• Understands the purpose and conventions of a Book rap.

Promoting the concept of a book rap.

• In discussing the purpose and conventions of a book rap teachers could refer to Rap lingo, appropriate Book rap FAQs, and examples of email messages in the Archives of email discussion from previous book raps on the School libraries: empowering learning site.
• Discuss which information about your school, class and local area that you wish to include as part of your introduction.

Writing outcome:
Students should be able to describe the ways purpose, audience and situation affect the register of their own writing and that of others.

• Recognizes and understands the components of register and its effect on their written language and that of others.

Writing outcome:
Students should be able to identify audience so as to write appropriately for particular readers such as self, peers, a younger reader, a trusted adult or teacher as assessor.

• Participates in the joint construction of an email message.
• Plans writing through discussion with others.
• Contributes to joint text construction.

Compiling a class introductory message for the book rap.

• Jointly construct a draft introductory message, as a whole class or in small groups and pairs. Share drafts.
• Construct a class or group introductory message to send to all rappers.
• Discuss email etiquette of subject line, correct email address and formatting of message.
• Type message, checking for accurate spelling and grammar. Send message to rap when teacher has approved final text.

Writing outcome:
Students should be able to use writing for such personal, intellectual and social purposes as self exploration, investigation of the world, formulating ideas and logical thinking, arguing and exposition.

Reading outcome: Students should be able to enjoy and respond perceptively to what they read in a wide range of contexts.

Reading the book Luke's way of looking.

• Individually, students construct a reading diary for Luke's way of looking.

Reading outcome: Students should be able to use the strategies of reading and understand their purposes in relation to familiar texts text eg. scanning, browsing skimming.

Spoken language outcome:
Students should be able to talk to negotiate with others.

• Uses several strategies for finding information in texts eg. skimming and scanning for specific 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 towns/cities on individual or a class 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

Outcome - English

Example indicators

Possible teaching strategies

Spoken language outcome:
Students should be able to engage in discussions.

Reading outcome:
Students should be able to extend their comprehension beyond the literal to the inferential and creative.

Writing outcome:
Students should be able to use writing for such personal, intellectual and social purposes as self exploration, investigation of the world, formulating ideas and logical thinking, arguing and exposition.

• Uses dictionaries and thesaurus.
• Engages in informal conversations with a range of people.
• Interprets visual information.
• Gives considered reasons for opinions and listens to those of others.
• Uses group interaction strategies to work collaboratively.
• Listens in discussions and records key issues.
• Sends a group response to the Rap.

Joint construction of a response to a rap point.

• Brainstorm meanings of "imagination".
• Class use dictionaries and thesaurus to add to repertoire of meanings.
• Class to jointly construct a meaning of "imagination" (see Rap sheet 2).
• Select a short piece of music. Play it to the class with them just listening. Replay it and have the students make a visual and/or written response.

• In groups share these responses.
• Use Rap sheet 3 to brainstorm words to describe how the characters viewed the world. In discussin how characters viewed the world refer to both text and illustrations. Ask students to justify their opinions by referring to illustrations and text.
• Use Rap sheet 4 to record the whole class or group discussion about Mr. Barraclough's reactions. Make particular references to both text and illustrations.
• Engage in a whole class editing and proofreading activity by putting the response to the rap on an overhead or whiteboard and further developing it.
• Send the message to the rap when the teacher has approved the final text.

Outcome English

Example indicators

Possible teaching strategies

Writing outcome:
Students should be able to use writing to record information for oneself and others.

Writing outcome:
Students should be able to write experimentally and imaginatively manipulating semantic and syntactic structures.

Literature outcome: Students should be able to share thoughts about and feelings towards literature through discussion and/or exploratory writing.

Literature outcome: Students should be able to extrapolate from their understanding of a piece of literature by engaging in a variety of "imaginative recreations".

Spoken language outcome:
Students should be able to talk to explore ideas with others including solving problems, modifying opinions and developing arguments.

Spoken language outcome:
Students should be able to listen and respond sensitively to others' experiences and feelings.

