JULIA WOODALL
STUDENT I.D: 2137284
ENGLISH UNIT PLAN TOPIC: PERSUASIVE TEXTS CURRICULUM LEARNING AREA: READING & VIEWING, WRITING YEAR LEVEL: 10
UNIT DESCRIPTION: SCOPE AND SEQUENCE: VICTORIAN CURRICULUM LEVEL 10 ACHIEVEMENT STANDARDS:
READING AND VIEWING
By the end of Level 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.
WRITING Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the t he development of cohesive and logical ar arguments. guments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
SPEAKING AND LISTENING Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical logi cal arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding argument.
CONTENT DESCRIPTORS:
LANGUAGE FOR INTERACTION Understand that people’s evaluation of texts are influenced by their value systems, the context and the purpose and mode of communication communication (VCELA 457)
RESPONDING TO LITERATURE Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response response (VCELT461) texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts
EXAMINING LITERATURE Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts … to evoke particular emotional responses (VCELT465)
TEXTS IN CONTEXT cultur es, places, events, objects and concepts are represented in texts, Analyse and evaluate how people, cultures,
JULIA WOODALL
STUDENT I.D: 2137284
including media texts through language, structural and/or visual choices (VCELY466)
INTERPRETING, ANALYSING, EVALUATING Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (VCELY467) Using comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (VCELY469)
EXPRESSING AND DEVELOPING IDEAS Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect
on audiences audiences (VCELA474)
CREATING TEXTS Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (VCELY479) Review, edit and refine own and others’ texts for control contr ol of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (VCELY480) Use a range of software, including work processing programs, confidently, flexibly and imaginatively to create edit and publish texts, considering the identified identifi ed purpose and the characteristics of the use (VCELY481)
LANGUAGE VARIATION AND CHANGE a nd exclusive social effects, and can empower or Understand how language use can have inclusive and disempower people (VCELA483)
INTERACTING WITH OTHERS
Identify and explore the purposes and effects of o f different text structures a and nd language features of spoken texts, and use this knowledge to create cr eate purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point of view on a subject (VCELY485)
LEARNING OBJECTIVES OBJECTIVES AS A RESULT OF ENGAGING WITH THE UNIT OF WORK STUDENTS WILL UNDERSTAND:
1. Students will understand that specific techniques are used by authors within persuasive texts in effort to persuade the reader. 2. Students will understand that persuasive texts can be presented in many forms such as opinion articles, letters to the editors, visual texts and speeches. 3. Students will understand that reviewing and editing texts improves clarity, organisation, sentence structure, paragraphing and vocabulary.
AS A RESULT OF ENGAGING WITH THE UNIT
AS A RESULT OF ENGAGING WITH THE UNIT
STUDENTS WILL KNOW:
STUDENTS WILL BE ABLE TO:
1. Persuasive language techniques. 2. How to correctly and coherently construct a Letter to the Editor, applying specific stylistic features and persuasive language techniques. 3. How to de-construct persuasive texts and analyse the use of persuasive language techniques used within
1. Annotate persuasive texts, recognising persuasive language technique use. 2. Identify issue, tone and intended audience in persuasive texts 3. Write structured a Letter to the Editor using specific persuasive language techniques to support their responses.
them.
SUMMATIVE ASSESSMENT TASKS ASSESSMENT TASK #1:
Students respond to an issue by writing their own Letter to the Editor. They are to use 5 different persuasive language techniques in their writing in effort to persuade
LETTER TO THE EDITOR
their reader. They are also to use the correct structure of a Letter to the Editor, as well as appropriate stylistic features.
JULIA WOODALL
STUDENT I.D: 2137284 LESSON SEQUENCES
WEEK
ADDITIONAL INFORMATION
LESSON DESCRIPTION LEAD IN WARM UP TASK: 6 QUESTION CHALLENEGE HOOK/ENGAGE Start by inviting students to think about an argument, disagreement or issue they had with someone recently, such as a parent, a sibling or a friend. Ask them to write down what the topic of the argument was, the opposing viewpoints and the methods used by each side to try to win the argument in terms of voice, body language and evidence. Ask students to volunteer their experience to the rest of the class.
ISSUES CLASS DISCUSSION/MINDMAPPING TASK: What is an issue? What are some current issues in the news at the moment? What kind of articles in the newspaper intend to persuade? Commentary Articles, opinion articles, letters to the editor, editorials. What can you remember about persuasive texts from previous years?
