Raptastic! Teacher Resource Pack - KS1 & Lower...
Transcript of Raptastic! Teacher Resource Pack - KS1 & Lower...
Raptastic!
http://www.dreamlearners.com © 2015 Dream Learners Ltd. 1
Teacher Resource Pack - KS1 & Lower KS2
OverviewAvailablefreeontheAppStore,DreamLearners’cross-curricularanimatedstoriesarecreatedbyteachersandchilddevelopmentexperts.VideosarealsoavailableonlineforusewithSmartBoards.Thispackenablesteacherstoextendthelearningthrough:
• Class-basedactivities,discussionguidesandvocabularyglossary• Worksheets• Homeworksheets• Internetresources
Story Summary: Raptastic!
DoreentheDormouseisexcitedthatherfavouritepopgroup,RebelRazorandtheRappingRodents,isvisitingtheforest.FreddyandBeahavealsobeengettingexcitedaboutrappingbecausetheyhavebeenmakinguptheirownrapsatschool.QuercustakesthemonalearningjourneytofindoutaboutthestoryofrapmusicandhowitlinkswiththestorytellingGriotsofWestAfricaandthehistoryofslavery.Thetwinslearnhowraphasinfluencedmodernmusicandhowitprovidesanoutlettoexpresspersonalthoughtsandfeelings Cross-Curricular Content: Literacy:Rhythmandrhyme,PoetryMusic:Musicfromothercultures,followingarhythm/clappingoutabeatHistory:Slavery-historyandabolitionPhysicalEducation:DancefromotherculturesSocialandEmotional:Respectingdifferences,bullyingIdealforBlackHistoryMonthandAnti-BullyingWeek.
Raptastic!
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Breakdown of Learning Objectives: Literacy
• Tounderstandhowtoidentifyrhymingwordsinpoemsandrapsandhowtocreatepoemsandrapsthatfollowasimplerhymingpattern
• Tounderstandwhatismeantbythepoetryterm‘rhymingcouplet’• Tounderstandwhatrhythmisandhowtoclapoutasimplebeat• Topreparepoemstoreadorperform,showingunderstandingthrough
intonation,tone,volumeandaction
Music
• Toappreciatethatdifferentculturesaroundtheworldhavedifferentmusicalstylesandheritage
• Tounderstandthatadrumcanbeusedbeatoutarhythm• Toimproviseandcomposemusicforarangeofpurposes
History/Geography
• Tounderstandandappreciatethehistoryofrapmusicandhowithascontributedtopopularcultureandsociety
• Tobegintounderstandthehistoryandabolitionofslavery• Todevelopanappreciationofworldcultures
PhysicalEducation:
• Touseamusicalbeattodanceto• Toappreciatedancefromothercultures
SocialandEmotional:
• Toappreciateandrespectthedifferencesbetweenpeople• Tounderstandwhybullyingiswrongandnottotolerateit
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Forest Friend Factoid: Doreen the Dormouse
TheworddormousecomesfromtheFrenchword'dormir'-tosleep.Dormicespendasmuchassevenmonthsoftheyearsleeping!PhysicalDescription:Chubbybuild;brightgolden-browncolourwithcreamy-whiteunderparts,thickfurrytailandbigblackeyes.Weight:15–30g,Lifespan:Upto5years
Dormicearemembersoftherodentfamilywithstrongandsharpfrontteeth(incisors)forgnawingfood.Dormiceusedtobeverycommonbuttodaytheyarearareandendangeredspecies.Fewpeopleareluckyenoughtoseeoneinthewild.Dormicearenocturnal(activeatnight)andusetheirlargeeyes,longwhiskersandexcellentsenseofsmelltofindtheirwayabout.Theyaremuchmoreagilethanothermice,spendingalotoftimeclimbingaroundbushesandtrees,rarelycomingdowntothegroundTheyeatflowersandpollenduringthespring,fruitinsummerandnuts,particularlyhazelnuts,inautumn.Findoutmore:BBCNature-Dormousevideos,newsandfactshttp://www.bbc.co.uk/nature/life/Hazel_Dormouse
TheMammalSocietyFactSheet:http://www.mammal.org.uk/index.php?option=com_content&view=article&id=217&Itemid=250
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Forest Friend Fact Frenzy Can you remember 3 facts about dormice: Can you explain what the word nocturnal means? Hooray! It’s time for you to draw your own Dormouse character below. Don’t forget to name them! Perhaps they have a special superpower or a funny outfit?