Reading outcome:
Students should be able to engage in a wide range of reading activities from a range of sources.

• Defines a research topic; locates and selects relevant and accurate information.
• Organises and presents the information to the class/group.
• Makes brief notes of relevant information.
• Makes judgments about appropriateness.
• Listens to findings of others and discusses their relevance to the book.
• Appreciates their own and others' use of written language.
• Participates in a group response to the rap.

• Class uses dictionaries to find out the meanings meaning of "symbol", "metaphor" and "motif".
• Class to arrive at a consensus about the meanings they will use.
• Class to brainstorm some meanings of "symbols" and "motifs". Rap sheet 5 could be used for these activities. Students may wish to add others to the list.
• Use Rap sheet 6 to list the bird images, giving the page references and a brief description of the images.
• Decide which bird motifs your class will choose to write about.
• Discuss these images and post your class response to the rap.
• Individually students present a written response to "If you could be a bird what would it be? Why? You may choose to be a composite bird if you wish." Students could share their responses with their class.
• In groups students locate and select information about some of the following: gargoyles; Minos; Renaissance sculpture; Michelangelo's slaves; Jackson Pollock; Surrealism; Cubism; Christo, the artist; and Dr Seuss. In selecting information students would consider whether it had any relevance to Luke's way of looking. Students then share their findings with the class and discuss what relevance information selected on these topics might have to the book.
• Use Rap sheet 7 (Two images) as a starting point to examine the techniques Matt Ottley has used to achieve certain effects. Discuss the ways in which each image is powerful and effective.
• Decide which image in the book your class is to discuss. Students might discuss, for example, how angle, colour, size and shadows in a visual text construct meaning, and how the reader is positioned by the illustration through such techniques. Questions could also be asked about whether the written text differs from the visual in places, and what is not said by the text.
• Students could be offered further opportunities to extend their use of symbol and metaphor, eg. through the investigation of other picture books, such as Anthony Browne's work or Marsden & Tan's The rabbits; and in other forms of writing such as poetry.
• Post your response to the rap.

Outcome - English

Example indicators

Possible teaching strategies

Spoken language outcome:
Students should be able to talk to explore ideas with others including solving problems, modifying opinions and developing arguments.

Spoken language outcome:
Students should be able to ask and respond to questions, including single questions and a series of interrelated questions.

Reading outcome:
Students should be able to enjoy and respond perceptively to what they read in a wide range of contexts.

Literature outcome:
Students should be able to identify and name such components of literary texts as narrative, character and setting.

Literature outcome:
Students should be able to apply knowledge of the conventions of literature to assist their response to a specific piece of literature.

Writing outcome:
Students should be able to on their own and with others use various strategies (a word processor, dictionaries, reference books, thesaurus) to edit and proof read writing.

• Identifies elements of a character profile.
• Engages in discussions involving more than one point of view.
• Contributes to joint text construction activities.

• 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. Use Rap sheet 8 to write down what you think Luke might be thinking.
• Other possible activities could include: composing a dialogue between Luke and the teacher or another student or other imagined characters; role plays using different perspectives.
• Discuss the meaning of the word "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).
• Discuss your responses in small groups.
• Contribute to the joint construction of a character profile.
• Using the information gathered, jointly construct a written response to Rap point 3.

Outcome- English

Example indicators

Possible teaching strategies

Writing outcome:
Students should be able to use writing for such personal, intellectual and social purposes as self exploration, investigation of the world, formulating ideas and logical thinking, arguing and exposition.

• Writes personal responses to reflective discussion on Rap reflection sheet.
• Engages in class discussion that reflects on participation in the rap.
• Contributes to a group response to the Rap wrap up.

Class discussion and review of activities engaged in during the rap (see Rap reflection 1 and Rap reflection 2 for possible sheets to use).

• Students write personal responses to reflective discussion.
• Students discuss their responses and reflect on the variety of views and responses to the rap.
• Students participate in jointly constructing a group response to the Rap wrap up.
• 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.