Welcome to
Henry Lawson: a rap
HSC English Standard course
Module A: Experience through language
Elective 1: Telling
stories
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 Henry Lawson online rap
will run over approximately five weeks and will consider three
key elements: context, character, and style.
This book 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. Please note that there is no inclusion
of related material, which is a requirement for full study of this
module.
Scroll down
this page to join the rap, and view the dates and support materials
provided. The
timeline and focuses for this rap are:
| The
timeline and themes for this rap are: |
| Rap
live for subscribing |
Henry
Lawson site live. Schools can register their participation
from this date. |
21
October 2002 |
| Introductory
activities |
Schools
introduce themselves. Registration continues. |
28
October 2002 |
| Rap
point 1 |
Focus
on contexts. |
4
November 2002 |
| Rap
point 2 |
Focus
on characters. |
11
November 2002 |
| Rap
point 3 |
Focus
on style. |
18
November 2002 |
|
Concluding
activities |
Rap
wrap up: final week of sharing responses and concluding comments. |
25
November 2002 |
Continue
to scroll down this page to join your class group to the rap, and
also to join the teacher support listserv.
Coordinator
Judy Menzies,
English teacher, Cabramatta High School, will guide us through the
rap, posting the rap questions and focus for each week. Judy 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.
From 21 October
2002, you may participate in the Henry Lawson rap
by entering your email in the boxes below and clicking the ‘Submit’
buttons.
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
Continue
to scroll down this page to view the support materials provided.
This rap is
a joint project of the Library and Information Literacy and English
Units, Professional Support and Curriculum Directorate.
Continue to
scroll down this page to view the support materials provided.
Henry Lawson
rap: support materials
Click on
the hypertext (underlined) links to view the material
About
this rap
Rap
points (Discussion points which guide the
rap)
Introductory
activities
Teacher
support materials (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
Continue to scroll down this page to view the
support materials provided
About
this rap
This book 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. Please note that there
is no inclusion of related material, which is a requirement for
full study of this module.
There will be
very little discussion regarding structure of the short story. This
is well covered in the unit prepared by Lynne Searle from Chifley
College, Whalan campus, which discusses the short story, available
on NSW
HSC online.
This rap
is structured around the following three key elements: context,
character, and style.
Continue
to scroll down this page to view the support materials provided.
Back
to Top
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 beginning 4 November 2002)
For related class discussion considerations and activities see Teacher
support material Do
the contexts of Henry Lawson’s stories still engage the reader today?
Rap
point 2 (week beginning 11 November 2002)
For related class discussion considerations and activities see Teacher
support material
Do
the characters of Henry Lawson’s short stories still engage the
reader today?
Rap
point 3 (week beginning 18 November 2002)
For related class discussion considerations and activities see Teacher
support material
Does Henry Lawson’s style still
engage the reader today?
Continue to scroll
down this page to view the support materials provided.
Back
to Top
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.
|