WEEK 1 BLUE
FACT vs OPINION Content Descriptors: (VCELT462) (VCELY485)
Lesson 1
(50 mins) Lesson 2
(50 mins) Lesson 3+4
(100 mins)
Revisit the concept of FACT versus OPINION and ask students to try to provide a definition of ISSUE and BIAS. With issues, highlight that there are different levels (e.g. global, national, state, local, school, small group) and there are different types (e.g. environmental, political, gender, medical, sporting, religious, economic, scientific, moral).
ASSESSMENT:
Pre-assessmentLearning Tracker as a checklist for student knowledge.
CLASS DISCUSSION: Teacher writes five different sentences on the t he board, and students have to identify whether these are FACTS or OPINIONS. Then they also have to identify whether these are global, national, or local issues, and what different groups they may be from. 1. Dogs are better than cats, they can play fetch and do tricks and all cats do are sit and sleep all day. 2. In 1939 Britain and France declared war on Germany, thus beginning WW2 3. Paw Paw cream is an ointment that relieves minor burns, sunburn, cuts and minor wounds, and is therefore the cure to all ailments. 4. Scott Pendlebury is the finest captain the Collingwood Football Club has ever seen. 5. In 2010 the United Nations General Assembly explicitly recognized the human right to water and sanitation and acknowledged that clean drinking water and sanitation are essential to the realisation of all human rights
Lesson 5
(50 mins)
ACTIVITY:THREE TRUTHS AND A LIE Student are to think of three things about themselves but one must be a lie. This is a good game to 1. Get to know the kids and 2. Get them thinking about truth and fiction as well as truth and bias. _______________________________________ ___________________ _________________________________________________ _____________________________
LEARNING INTENTION: By the end of this lesson students will understand the
difference between fact and opinion as well as formal and informal language and why it is used for specific effect in persuasive texts.
SUCCESS CRITERIA: Students engagement in FACT vs OPINION task, and and
JULIA WOODALL
STUDENT I.D: 2137284
FORMAL/INFORMAL language activities. HOOK/ENGAGE: SELL ME THIS PRODUCT (5 mins) 3 volunteers are asked to come up and persuade me to buy a WATER BOTTLE in 30 seconds. Advise them that each of them will be required to complete this activity over the unit, and the item they will be selling will change every lesson. Why should I buy this product? What is so good about it? - Students discuss the kinds of persuasive techniques they used and how they were effective. PRE-ASSESSMENT: LEARNING TRACKER (10 mins) Students are to fill out the Learning Tracker, to give an indication of what they
already know about persuasive texts and techniques, and to show the teacher what may need extra scaffolding throughout the unit.
FORMAL and INFORMAL LANGUAGE Also assist students to distinguish between FORMAL and INFORMAL language in terms of when each should be used (the type of text) and provide examples. - What kind of language would you use in a Cover Letter when you are applying for a job? - What kind of language would you use in a text message to a mate? -What kind of language would you use when writing a Letter to the Editor?
ACTIVITY: FORMAL, INFORMAL AND SLANG WORDS (15 mins) Discuss the definition of Formal, Formal, Informal and Slang. Students are then to complete complete the worksheet- Fill in the missing word. ACTIVITY: FORMAL AND INFORMAL LANGUAGE (30 mins) IDENTIFY: ISSUE & INTENDED AUDIENCE FOR EACH ONE BEFORE BEGINNING TASK Students are to complete this short writing activity, each one is allocated 5 mins writing time. After each one, ask two students to offer their response and discus discusss the kind of language used. 1. Write a text message conversation between a two friendsfriends - one inviting the
other to a BBQ on Saturday night- the friend thinks they are too busy to attend, but the other persuades them to come. 2. Write an email to your teacher politely asking for an extension on your
assignment. 3. Write a Facebook rant about an issue that happened on the weekend. 4. Write a short cover letter applying for a job at a coffee shop.
_______________________________________ ___________________ ________________________________________ ____________________________ ________ Introduce PERSUASIVE LANGUAGE TECHNIQUES, and link to Chapter 9 of the textbook that they have already completed.
PERSUASIVE LANGUAGE TECHNIQUES: Present students with the Persuasive Language Techniques handout and go through each term and the examples of each. Then present students with a list list of glossary terms with room to add examples, in which they can enter their own examples that we find as we go through and analyse persuasive texts and letters to the editors.
TASK: CREATE YOUR OWN EXAMPLES PLTs (10 mins) Students spend 10 minutes choosing 5OF persuasive techniques and creating their own example. These should be written on their ‘Fill in Your own’ sheet. sheet.
