About
this rap
A rap uses email to circulate discussion points, known as rap
points, about a topic or text. It can stimulate classroom activities
and provide opportunities for students to share responses and
ideas with other schools.
The Brave new world and Blade runner – Director’s
cut online rap will run over approximately five weeks.
Suggested class activities and a range of resources to support
the focuses of the rap are available for your consideration
in the Program and planning section.
This rap is not intended as a complete unit of work.
The rap could be used to complement a class unit of work, to
provide additional perspectives and activities, or as revision.
This
rap assists Stage 6 students in the development of their ability
to:
- use
information and communications technologies (ICT) to locate,
access, evaluate, manipulate, create, store and retrieve information
- express
ideas and communicate with others, using ICT
Timeline
for this rap
| Rap
live for subscribing |
More
human than human: Brave new world and Blade runner – Director’s cut rap site live. Schools can register their participation from
this date |
| Introductory
activities |
Schools
introduce themselves. Registration continues |
| Rap
point 1 |
The
discussion focus for this week |
| Rap
point 2 |
The
discussion focus for this week |
| Rap
point 3 |
The
discussion focus for this week |
| Rap
wrap up |
The
final week of sharing responses and concluding comments |
Coordinator
Cathy
Sly, English and Drama teacher,
Barrenjoey
High School, will guide us through
the rap, posting the rap questions and focus for each week. Cathy
will also provide encouragement for this book rap on the Teacher
support listserv, where teachers will be able to ask questions about
and discuss professional issues related to the rap and how they
are managing it with their classes, as well as other aspects of
teaching this elective.
Guest
expert
Noel Morris,
St George Girls high School, and author of themETAphorrticle referenced in Program and planning on this rap, will join us as an online expert. Noel will comment
on class responses to the rap points and will be available for questions
as outlined in the Program and planning during the concluding activities.
Subscribe
to this rap
In
order to participate in this rap you need to subscribe, by entering
your email in the boxes below and clicking the ‘Submit’ buttons.
The rap will start in keeping with the timeline above.
Teacher
email will not be archived.
You
will receive confirmation emails for your Class group and the Teacher
support listserv. Simply follow the instructions these contain when
posting messages.
Archives
of the class email discussion
Gallery
of student work
Support
materials
Rap
points (Discussion
points which guide the rap)
Introductory activities
Program and
planning (Suggestions for class discussion and
activities for rap points, linked to syllabus outcomes)
Concluding activities
Additional support material
Implementing
a rap (Rap FAQs and About rap email)
Email
– Instruction sheet for students
Rap lingo
Rap maps
Rap
points
The rap point questions act as discussion points to guide
the rap. The questions for the week are posted to the rap at the
beginning of that week by the rap coordinator. Class groups post
their answers and can respond via the rap to other schools’ replies
during the relevant week for that rap point. The rap points
for this rap are as follows.
Rap
point 1 (Week 5: week beginning
24 February 2003
)
For related class
discussion considerations and activities see Program
and planning
As
a time traveller, you have recently visited
London
A.F. 632 and Los Angeles 2019. Compose an article for a scientific
journal of today outlining your perceptions of humanity in these
futuristic societies.
Post the class response to the rap after the teacher has approved
the final draft.
Rap point 2 (Week 5: week beginning
3 March 2003
)
For related class
discussion considerations and activities see Program
and planning
Write
an interview with both Aldous Huxley and Ridley Scott in which you
elicit information on why they chose to compose their text in the
manner they did.
Post the class response to the rap after the teacher has approved
the final draft.
Rap
point 3 (Week
7: week beginning 10 March 2003)
For
related class discussion considerations and activities see Program
and planning
Create three
to five personal diary entries for one of the characters from Brave
new world and one of the characters from Blade
runner - Director's cut.
Post the class response to the rap after the teacher has approved
the final draft.
Rap
lingo
| Rap |
An
online discussion about a topic or text |
| Rappers |
The
people involved in the rap |
| Rap
map |
A
map marking other rappers’ locations |
| Rap
point |
A
question focusing the discussion |
| Rap
record |
Print
out of messages responded to |
| Rap
reflections |
Sheets for rappers to reflect on their experiences and skills |
| Rap
rep |
The
person typing the responses |
| Rap
reporters |
The
people relaying rap news to others |
| Rap
rules |
Guidelines
of a rap discussion |
| Rap
wrap up |
Final
message about a rap |
Rap
maps
Find
examples of maps
and tally sheets. Students may use these to identify and
locate schools participating in the rap. Use these or create your
own based on ideas from these examples.
Credits
Thank you to Cathy Sly, English and Drama teacher at Barrenjoey High School
for developing the programming and support material.
This rap is a
joint project of the Library and Information Literacy and English
Units, Professional Support and Curriculum Directorate, NSW Department
of Education and Training.
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