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Task 1: Shared Writing Opener:readthispoemtotheclass,askingthemtofocusonthethemeofbullying.Additionally,ifyougivethemacopy(seelaterphotcopiablesheet),cantheyhighlighttherhymingwordsasitgetsreadaloud?WordsCanHurtWordscanhurtIdon’tknowwhyButallIknowIstheymakemecryWordscanhurtWhydotheybullyme?I’minnocentbutDotheysee?WordscanhurtButwilltheyseeThattheircruelwordsArehurtingmeIfonlyallthewordswouldstopIgetsocrossthatIcouldPOP!ByAnnabel,age9Usethispoemasatalkingpointforashortclassdiscussionandtogenerateideasforthemaintask.
• WhatcouldhavehappenedtoAnnabelorsomeonesheknowstomakeherwritethispoem?
• WhatsimilaritiesaretherebetweenthispoemandBea’srap?• Ifyoucouldwriteanoteorapoemtoabully,whatwouldyousayto
them?Encouragepupilstogetintopairsorsmallgroupstodiscusstheirideasandworkcollaboratively.
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Herearesomefurtherpointsthatpupilscoulddiscuss:
• Whyshouldtheythinkbeforetheysaysomethingmeantosomeone?• Whydoesbullyingothers,hurtthebullytoo?• Nobodyisperfect.Pointingoutotherpeople’sfaultsismeanand
unkind!Whatshouldpeoplefocusoninstead?MainTask:Thisshouldextendintoashared,grouporindividualwritingtaskwithchildrenwritinganote,letter,posterpoemorraptoanimaginarybully.Encouragethechildrentoreadouttheirwork.Ifanyoneneedsanopeninglinetogetstarted-trythis:DearBully,Doyoueverstoptothinkhowyourmeanwordsmakemefeel?Iwanttotellyou…….OrevenuseBea’sraptoinspire:“Kidsaresomeanwhentheycalleachothernamesorwhentheywon’tletothersjoinintheirgames.…”
Plenary:Sharesomeofthepupils’notes,poemsorraps.Asktheotherpupilstosayatleast3positivethingsabouttheperformance.Createawalldisplaywiththepupils’finishedworkandaddinthecommentsfromothers.
worthless painful worried scared sad cry mean threaten personal space target victim embarrassed feelings pick on anger wrong stand up understand together your problem strong insecure hurt
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A Poem about bullying: Words Can Hurt Words can hurt I don’t know why But all I know Is they make me cry Words can hurt Why do they bully me? I’m innocent but Do they see? Words can hurt But will they see That their cruel words Are hurting me If only all the words would stop I get so cross that I could POP! By Annabel, age 9
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Task 2: Challenging Stereotypes Usingphotographsofpeopleisagreatwaytoexploreassumptionsandchallengestereotypes.Youcouldusethesephotographsorcollectsomeofyourowntosharewithyourpupils. a b c d e f
1) Askpupilstodecide(intheirheads)whichoneofthesesixpeopleinthepicturestheywouldmostliketohaveastheirteacher.Mostchildrencanandwillchoosesomeone.Thishighlightsthatmostpeopledomakeassumptionsaboutpeoplebasedonlyonwhattheylooklike.Thisisnotalwayshelpfulasyoucanneverreallyknowwhatapersonisreallylikeuntilyouhavegottoknowthem.
2)Askeveryonetoguesswhich:
•twopeoplearedoctors(cande)•onepersonisacarmechanic(b)•onepersonplaystheviolin(d)•onepersonisateacher(a)•onepersonisaheadteacher(f)Thisusuallyillustratesthattheassumptionswemakebasedjustonwhatsomeonelookslikecanoftenbewrong.
Askchildrentodrawapictureofthemselvesandlabelitwithcharacteristicstheywouldwantpeopletofocusonsuchaskind,helpfuletc.
