HSC ENGLISH (ESL) OUTCOMES |
ACTIVITIES |
RESOURCES |
4. A student uses language relevant to the study of English.
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Introduction:
- Teacher introduces students to how an online
book rap works, its purpose etc. Teachers can view
previous archived raps to understand format.
- Students together compose a class introduction
for the rap. Details such as name of school, location,
class, number of students etc can be given.
- Process and edit introduction and save to disk.
- Post message to the rap.
- Teacher explains the format for Only the heart book
rap.
- Students compose questions they have concerning
the book in pairs or small groups.
- Class discusses questions raised. Teacher collates
questions. These can be pinned on classroom wall
and ticked off, if answered, as the rap progresses.
Language modes:
Listening
- identifying main ideas and subsidiary ideas in
small group discussion, class discussion, formal
presentation and informal conversation
Speaking
- applying conventions relating to interpersonal
skills in speaking, including assertiveness and
politeness
Writing
- applying detailed conventions of grammar, sentence
structure, punctuation, spelling and quotation
to writing.
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Computer to access site.
Previous raps: can be viewed online.
See Book rap protocols in FAQs.
Paper to post questions on wall.
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Rap Point 1: Who are the Vo family?
Only the heart begins with a diagram of the Vo family
tree facing Chapter 1. This, however, does not really represent
the relationships between people, or the changing nature
of the family. Rap Point 1 will look at this.
Rap Point 1 (a):
Discuss with the rap how, in each of the three sections
of the book, the interpersonal relationships between characters
are shown.
Activity: Look at the Vo family tree. From your knowledge
of the novel redesign the family tree for each section of
the book showing:
- births, deaths and marriages
- main characters and minor characters
- the physical location of people - Vietnam, Indonesia
or Australia.
Rap Point 1 (b):
Only the heart tells the story of the Vo family's
escape from Vietnam to resettlement in Australia.
Discuss with the rap what you have learnt from the book
about the function, values, and relationships within a Vietnamese
family as portrayed by the Vo family.
Rap Point 1 (c):
Explain to the rap how gangs represent substitute families
in the book. What impact do they have on the Vo family?
In order to help you answer this question, consider the 'gangs' at
sea, in the refugee camp, and in Cabramatta. How are their
values and function similar to, or different from, the Vo
family's?
HSC ENGLISH (ESL) OUTCOMES |
ACTIVITIES |
RESOURCES |
6. A student interprets texts using key language patterns and structural
features.
3. A student demonstrates an understanding of cultural reference in texts.
9. A student engages with the details of text in order
to develop a considered and informed personal response.
4. A student uses language relevant to the study of English.
9. A student engages with the details of text in order
to develop a considered and informed personal response.
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Rap point 1 (a)
- Teacher informs class of Rap point 1 (a) requirements.
Explains function of family tree. Models fictional
or a student's family tree
- Class discusses some of the differences that may
be added to a redesigned family tree in the first
section of the book, Diamonds and teardrops. Teacher
may begin drawing up the diagram as a model.
- Depending on English competence:
EITHER
Students can work in small groups. Each group completes one of the three
different diagrams and reports to the class. Revisions/additions are
made with class input. A final version is prepared.
OR
Students can work as a class to complete a joint construction of diagrams
of Sections 1 and 2 of the novel through teacher direction. Section 3
can be completed as pairs.
- Students explain relationships and the changing
nature of the family. A joint response to Rap point
1 (a) is written.
Language modes:
Listening:
- identifying main ideas and subsidiary ideas in
small group discussion, class discussion, formal
presentation and informal conversation
Speaking
- arguing with supporting evidence for a point of
view arising from texts and Area of Study
Reading
- using literal, interpretive, critical and creative
levels of comprehension
Representing
- constructing more complex types of representation.
Rap point 1 (b)
- Teacher discusses requirements for Rap point 1
(b). Examples may be given to stimulate talk eg.
the importance of grandmothers in Vietnamese culture.
