Curriculum Area English

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Year Level: 8 (Persuasive Writing)

Know: Persuasive writing involves stating beliefs in such a

way that you are trying to convince others to accept a point
of view.
Understand: Persuasive writing is specific to its audience.
Do: To convince their intended audience to purchase a good
and/or service.
What is the message of the advertisement?
How is the message presented?
What devices are used to convey the message?

Lesson number
from unit plan
sequence

Lesson 1 of 7
29th April)

Length of lesson: 50 minutes (Wednesday

Suggested
content or
outline of
lesson

Whole class: This lesson will be used to introduce the unit

of work, discussing the key objectives and assessment. As a
class, we will discuss the principles, and considerations of
persuasive writing. What do we know about persuasive
writing? We will also look at different variations of persuasive
writing. Furthermore, discuss and identify where persuasive
writing may be present. (20 minutes)
Activity: In small groups students will design a skeleton of
an advertisement of a food or drink product. Students will
have to consider various persuasive devices that may entice
people to purchase their product. (20 minutes)
Whole class debrief: Discuss the various strategies groups
came up with, designing their advertisements. Discuss the
difficulties of the task, what they enjoyed, what they disliked.
Remind students to start to think of their own topic, for their
persuasive essay (10 minutes).

Teaching Aids

Write ways - modelling writing forms by Lesley Wing Jan

An examples of persuasive writing (see appendix)

Curriculum Area English

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Year Level: 8 (Persuasive Writing)

Know: Students will know some of the techniques

advertising uses on its intended audience.
Understand: Students will understand some of the science
behind persuasion.
Do: Students will continue to construct their advertisements
of a good and/or service.
How are we persuaded?
How can the deployment of language influence our
decisions?
What might you include and discard, pitching an
argument to your intended audience?

Lesson number
from unit plan
sequence

Lesson 2 of 7
Length of lesson: 100 minutes (double
th
Thursday 30 April)

Suggested
content or
outline of
lesson

Whole class: Recap on the previous lesson, outline the

objectives of this lesson (5 minutes). Discuss considerations
and also unacceptable techniques, include brainstorming
with the class in constructing this knowledge (10 minutes).
Watch a short YouTube clip Persuasive Techniques
https://www.youtube.com/watch?v=AlQpt67L1es, reflect on
the clip (20 minutes). Watch another short YouTube clip The
Science of Persuasion https://www.youtube.com/watch?
v=cFdCzN7RYbw, discuss the clip (20 minutes).
Activity: Students will be introduced and provided time to
work on their full page advertisement tasks. Students will
have until next lesson to complete this task. (40 minutes)
Whole class debrief: Groups will have a chance to discuss
their full page advertisements. Recap on the key
considerations of persuasive writing (10 minutes).

Teaching Aids

Write ways - modelling writing forms by Lesley Wing Jan

Persuasive Techniques https://www.youtube.com/watch?
v=AlQpt67L1es
The Science of Persuasion https://www.youtube.com/watch?
v=cFdCzN7RYbw

Curriculum Area English

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Year Level: 8 (Persuasive Writing)

Know: a variety of persuasive techniques

Understand: how different persuasive techniques can be
implemented.
Do: Create their own, phony, political press release

What are some considerations of a political statement?

How can persuasion provoke change?
Length of lesson: 50 minutes (Monday 4th

Lesson number
from unit plan
sequence

Lesson 3 of 7
May)

Suggested
content or
outline of
lesson

Whole class: Recap on the previous lesson, outline the

objectives of this lesson (5 minutes).Map the key persuasive
techniques on the whiteboard, which students will copy into
their books (20 minutes).
Activity: Students will design their own phony, political
press release. Their political press release must include three
main points and three different persuasive techniques. One
persuasive technique for each point. (20 minutes).
Whole class debrief: Remind students their homework,
which is to bring in a topic to construct their individual
persuasive essays. This will require bringing to class an
article (newspaper, magazine, online article) (5 minutes).

