. Paw Prints

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