Years of war meant the men were away for long periods.
As well, the extended family often live in one house,
so the grandmother acts as the carer of children
while parents work. They are also the custodians
of values, beliefs and traditions.
- Class discusses findings and clarifies any cultural
aspects that are unclear.
- A joint response is written to rap point 1 (b).
Language modes:
Speaking
- arguing with supporting evidence for a point of
view on an issue arising from texts and Area of Study
Reading
- demonstrating understanding of cultural attitudes,
beliefs and values underlying issues and language
in texts.
Rap point 1 (c)
- Teacher informs class of Rap point 1 c) question.
Brainstorms what a 'gang' is with class eg on blackboard.
Teacher then refers back to what typifies a Vietnamese
family as explored in Rap question 1(b). Begins discussing
how the structure and relationships in gangs are
similar to and different from the family structure.
Modelled examples can be taken from pages 105 to
106 and noted eg on blackboard.
- Students are divided into pairs or groups. Each
pair/group looks at one of the following:
- Sai Rakdee and his pirate gang
- Cang and his gang in Pulau Bisa
- Hai Nguyen, the Triple K and Tang in Cabramatta.
- Groups/pairs report findings to class. Noted on
blackboard.
- Class discusses as a whole how these gangs impact
on the Vo family throughout the book.
- A joint response is written to Rap point 1 (c)
- Word process the responses to Rap point 1 (a),
(b) and (c); edit and save to disk.
- Post a joint response to Rap point 1 (a), (b) and
(c) to
Language modes:
Speaking
- arguing with supporting evidence for a point of
view on an issue arising from texts and Area of Study
Reading
- demonstrating understanding of cultural attitudes,
beliefs and values underlying issues and language
in texts.
Writing
- applying detailed conventions of grammar, sentence
structure, punctuation, spelling and quotation to
writing
- using extended vocabulary and specialised language,
facilitating accurate and appropriate expression.
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Family tree at start of novel.
Computer.
Computer with email facilities. |
Rap Point 2: Perspectives on common experiences
Only the heart follows the events in the life of
the Vo family through the perspectives of different characters.
Through the authors' use of this technique, we come to understand
the story more fully, and gain a more rounded and comprehensive
picture of events.
Rap Point 2 (a):
Discuss with the rap how four different accounts of the
Vo family's escape from Vietnam help to create a vivid picture
for the reader. Consider how the authors use language to
do this.
Activity: Consider the family's escape from Vietnam
through the eyes of:
- Grandma pp 37-39
- Toan pp 45-47
- Minh pp 47-49
- Hoa pp 51-54
Use Rap sheet 1 to
note down the following:
- What feelings are expressed by each character?
- What are the reasons for these feelings?
- How do things such as age, personality and past experiences
influence each character's view of the event?
- Note language features which characterise each account
eg. first person/third person; descriptive/factual etc.
HSC ENGLISH (ESL) OUTCOMES |
ACTIVITIES |
RESOURCES |
12. A student draws upon the imagination to transform
experience and ideas into texts, demonstrating control
of language.
6. A student interprets texts using key language patterns
and structural features.
4. A student uses language relevant to the study of English
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Introducing Rap point 2
- Teacher leads an oral recount of a shared school
event eg. school assembly.
- school carnival, excursion.
- Teacher models note taking of the oral recount
by writing on blackboard about the school event.
Various feelings of the event are included.
- Students write own notes of event; include their
own feelings.
- Students tell partners about their perspective,
using their notes.
- Three students give an oral recount of the event
from their notes, including an expression of their
feelings about the event.
- Class fills in a grid showing each student's response
to: 1. key moments; 2. emotions; and 3. relationships
and feelings towards others.
- Discuss why perspectives can be different even
though the same event is being discussed. List factors
influencing perspectives eg age, family background
etc.
Rap point 2
- Teacher introduces Rap point 2.
- A documentary film may be shown as an example of
presenting different
perspectives on one event.
