English
Stage 1
Focus outcomes:
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.
Learning
to write: Skills and strategies, Grammar and punctuation
WS1.10 Produces
texts using the basic grammatical features and punctuation conventions
of the text type.
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 5 May 2003
Introductions
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, Wilfrid Gordon McDonald Partridge,
which is the focus of this book rap:
Optional activity
Investigate
biographical backgrounds of author, Mem
Fox, and illustrator, Julie
Vivas, by visiting related author and illustrator sites for
background information.
| 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
LS1:
drawing on knowledge of other texts and personal experience to
bring meaning to reading
MS1: read for enjoyment and information across an increasing
range of topics
ES1:
engage with the meanings of a variety of written and visual texts.
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
LS1:
discuss actions and qualities of character
MS1:
talk about the purpose of different texts
ES1:
interpret and give opinions about written texts and their effect
on an audience.
Learning
to write
WS1.10 Produces texts using the basic grammatical features
and punctuation conventions of the text type.
Syllabus
content – learning to write teaching focus
LS1: use headings to indicate topic of the text
S1:
practise joint construction of a simple text type on familiar
topics for a known audience
ES1:
contribute to a range of joint construction activities to achieve
a variety of purposes.
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
LS1: consider purpose and audience before writing
MS1:
identify target audience before writing
ES1:
talk about audience for different texts being written in class. |
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
with students, providing opportunities for students to respond
to potential meanings in the story. Focus on the written text
and the illustrations.
Possible activities:
Discuss the
cover; predict story line, possible complications and potential
solutions using front and back illustrations, title, knowledge
of the author’s style and so on before reading.
After the
initial reading ask the students: Who is sitting in each chair?
and Who do you think belongs in the empty one?
Discuss the
function of an old people’s home: why old people need to live
there; what people do there; what homes are like.
Draw on the
students’ personal experiences and talk about their relationships
with older people: what they like about them; what they share
and do together.
Relate their
comments to Wilfrid’s relationship with the other characters.
Discussion questions could include: Do the old people like him?
How do we know this? Why? How do we know that Wilfrid likes them?
How are old people that you know similar and different? What can
old people show us, teach us or help us with? What can we show,
teach and help them with?
- 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. 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 at colleen.foley@det.nsw.edu.au or by phone (02) 9886 7488.
- Access,
read and discuss email introductions from other rappers, and
locate these schools on the Rap
maps. Students might wish to respond to other rappers’
introductions (remember to post such responses 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.
For further
ideas refer to Grandma and Grandpa English K-6 teaching
kit, later Stage 1. NSW Board of Studies, 1994. Details provided
in Additional resources. |
Program and planning for Rap point 1
Term 2, Week
3: week beginning 12 May 2003
Rap
point 1
Wilfrid Gordon
was most concerned when he heard his parents say that his friend Miss
Nancy had lost her memory.
a) Why are memories important?
b) What
is your class’ special memory from school life so far this year? What
item would you choose to represent this memory?
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
LS1: drawing on knowledge of other texts and personal experience
to bring meaning to reading
MS1:
read for enjoyment and information across an increasing range
of topics
ES1:
engage with the meanings of a variety of written and visual texts.
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
LS1: discuss actions and qualities of characters
MS1:
talk about the purpose of different texts
ES1:
interpret and give opinions about written texts and their effect
on an audience. |
-
Revisit
the text and identify how the concept of What is a memory? is represented in the written and visual text. Consider each
definition presented by the various characters. Record the
definitions of memory provided by the book characters and
brainstorm memories that have, for example, made the students
laugh; were from long ago; or were warm. (Refer to Rap
sheet 1.)
-
Discuss
how memories are connected to feelings and emotions. Discuss
with the students how the items helped Miss Nancy to remember
and why those times held special significance for her. (Refer
to Rap sheet 2.)
-
Brainstorm
with the class or in small groups reasons why memories are
important. Comment that Wilfrid’s assortment of objects represents
his own childhood memories, but they also revive Miss Nancy’s
memories from her past. It is Wilfrid Gordon’s most cherished
possession (his football) that restores her freshest memory:
her shared friendship with Wilfrid Gordon. (Refer to Rap
sheet 2.) Construct a class comment to share with
other rappers.
-
Ask students
to draw and write captions for a memorable experience from
their time at school this year to share with their classmates
(these drawings could become the basis of a class photo album).
-
Design
a process for the whole class to select one memorable occasion
to report about to the rap. (This may be achieved by preparing
a graph using the students’ artwork to determine the most
popular selection; or by categorising the memories according
to some criteria, eg whole school event; class event etc.)
-
Discuss
which item might best represent this shared memory.
-
Construct
a description of the memorable event and describe your item
which best symbolises the memory.
-
Send the
class response to the rap using correct email and book rap
etiquette.
-
Read
and discuss similarities and differences in how other class
groups have represented their memory. Students may wish to
respond to other rappers’ comments via the rap.
|
Program and planning for Rap point 2
Term 2, Week
4: week beginning 19 May 2003
Rap
point 2
Wilfrid Gordon’s
“…favourite person of all was Miss Nancy Alison Delacourt Cooper because
she had four names just as he did.”
a)
Who is your favourite person in the story? Why?
b)
The author, Mem Fox and illustrator, Julie Vivas, have used words and
illustrations together to help us understand what is special about each
person. Use their clues in the book to write a description of your favourite
person.
