HSC English ESL
Refer to outcomes 1, 5 and 9.

Select the activities you want to assist you with your Rap point 3 response.

Teachers of students in the Standard and ESL courses may need to support the learning of their students as they work through these activities.

1. 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.
2. Access the rap blog and explore or discuss responses to Rap point 2.

3. This week students also prepare questions to ask Jeannie Baker at the videoconference (NSW government schools only) in Week 6, and questions for Nadia Wheatley (online in Week 6) and Matt Ottley (online in Week 7).
   Note: NSW government schools register for the videoconference and submit questions by Friday 27 February 2009. All students can consider questions for authors this week. See suggested preparation activities below.

   To help you reach your conclusions for your Rap point 3 response consider the following:

4. Re-read your chosen text(s) carefully to consider
   • How does the composer position the reader?
   • Am I being encouraged to belong to the text or not?
   • Are there different ways of reading this text?
5. In relation to notions of belonging presented in your chosen texts), consider or discuss:
   • Which group, if any, am I being made to feel a part of, or sympathy towards?
   • How and why is this done?
   • What devices are used to achieve this?
6. Read and discuss the information in the How texts can be read in different ways sheet.
   • Is there room for alternative readings of your chosen text(s)?
   • What are some of the possibilities?
7. Compose a class (or individual) response of your conclusions and send it to the rap.
8. If time is available, consider the optional Focus question activity.
9. In order to construct your Rap point 3 response (two paragraphs for each part of the question), clarify the purpose of the rap blog post, identifying the audience and the detail required to achieve the purpose. Consider appropriate voice, modality, greeting and email signature, for example. Using correct blog and Book rap etiquette (see Book rap FAQs for further details), post the introduction to the rapblog.
10. Access, read and discuss responses from other rappers. You may wish to respond to other rappers responses to rap point 3 on the rapblog.

Preparing for videoconference and authors online:

Students work in pairs to compose questions, based on the knowledge and understanding gained over the course of the rap, for

1. Nadia Wheatley in Week 6
2. Jeannie Baker at the videoconference on 2 March, Week 6 (for NSW government schools only)
3. Matt Ottley in Week 7.

• When posting your questions at these times, try to avoid posting questions already posted by others. The online facilitators will provide you with any additional information you need.
  

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.

Posting response to Rap point 3

• Prepare, edit and save your class, group or individual response to Rap point 3
• use a computer, for example, in the school library to access, the HSC Belonging blog to post the response to Rap point 3.