Teaching Aids

Write ways - modelling writing forms by Lesley Wing Jan

Article: Summer 15 Days, or 2 months
Teaching aid (the list of persuasive techniques for students to
copy into their books)

Teaching Aids:
Various devices and Considerations:
Appeal to the emotions of the reader
Using thought-provoking questions
Repetition of certain words, phrases, and concepts. (Make a
connection to your topic heading, make a connection to your
introduction.)
Analysing opposing points of view. (Compare)
The call for action, the expression of urgency to act on the advice of
the author.
The quoting of authorities or famous people
The posing of a perceived problem and the suggestion of a solution
Expressive use of adjectives (persuasive words).
Catchy rhythm or patterns in writing
Exaggeration
The use of stereotypes
The simplification of the argument presented
Consider:
What is the message?
How is the message presented?
What devices are used to convey the message?
(Collect a series of advertisements- discuss the use of the print,
graphics, set out, size etc. to convey the message.
Look at the language used in advertisements and list all the
persuasive words and the devices used to sway the readers
judgement.
Some persuasive may appeal only to the emotions and not present
any factual information.
Conduct oral debates (providing examples, statistics etc.).
Emphasise the importance of anticipating the arguments of the
opposition and create responses for these.
Unacceptable techniques:
Distortion of the truth to suit the writers point of view
Deliberate omission of important information so readers cant make
an informal judgement
Undesirable human characteristics promoted as desirable (greed,
violence, cruelty etc.)

Curriculum Area English

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Year Level: 8 (Persuasive Writing)

Know: The correct terminology of different persuasive

techniques.
Understand: That authors use a variety of different
persuasive techniques, within the same article.
Do: Identify a number of different persuasive techniques.
Why does an author implement a variety of different
persuasive techniques?
How does the author use their information?

Lesson number
from unit plan
sequence

Lesson 4 of 7
6th May)

Length of lesson: 50 minutes (Wednesday

Suggested
content or
outline of
lesson

Whole class: Recap on the previous lesson, outline the

objectives of this lesson (5 minutes). Provide an example of
analysing a persuasive article. Demonstrate identifying,
using an example, different persuasive techniques. (15
minutes).
Activity: Students, in groups of three, will analyse a
press/media release, looking for how the article has
implemented persuasive techniques. (20 minutes).
Whole class debrief: Groups will share with the class one
persuasive technique, each, they identified. Remind students
their homework, which is to bring in a topic to construct their
individual persuasive essays. This will require bringing to
class an article (newspaper, magazine, online article) (5
minutes).

Teaching Aids

Write ways - modelling writing forms by Lesley Wing Jan

Media/press release example

Curriculum Area English

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Year Level: 8 (Persuasive Writing)

Know: Different types of persuasive writing

Understand: The power of persuasive writing
Do: Write a persuasive essay, as a class

What are some persuasive techniques?

How do I structure a persuasive essay?
How do I know my sources are credible?

Lesson number
from unit plan
sequence

Lesson 5 of 7
Length of lesson: 100 minutes (double
th
Thursday 7 May)

Suggested
content or
outline of
lesson

Whole class: Recap on the previous lesson, outline the

objectives of this lesson (5 minutes). As a class design a
persuasive essay on an issue I have chosen. Design a
scaffold of an essay, which incorporates various techniques
(30 minutes). Introduce the task, discuss the expectations,
mention when the first draft is due, place assignment on
Daymap. (5 minutes).
Activity: Allocate time for students to research their chosen
topic for their research essay. If students have not chosen a
topic yet, they will pick one for a select list of topics. If there
are few students who have chosen a topic, spend time
brainstorming possibilities, allow no more than two students
per topic (50 minutes).
Whole class debrief: Allow students to discuss information
they have found about their topics, and how they found the
information (10 minutes).

Teaching Aids

Refer to collection of resources and handouts.

