Learning to write: Producing texts (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.

• Plans writing through discussion with others and by making lists

• In preparation for writing, list which information about your school, class and area that you wish to include as part of your introduction. (Defining, Selecting)
• Discuss how much detail would be required in the description, and what understandings could be assumed of the reader.

Learning about writing: Context and text (WS3.13)
Critically analyses own texts in terms of how well they have been written, how effectively they present the subject matter and how they influence the reader.

• Explores options for influencing readers in writing.
• Discusses how language choices engage the reader.
• Discusses what factors influence choices of topics for writing.

• Decide on the appropriate format and voice you will use for the introductory message. Discuss audience, purpose and requested information. (Selecting, Organising)

Learning to write: Producing texts (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.

• Plans writing through discussion with others and by making notes or lists.
• Contributes to joint text construction activities.

• Jointly construct a draft introductory message, as a whole class or in small groups and pairs. Share drafts.
• Edit and prepare a final class or group introductory message to send to all rappers.
• Check email etiquette of subject line, correct email address and formatting of message have been used.
• Type message, checking for accurate spelling and grammar. Send message to rap when teacher has approved final text. (Organising, Presenting)

Learning to read: Skills and strategies (RS3.6)
Uses a comprehensive range of skills and strategies appropriate to the type of text being read.

• Uses several strategies for finding information in texts eg skimming for gist, scanning for particular information.
• Summarises key information.

• Either in small groups or pairs, access and read incoming introductory messages from other rappers daily.
• If a large number of schools are participating, discuss how you will manage email messages (see Book rap FAQs).
• Locate these schools and cities on individual or a wall Rap map, of NSW and/or Australia using atlases. Use tally sheets if desired (see maps and tally sheets.
• Note names of particular schools you will interact with if all messages are not to be scanned. Note particular interests and details of each. (Locating, Selecting, Organising)

Learning to read: Skills and strategies (RS3.6)
Uses a comprehensive range of skills and strategies appropriate to the type of text being read.

Learning to write: Producing texts (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.

• Identifies and locates resources through consulting Internet sites.
• Selects relevant and accurate information.

• Plans writing through discussion with others.
• Writes personal responses.

• Either in small groups or pairs, students research biographical information about the author and the illustrator, namely Nadia Wheatley and Matt Ottley (see Internet sites and author profiles in Other resources).
  

• Students share findings to construct a class data bank about both Nadia and Matt. (Locating, Selecting, Organising)
• Individually, students complete a pre rap Ready to rap reflection sheet and keep a Rap journal or reading diary (see Rap sheet 1), which is updated at the end of each rap session. (Defining, Selecting, Organising)

Outcome English

Example Indicators

Possible teaching strategies

Learning about reading: Context and text (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.

• Identifies literary techniques such as symbols and metaphors and discusses the purpose of these in Luke's way of looking.
• Reports on different interpretations of a text after a group discussion.
  
• Discusses possible reasons for people's varying interpretations of symbols, images and metaphor in a text.
• Reports on different interpretations of literary techniques such as symbols and metaphors in a text after a group discussion.

• As a whole class, students discuss the meaning of "symbols", "images" and "metaphors". Refer to dictionaries and other known texts.
• In pairs or small groups, students study the illustrations to find examples of symbols, images and metaphors (see Rap sheet 5).
• Groups share findings with rest of class and construct a list of images, symbols and metaphors. (Defining, Locating, Selecting)

Learning about reading: Context and text (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.

• Identifies how angle, viewer position, colour, size and shading in a visual text construct meaning.
• Reports on different interpretations of a text after a group discussion.
• Discusses the purpose of images in Luke's way of looking, and recognises how these images add meaning to the text.

• In pairs or small groups, students examine the illustrations for examples of bird images. The possible meanings of each are discussed and recorded (see Rap sheet 6).
• Groups share their ideas with the rest of the class and construct a class data bank of bird images used by the authors. (Defining, Locating, Selecting, Organising, Presenting).
• Discuss the role of these images and list the meanings they add to the text.

Learning to write: Producing texts (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.