JULIA WOODALL
STUDENT I.D: 2137284
TONE: Also give students a sheet of adjectives used to describe the kind of tone which may be present in different articles. They may use these to refer to when when we analyse different persuasive texts.
ANALYSING PERSUASIVE TECHNIQUES IN OPINION ARTICLES: Read aloud as a class (1 person per paragraph) and identify the issue, tone and intended audience. Analyse the persuasive techniques used by the author and annotate the articles by highlighting and circling the devices used to refer to later. These should also be written into the ‘Fill in your own’ Persuasive Techniques Sheet. ANALYSIS QUESTIONS: WHAT DO YOU WANT YOUR AUDIENCE TO THINK/FEEL/DO? WHO ARE THE STAKEHOLDERS? WHO IS YOUR AUDIENCE? POSITIONING THE AUDIENCE- BIAS WHAT? IS BEING SAID HOW? IS THE WRITER SAYING IT? IDENTIFYING TECHNIQUES… EXPLAINING THE INTENDED EFFECT WHY? IS THE AUTHOR SAYING IT? GO BEYOND JUST SUMMARSING THE ‘WHAT?’ ‘WHAT?’ ACTIVITY: Play Persuasive Language Bingo. Present an example of a technique on the whiteboard and students have to identify the technique and find it on their bingo board. _______________________________________ ___________________ ________________________________________________ ____________________________ RECAP ON LEARNING: ISSUE, TONE, PERSUASIVE TECHNIQUES. (5 mins) ISSUE: TONE: PERSUASIVE TECHNIQUES: ANALYSE LETTERS TO THE EDITOR (10 mins) Identify issue, tone and persuasive techniques and why might they have used these to create effect. LESSON ROUNDUP: PERSUASIVE LANGUAGE BINGO: (15 mins) Play Persuasive Language Bingo to finish off the lesson and recap on their learning LESSON CLOSURE: EXIT CARD (5 mins) On a sticky note, students are to list one persuasive device and provide an example. This may be from any of the articles that we read today or the Persuasive Language Bingo.
TASK: CHAPTER 6: PERSUASIVE TEXTS (2 sessions) Students are to work through the Persuasive Language Tasks in National English Skills 10 Workbook. To scaffold, work through the first activity collaboratively. Poster Advertisement: Advertisement: Interpreting the advertisement - Political Speech: The Unknown Soldier, Paul Keating - Opinion Blog: Avoid political spin- some facts on asylum seekers - ‘There ought to be a law against it’it’ - 1 min debating -
2
Content Descriptors: (VCELA457) (VCELT461) (VCELT462) (VCELT465) (VCELY466) (VCELY467) (VCELY469)
GOLD
(VCELA483) (VCELY485)
in a range of different forms, however they can all be analysed to discover persuasive techniques used by the author/illustrator. SUCCESS CRITERIA: Students will work through Chapter 6 in the textbook and
WEEK
Lesson 6+7
persuasive texts can come LEARNING INTENTION: Students will understand that persuasive
JULIA WOODALL (100 mins)
STUDENT I.D: 2137284
analyse a range of different persuasive texts by answering the comprehension questions.
Lesson 8
(50 mins) Lesson 9
If students get this finished or have worked particularly well in the session, then they may play another game of Persuasive Language Bingo.
(50 mins) Lesson 10
(50 mins)
LESSON CLOSURE: WHAT AREAS DO STUDENTS STILL STILL FEEL UNSURE ABOUT? On a sticky note, students can write, one thing they are really confident about, and one thing they still need some more class time on, to give the teacher an idea about what may require further scaffolding in future lessons. ANALYSE AN OPINION ARTICLE: (20 mins) Analyse an opinion article, a persuasive text which has far more body but is useful in identifying shifts/changes in tone, and identify the issue, persuasive language techniques, tone and intended audience. ANALYSING A VISUAL PERSUASIVE TEXT: Students are to consider a range of persuasive advertisements. How do the authors of these visual texts use the same persuasive techniques that we are used to seeing in written form. Answer the following questions: 1. What is the issue being presented in the image? 2. Identify the contention, otherwise known as the point of view, of the writer. 3. What is the tone that this image portrays? 4. Identify two examples of persuasive language or persuasive techniques and explain how it is supposed to make the reader feel .
