HSC English Standard
5. A student analyses the effect of technology and medium on meaning.

Possible activities

Some or all of these preparatory activities could be carried out in this first week. Select the ones you want.

1. Introduce the book rap and outline expectations and purpose.
   
2. Note that the composers of the texts included in this rap convey ideas about belonging or not belonging through a variety of language modes, forms, features and structures.
3. Explain that this rap supports an exploration of the concept of belonging, or not belonging, for the Stage 6 HSC English Standard, Advanced, and ESL Area of study. It could complement the class work of HSC students, and also assist with consolidation and revision work, for example as study or homework activity.
4. Explain how each week students can discuss and respond to the rap texts with their classmates and students in other schools.
5. During this week rappers could read and enjoy the rap texts and review concepts of belonging. Discuss and complete the introductory sheet on belonging, Rap sheet 1.
6. The Exploring and examining a text of your own choosing sheet will also help you examine aspects of belonging throughout this rap, or for other texts you choose in the Area of study.
7. Introduce students to the Board of Studies NSW website. Show and discuss with them the English Stage 6: prescriptions: area of study, electives for Belonging 2009-2011.
8. Explore the English pages, including resources for the Area of study: Belonging, on NSW HSC online.
9. Explore the Resources pages for this HSC Belonging rap.
10. If time is available, consider the optional Focus question activity.
11. During this week, rappers send a short introductory message about their class (or themselves if participating individually), including brief information about their school, and any initial thoughts on the concept of belonging.
12. In discussing the purpose and conventions of a book rap, teachers and students could also refer to appropriate Book rap FAQs, and examples of posts in previous rap blogs (see any of the 2008 raps in the Archives).
13. Students identify the ways purpose, audience and context affect their writing for the book rap introductory message.
14. Inform students that they will communicate their ideas to other students by uploading to the Comments section of a moderated blog (also known as web log). You may like to discuss or explore:
    • the process of joining the rap and registering a username for the class group or individual Stage 6 HSC students if desired
    • conventions and etiquette of using a blog for sharing ideas with other schools. Is it different from personal blogging activities? See examples of introductory posts in previous rap blogs.
    • the rap web site, read selected sections such as Rap lingo, discuss the purpose and relevance of rap lingo.
15. Facilitate a brainstorm, a deconstruction, and joint construction of a group or class introductory message for the rap.
16. In order to construct your introductory comment, clarify the purpose of the introductory comment, identifying the audience and the detail required to achieve the purpose. List appropriate voice, modality, greeting and email signature, for example. The blog post would include the school’s name, location, size of group and any initial thoughts on the concept of belonging. Using correct blog and Book rap etiquette (see Book rap FAQs for further details), post the introduction to the rapblog
17. Access, read and discuss introductions from other rappers. Students might wish to respond to other rappers’ introductions on the rapblog.

Focus question: optional activity (This requires an extended response and could be completed as a follow up activity after engaging with Rap points 1, 2 and 3).

Referring to your prescribed text and at least one of the texts presented in the rap, respond to the following question:

One of the greatest diseases is to be nobody to anybody. ~ Mother Theresa. How has study of your prescribed text and your chosen text(s) expanded your understanding of the significance of belonging?

*In your response, consider the ways in which composers convince us of the significance of belonging.

1. prepare the response to Introductory rap point.
2. student/s (or rap representative) prepare the response, edit and save.
3. use a computer, for example, in the school library to access the HSC Belonging blog to post the response to Introductory rap point once the teacher has approved the final text.