Post your description
to the rap. Include your reasons for choosing this particular character.
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
LS1: discuss actions and qualities of characters
MS1:
talk about the purpose of different texts
ES1:
interpret and give opinions about written texts and their effect
on an audience.
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
LS1:
drawing on knowledge of other texts and personal experience
to bring meaning to reading
MS1:
read for enjoyment and information across an increasing range
of topics
ES1:
engage with the meanings of a variety of written and visual
texts. |
- Ask
students to list the characters in the book. (Refer to Rap
sheet 3.)
- Establish
small groups and ask students to select a favourite character
for each group.
- Outline
that each group will need to justify their choice in terms
of their character’s impact; appearance; role in the story;
personal appeal, or other factors. Encourage students to look
closely at the illustrations as well as the written text,
and to use characteristics from the text to justify their
choices. (Refer to Rap sheet 3.)
Discuss
the techniques that the author and illustrator have used:
- Julie
Vivas uses pastel colours and soft rounded shapes to sensitively
illustrate the special qualities of each character and the
bonds of friendship between them.
- Mem
Fox explores the themes of friendship, memory, old age and
childhood, using dialogue and narrative.
- Mem Fox
also repeats the use of “something” and “remember” to help
the reader understand memory. She also utilises repetitive
sound patterns, eg “…Miss Mitchell who walked
with a wooden stick”, and rhyming verse eg “.…with
Mr Tippett who was crazy about cricket”.
- Design
a process for a class selection to be reached as to which
character will be selected and studied.
- Demonstrate
how to locate and record information from visual and written
cues presented in the text. Assist students to look for and
include information about the character that is inferred in
the text. Assist students to jointly construct a profile description
of the chosen character, including their reasons for selecting
this character. (Refer to Rap sheet
4). 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.
|
Program and planning for Rap point 3
Term 2, Week
5: week beginning 26 May 2003
Rap
Point 3
Wilfrid Gordon’s
“…house was next door to an old people’s home and he knew all the people
who lived there.”
a)
Invent another resident of the old people’s home. Tell us about them.
Use Mem Fox’s writing style to help you. For example:
He
talked to…who….
He
ate with…who….
He
followed…who….
He
sat with… who….
b)
What would this resident tell Wilfrid a memory is? “Something…”
c) What special object could Wilfrid find to give Miss Nancy
to help her remember?
d) If Wilfrid gave Miss Nancy this object, what do you think
Miss Nancy would start to remember?
Post your 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
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
LS1: discuss actions and qualities of characters
MS1:
talk about the purpose of different texts
ES1: interpret and give opinions about written texts and their effect
on an audience.
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
LS1: drawing on knowledge of other texts and personal experience
to bring meaning to reading
MS1:
read for enjoyment and information across an increasing range
of topics
ES1:
engage with the meanings of a variety of written and visual
texts. |
- Revisit
the text focusing particularly on the first two double pages.
Highlight the sentence structure for students, especially
the use of adjectival clauses beginning with “who”, eg “He
liked Mrs. Jordan who played the organ.”
- Brainstorm
possible names of characters who could live at the old people’s
home. Use a similar text sentence structure to that used by
the author to draft a sentence that captures the essence of
that character (Innovate on text), eg He sat with Mrs
St. Clair who rocked in her chair. (Refer to Rap
sheet 5.) You might like to ask students to draw and
label their character or to design a photo album portrait
to assist them to determine the characteristics they are describing.
- Revisit
the text, particularly from the fourth to the seventh double
pages and investigate the sentence structure used by the author
to describe a memory. “Something as, that, from, etc.”
- Revisit
the qualities of a memory offered by the old people. “Something
…” and list possible reasons why each character might offer
that description.
- Brainstorm
other metaphors to describe a memory, eg Something that fits
in a photograph album”. (Refer to Rap
sheet 6.) Work with the whole class to decide which
description best suits the character.
- Based
on that choice, ask students to brainstorm possible objects,
which Wilfrid may choose to give Miss Nancy. (Refer to Rap
sheet 6.) Design a process to reach a consensus as to which
particular object he will present. Ask students to reflect
on and share reasons for the choice.
- List
possible things Miss Nancy might remember if Wilfrid presented
this item to her. Reach a group consensus as to which particular
memory might be stimulated.
- 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.
|
Program and planning for Rap wrap
up
Term 2, Week
6: Week beginning 2 June 2003
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
LS1: discuss actions and qualities of characters
MS1:
talk about the purpose of different texts
ES1:
interpret and give opinions about written texts and their effect
on an audience.
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
LS1: drawing on knowledge of other texts and personal experience
to bring meaning to reading
MS1:
read for enjoyment and information across an increasing range
of topics
ES1:
engage with the meanings of a variety of written and visual
texts. |
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 prior to prepare for pair brainstorming.
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. |
Credits
Thank
you to Mandy Kirk (Thomas Acres Public School), and Jenny Scheffers
(Marayong Public School), for developing the programming and support
material, and to Bernadette Thorne, Senior Curriculum Adviser, English
K-12.
This rap is
a joint project of the Library and Information Literacy and English
Units, Professional Support and Curriculum Directorate.
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