ISSUE ANALYSIS: ‘SHOULD FIDGET SPINNERS BE ALLOWED AT SCHOOL?’ Students are presented with a range ran ge of news and opinion pieces about the i ssue, positioned for and against. 1. Students are presented with the issue on the t he board and have to move to the left or right side of the room if they agree with it or not. 2. Students have to then justify their reasons why they believe this. 3. Begin a brainstorm on the board of justified arguments for both sides of the issue. 4. Students are to watch the following videos and add to the list of arguments FOR and AGAINST the issue. https://www.9now.com.au/today/2017/clip- cj28dod4r00020hnywp82indp/b8ef28f6-aea3-48e4-992b8358e95c8964 https://www.youtube.com/watch?v=vrjf3hQgiZ8 - 5. Read the following articles to gain evidence that can be used to support their own contention.
The following issue analysis would be appropriate for those within the class
who were high achievers and require extra challenge. ISSUE ANALYSIS: PETA ‘HERE’S THE REST OF YOUR WOOL COAT’ COAT’ This issue presents a prominent issue that affects the local farming community and opinions towards it. ‘A PETA campaign to highlight cruelty within the wool industry has sparked outrage from shearers and farmers, who insist that the advocates a dvocates are spreading propaganda and misi nformation.’ nformation.’ 1. Students are to consider the image, and identify the issue, tone and persuasive techniques used. Students are to then offer their own opinion on the issue. 2. Students are to then watch this YouTube clip from SBS Viceland, considering two opposing opinions on the issue: https://www.youtube.com/watch?v=ajNO5uzNLu8 https://www.youtube.com/watch?v=ajNO5uzNLu8 3. Students are to then identify the two opposing contentions on the issue,
JULIA WOODALL
STUDENT I.D: 2137284
and who is representing each side. What kind of evidence have they used to support their contention? 4. Students are to then read this opinion article on the issue and identify the tone, and persuasive techniques used. http://www.mamamia.com.au/peta-shearing-australia/ Statistics about Australia’s Wool Industry: http://www.abs.gov.au/ausstats/
[email protected]/featurearticlesbyCatalogue/1476D522EB E22464CA256CAE0015BAD4?OpenDocument ISSUE ANALYSIS: SHOULD AUSTRALIA DAY REMAIN ON THE 26 TH OF JANUARY? -
WHAT DOES AUSTRALIA DAY MEAN TO YOU?
-
BACKGROUND CONTEXT ON ISSUE
-
PROS/CONS
-
OPINION ARTICLES/LETTERS TO THE EDITOR ON ISSUE.
-
Australia Day or Invasion Day?
Iry0 https://www.youtube.com/watch?v=6XDhQluIry0 -
Aboriginal People Respond Respond To “Austral “Australia ia Day”
https://www.youtube.com/watch?v=G8czHlPYXew https://www.youtube.com/watch?v=G8czHlPYXew -
2017 Australian Inclusive Lamb Advert -- 'Australia Day'?
https://www.youtube.com/watch?v=uGdjX8QqL_Y -
Matt Okine - 2017 Melbourne International Comedy Festival Gala (LANGUAGE WARNING) WARNING) https://www.youtube.com/watch?v=Bvhu4sJKgMw https://www.youtube.com/watch?v=Bvhu4sJKgMw
LESSON CLOSURE: RECAP OF LEARNING On a sticky note, students are to write the definition of an issue, tone or opinion and stick it on the whiteboard as they leave the classroom.
ACTIVITY: Play Persuasive Language Bingo to refresh students on language techniques. Present an example of a technique on the whiteboard and students should identify the technique and find it on their bingo board.
WEEK 3 BLUE Lesson 1
(50 mins) Lesson 2
(50 mins) Lesson 3+4
(100 mins) Lesson 5
Content Descriptors: (VCELA 457) (VCELT461) (VCELT462) (VCELT465) (VCELY466) (VCELY467) (VCELY469) (VCELA483) (VCELY485)
(50 mins)
ANALYSING PERSUASIVE TECHNIQUES/STRUCTURE IN LETTERS TO THE EDITOR: Read (at least) 5 different Letters to the Editor, and identify the issue, tone and intended audience for each. Analyse the use of persuasive techniques used by the author. These should be annotated and discussed. discussed. - DISCUSS THE STRUCTURE OF A LETTER TO THE EDITOR ANALYSING AN EXAMPLE FROM A YEAR 10 STUDENT: Go through SAMPLE Year 10 Letter to the Editor and analyse stylistic features such as structure, issue, tone and persuasive language techniques. ASSESSMENT CHECKPOINT: LEARNING TRACKER
Ask students are to fill out the Learning Tracker again, to give an indication of what students now know about persuasive texts and techniques, t echniques, and to show the teacher what may need extra scaffolding towards the end of the unit. This also shows students how they have now gained understanding of persuasive concepts and reading comprehension. -
WEEK 4 GOLD
Content Descriptors: (VCELA 457) (VCELT462) (VCELT465)
Introduce Letter to the Editor task and go through rubric so students are aware of what is expected of them.
