• locate, access, evaluate, manipulate, create, store and retrieve information
• express ideas and communicate with others.

Learning to write: Producing text
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.

Linked outcomes:
Learning about reading: Context and text
RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter.

Learning about writing: Context and text
WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter.

Program and planning for introductions

Term 2, Week 2: week beginning 30 April 2007

Introduction

During this week, rappers send a short introductory message about their class and provide information about their school and its location.

After reading other schools’ introductions, rappers locate schools on their Rap map.

Then rappers have time to read and enjoy the text, Possum magic, which is the focus of this book rap.

From Possum magic by Mem Fox and Julie Vivas, Text copyright © Mem Fox, 1983 Illustrations copyright © Julie Vivas, 1983 First published by Omnibus Books, a division of Scholastic Australia Pty Ltd, 1983 Reproduced by permission of Scholastic Australia Pty Ltd

Optional activity: Investigate the biographical backgrounds of author, Mem Fox, and illustrator, Julie Vivas, by visiting related author sites for background information. If available, you may wish to share the big book Memories: an autobiography by Mem Fox with your students

Syllabus outcomes and content

Suggested sequence of teaching strategies

Learning to Read: Reading and viewing texts RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. Syllabus content: Reading and viewing texts teaching focus ES1: engage with the meanings of a variety of written and visual texts MS1: read for enjoyment and information across an increasing range of topics LS1: draw on knowledge of other texts and personal experience to bring meaning to reading. Learning about reading: Context and text RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. Syllabus content: Context and text teaching focus ES1: interpret and give opinions about written texts and their effect on an audience MS1: talk about the purpose of different texts LS1: discuss actions and qualities of characters. Learning to write WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. Syllabus content: learning to write teaching focus ES1: contribute to a range of joint construction activities to achieve a variety of purposes MS1: practise joint construction of a simple text type on familiar topics for a known audience LS1: use headings to indicate topic and purpose of the jointly constructed text. Learning about writing WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. Syllabus content: Context and text teaching focus ES1: talk about audience for different texts being written in class MS1: identify target audience before writing LS1: consider purpose and audience before writing.

Provide an overview of the unit and clarify the purpose and content of the rap. Explain to students how they will discuss and respond to a text with their classmates and students in other schools. Read the text, Possum magic, aloud. Discuss the cover; predict story line, possible complications and potential solutions using front and back illustrations, title, and knowledge of the author’s and illustrator’s styles before reading.   As you read, provide opportunities for students to respond to potential meanings in the story. Focus on the written text and the illustrations. After the initial reading ask the students if they have previously heard of this book or its author or illustrator. Discuss and record any prior knowledge and ask students what parts of the story they enjoyed. Discuss their reasons and choices. Draw on the students’ personal experiences and knowledge of Australia, its states and capital cities, possums and other Australian animals and aussie foods. Brainstorm keywords to create data banks of vocabulary, organised under sub headings about Australia (on butcher’s paper or similar). You may wish to draw, collect pictures or clip art to match these word banks or record the information gained on flashcards. Possible categories may be states, capital cities, food, animals, and aussie icons. If available, the use of Kidspiration software is recommended. Display at least one map of Australia and familarise students with the states and capital cities. Cut and paste the capital cities on to the map of Australia as an activity. Inform students that they will communicate their ideas to other students by email. Explain rap lingo or terminology to students. In order for the class to construct an introductory email, clarify the purpose of the introductory email, identifying the audience and discussing the detail required to achieve the purpose. List appropriate voice, modality, greeting and email signature, for example. The email message would include the school’s name; location; size of group and any other interesting features of the school or class. Using correct email and Book rap etiquette (see Book rap FAQs for further details), post the class’ introduction to the rap once the teacher has approved the final message. The address to send this to is included in the Welcome message you received after subscribing; there is also a reminder in the Rap Coordinator’s messages. If you have any problems sending or receiving book rap emails please contact the Book Rap Coordinator atcarol.thomas@det.nsw.edu.au or by phone (02) 9886 7481. Develop a rap map to track the locations of other schools participating in this rap. This will support their understanding of Australian locations. Access, read and discuss the email introductions from other rappers, and then locate these schools on the Rap maps. Students might wish to respond to other rappers’ introductions (remember to post such responses after teacher approval to the rap email address provided in the Welcome message). If time is available, complete the optional activity: Investigate biographical backgrounds of the author and illustrator. Visit the author and illustrator Internet sites for background information.