Have a list of potential research topics.

My own persuasive essay, on why we should all become

vegetarians.

Curriculum Area English

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Year Level: 8 (Persuasive Writing)

Know: How to deploy parallelism

Understand: What parallelism means
Do: Design a structured sentence, which uses parallelism as
a device.

What is the purpose of parallelism?

How might you deploy parallelism?
Length of lesson: 50 minutes (Monday 11th

Lesson number
from unit plan
sequence

Lesson 6 of 7
May)

Suggested
content or
outline of
lesson

Whole class: As a class, we will discuss what stage the

students should be at, with their persuasive essays. We will
discuss when drafts are due. Highlight parallelism, in greater
detail, providing examples. (15 minutes)
Activity: Students will be allocated time to continue to work
on their persuasive essays. Students should have completed,
as a minimum, two of their main paragraphs. (30 minutes)
Whole class debrief: Remind students to write in their
diary when their drafts are due, and what stage they should
be at. (5 minutes).

Teaching Aids

Examples of parallelism

Monday 11th May Lesson Recourses (Parallelism)

Parallelism is the use of components in a sentence that are grammatically
the same; or similar in their construction, sound, meaning or meter.

The method adds balance and rhythm to sentences.

It may be the repetition of a phrase

Or the repetition can also occur in similar structured clauses.

Example:
We see the repetition of parallel structures in the following lines from A
Tale of Two Cities by Charles Dickens:
It was the best of times, it was the worst of times, it was the age of
wisdom, it was the age of foolishness, it was the epoch of belief, it was the
epoch of incredulity, it was the season of Light, it was the season of
Darkness, it was the spring of hope, it was the winter of despair.
By repeating It was in the passage, the readers are prompted to focus
on the traits of the age they will read about in the succeeding passages.
Example:
We see William Blake employ Parallelism in his poem The Tyger:
What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?
The use of parallel structures, starting with what, creates a beautiful
rhythm in the above lines.

Mr. Deans-Costi

Curriculum Area English

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Year Level: 8 (Persuasive Writing)

Know: How to deploy irony

Understand: What irony means
Do: Design a structured sentence, which uses irony as a
device.

What is the purpose of parallelism?

How might you deploy parallelism?

Lesson number
from unit plan
sequence

Lesson 7 of 7
13th May)

Length of lesson: 50 minutes (Wednesday

Suggested
content or
outline of
lesson

Whole class: As a class, we will discuss what stage the

students should be at, with their persuasive essays. We will
discuss when drafts are due. Highlight irony, in greater detail,
providing examples. (15 minutes)
Activity: Students will be allocated time to continue to work
on their persuasive essays. Students should have completed
their first draft by the end of this lesson. (30 minutes)
Whole class debrief: Remind students to write in their
diary when their drafts are due, and what stage they should
be at. (5 minutes).

Teaching Aids

Examples of irony

Wednesday 13th May Lesson Recourses (Irony)

Irony Definition
Irony is a figure of speech in which words are used in such a way that their
intended meaning is different from the actual meaning of the words. It
may also be a situation that may end up in quite a different way than
what is generally anticipated.

Irony may be used for humorous or conclusive effect.

Example:
For example, an essay advocating for strictly enforced dogs on leashes
laws, you might write something like: "While it may seem like an act of
pet-friendly kindness to allow your mutt to roam free in the streets,
allowing them the right to sniff and bite whomever they please,
unrestrained animals in public places ultimately pose a potential threat to
the safety of people.

Here, the writer is being ironic that the idea of allowing your dog to
sniff and bite whomever they please is something positive.

Appendix:
Persuasive Writing

Persuasive writing involves stating beliefs in such a way that are

trying to convince others to accept a point of view.
The information is presented in a form appropriate to the audience.
Persuasive writing may involve a one-eyed or biased approach to
an issue or may involve the stating and consideration of all points of
view on an issue
Various ways in which persuasive writing can be used: to promote
and sell goods, services, activities etc. (Example: advertising)
To change peoples points of view or attitudes by putting forward an
argument about a specific issue (Example: all schools should have
recycling facilities for community use.).
To plead a case (Example: Save the Rainforests).

