Possible sequence of teaching activities

Learning about Reading - Context and Text
Discuss with students how the structure of a particular text being read relates to its purpose and how readers can use their knowledge of a text's organisation to predict and extract meaning from it.

Learning to Read - Reading and Viewing Texts
Students will be provided with opportunities to:

select, read, interpret and use a wide variety of material with increasing autonomy.

• In order to construct a whole class, introductory email, discuss the email's purpose and audience. The email message would include the school's name, location, size of group and any other interesting features of the school or class.
• Access and discuss introductions from other rappers and locate these schools on Rap map.
• Read and enjoy the picture book, Mrs Millie's painting, by Matt Ottley.
• If time available, complete optional activities.

Possible student group

Possible classroom management

1. Extension work for a small group of students

• Teacher-librarian or other teaching colleagues or support staff work with this group to respond, draft, edit and send their response to the rapid point to the rap.

2. Supplementary work for a small group of students requiring additional support

• Teacher-librarian, STLD, ESL teachers or AEAs work with this group to respond, draft, edit and send their response to the rap.

3. Student works independently

• Teacher proof reads the response after student has worked on the task independently (either within class or at home) supervising the final product, rather than the process.

4. Students working with older students on the rapid point

• The class introduces the rap text to a buddy class, and together they work on a particular rapid point. Teacher(s) check final response before sending to the rap.

5. Whole class discussion

• The rapid point is the focus for a class discussion, then an individual or a small group of students drafts a response on behalf of the class. Teacher proof reads the response before it is sent.
• Or, the rapid point is discussed but no formal response is sent to the rap.

Syllabus content

Possible sequence of teaching activities

Learning to Read - Reading and Viewing Texts
Students read and view a variety of more complex literary texts and justify inferences made about a text read or viewed.

Rap point 1(a)

1. Teacher leads a student discussion of how visual images add meaning to the written text.
2. Students look closely at the illustrations and story of Mrs Millie's painting to identify details of Mrs Millie's life.
3. Students make inferences about Mrs Millie's character, justifying their interpretation to the rest of the group by completing sections of Rap sheet 1 (two pages).
4. Share students' answers as a whole class, and jointly compile a more complete character profile of Mrs Millie, perhaps on another copy of Rap sheet 1.
5. Teacher and students select several of Mrs Millie's characteristics and explain how these were identified. Check that other rappers have not already referred to these characteristics. Prepare a message giving this information and send it to the rap with the subject line: Response to Rap point 1(a).
6. As other rappers respond to this rap point, update and include other characteristics in your profile.

Learning to Write - Producing Texts
Students build knowledge of topic before writing by discussing to make reference lists.

Students jointly and independently construct a range of texts.

Students write for a chosen audience such as letters to friends, real or imaginary.

Rap point 1(b)

1. Discuss the structure and features of the chosen text (either a literary description or a letter). Read and discuss examples of the text in other contexts.
2. Using the information gathered in 1(a) above, jointly construct either a literary description or a letter to Mrs Millie (see English modules p. 263). If writing a letter, decide on a specific purpose for your letter to Mrs Millie; what information would you like to gather about, for example, her painting, or her cat, or her previous or present life?
3. Post this to the rap with the subject line: Response to Rap point 1(b).
4. Read responses from other rappers and discuss issues raised.

Syllabus content

Possible sequence of teaching activities

Learning to Read - Reading and Viewing Texts
After reading, students justify inferences and conclusions made about a text read and viewed.

Rap point 2

1. As a whole class, brainstorm ways Mrs Millie transformed her environment throughout the book, referring pictures and events.
2. After re-reading and discussing the text, students complete Rap sheet 2 using note form in pairs or small groups (perhaps each group concentrating on just one situation).
3. As a class, students share information from the Rap sheet, and list all the different ways Mrs Millie transformed her environment.

Learning to Talk and Listen - Talking and Listening
Students engage in a variety of structured speaking situations eg. reporting, describing, explaining, and recounting.