• Plans writing through discussion with others and by making notes, lists or drawing diagrams.
• Contributes to joint text construction activities.

• From this class data bank, two or three bird motifs are selected. A class explanation of the imagery represented by each bird is drafted.
• A response to Rap point 2(a) is typed and sent when the teacher has approved final text. Alternatively, the response may be posted later, together with the response for 2(b). (Defining, Locating, Selecting, Organising, Presenting).

Learning about reading: Context and text (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.

• Identifies how angle, viewer position, colour, size and shading in a visual text construct meaning.
• Reports on different interpretations of a text after a group discussion.

• Use Rap sheet 7 (Two images) as a starting point to look at techniques Matt Ottley has used to achieve certain effects. In pairs or small groups, students select an image which they identified as effective in the text. Examone the techniques employed by Matt Ottley. Discuss ways in which the image is powerful and effective. List the meanings portrayed by the illustrations.
• Each group presents their ideas about their chosen image. A class vote is taken as to which image will be reported on and shared with other Rappers. (Selecting, Presenting, Assessing).
• A joint construction describing the effects of the particular image and how illustrator Matt Ottley has achieved this is drafted.

Learning to write: Skills and strategies (WS3.12)
Produces text in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.

• Uses computer software programs and associated technology to format a variety of texts.
• Uses word processing programs to design written texts from a range of sources.

• A response to Rap point 2(b) is typed and sent when the teacher has approved final text. Alternatively, the response may be posted together, with the response for 2(a). (Defining, Locating, Selecting, Organising, Presenting).

Outcome - English

Example Indicators

Possible teaching strategies

Learning about reading: Context and text (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.

• Justifies opinions about the motives and feelings of characters in literary texts.

• Brainstorm ways to trace the development of a character in a written text. In pairs or small groups, students brainstorm and discuss how and why Luke's character developed through the book, justifying their opinions with examples from the text, including reference to visual clues given to show Luke's reactions at different times. (See Rap sheet 8)
• Groups share their ideas with the rest of the class. (Defining, Locating, Selecting, Presenting)

Learning to write: Producing texts (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.

• Plans writing through discussion with others and by making notes, lists or drawing diagrams.
  Contributes to joint text construction activities.

• Produce joint construction based on group findings.
• A response to Rap Point 3(a) is typed and sent when the teacher has approved final text. Alternatively, the response may be posted later, together, with the response for 3 (b) (Defining, Locating, Selecting, Organising, Presenting).

Learning about reading: Context and text (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.

• Listens to and gives detailed Justifies opinions about the motives and feelings of characters in literary texts.

• Whole class discussion of the meaning of "implications". In pairs or small groups, students brainstorm and discuss what the possible implications of Luke's character change may be for his teacher and classmates. (See Rap sheet 9)
• Groups share their ideas with the rest of the class. (Defining, Locating, Selecting, Presenting)

Learning to write: Producing texts (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.

Learning to write: Skills and strategies (WS3.12)
Produces text in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.

• Plans writing through discussion with others and by making notes, lists or drawing diagrams.
• Contributes to joint text construction activities.

• Uses computer software programs and associated technology to format a variety of texts.
• Uses word processing programs to design written texts from a range of sources.

• Produce joint construction based on group findings.

• A response to Rap point 3(b) is typed and sent when the teacher has approved final text. Alternatively, the response may be posted together, with the response for 3 (a) (Defining, Locating, Selecting, Organising, Presenting).

Outcome- English

Example Indicators

Possible teaching strategies

Learning to write: Producing texts (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.

Learning to write: Skills and strategies (WS3.12)
Produces text in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.

• Considers purpose and audience when writing reflections.
• Plans writing through discussion with others and by making notes, lists or drawing diagrams.
• Contributes to joint text construction activities.

• Uses word processing programs to design written texts from a range of sources.

• Students complete Rap reflections and share their feelings and experiences with classmates. (see Rap reflection 1 and Rap reflection 2 for possible sheets to use)

• A joint Rap wrap up message is drafted, reflecting a variety of views and responses. It is then typed and posted to the listserv, when the teacher has approved final text. (Selecting, Organising, Presenting, Assessing)