| Teaching
Focus & KLA Outcomes |
Teachers
may |
Students
can |
Indicators |
Promoting
the concept of a Book Rap. |
Demonstrate
locating a Web site.
Introduce Book Rap and outline expectations. |
Read the
Web site, discuss the purpose of rap lingo and practise. |
Discusses
and reflects a variety of responses. |
Listening
to and Reading the novel My girragundji.
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,
and arguing and exposition.
Reading outcome: Students should
be able to enjoy and respond perceptively to what
they read in a wide range of contexts. |
Model
using a reader's diary when listening to/ reading
My girragundji. Modelling may highlight Aboriginal
peoples' oral traditions and languages. |
Listen
and construct a reader's diary while listening to
/reading My girragundji. |
Constructs
a reading diary. |
Becoming
a rapper. |
Subscribe
the class to the My girragundji Book Rap through
the library Internet access. |
Discuss
the process of subscribing to a listserv. |
Locates
information from a bookmarked Internet site. |
Compiling
a class introductory message for the Book Rap.
Writing objective: Students
should be able to identify audience so as to write
appropriately for particular readers such as self,
peers, a younger person, a trusted adult or teacher
as assessor. |
Facilitate
a brainstorm, deconstruction, and joint construction
of a class introductory message for Book Rap. |
Participate
in a joint construction of an email message. |
Constructs
an email message. Constructs a class introduction.
Writes for a particular audience. |
Sending
a class introductory message.
Computer-based technologies in
the English KLA pp12-13. |
Explain
the conventions of email. Provide students with opportunities
to use word processing and email programs. |
Word process
the introduction, save it to disk, use the browser
and upload. |
Uses computers
to draft and edit for a particular purpose and audience.
Message sent and received. |
Receiving
rapper introductions. Computer-based technologies
in the English KLA pp12-13. |
Provide
opportunities for discussion of introductions. |
Receive
and read email introductions; discuss and compare
information. |
Uses email
to receive information. Finds information for particular
purposes. |
Locating
rappers on national and state rap maps.
Computer-based technologies in
the English KLA pp 14-15. |
Provide
rap maps. |
Create
a wall map and individual maps of participants in
the My girragundji Rap. |
Identifies
and collates information from email. Uses geographical
terms. |
Creating
a database of book rappers.
Computer-based technologies in
the English KLA pp12-13. |
Introduce
the concept of database with examples. |
Decide
on fields and re-read introductions to locate information. |
Uses database
to design an electronic publication to suit a particular
purpose. |
Rap Point 1
My girragundji begins with ".there's a
bad spirit in our house. The Hairyman." This Rap point will investigate this boy's fears, his Hairyman.
Rap Point 1(a):
Discuss and investigate the boy's fears - his "Hairyman"-
and tell the
Rap how you think the illustrator portrayed / drew fear in
the text.
Reading
Rap Point 1a and defining requirements. |
Facilitate
discussion on information required. |
Work in
pairs to analyse Rap Point 1 and decide a strategy
in order to respond. |
Locates
information in the book My girragundji and
record their findings. |
Explain
the effect of particular print styles, handwriting,
layout, headings, subheadings and illustrations. |
Facilitate
a brainstorm and joint construction. Facilitate word
processing of a response. |
Participate
in a brainstorm and joint construction. |
Uses appropriate
language features and structure to construct a report. |
Joint
construction of a response to a rap point.
Writing outcome: Students should
be able to respond thoughtfully to each other's writing.
Spoken language outcome: Students
should be able to listen and respond sensitively to
each other's experiences and feelings.
Computer-based technologies in
the English KLA pp12-13. |
Facilitate
a brainstorm and joint construction. Facilitate word
processing of a response. |
Participate
in a brainstorm and joint construction. Word process
a message, edit and save to disk. |
Uses appropriate
language features and structure to construct a report. |
Rap Point 1
(b): How are your fears similar or different? Tell the
rap how you have overcome a fear.
Respond
to, analyse, interpret and enjoy literary texts. |
Facilitate
discussion of the boy's fears. Provide Rap Sheet 1-
the Venn diagram, to facilitate discussion and record
findings. |
Locate
and select information for defining fears and uncertainties. |
Makes
brief notes of relevant information. Makes judgments
about appropriateness. |
Joint
construction of a response to a rap point.
Writing outcome: Students should
be able to respond thoughtfully to each other's writing.
Spoken language outcome: Students
should be able to listen and respond sensitively to
each other's experiences and feelings.
Computer-based technologies in
the English KLA pp12-13. |
Facilitate
a brainstorm and joint construction. Facilitate word
processing of a response. |
Participate
in a brainstorm and joint construction. Word process
a message, edit and save to disk. |
Uses appropriate
language features and structure to construct a report. |
Rap Point 1
(c): "Auntie Lil has a good Hairyman in her house."
p.9.Investigate and share 'Hairyman' belief stories from your
family / community. Can fear and uncertainty be a good thing?
Reading
rap point 1(c), and defining the requirements.
Reading outcome: Students should
be able to extend their comprehension beyond the literal
to the inferential and creative. |
Facilitate
discussion of and record findings. |
In pairs,
organise information and write responses to the rap
point. |
Plans
effectively. Creates notes for writing for a particular
purpose. |
Selecting
a rap response to be emailed.
Reading outcome: Students should
be able to extend their comprehension beyond the literal
to the inferential and creative.