ASSESSMENT TASK #1: LETTER TO THE EDITOR
JULIA WOODALL Lesson 6+7
(100 mins) Lesson 8
(50 mins)
(VCELA474) (VCELY479) (VCELY480) (VCELY481) (VCELA483) (VCELY485)
Lesson 10
(50 mins)
Students are to write a structured Letter to the Editor regarding their opinion on the issue ‘Should fidget spinners be allowed in class’. class’. This letter m must ust use 5 different persuasive devices in effort to persuade persuade the intended audience. These are: rhetorical question, evidence, inclusive/exclusive language, power of three and an attack or hyperbole. This letter is to follow the TEEL model paragraph and letter structure outlined in their handout and discussed in class.
Lesson 9
(50 mins)
STUDENT I.D: 2137284
ASSESSMENT TASK TASK
This task is caters to student
STRUCTURE OF A LETTER TO THE EDITOR:
interest as it is a relevant and current issue in the media as well as at school.
TEEL MODEL: Topic, Explain, Example, Link AIDA: ATTENTION (use of persuasive persuasive device at the beginning to grab the attention of
#1:
HOW TO WRITE A LETTER TO THE EDITOR HANDOUT
the reader), INTEREST (context of the issue), DESIRE (contention, what is your opinion), ACTION (what do you want to do about it) 3- FOLD PLAN: Begin planning Letter to the Editor using using a 3-fold plan. Students may choose to write about issues in response to the articles we have already looked at. Students will have two weeks to complete this writing task. By the end of this week each student must tell the teacher which issue they plan to write about- in preparation for the following week. LETTER TO THE EDITOR: Students are to continue writing their Letter to the Editor. Guidance from the teacher may be required, especially in the beginning stages in terms of example paragraphs, sentences etc. Breakdown the writing into stages- paragraph by paragraph. Introduction (including contention), Body 1-2-3, and Conclusion. Students have the option to submit a draft of their writing to the teacher to review over the weekend, so many changes can be made before the t he final submission. PERSUASIVE LANGUAGE BINGO: If students work particularly hard, they may play a game of persuasive language bingo. This can also be used used as a warm up task this week. week.
STATEMENT OF INTENTION: Reinforce that this is something that is a REQUIRMENT of VCE English, and it’s good to practice this now. It also reiterates to the student that the decisions made within their writing have a specific purpose. HOW TO WRITE A STATEMENT OF INTENTION: FLAPC APPROACH F- FORM ‘I have written a persuasive text in the form of a Letter to the Editor. This allows me to present my opinion on an issue using specific persuasive techniques in effort to persuade my audience.’ audience.’
L- LANGUAGE ‘I have chosen to write this piece in first person, and have used informal/formal language because…’ because…’ A- AUDIENCE ‘My target audience is… because they/or/in response to…’ to…’ P- PURPOSE ‘The purpose of this Letter to the Editor is to present pr esent my opinion on the issue of…’
JULIA WOODALL
STUDENT I.D: 2137284
C- CONTEXT ‘In this Letter to the Editor I have chosen to write about… because…’ because…’ ORAL PRESENTATIONS: Students are to complete an oral presentation to finish off the Persuasive Texts unit. 30 SEC IMPROMPTU: Students are to be drawn out of a hat and given a random topic to talk about for 30 seconds. This is a quick warm up task which can help take the stigma out of public speaking. TEACHER EXAMPLE: The teacher is to perform an exemplar of an oral presentation on the topic the students are to write about. Students are to then discuss discuss reasons why the speech was effective and what sort of persuasive devices he used. BRAINSTORM: What makes a good persuasive oral presentation? Confidence Eye contact Volume, body language, pace Expression Use of cue cards 2-4 mins long Use of Persuasive Techniques
ORAL PRESENTATION TOPIC: 3 things you would change about Irymple
Secondary Brainstorm argument ideas on the whiteboard for students to copy. PERSUASIVE LANGUAGE OLYPMICS: Split the class into 4 groups/teams with 3-5 people per team. They are to work together in these groups to complete the following ‘events’. ‘events’. 1. WORD TENNIS While netbooks warm up complete this introductory task. Team 1 v Team 2, Team 3 v Team 4, Winner v Winner, Loser v Loser, on random topics. First person ‘serves’. Each student is to offer a word relating to the topic. 1000 points awarded to the winner. 2. TEAM KAHOOT: PERSUASIVE TEXTS In teams the students are to complete the timed quiz, final scores are to be added to their tally. 3. FLY SWAT: PERSUASIVE TECHNIQUES Each student nominates one member from each group. The nominated members crowd around a table with different Persuasive Technique cards laid out. The teacher is to provide an example of a persuasive technique and the fastest person to swat their hand onto the technique is the winner. (Have enough rounds to include each team member). Winners are awarded 1000 points. 4. 30 SECOND IMPROMPTUS Each team is to nominate a member (have enough rounds to include each team member), they are to choose a random topic out of a hat and are required to talk about that topic for 30 seconds. Students get 500 points for getting up and beginning, and if they can talk for 30 seconds they receive the full 1000 points. (If you want some some teams to catch up on points points or become enthused, offer a higher reward eg. 10,000 points) If students refuse to participate their team is deducted 500 points.