1. Class discusses which of Mrs Millie's ways have been used to enhance their own environment.
2. Class discusses other ways in which their environment has been transformed. Ideas are listed on Rap Sheet 3 either as a class or in small groups.
3. Further examples of how the local environment has been improved are listed orally.
4. Students make specific reference to one way in which their community has been made special and give details in a jointly constructed response to Rap point 2.
5. Class brainstorms which features they would like to include about where they live, explaining why. A vote is taken on the most important or popular feature and a short paragraph about this is included in the joint construction.
6. The completed construction is proof read and sent to the rap.

Program for HSIE K-6 Stage 2

Mrs Millie's painting: Rap point 2

Teaching and learning activities

Outcomes and sample indicators

Rap Point 2

Students brainstorm environments in their school and/or their wider community, which they would classify as beautiful and/or friendly.

Students describe each example they cite, justify its inclusion, and explain their criteria for selection.

Students suggest examples where their environment has been transformed, and list how this has been achieved.

Features valued by different members of their community are listed simultaneously, and different opinions and cultural values respected.

One feature is chosen to be described in a class response to Rap point 2.

Students brainstorm features which they would like to have included in their community, and explain why such a feature would be important.

A vote is taken on the most important features and this result is included in the class response to Rap point 2.

As other rappers itemise features in their communities, each class can compare their own community features with those of other rappers.

ENS 2.6

Describes people's interactions with environments and identifies responsible ways of interacting with environments

• investigates and describes natural, heritage and built features in the community using direct experiences
  
• gives reason for how and why they value features in their community
  
• identifies one or more examples of an improvement in the environment and explains how the transformation was achieved
  
• identifies the viewpoints of others regarding what is a valued feature and demonstrates an appreciation of the rights of others to hold these views
  
• suggests a feature to be included in the community and gives reasons for why this feature would be important
  
• compares features of their own community with those of other communities by using source material such as written and visual texts.

Syllabus content

Possible sequence of teaching activities

Learning about reading - Context and Text
Students discuss how literary and factual texts are organised according to their purpose.

Assist students to differentiate between different writing styles.

Point out symbolic meanings in a range of written and visual texts.

1. Students identify main elements of the story in the last double page spread of Mrs Millie's painting.
   
2. In small groups, and using Rap sheet 4 as a basis, students jot down in note form, possible futures for each element.
   
3. As a class, decisions are made regarding the contents of the newspaper report (eg. one element, some or all from Rap sheet 4, and what will happen).

Learning to Write - Producing Texts
Jointly and independently construct a range of texts for different audiences and purposes eg. recounts, sequential explanations, personal responses.

Uses a range of drafting strategies, eg. note taking, planning, organising headings, writing key words, revising, final drafting, editing, proofreading.

1. Teachers and students investigate newspaper formats including headlines, by lines, paragraph formats etc (newspaper kits produced by John Fairfax Education Unit may be helpful).
   
2. Using Rap sheet 5 as a possible scaffold, students suggest, in note form, the contents of their newspaper report.
   
3. Jointly construct the draft report.
   
4. Teacher demonstrates, and teacher and students jointly edit and revise the newspaper article.
   
5. Send the report to the rap.

Syllabus content

Possible sequence of teaching activities

Learning about Reading - Context and Text
Encourage students to form opinions about texts they have viewed and read.

Rap wrap up

1. Students reflect on their understanding of the book before the book rap, and brainstorm all they have learnt by participating.
   
2. Together, students share their insights about the book and give an opinion about the text.
   
3. Students reflect on the highlights for them of participating in this book rap.
   
4. Construct a joint response to the Rap wrap up question and post it to the rap.
   
5. Read others rappers' reflections and respect their opinions.
   
   
   Teachers may wish to reflect on how well particular learning outcomes in the Program and planning have been met, and post their thoughts on this, and other aspects of the rap to the teacher support rap.