Spoken language outcome: Students
should be able to listen and respond sensitively to
each other's experiences and feelings. |
Facilitate
the sharing of individual responses. |
Read,
listen to, and evaluate rap responses as representative
of a class response to the rap point. |
Listens
to the writing of others and evaluates for specific
purposes. |
Word processing
a final draft of responses to a rap point.
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,
and arguing and exposition.
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.
Computer-based technologies in
the English KLA pp12-13. |
Facilitate
the word processing of a final draft. |
Word process
a final draft response to a rap point and save to
disk. |
Uses the
computer to compose and edit writing. |
Posting
a joint response to Rap Point 1 to the listserv. Computer-based
technologies in the English KLA pp12-13. |
Revise
email conventions and facilitate rap representative's
use of the word processor and email programs. |
Upload
rap response from disk, send an email message. |
Posts
to the listserv. |
Rap Point 2:
a) My girragundji takes its title from a crucial
element in the book (refer to page 28). Explain how the
girragundji is important.
b)Why was the trip to the
Bohle significant?
In your response, talk about how the boy's culture helped
him. You might also mention other instances where the boy
was assisted by his culture and draw connections with your
own experiences.
Reading
Rap Point 2 and defining the requirements
Reading outcome: Students should
be able to extend their comprehension beyond the literal
to the inferential and creative. |
Provide
Rap Point 2 and facilitate discussion on information
required to respond. |
Discuss
Rap Point 2 and decide on strategies in order to respond. |
Participate
in class discussion and elaborates on the suggestions
of others. |
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,
and arguing and exposition. |
Provide
Rap Sheet 2- frog outline / Safety Grid.
Facilitate discussion.
Provide Rap Sheet 2 and prioritise
reasons for feeling safe. |
Consult
the text and transfer information to the rap sheets. |
Evaluates
information for specific purposes. |
Rap Point 3
My girragundji is the ."story of a boy growing
up between two worlds."
Growing up involves loss and gain.
3a) Discuss and list the boy's losses and gains throughout
the book.
3b) How has the boy changed from the beginning of the book
and become happier,
"living between two worlds"?
Reading
Rap Point 3 and defining requirements.
Reading outcome: Students should
be able to extend their comprehension beyond the literal
to the inferential and creative. |
Provide
Rap Point 3 and facilitate discussion on information
required to respond. |
Discuss
Rap Point 3 and decide on strategies in order to respond.
Define, locate, select and organise information. |
Participates
in class discussion and elaborates on the suggestions
of others. Writes for a particular audience and purpose. |
Reading
outcome: Students should be able to extend their
comprehension beyond the literal to the inferential
and creative.
Writing objective: Students
should be able to identify
audience so as to write appropriately
for particular readers such as self, peers, a younger
person, a trusted adult or teacher as assessor.
Spoken language outcome: Students
should be able to listen and respond sensitively to
each other's experiences and feelings. |
Brainstorm
and facilitate class discussion of growing up. |
Discuss
and evaluate the themes of growing up between two
worlds, human rights, role of culture in establishing
personal identity.
Lists the boy's losses and gains as
he grows up. |
Posting
a group response to Rap Point 3 to the listserv. |
Reading
outcome: Students should be able to extend their
comprehension beyond the literal to the inferential
and creative. |
Provide
Rap Sheet 3-the three hands-Facilitate discussion. |
Discuss
and complete the three hands sheet. |
Explains
the boy's learning and growth. |
Constructing
a character development profile of the central character
of the novel.
Reading outcome: Students should
be able to extend their comprehension beyond the literal
to the inferential and creative.
Spoken language outcome: Students
should be able to listen and respond sensitively to
each other's experiences and feelings. |
Facilitate
a brainstorm of the characteristics of the central
character. Provide or jointly construct a character
profile. |
Brainstorm
a character profile and contribute to the joint construction
of a character profile. |
Participates
in class discussion and elaborates on the suggestions
of others. |
In context,
develop control of such conventions of language use
as semantics and syntactic structures. |
Facilitate
a discussion about the role of the snake in the boy's
development. Consider figures of speech such as 'symbol',
'paradox', 'oxymoron', 'metonymy'. |
Consider
the snake as a symbol of both the positive and negative
aspects of life (Use Rap Sheet 3 as a basis of discussion
and recording of findings.) |
Participates
in class discussion and elaborates on the suggestions
of others. |
Word processing
a final draft of responses to the rap point. 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, and arguing and exposition.
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. |
Facilitate
the word processing of a final draft. |
Word process
a final draft response to a rap point and save to
disk. |
Uses the
computer to compose and edit writing. |
Posting
response to Rap Point 3 to the listserv.
Computer-based technologies in
the English KLA pp12-13. |
Revise
email conventions and facilitate rap representative's
use of the word processor and email programs. |
Upload
rap response from disk, send an email message. |
Posts
to the listserv. |
Rap
Wrap up
Using Rap Reflection sheets. 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, and arguing and exposition. |
Provide
Rap Reflection sheet. |
Write
personal responses to reflective discussion on Rap
Reflection sheet. |
Composes
personal response to reflective discussion. |
Class
discussion and review of activities engaged in during
the Rap. |
Facilitate
class discussion. |
Participate
in a class discussion that reflects on the Rap. |
Discusses
and reflects on a variety of views and responses. |
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