Program and planning for Rap point 1

Term 2, Week 3: week beginning 7 May 2007

Rap point 1

a) What other bush magic do you think Grandma Poss could perform? Create a verse that describes Grandma Poss’ magical powers. Use Mem Fox’s writing style to help you. For example:

She made goannas fly
and bilbies frown.
She made wallabies swim
and cockatoos brown.

But the best magic of all was the magic that made Hush INVISIBLE.
What adventures Hush had!

b) Invent two or three other enjoyable adventures for Hush whilst she was invisible. For example:

Because she couldn’t be seen she could tickle old wombat.

Post a class response to the rap. Your class might wish to respond to the comments from other rappers via the rap.

Syllabus outcomes and content

Suggested sequence of teaching strategies

Learning to read: Reading and viewing texts RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. Syllabus content: Reading and viewing texts teaching focus ES1: engage with the meanings of a variety of written and visual texts MS1: read for enjoyment and information across an increasing range of topics LS1 : draw on knowledge of other texts and personal experience to bring meaning to reading. Learning about reading: Context and text RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. Syllabus content: Context and text teaching focus ES1: interpret and give opinions about written texts and their effect on an audience MS1: talk about the purpose of different texts LS1 : discuss actions and qualities of characters. Learning to write WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. Syllabus content: learning to write teaching focus ES1: contribute to a range of joint construction activities to achieve a variety of purposes MS1: practise joint construction of a simple text type on familiar topics for a known audience LS1 : use headings to indicate topic and purpose of the jointly constructed text.

Revisit the text of Possum magic. Review who was in the story and its setting (orientation), what happened (complication) and how Grandma Poss’ problem is solved (resolution). Discuss how magic is woven into the story and how it is represented in the text and illustrations. Elicit students’ ideas of what they think magic is. Create a simple mind map of the students’ ideas about magic. (Refer to Rap sheet 1.) Chant the verse from Rap point 1 and display it on the chalkboard or wall chart. Explain that the text uses such language features as past tense, (made) action words (smile, shrink, made) and the personal pronoun (she). Refer to the previous word bank of Australian animals. Brainstorm with the class or in small groups, how these animals could be changed by Grandma Poss’ magic (e.g. their colour, size, shape, movement, or sound). Place appropriate vocabulary into word banks under those headings. Mix and match each animal with a feature that could be altered by magic. This could also possibly be achieved using flashcards, creating labelled diagrams (Rap sheet 1) or using a rhyming activity. Dramatise the actions of Hush when invisible, and interacting with the characters of the story, with short improvisations. Next dramatise possible relationships and magical moments between Hush and characters created by the students. As a class, or in small groups, use Mem Fox’s sentence structure to create a verse that could describe Grandma Poss’ other magical powers. Refer to Rap sheet 1. Design a process to reach a consensus as to which particular verse will be posted to the rap. Students may create a labelled diagram of their animal transformed by magic. A caption provides the context and arrows connect the labels to the diagram. The use of KidPix or a similar Paint software program is an alternative to paper. Discuss as a class the meaning of invisible, its positive and negative effects on Hush, and present these ideas on a simple PMI chart (positive/negative/interesting). Consider and record why would Hush want to be invisible? Why would Grandma Poss want Hush to be invisible? What good and bad things could happen? Brainstorm possible enjoyable adventures for Hush. Assist students by focussing on: who? where? when? what happened? how? and perhaps why these adventures could occur. Refer to Rap sheet 2. Discuss Australian animal movement, appearance, special features to elicit ideas. Decide on two or three of the class favourites to post to the rap. Once the teacher has approved the final response, send the class responses to the rap using the correct email and book rap etiquette. Read and discuss similarities and differences in other schools’ responses. Dramatise the ideas presented by other rapper groups and respond to other rappers’ comments via the rap, if desired.

Program and planning for Rap point 2

Term 2, Week 4: week beginning 14 May 2007

Rap point 2

It was there in the far north of Australia,
that they found a vegemite sandwich.
Grandma Poss crossed her claws and
crossed her feet.
Hush breathed deeply and
began to eat.
“A tail! A tail!” shouted both possums at once.
For there it was. A brand new, visible tail. 

a) Write your own version of what would happen if Grandma Poss and Hush visited your town. Tell us about your town’s location, a popular food, and how Grandma Poss and Hush would react when Hush tasted your food. What part of Hush’s body, if any, might reappear?

