Year 7: English

Term 1 Learning Journey: Convince Me! Persuasive Speech unit

The Journey Metaphor

Before you start this journey Find out where youre going! Making learning meaningful Start with the end in mind. Check what luggage you can bring with you in What do I already know that will your large suitcase. help me?

Bring an empty suitcase for souvenirs.

You will gather lots of souvenirs on the way. They are precious, dont lose them. Transfer them to your large suitcase. Pack some Band-Aids, in case you stumble. Dont forget there are other passengers on your bus, ask to see their souvenirs. Enjoy the sights along the way as they give meaning to the final destination. When you arrive, check for any lost luggage and decide if a revisit might be on the agenda.

Open myself to new learning.

Connect new knowledge with old knowledge and experience. Be resilient. Be respectful. Learn from others. Be open-minded and have a thirst for knowledge. Reflect on your learning. Does anything need clarifying?

Your task is to form an opinion on this subject and persuade others to agree with you. You will need to conduct research that will construct support for your argument when attempting to persuade . Your attempt at persuasion can take the form of a multimodal text that effectively combines spoken, written and visual elements to persuade the Principal to agree with you.

 You will present your final draft during class time to the Principal, teacher and peers. Your individual presentation should not be less than 5 minutes and not more than 10 minutes.

Your reflective self-assessment will be written as a diary entry in your journal.

Due Date:

Presentation: Week 7 Lessons 22 & 23 Reflective self-assessment: Lesson 24

Conditions & Due Dates

Criteria and guidelines and relevant curriculum

The Journey
Lesson 1-5

Our Guide
(questions) How are opinions formed? How do you make others agree with you? What are some examples of good persuasive communication that have made a difference in the world? Where am I? How am I going? What do I need?

Pit-stops and Places of Interest

Brainstorm how opinions are formed and shaped. Research & investigate well known historical persuasive speeches. Deconstruct speeches and analyse for audience and purpose Learn about persuasive devices (simile, inclusive language, metaphor, rhetorical question, emotive language, clich and repetition.) Learn about modal verbs, adverbs and nouns. HOT: Remember, Understand, Apply and Analyse Group Work: Word sort activity (Groups of 3-4) Classify given modal verbs, adverbs, adjectives and nouns according to level of modality. Individual Work: Explain and give examples of persuasive devices, such as rhetorical questions, similes and metaphors. HOT: Understand and Apply Discuss what effect the mode of communication has on the use of persuasive devices. Investigate multimodal texts and the effects of image and sound on meaning. Examine points of view through comparison of two texts on the same topic and identify what persuasive devices strengthen the argument. (CRP) Investigate text structure of persuasive texts. HOT: Apply, Analyse and Evaluate Group Work: (Groups of 5-6) Plan to present a persuasive argument for a given topic Peer feedback will provide data for a class poster summarising the most effective persuasive devices when delivering an argument. HOT: Understand, Analyse, Evaluate and Design

Lesson 6: Formative Assessment = Feedback for you! Lesson 7 - 11

How does the mode of communication affect the use of persuasive devices? What language features and text structures do writers use in creating persuasive texts? Where am I? How am I going? What do I need?

Lesson 12-13: Formative Assessment = Feedback for you!

Click here for the next leg of the journey

The Next Leg of the Journey

The Journey
Lesson 14 - 17

Our Guide
(questions) What does having an informed opinion mean? What are the features of a good argument?

Pit-stops and Places of Interest

More persuasion techniques/devices Analysis of speeches, focusing on types of support used Learn the process for Constructing Support for a point of view (CRP) Research and credible sources Return to chosen speech and decide how or if the 4 devices for constructing support were used. Conclude the features of a good argument. HOT: Understand, Apply, Analyse and Evaluate Self-Assessment KWL using graphic organiser K: What do I know about? W: What more do I want/need to know? L: Learnt anything else of interest. Consolidation of content according to Self assessment KWLs. Reintroduce the summative task Planning time Rehearsal Opportunity for peer assessment and feedback HOT: Apply, Analyse, Evaluate and Design

Lesson 18: Formative Assessment = Feedback for you! Lesson 19 Lesson 20 - 21

Where am I? How am I going? What do I need?

The FINAL Leg of the Journey

The FINAL Leg of the Journey

The Journey
Lesson 22 & 23: Summative Assessment
Lesson 24: THE FINAL DESTINATION
I have arrived! Did I lose any souvenirs and if so, where did I lose them? Will I re-visit these places? Why/why not?

Our Guide
(questions)

Pit-stops and Places of Interest

Complete and Present Final Draft to the Principal, teacher and peers.

Reflective self-assessment (diary entry) Grade yourself against the criteria Assessment, Evaluation and Feedback Conference Award Final Grade

Australian Curriculum by end Yr 7

Language for interaction
Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528) Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782) Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531) Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763) Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle, and social distance (ACELA1764) Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619) Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803). Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719) Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements (for example music and sound) to add interest and meaning (ACELY1804) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720) Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721) Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723) Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724) Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Text structure and organisation

Expressing and developing ideas

Literature and context Responding to literature

Interacting with others

Interpreting, analysing, evaluating

Creating texts

What knowledge and skills am I gaining in laymans terms?

