Book Rap Course
This 'three circles' model helps teachers to think and prepare for using book raps in the classroom. It depicts the teacher at the centre of three overlapping areas which become very important when we contemplate doing something new like the Internet Curriculum-based project of Book Raps.
Let me briefly explain the model.
The 'logistics circle' includes
the technical side and managing the project with the class. The technical
side include local issues of computer access, Internet access and email
software. This is often what most teachers are anxious about and often
creates ready reasons for some teachers not to participate.
The 'curriculum circle'
includes how the book rap will be linked to the curriculum and daily program.
While the 'training and
professional development circle' requires an individual assessment by the
teacher as to what skills are needed for them to do the book rap with their
class and if they need to undertake any training.
These three circles fit
into firstly the teaching community. Teachers going through this process
should realise that they are part of the local community of teachers at
their school and now can be part of the network of teachers by being part
of the online
community of teachers. These teachers can provide valuable support
for all questions and problems which arise for teachers in any of the 'three
circles'.
All of the teaching community
is part of the bigger square which includes all of the wider community
with support and encouragement often coming from parents, family and friends.
Now let me expand the logistics circle including access to the Internet and classroom management.
The computer and Internet access question varies from school to school and there seems to be more difficulties with timetabling for secondary schools. The project can be used with limited access to computers and not necessarily classroom access to the Internet.
In some schools the library which has the Internet access acts as a post office. In other words once the book rap has been joined library staff print off messages for the classroom teacher. The messages to the book rap list are composed and put on to disk and taken to the library. Staff then email them to the list. This is usually a class letter or small groups replies. The library staff would have to copy and paste the word processed document on to an email message and send it.The Eudora Lite program does fit on to a disk and if this is used the job is even easier. All messages in the class are written and saved on to the eudora disk and this is taken to the library.
Visit the Eudora Place and you can download the freeware program Eudora Lite.
Somtimes the teacher has only email access from home and the same process happens. Other people like me have Internet access through attaching an extension line to the phone or fax line. So messages are quequed and sent together at a convenient time. Just recently I have heard how a teacher who was sending the messages to the list from home took the class to the local Internet Cafe to let the class see their email.
I suppose what I am really saying is that you may have to be creative in solving your access problems. The use of laptops and quequing messages is another solution too.
This encompasses how you are going to organise your class in relation to working through the project. Questions will centre around collecting and reading the mail and writing and sending messages.
Collecting and Reading the Mail
Who will collect the mail and when will we collect the mail? Will I have to demonstrate this? Will I rotate small groups to do this? These are all questions we have to deal with especially if we are doing a book rap for the first time.
Let me explain how I did this with my early childhood class. First of all I talked to the class about how electronic mail works comparing it to ordinary mail. Then I showed them in small groups of about 5 the email program by composing a simple test message and having some email to collect. The rest of the class had desk work and were not allowed to ask any questions.
Training some children to become experts in collecting and sending mail helps stop interruptions during other class time. ASK FIVE before me is a good principle to use with your class for all computer work. You select your experts on your assessment of their computer skills. Sometimes the worst behaved make good experts. I have found that other students with learning difficulties are good at dealing with technical problems.
The first decision is are you going to have a class book of letters. If so, then students can be allocated the job of printing off the messages. This can be done by rotation either individually or in pairs checking off their name on the a class list beside the computers.
The second decision is whether you are going to read the messages from the printed message or from the computer. I photocopy multiple copies of the rap point which my class pastes into either their computer book or their writing book. Depending on how big you want to make the project it could be a special book for that book rap. This then becomes an assessment item. As I only have one computer with an Internet connection I use the printed version of the email messages and we share these during shared reading with the rap point becoming the focus of the first language lesson after we receive it.
Writing and Sending Messages
There are a number of ways to organise your class for writimg the introduction and replies to the rap points. Just like any other part of writing there is a need for modelling the process and then providing scaffolding when the children are doing it by themselves.
For the introduction of my class or group first of all I make a list with the children detailing our specific location so that we can be located on a map and then all the things particular to our class and school. The children take turns at making these points into a letter which I write on the blackboard. We practise rereading and working out words as we go. Once the letter is composed partners take it in turns to type up the email letter and it is sent at a convenient time to the list.
For
rap points replies it depends on the particular rap point sometimes
I use a similar approach to above. Other rap points lend themselves to
group or individual compilation replies. (that is the individual replies
are all grouped in one letter) I put priority on getting the rap point
answered as quickly as possible as this is where the momentum and excitement
comes from posting the class's message and them reading what other's thought.
Remember especially in the younger grades the children don't have to type up the message themselves. As their keyboarding skills are often very slow.
Later in the week write and post a response to some of the letters read during the week using individual or group or whole class replies.
Created by Cherrol McGhee Book Rap Manager
Updated 18 April 1999