One form of persuasive writing is the argument. This form requires the
stating of an issue, the stand being taken by the author, the reasons for
the particular stance plus a recommended solution. For example:
Each year hundreds of Australians are slaughtered on our roads.
(Statement of issue of concern) Many of these are victims of drunk
drivers or were indeed drunk drivers themselves. In my opinion the laws
need to be changed to make it illegal to drink and drive. (Statement of
opinion)
The Law at present allows a driver to drink as long as they dont exceed a
given alcohol blood level. Unfortunately the drink-drivers are often unable
to judge the level of alcohol in their blood so they continue to drive.
(Argument to support opinion)
Some drivers appear to be influenced by alcohol more quickly than others
so perhaps the present legal blood alcohol limit could be too high for some
people. (Argument to support opinion)
I would like to see a review of the current law and appropriate changes
made to ban all drink-driving. (Recommendation for a solution)
A for and against debate. The authors stand is provided after both sides
of the debate are considered. For example:
The local community is divided over the proposal to build in the town area
a fast-food store belonging to one of the worlds largest fast-food chains.
Should
Considerations:
Appeal to the emotions of the reader
Using thought-provoking questions
Repetition of certain words, phrases, concepts etc.
Analysing opposing points of view
Unacceptable techniques:
Distortion of the truth to suit the writers point of view
Deliberate omission of important information so readers cant make
an informal judgement

Undesirable human characteristics promoted as desirable (greed,

violence, cruelty etc.)

Various devices used in some advertisement:

Expressive use of adjectives.
Repetition of words, phrases, etc.
Slogans and catchy sayings.
Catchy rhythm or patterns in writing
Exaggeration
The use of questions
Appealing to the emotions of the reader through his or her ego
The use of stereotypes
The quoting of authorities or famous people
The simplification of the process or product being promoted
The call for action, the expression of urgency to act on the advice
offered in the advertisement
The posing of a perceived problem and the suggestion of a solution
Consider:
What is the message of the advertisement?
How is the message presented?
What devices are used to convey the message?
(Collect a series of advertisements- discuss the use of the print,
graphics, set out, size etc. to convey the message.
Look at the language used in advertisements and list all the
persuasive words and the devices used to sway the readers
judgement.
Some persuasive may appeal only to the emotions and not present
any factual information.
Conduct oral debates (providing examples, statistics etc.).
Emphasise the importance of anticipating the arguments of the
opposition and create responses for these.
Helpful videos:
Persuasive Techniques https://www.youtube.com/watch?
v=AlQpt67L1es
The science of persuasion https://www.youtube.com/watch?
v=cFdCzN7RYbw

Activities:
1) Point of view activities
Write responses, stating ones own point of view, to issues at school,
home or in the community. For example: the use of cosmetics on
animals etc.
Provide groups of three students with a description of a situation or
incident. Each child assumes the role of one of the participants in
the situation and gives his or her point of view or account of the
event. For example: The pros and cons of keeping a stray dog the
followed a child home for school - as stated by the child, the mother
and the dog.
2) Cartoon comments
Collect cartoons that make comments about issues. Discuss the
meaning conveyed through the illustrations and the limited text.
Does this reveal the opinion of the cartoonist?
Students to create cartoons that will reflect a situation at school and
perhaps will reveal their feelings about it. For example: the removal
of trees to create more playground.
3) Search and compare activities
Conduct a search for the different types of persuasive writing on the
same subject. For example: Smoking collect information
4) Audience Writing
Write a piece of persuasive writing about the same issue but
targeted to different audiences. For example, the wearing of
helmets by bike riders. Write a text to be read by the young bike
rider, the parents, the law makers or the manufacturers.
5) Advertisement activities
Study a selection of advertisements and rate on a continuum
labelled Information at one end and Persuasion at the other.
The children write an advertisement for their homes using the
format in the real estate section of the paper.
The children write their own television, radio or printed
advertisement for objects.
Read the property section in the daily paper and try to write what
the ad really means (reading between the lines. For example a
renovators delight could mean a very run-down building.