Procedural Knowledge (specific for this unit & context)

P1. Demonstrate use of appropriate text structure within a persuasive speech. P2. Classify modal verbs, adverbs, adjectives and nouns according to level of probability/possibility (modality). P3. Define persuasive devices, such as rhetorical question and metaphor and provide examples of each. P4. Combine body language, voice qualities and other elements to add meaning and interest to a persuasive argument. P5. Substantiate a point of view by referencing relevant sources. P6. Discuss aspects of texts using relevant and appropriate metalanguage. P7. Identify and use persuasive devices and language features appropriate in arguments.

Declarative Knowledge (specific for this unit & context)

D1. Persuasive arguments have a specific text structure. D2. Persuasive devices are features of language that help to convey meaning and persuade audiences. D3. Modality is the level of probability and/or possibility of a statement and is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns. D4. Texts can be analysed to highlight strength of argument and point of view and these evaluations can be substantiated by reference to the text or other sources. D5. Point of view in an argument can be substantiated by referencing other sources. D6. Body language, voice qualities and other elements such as music or imagery can add interest and meaning to a persuasive argument.

Criteria
Use of text structures to create and present a persuasive speech

Discerning use of text Effective use of text Use of text structures to structures to create and structures to create and create and present a present a persuasive speech present a persuasive speech persuasive speech

Some attempt to use text Limited attempt to use text structures to create and structures to create and present a persuasive speech present a persuasive speech

Use of language features ie. persuasive devices and vocabulary

Discerning use of a wide range of language features including persuasive devices and vocabulary

Effective use of a range of Use of language features language features including including persuasive persuasive devices and devices and vocabulary vocabulary Effective choice and use of multimodal elements to create and present a persuasive speech

Use of some persuasive devices or vocabulary

Limited use of language features that are designed to persuade

Discerning use and Use of multimodal combination of Multimodal elements to create and elements to create and present a persuasive speech present a persuasive speech

Use of multimodal Some attempt to use elements to create and multimodal elements to present a persuasive speech create and present a persuasive speech

Use of multimodal elements that impede meaning

Selection, organisation and synthesis of a variety of relevant ideas and information to create and present a persuasive speech Use of spoken/signed textual and language features to present a persuasive speech

Discerning selection, organisation and synthesis of a variety of relevant ideas and information to create and present a persuasive speech
Discerning use of spoken/signed textual and language features to present a persuasive speech, e.g. Pace, phrasing, pausing, audibility Stance, gestures, facial expressions Critical analysis is evident in self-assessment reflection

Effective selection, organisation and synthesis of a variety of relevant ideas and information to create and present a persuasive speech
Effective use of spoken/signed textual and language features to present a persuasive speech, e.g. Pace, phrasing, pausing, audibility Stance, gestures, facial expressions Analysis evident in selfassessment reflection

Selection, organisation and synthesis of a variety of ideas and information to create and present a persuasive speech

Selection and combination of ideas and information to create and present a persuasive speech

Statement of ideas and information

Use of spoken/signed textual and language features to present a persuasive speech, e.g. Pace, phrasing, pausing, audibility Stance, gestures, facial expressions

Use of spoken/signed textual and language features that vary in suitability, e.g. Pace, phrasing, pausing, audibility Stance, gestures, facial expressions

Use of spoken/signed textual and language features that impede meaning, e.g. Pace, phrasing, pausing, audibility Stance, gestures, facial expressions

Use of critical reflection in written self-assessment

Written self-assessment is reflective

Self-assessment is written with some reflective aspects

Self-assessment is written

Your presentation needs to:

Be presented according to the structure of persuasive texts.
Have you described the topic? Have you stated your opinion? Check your tense

Include a wide range of persuasive devices and vocabulary.

Are you using rhetorical questions? Metaphors or similes Emotive language

Combine multimodal elements to convey meaning.

Sound, images, text and body language to convey meaning

Include a variety of ideas and information to support your argument.

Have you researched and found credible sources? Have you referenced them?

Be well presented.

Think about the speed/pace of your speech Can everyone hear you? Are you engaging the audience using body language (gesture, eye contact)

Your self-assessment reflection must be critical.

Think about what you did well What could you have done better? What would you do differently next time?

Self-Assessment KWL for lesson 18

What do I

Know about?

What else do I

Want or need to know?

What have I

Learnt that was interesting?

Presenting my argument/opinion

Use of Persuasive devices

Constructing support for my argument

Mode of communication or media used

What else do I know?

Notes:

These are thinking skills. There are graphic organisers you can use to scaffold your thinking as you work through each process within the unit. Whilst we will use many thinking skills, such as comparing, classifying and decision making, this units focus is on the processes of:

Analysing Perspectives Constructing Support Problem Solving

Complex Reasoning Processes