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    Year 7: EnglishTerm 1 Learning Journey:

    Convince Me! Persuasive Speech unit

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    Before you start this journey Making learning meaningful

    Find out where youre going! Start with the end in mind.

    Check what luggage you can bring with you in

    your large suitcase.

    Bring an empty suitcase for souvenirs.

    What do I already know that will

    help me?

    Open myself to new learning.

    You will gather lots of souvenirs on the way.

    They are precious, dont lose them.

    Transfer them to your large suitcase.

    Connect new knowledge with old

    knowledge and experience.

    Pack some Band-Aids, in case you stumble. Be resilient.

    Dontforget there are other passengers on

    your bus, ask to see their souvenirs.

    Be respectful.

    Learn from others.

    Enjoy the sights along the way as they give

    meaning to the final destination.

    Be open-minded and have a thirst

    for knowledge.

    When you arrive, check for any lost luggage

    and decide if a revisit might be on the agenda.

    Reflect on your learning.

    Does anything need clarifying?

    The Journey Metaphor

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    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 combinesspoken, written and visual elements to persuade

    the Principal to agree with you.

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    Conditions & Due Dates

    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

    Criteriaand guidelinesandrelevant curriculum

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    The

    Journey

    Our Guide

    (questions)

    Pit-stops and Places of Interest

    Lesson 1-5 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?

    Brainstorm how opinions are formed and shaped.

    Research & investigate well known historical persuasive speeches.

    Deconstruct speeches and analyse for audience and purpose Learn aboutpersuasive 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

    Lesson 6:

    Formative

    Assessment =

    Feedback for

    you!

    Where am I?

    How am I going?

    What do I need?

    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

    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?

    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.

    Investigate text structure of persuasive texts.

    HOT: Apply, Analyse and Evaluate

    Lesson 12-13:

    Formative

    Assessment =

    Feedback for

    you!

    Where am I?

    How am I going?

    What do I need?

    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

    Click here for the next leg of the journey

    http://www.resourcebank.curriculum.edu.au/guest/examples/20102/default.htmhttp://www.australiancurriculum.edu.au/Glossary?a=E&t=modalityhttp://www.australiancurriculum.edu.au/Glossary?a=E&t=modalityhttp://www.resourcebank.curriculum.edu.au/guest/examples/20102/default.htmhttp://www.resourcebank.curriculum.edu.au/guest/examples/20102/default.htm
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    The

    Journey

    Our Guide(questions)

    Pit-stops and Places of Interest

    Lesson 14 - 17 What does having an

    informed opinion mean?

    What are the features of a

    good argument?

    More persuasion techniques/devices

    Analysis of speeches, focusing on types of support used

    Learn the process for Constructing Support for a point of view

    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

    Lesson 18:

    Formative

    Assessment =

    Feedback for you!

    Where am I?

    How am I going?

    What do I need?

    Self-Assessment KWLusing graphic organiser

    K: What do I know about?

    W: What more do I want/need to know?

    L: Learntanything else of interest.

    Lesson 19 Consolidation of contentaccording to Self assessment KWLs.

    Lesson 20 - 21 Reintroduce the summative task

    Planning time

    Rehearsal

    Opportunity for peer assessment and feedback

    HOT: Apply, Analyse, Evaluate and Design

    The Next Leg of the Journey

    The FINAL Leg of the Journey

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    The Journey Our Guide

    (questions)

    Pit-stops and Places of Interest

    Lesson 22 & 23:

    Summative

    Assessment

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

    Lesson 24:

    THEFINAL

    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?

    Reflective self-assessment (diary entry)

    Grade yourself against the criteria

    Assessment, Evaluation and Feedback Conference

    Award Final Grade

    The FINAL Leg of the Journey

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    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)

    Text structure and organisation 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)

    Expressing and developing ideas 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)

    Literature and context Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts

    (ACELT1619)

    Responding to literature Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803).

    Interacting with others 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)

    Interpreting, analysing, evaluating 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)

    Creating texts Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and p