JULIA WOODALL
PERSUASIVE VOCABULARY SHEET: Provide students with a list of persuasive words and phrases they may like to use to assist them with their oral presentation preparation.
WEEK 5 BLUE Lesson 1
(50 mins) Lesson 2
(50 mins)
STUDENT I.D: 2137284
Content Descriptors:
Lesson
WRITING ORAL PRESENTATIONS: Students may have the first two lessons of the week to prepare for their oral presentation. INTRODUCTION TEEL ARGUMENT #1
3+4
(100 mins)
Lesson 5
TEEL ARUGMENT #2 TEEL ARGUMENT #3 CONCLUSION
ONGOING ASSESSMENT: REVISE THE LEARNING TRACKER
(50 mins)
PRESENTING:
WEEK ORAL PRESENTATIONS: Students are to present their oral presentations this week.
6 GOLD Lesson 6+7
(100 mins) Lesson 8
(50 mins) Lesson 9
(50 mins)
Content Descriptors: (VCELT462) (VCELA474) (VCELY479) (VCELY480) (VCELY481) (VCELA483) (VCELY485)
Lesson 10
(50 mins)
CHECK FOR UNDERSTANDING Pre-assessment is completed in this unit through the form of a ‘LEARNING TRACKER’. This gives the teacher an Pre-assessment indication of their prior knowledge and understanding of the topic, and areas that require more scaffolding. This LEARNING TRACKER is also a form of ongoing assessment, with students completing it mid-way through the unit and again at the end. Formative assessment such as this is both cons constructive tructive for the student to redirect their learning and or time management, as well as the teacher in making sure students are on track with their learning as well as using their time wisely, and are meeting the learning objectives of the unit. Observation of engagement in learning tasks such as Persuasive Language Bingo is also an indication of who is understanding persuasive language concepts and who may need extra help. MATERIALS REQUIRED: (ATTACH ANY SUPPORT MATERIALS/HANDOUTS AS AN APPENDIX)
Appendix 1: Learning Tracker Appendix 2: Persuasive Language Techniques Handout Appendix 3: Tone Handout Appendix 4: FILL IN YOUR OWN Persuasive Language Techniques Appendix 5: Persuasive Language Bingo Appendix 6: How to Write a Letter to the Editor (TASK SHEET & RUBRIC) ADJUSTMENTS REQUIRED FOR ANY STUDENTS WITH DIVERSE NEED:
This unit is designed for a mainstream English class. There is one student with a teaching aid who re requires quires extra one on one guidance but is mostly independent with his work and is confident to ask for help when he needs it.
JULIA WOODALL
STUDENT I.D: 2137284
INSTRUCTIONAL INSTRUCTIO NAL STRATEGIES SELECTED -
-
-
-
-
Teacher directed learning through when at the introductory scaffolding stages. Teacher facilitated learning through guidance and feedback given as students work, when required. Both written and verbal feedback is given as a form of formative assessment. Scaffolding concepts so students become more self-directed in their learning, as well as promoting growthmindsets Fun, engaging activities which require students to apply their knowledge of persuasive language.
REFERENCES:
Victorian Curriculum and Assessment Authority. (2017) English: Level 10.