Post your responses to the rap. Your class might wish to respond to comments from other rappers via the rap.

Syllabus outcomes and content

Suggested sequence of teaching strategies

Learning about reading: Context and text RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. Syllabus content: Context and text teaching focus ES1 : interpret and give opinions about written texts and their effect on an audience MS1: talk about the purpose of different texts LS1 : discuss actions and qualities of characters. Learning to read: Reading and viewing texts RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. Syllabus content: Reading and viewing texts teaching focus ES1: engage with the meanings of a variety of written and visual texts MS1: read for enjoyment and information across an increasing range of topics LS1: draw on knowledge of other texts and personal experience to bring meaning to reading. Learning to write WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. Syllabus content: learning to write teaching focus ES1: contribute to a range of joint construction activities to achieve a variety of purposes MS1: practise joint construction of a simple text type on familiar topics for a known audience LS1: use headings to indicate topic and purpose of the jointly constructed text.

Refer to the word bank of Australian foods and capital cities. You may wish to add more suggestions at this time. On a map of Australia, retrace the possums’ journey (perhaps with a piece of string and drawing pins). Using flashcards or pictures, attach the appropriate food to each city. Review the story sequence at this time. If you have not already done so, mark the location of your town or city on the Australian map. Establish the name of your state, your town’s geographical placement within Australia, its closeness to other major centres and capital city. Discuss why Grandma Poss and Hush should consider visiting your town. Record words that describe your town on Rap sheet 3. Discuss and vote on a popular Australian food that could be eaten by Hush when visiting your town. It may be a food grown or manufactured locally or you may wish to create a picture graph of the most popular food amongst the class members to determine your choice. Refer to Rap sheet 3. Brainstorm what are possible reactions by Grandma Poss and Hush when they see your food. Consider also what, if anything, will happen to Hush when she samples your special food. Concentrate on questions which elicit answers to: who or what was involved? what happened? when and where did it happen? Students may write or draw responses and dramatise by mime or improvisation Hush’s adventures in your town. Other options to consider are the development of a simple puppet play or a simple reader’s theatre performance. Design a process for a class consensus to be reached as to which reaction will be selected for the response to be posted to the rap. Refer to Rap sheet 4. Brainstorm and discuss what Grandma Poss and Hush could do next. Create a storyboard or cartoon strip to sequence the plot. Refer to Rap sheet 5. Decide as a class how your ideas will be reported to the rap. You may consider responding as prose, poetry, letter, postcard, diary or other. Using correct email and book rap etiquette, post the class response to the rap once the teacher has approved the final response. Read and discuss other rappers’ responses. Students might wish to respond to other rappers’ comments via the rap.

Program and planning for Rap point 3

Term 2, Week 5: week beginning 21 May 2007

Rap Point 3

‘Possum magic became and remains the best known picture book in Australia and the best selling picture book ever in this country.’ (Mem Fox, cited 22.3.04) March 31st 2004 marked the 21st birthday of the publication of Possum magic.Mem Fox and Julie Vivas worked together to tell this story.

What is your favourite page in the story? Why?

Post your responses to the rap. Your class might wish to respond to the comments from other rappers via the rap

Syllabus outcomes and content

Suggested sequence of teaching strategies

Learning about reading: Context and text RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. Syllabus content: Context and text teaching focus ES1: interpret and give opinions about written texts and their effect on an audience MS1: talk about the purpose of different texts LS1: discuss actions and qualities of characters. Learning to read: Reading and viewing texts RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. Syllabus content: Reading and viewing texts teaching focus ES1: engage with the meanings of a variety of written and visual texts MS1: read for enjoyment and information across an increasing range of topics LS1: draw on knowledge of other texts and personal experience to bring meaning to reading.