6) Crazy products
Pose the problem that a toothpaste manufacturer is concerned that
sales are down and needs a product and an effective advertising
campaign to boost sales. The children, in groups, devise a plan of
action, agree on a suitable product, design the packaging and then
write a newspaper advertisement for the product.
Extend the childrens creative problem-solving ability by asking
them to create a product for an imaginary purpose. For example, a
trap for dinosaurs. The children write an advertisement to promote
the product.
7) Im great
Students write a promotional text about themselves and mention all
their strong features.

Summer: 15 Days or 2 1/2 Months? (The title in a form of a question)

The final bell rings. Its the last day of school, and summer has finally
come! Students dont have to think about school for at least another 2 1/2
months. That is the way it should always be. Schools should continue
using the traditional calendar and not a year-round schedule. There are
numerous downsides to year-round schooling. It has no positive effects on
education, it adds to costs, and it disrupts the long-awaited summer
vacation. (Includes the statement of the issue of concern, the three main
points)
Contrary to the well-accepted belief, year-round schooling has no
constructive impact on education. Most year-round schedules use the 4515 method: 45 days of school followed by 15 days off. Because of this,
there are many first and last days of school. All those transitions disrupt
the learning process. Also, there is no evidence of higher test scores. Due
to that, many schools that change to year-round schedules end up
switching back. For example, since 1980, 95 percent of schools that tried
the year-round schedule changed back to a traditional calendar. It is
obvious that changing to year-round schooling does not help students;
therefore, why is the change necessary? (Topic sentence, and persuasive
techniques: use of evidence, thought provoking question
Like any other facility, keeping a school open requires a great deal of
money. When a school changes to a year-round schedule, the costs
skyrocket. Keeping school open in the middle of summer requires air
conditioning, and that adds significantly to the schools expenses. The
usual utility bills grow because of the additional open-school time. Finally,
teachers must be paid for all the weeks they are working. With all these
factors, the cost of keeping schools open becomes immensely high. For
example, a high school in Arizona had a cost increase of $157,000 when
they switched to year-round schooling. Some schools may not be able to
handle such increases, and other schools that can handle these expenses
could be doing better things with the money. Is year-round school really
where the money should go? (Persuasive techniques: analysing points of

view (from the perspective of the students, the staff, the school, parents,
thought provoking question)
An important part of a childs life is summertime. With year-round
schedules, students would hardly have any time to relax. During the 15day breaks, they would be thinking about their quick return to school. It
would also be difficult to coordinate family vacations with parents work
schedules. Similarly, children would not be able to go to most summer
camps. One expert, Dr. Peter Scales, says, The biggest plus of camp is
that camps help young people discover and explore their talents,
interests, and values. Most schools dont satisfy all these needs. Kids who
have these kinds of [camp] experiences end up being healthier and have
fewer problems. Obviously, the summer is crucial to a childs learning
and development. Why should this invaluable part of a young persons life
be taken away? (Persuasive techniques: thought provoking question,
appealing to the emotion of the reader, the use of an expert (Dr. Peter
Scales),
It is evident that year-round schooling is not the best option for the
school calendar. There is absolutely nothing wrong with the traditional
school year. Why change something that works so well? The final bell
rings. Lets make sure this bell means that the real summer vacation
has come. (Summarising the argument)

Five years after Gulf of Mexico oil spill

disaster, BP cant be trusted in Great
Australian Bight
April 20, 2015 marks fifth anniversary of Gulf of Mexico disaster

BP contesting fines for worst oil spill in history, business still waiting for

compensation.
BP refuses to release oil spill modelling or emergency plans for Bight drilling.