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Anti-bullying internet resources ExtendedClassroom-basedactivitiesandideastohelpyouplanafabulousarrayofcrosscurricularanti-bullyingactivitiesforeverydayoftheweek.ComprehensiveKS1schemeofworkfromantibullyingallianceUK:http://www.anti-bullyingalliance.org.uk/media/10848/KS1-lesson-activities.pdfFabulousresourcebookletforprimaryschoolchildrenonbullyingfromKidscapecharity:https://www.kidscape.org.uk/media/152787/don_t_bully_me_web_version.pdf
Dramaandrole-playideasforanti-bullyingweek:http://www.oxfam.org.uk/education/resources/bullying
Circle-timeactivities:Asimplebutpowerfulwaytodemonstratethelastingimpactofbullying:https://www.tes.co.uk/teaching-resource/bullying-crumpled-paper--and-writing-prompts-6374407Thesebrightpaperrings—loopedintoachain—highlightkindandrespectfulwaystotreatpeople.Evenbullieswantfriends:http://www.crayola.com/crafts/caring-chain-to-stop-bullying--craft/
Create‘nobullying’wristbands:http://www.kidscanhavefun.com/kids-worksheets/no-bully-zone-wristbands.pdf
ReadthefollowingstoriesanddecideifthestoryisBULLYINGorNOTBULLYING:http://www.sheffkids.co.uk/childrenssite/pages/bullyingquiz.html
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Black history internet resources ExtendedClassroom-basedactivitiesandideastohelpyouplanafabulousarrayofcross-curricularblackhistoryactivitiesforeverydayoftheweek:Week-longschemeofWorkbasedon‘Handa’sSurprise’https://www.tes.co.uk/teaching-resource/handa-s-surprise-planning-year-1-6412081
Traditional role and importance of drums in African communities
InWesternculturetheideaofdrummingisnearlyalwaysassociatedwithentertainmentortoaddtothemusicalqualityofasong.AfricandrumsholdaspecialplaceinthehistoryofAfrica,oftenwithadeepersymbolicmeaning:http://blog.africaimports.com/wordpress/2009/02/the-importance-of-drums-in-african-tradition/
FactsaboutAfricandrumsandculturalsignificance:http://www.african-drumming.com/african_drums.htm
ResourcesondailylifeinGhana:http://www.teachingdrums.com/Ghana.htmCreateyourownDjembedrum:http://artsmarts4kids.blogspot.co.uk/2008/10/create-your-own-african-djembe-drum.html
AcomprehensiveKS1sitewithtimelineexploringtheslavetrade:http://www.theschoolrun.com/homework-help/the-atlantic-slave-trade Ecology and green/environmental resources TheimportanceofwaterforthepeopleoftheSamburuLandinKenya:http://www.bbc.co.uk/education/clips/zhp34wxCollectingandcarryingwaterfromawellinMali,Africa:http://www.bbc.co.uk/education/clips/z3j6sbkAfricandancevideo:http://www.bbc.co.uk/education/clips/zmqc87h
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Homework Task 1 Prejudice: Prejudicecanbecausedbyfearoftheunknown,orbyfearofsomethingdifferent.Askaparentorcarertohelpyoulookuptheword“prejudice”inadictionaryoronlineandfindoutwhatitmeans.Discussthistogether.Herearesomereasonswhychildrensometimesexperienceprejudiceinschool:
• wearingglasses• beinganewgirlorboy• wearingdifferentclothes• havingadifferentcolourskintomostotherchildrenintheclass• havingaphysicalhandicap• beingoverweightorunderweight• beingtallorshort• havingadifferentreligion
Chooseoneofthereasonsandimaginethatyouarethepersonwhoisexperiencingprejudice.Drawacomicstriporstoryboardorwriteadiaryentryexplainingwhathappenstoyouandhowyoufeel.Afterwardswewillreadoutsomeofthediaryentriesandcomparethem.
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Homework Task 2 I’m a Star
Thinkaboutthespecialanduniquethingsyoubringtothisclass.
Writeyournameinthestaranddraworwritein5thingsthatmakeyouspecial.Decorateit,usingthecolours,shapesandpatternsthatrepresentyouandwhatisspecialanduniqueaboutyou.
My name is:
1. 2.
3. 4.
5.
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Glossary Key vocabulary and phrases from the story
Abolished:Ifsomethingisabolished,it’snolongerallowedtocontinue;it’sstoppedcompletely.Bullying:Bullyingisanybehaviorthatismeanandunkindandhappensmorethanonce.Bulliescanhurtpeopleontheinsideaswellastheoutside.Griot:GriotsarethestorytellersofWestAfricawhopassonnewsandimportantinformationthroughsong.AGriotisapoet,musicianandhistorianrolledintoone!Rap:RapisonekindofpopularmodernmusicwhichhasitsrootsinWestAfrica.Rapperstalkinrhymetotherhythmofamusicalbeatoftenaboutimportantissues.Rhyme:Wordsthatmatchwithasimilarsoundarecalledrhymingwords,suchas:hotandnot;whyandlie;feelingandceiling.Slavery:Slaveryisbeingmadetoworkveryhardforlittleornomoney.Slavesarenotfreeandtheycan’tleave,eveniftheywantto.Tribe:Agroupoffamilieswholivetogetherarecalledatribe.Tribesoftensharethesamebeliefs,thesameideasandawayofliving.RhymingCouplet:Twolinesofpoetrywherethelastwordsoneachlinerhymeiscalledarhymingcouplet.Forexample:“Twinkle,twinklelittlestarHowIwonderwhatyouare.”
abolished,Africandrum,anti-bullying,beat,bullying,Griot,freedom,pattern,poem,rapping,rhyme,rhythm,rhymingcouplet,slavery,storytelling,tradition,tribe,WestAfrica