Revisit the text focusing particularly on the eleventh double pages, commencing with the text, “They ate Anzac biscuits in Adelaide… Discuss how Julie Vivas makes the animals take on human characteristics e.g. glasses on Grandma Poss. Discuss how Vivas’ illustrations show the love and trust that Grandma Poss and Hush share and the way they work together to overcome the problem of Hush’s invisibility. Refer also to An extract from An interview with Julie Vivas (The full interview is available in Scan vol 23 no 2) and her comments in The illustrators video (see Additional resources for details), if available. Question students about how they are affected by the illustrations e.g. If you were only to hear the words, would the story lose its effect? Look at another book illustrated by Julie Vivas. Discuss any similarities in her pictorial style. Elicit student comments regarding what the illustrator makes them think and feel. What do you like? What is your favourite illustration? Examine the text on these same pages. Talk about Mem Fox’s writing, highlighting her use of Australian characters and settings, her use of rhyme, rhythm and repetition. Discuss the alliteration (eg Anzac biscuits in Adelaide); the cumulative development of the text using “and”, together with the use of direct speech. You may also wish to look at how the book is showing the power of love, trust and perseverance. If available, you may wish to share the big book, Memories, an autobiography, with your students and/or watch the video The illustrators video (see Additional resources for details of these titles). With the class or in small groups, discuss the other pages of Possum magic that may be the students’ favourites. Establish reasons for student choice. Ask students to draw their favourite page from the story. Encourage students to consider all the details that need to be drawn. Students may then put their pictures on the floor and sort them into the order in which they occurred. They may add captions using time connectives, such as: Once…; First…; Then…; Next…; Soon afterwards…; Meanwhile…; Before…; After…; Later…; Suddenly…; At last…; Finally…) Students may wish to illustrate their favourite page on a book mark, an advertisement, book jacket or similar. Students may also wish to illustrate and label their choices to be assembled into a class book. Design a process to reach a consensus as to which particular page is a class favourite. Ask students to reflect on and share reasons for the choice. Construct a class comment to share with other rappers. Discuss what about the book makes it so special and successful. Determine from class discussion what special qualities are evident in the book and what it evokes to the reader. You may perhaps consider its appeal for all ages, Australian bush setting, magic theme, and the close relationship between Grandma Poss and Hush. Ask students to close their eyes and imagine the book. What do you see and what do you think of? How do you feel? Quickly sketch or write what comes to mind. Share and gather responses. Brainstorm lessons learnt from studying the text e.g. never give up, trust in each other, friendship and love. Encourage students to predict what they will remember of the book in the future: what is special to remember? Use the above ideas to formulate rap responses. Using correct email and book rap etiquette, post the class response to the rap. Read and discuss other rappers’ responses. Students might wish to respond to other rappers’ comments via the rap. Optional activities: Host that Possum magic party and/or a celebration of Mem Fox’s nomination for Australian of the Year 2004 from South Australia. Consider invitations, food, entertainment, reasons for celebrating what makes Possum magic special etc. Send an online possum postcard to other participating schools telling them about your celebration or party plans.

Program and planning for Rap wrap up

Term 2, Week 6: Week beginning 28 May 2007

What have you enjoyed about participating in this book rap? What skills in reading texts and using technology have you developed?

Post your final group response to the rap.

Syllabus outcomes and content

Suggested sequence of teaching activities

Learning about reading: Context and text RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. Syllabus content: Context and text teaching focus ES1: interpret and give opinions about written texts and their effect on an audience MS1: talk about the purpose of different texts LS1: discuss actions and qualities of characters. Learning to read: Reading and viewing texts RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. Syllabus content: Reading and viewing texts teaching focus ES1: engage with the meanings of a variety of written and visual texts MS1: read for enjoyment and information across an increasing range of topics LS1: draw on knowledge of other texts and personal experience to bring meaning to reading.

Assist students to reflect on and articulate their understanding of the book before the book rap, and then brainstorm all they have learnt by participating. To prepare for the class brainstorm you might like to ask students to work in pairs to talk about and list what they have learned during this book rap, or you could list as a class. Teacher assists students to articulate their responses.Ask students to: share insights gained through their own investigations and those they have learnt by reading other rappers’ responses reflect on their enjoyment and learning from participating in this book rap construct a joint response to the Rap wrap up questions and post it to the rap. Read other rappers’ reflections and respect their opinions. A possible student assessment task : List two techniques used by the author, illustrator or other rappers in their writing that you might use in your writing. As participating teachers you may wish to post to the teacher rap a summary of students’ performance related to the syllabus outcomes focussed on in the rap. The selected syllabus content might be useful in describing students’ demonstrated performance that you have identified during the rap. You might also like to comment on other aspects of the rap and post it to the teacher support rap. Your feedback and suggestions are invaluable for future raps. Thank you for your participation.

This rap is a joint project of the School Libraries and Information Literacy and English Units, Curriculum K-12 Directorate.