- Class discusses perspectives expressed in the documentary.
Depending on English competence:
EITHER
Students can be divided into four mixed ability groups. Each group is
given one character and Rap sheet 1. After reading the relevant
pages and discussing the character's perspective on the escape, the
group fills in the rap sheet. Each group then reports back to the class
its findings on each character.
OR
Students can be guided through this exercise
by reading together each section, then creating a
grid for each character on the blackboard. Students
fill in Rap sheet 1 from the blackboard.
- Discuss Rap point 2 questions. Reach a consensus.
Do a joint construction of a response to Rap point
2.
- Word process the message; edit and save to disk.
- Post a joint response to the rap.
Language modes:
Viewing
- discerning connotations in words, sounds and images
in the mass media
Reading
- recognising ways that writers use language to address
purpose, situation and audience, and shape response:
- understanding text structures
- understanding tone and mood
Writing
developing personal style.
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Rap sheet 1.
Computer with email facilities. |
Rap Point 3: How the main story is conveyed
Although the story, Only the heart, is shared mainly
between Toan and Linh, the voice of the primary narrator
is Toan.
Rap point 3 (a):
Examine the following extracts carefully, then discuss why
Toan is shown as the primary narrator:
- Toan pp 112-115
- Linh pp 115-116
Rap point 3 (b):
Brian Caswell has called Toan an 'observer' in the novel: "Toan
is outside of the trauma to a great extent." What evidence
can you find in the novel to support Caswell's view of Toan?
HSC ENGLISH
(ESL) OUTCOMES |
ACTIVITIES |
RESOURCES |
4. A student uses language relevant to the study of English.
9. A student engages with the details of text in order
to develop a considered and informed personal response.
4. A student uses language relevant to the study of English.
6. A student interprets texts using key language patterns
and structural features.
|
Rap point 3 (a)
- Teacher discusses meaning of 'primary narrator'.
Class is asked why Toan is the primary narrator. These
reasons are noted on blackboard.
- Teacher introduces Rap point 3 (a).
- Class is read aloud the first extract, or listens
to the Louis Braille tapes; then they discuss the
subject matter of the passage etc. Ideas recorded
on blackboard.
- Second passage is read. Comparison is made. Is
the content/subject matter similar/different? How?
How does this support the view that Toan is the primary
narrator?
- Students write a response to the question with
teacher guidance.
Rap point 3 (b)
- Teacher discusses meaning of 'observer'. Simple
examples can be used eg a person who sees an accident.
- Teacher introduces
Rap point 3(b).
- Reads relevant extract from Caswell interview to
class. Discuss what the interview says about Toan
being an observer. Note points on blackboard. Consider
other reasons.
- Teacher shows students examples of how language
is used to position Toan as the observer.
- Students find and record other examples from the
novel.
- Teacher discusses these language features with
the class.
- Consensus is reached on a response to Rap point
3(b).
- Word process a message; edit and save to disk
- Post a joint response to the rap.
Language modes:
Listening
- following the main idea and some supporting detail
of a spoken text on a new topic at normal speed
Speaking
- arguing with supporting evidence for a point of
view on an issue arising from texts and Area of Study
Reading
- understanding text structures
- using literal, interpretive, critical and creative
levels of comprehension
- understanding tone and mood
Writing
- using extended vocabulary and specialised language,
facilitating accurate and appropriate expression
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Only the heart [sound recording] published
by Louis Braille Books (details in General
resources).
Dictionaries
Brian Caswell interview (Interview
with author)
Computer with email facilities.
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HSC ENGLISH (ESL) OUTCOMES |
ACTIVITIES |
RESOURCES |
4. A student uses language relevant to the study of English.
|
Rap wrap up
- Teacher directs students to questions composed
at beginning of rap. Discuss which questions have
been answered, and which ones have not.
- Questions that remain unanswered can be submitted
to the Rap wrap up for the authors to comment on.
- Class completes Rap reflection sheet
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Questions composed during Introduction. |
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