Five years after BPs disaster in the Gulf of Mexico, the British oil giant seems to have
not learnt anything with its plans to try deep sea drilling in the pristine waters of the Great
Australian Bight.
Monday (April 20) will be the fifth anniversary of the Deepwater Horizons drill rig
explosion in the Gulf of Mexico that caused the worlds biggest oil spill and the United
States biggest environmental disaster.
BP plans to drill in the Great Australian Bight but refuses to reveal the modelling for any
potential oil spill or its emergency response plans, said Wilderness Society South
Australian Director Peter Owen.
The Bight is a whale wonderland, boasting the worlds most significant southern right
whale nursery as well as humpback, sperm, blue and beak whales. These waters also
support orcas, sea lions and some of Australias most important fisheries.
The Deepwater Horizon drilling rig exploded and sank on April 20, 2010, killing 11
people and injuring 17 others.
The Deepwater Horizon was drilling off the coast from Houston, the centre of the US oil
industry, but it still took 87 days to plug the well, in which time nearly 800 million litres of
oil devastated the waters, coasts, fisheries, marine life, birdlife and livelihoods, Mr Owen
said.
The spill covered more than 180,000 square kilometres, twice the size of Tasmania, and
affected 1770km of shoreline, almost the distance from Melbourne to Brisbane. Only
about 25 percent of the oil was recovered, leaving more than half a billion litres of oil in
the gulf.
In addition to the oil, millions of litres of toxic dispersants were sprayed into the Gulfs
waters. The dispersants break up the oil but can make it easier to get into the food chain.
The spill killed or harmed hundreds of thousands of fish, birds, turtles, whales and
dolphins.
The spill cost billions of dollars in clean-up operations, remediation and the Gulf
economy. Five years later BP is contesting court fines , claiming the fines threaten the
existence of the company.
Can we trust a company that claims it cant afford to pay for its last mess, the worlds
worst oil spill?

The Great Australian Bight waters are rougher, deeper and more remote than the Gulf of
Mexico. BP cant be trusted to drill in the Great Australian Bight. BP and our waters dont mix.

SA set to be the big loser from clean energy shake-up

MEDIA RELEASE
4 June 2014
South Australia is the state that will be the hardest hit if the Renewable Energy Target (RET) is
slashed, the states peak environment body, the Conservation Council of SA will tell a public
hearing today of the RET Review Panel.
Ahead of a presentation to the RET Review Panel, Chief Executive Craig Wilkins said:
In SA we have had $5.5 billion of investment in renewables driven by the federal target. Together
with supportive state government policies, this has given us the fastest growth in renewables in
the country, bringing new jobs and lower wholesale electricity prices.
There is a further $4.5 billion in the pipeline. This massive investment, particularly in rural SA, is
now at risk.
We will be telling the Review Panel that the RET is good for South Australia and the whole country.
It ticks a lot of the federal governments boxes.
As a market mechanism, it reduces Australias emissions at a very low cost unlike the
government-funded Direct Action Plan.
It provides investment certainty, critical for economic growth. It creates thousands of jobs right
when we are losing manufacturing and automotive jobs.
It is reducing cost of living pressures: modelling has shown that by 2020, householders will pay
$50 less on their annual electricity costs with the RET and savings will increase over time.
The independence of the RET Review Panel has been challenged due to the fossil fuel connections
of its members. We hope their recommendations will be guided by what is in the best interests of
the nation, not electricity companies and the fossil fuel industry.
The federal government has every reason to support the RET. It has been a huge policy success. It
should be protected and ideally strengthened so it can continue to drive investment, jobs, lower
electricity bills and healthier communities into the future, Mr Wilkins concluded.
Release Ends
Media contact: Meg Sobey on 0411 028 930 meg.sobey@conservationsa.org.au