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.
The Archives
of class discussion from the 2001 Only the heart rap can
also be explored for ideas and models to discuss when preparing
for this rap.
See Book
rap protocols in FAQs.
Paper
to post questions on wall.
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Rap Point
1: Who are the Vo family?
For week of 4 November 2002.
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.
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Rap
Point 2: Perspectives on common experiences
For week of 11 November 2002.
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.
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Rap Point
3: How the main story is conveyed
For week of 18 November 2002.
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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