On Day 3 the main part of the project was described to the pupils. They would be split up into two groups (A and B) and like the Trinidadian Midnight Robbers, each group would be -

As well as exploring bravado and learning how to boast effectively it was also explained that they would be looking behind the mask to explore the Midnight Robber's alter ego. Andrew started the day performing some of his work including a rap he had written based around the opposites - I am hard like... I am soft like...

The groups then wrote their own lists of opposites - first using single words:

stop/go
quiet/loud
friends/enemies
argue/agree
boy/girl
hot/cold
smooth/rough

and then following Andrew's rhyming hard as/soft as example

Group A

I'm hard like metal
I'm soft like water in a kettle
I'm hard like steel
I'm soft like orange peel
I'm hard like iron
I'm soft like Diane
I'm hard like wood
I'm soft like a coat hood
I'm hard like a chair
I'm soft like hair

I'm hard like an iron
I'm soft like a sea lion
I'm hard like a huge rock
I'm soft like a fur sock
I'm hard like a train
I'm soft like the rain

Group B

I'm hard like a table
I'm soft like a sponge
I'm hard like metal
I'm soft like gunge

I'm hard like the rock that protects the ground
I'm soft like a jelly that's wobblin' around

I'm hard like Tyson's muscles
I'm soft like sprouts and brussels
I'm hard like your head
I'm soft like her bed

I'm hard like an iceberg in the sea
I'm soft like a teabag in your tea
I'm hard like the concrete on the floor
I'm soft like a fly splatted on the door

Next the pupils moved to the computer suite where they were each given a Midnight Robber profile form to be completed along with photocopied pictures of actual Midnight Robbers to refer to. These profiles would inform the artwork as well as the literacy. They were asked to give their Midnight Robber a name, powers, alter ego (explained as their soft-side/weaknesses which in turn can be powerful) and also to design and draw the front and back view of a Robber hat and cape. This would include patterns to express their Robber's personality and the pupils were asked to refer back to the worksheets from the visit to the African Worlds exhibition for inspiration. The profiles were then separated into their appropriate groups.

After sharing some of their work with the class, the pupils moved onto the computers to access their project page on the Inspiration Africa! website (project6.html). This page links to an on-line word document which was saved to their individual machines to be completed. Featuring an excerpt from the 'Midnight Robber Talk' - lines were repeated with spaces provided to enable the pupils to write their own robber talk. Read and see more about the process under the
I.C.T. page

I am (put your Midnight Robber name in here)
From the day my mother gave birth to me ....
At the age of one ...
At the age of five ...
At the age of eight ...
At the age of 12 ...
Now I am ...

Once completed all of the individual documents were attached to e-mails stating which group they belonged to and then sent to Jacqui at home for editing. First of all two lists were made featuring all of the proposed names from Group A and Group B - these would be voted on by each group to select one Midnight Robber name each (Group A chose Angel of Darkness and Group B chose Death Skeleton).

Group A
Devil Man - The Fighter
Angel of Darkness
The Killer Hammer Head
Alkazam
Cane the Midnight Messiah Undertaker (or)
Midnight Undertaker & Kane Messiah
Father of Darkness
Treason Fighter/Warrior
Mr Sting Robber Scorpion

Group B
Night Crawler
Scary Robber
Flaming Night Man
Death Skeleton
Death Silence
Kicheller (The Midnight Killer)
Skeletor (The Midnight Haunter)
Night Rider/Day Rider
The Skeleton from Hell
Midnight Warrier

Next all of the lines from group A were inserted into one long word document and the same for group B. Andrew then selected the most appropriate lines and the two documents were printed off and copied for the class. Large spaces were left between the lines for the next part of the writing process.

Read Group A doc and Group B doc but please use your browser back button if you access the page from this link.

All of the pupils from Group A were given the same document and the same for Group B. They were then asked to write individual rhyming sentences underneath each line. For instance:

"From the day my mother gave birth to me I could kill people with my acid tongue
... and the foul breathe coming from my lung"

Again all of the work was collected to be edited by Andrew into the final combined Group A and Group B raps. These raps were rehearsed in the classroom as they were to be used in a video performance on the last day when pupils would also be dressed in their screen printed Angel of Darkness and Death Skeleton capes and hats.

Finally the pupils were also asked to refer back to their Midnight Robber Profiles and to write some lines for their Midnight Robber's alter ego.

Read Group A RAP and Group B RAP but please use your browser back button if you access the page from this link.

Read Group A alter ego and Group B alter ego but please use your browser back button if you access the page from this link.

Back to top of page
Back to literacy page 1 with images
Back to MSS opening page
Back to schools/projects section