convince me unit

8/13/2019 Convince Me Unit

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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)


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)


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 particular language, visual, and audio features to

convey information and ideas (ACELY1725)

Australian Curriculum by end Yr 7


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Criteria A B C D E

Use of text structures to

create and present a

persuasive speech

Discerning use of text

structures to create and

present a persuasive speech

Effective use of text



Use of text structures to


persuasive speech

Some attempt to use text



Limited attempt to use text



Use of language featuresie. persuasive devices and

vocabulary

Discerning use of a wide

range of language featuresincluding persuasive

devices and vocabulary

Effective use of a range of

language features includingpersuasive devices and

vocabulary

Use of language features

including persuasivedevices and vocabulary

Use of some persuasive

devices or vocabulary

Limited use of language

features that are designedto persuade

Use of multimodal

elements to create and


Discerning use and

combination of Multimodal



Effective choice and use of

multimodal elements to


persuasive speech

Use of multimodal



Some attempt to use

multimodal elements to


persuasive speech

Use of multimodal

elements that impede

meaning

Selection, organisation and

synthesis of a variety ofrelevant ideas and

information to create and


Discerning selection,

organisation and synthesis

of a variety of relevantideas and information to


persuasive speech

Effective selection,

organisation and synthesis

of a variety of relevantideas and information to


persuasive speech

Selection, organisation and

synthesis of a variety of

ideas and information tocreate and present a

persuasive speech

Selection and combination

of ideas and information to

create and present apersuasive speech

Statement of ideas and

information

Use of spoken/signed

textual and language

features to 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

Effective use of

spoken/signed textual and

language features to

present a persuasive

speech, e.g.

Pace, phrasing,

pausing, audibility

Stance, gestures,facial expressions



features to present a

persuasive speech, e.g.

Pace, phrasing,

pausing, audibility

Stance, gestures,

facial expressions



features that vary in

suitability, e.g.

Pace, phrasing,

pausing, audibility

Stance, gestures,

facial expressions



features that impede

meaning, e.g.

Pace, phrasing,

pausing, audibility

Stance, gestures,

facial expressions

Use of critical reflection in

written self-assessment

Critical analysis is evident

in self-assessment

reflection

Analysis evident in self-

assessment reflection

Written self-assessment is

reflective

Self-assessment is written

with some reflective

aspects

Self-assessment is written


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Your presentation needs to:

Be presented according to the structure of persuasive texts.

Do you have topic sentences

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?


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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?

Self-Assessment KWL for lesson 18

Notes:

convince me unit

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