persuasion planning for learning karen yager & penny waters
Post on 21-Dec-2015
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Focus on learning
What do I want my students to learn?
Why does it matter? What do they already know? How will they demonstrate
learning? How will they get there?
2010 Narrative 2011 Persuasive Text 1 Audience
2 Text Structure 3 Ideas
4 Persuasive Devices
5 Vocabulary
6 Cohesion
7 Paragraphing
8 Sentence Structure
9 Punctuation
10 Spelling
Improving WritingTo improve the quality of pupil writing:
Explicitly and systematically teach the structure and language demands of the writing task
Focus on the sound, feel and power of words Focus on audience and purpose Explicitly teach the thinking processes involved in writing Immerse pupils in examples and exemplars of the
required style of writing Model, scaffold and jointly construct texts Use guided and independent practice Employ peer and self assessment and critical reflection Write with your pupils!
Confidence Creativity is innate yet starting
writing is not easy! ‘Just get black on white’
(Robert Gray, 2011). Fast write Beginning with observations,
chunks of writing, little moments...a sentence a day!
Jottings: Journal, notepad, iPhone or wiki/blog
12 words of conviction Twitter arguments 50 word persuasion: Take
away the letter ‘e’
Confidence Simple to super sentences! Persuasive devices Word Clouds: Wordle and
Taxedo Master Chef persuasion Story Circle (Hot Potato
Debates) Hypotheticals Writing from experience
and conviction!
Craft Focussing on the sound,
look and feel of the words…record writing and really listen!
Senses: - Sound: Euphony,
discordance…the vowels and consonants
- Sight: Figurative devices- Feeling: Nuances
Craft Spotlighting: the word
and sentence level- Lexical density- Vocabulary- Grammar Structure:- Purpose and audience- Form- Syntax and
paragraphing- Framing devices
Persuasive Devices Verbs are the powerhouse of
persuasion Effective figurative and sound
devices Colourful adverbs and
adjectives Modality Imperative voice Second person Hyperbole Analogy Visuword:
http://www.visuwords.com/
Grammar Recording written
work and listening for the discordance.
Online tools: http://www.cybergrammar.co.uk/index.php
Grammies! Replacing adjectives
with verbs
‘Questions may be the most powerful technology we have ever created. Questions and
questioning allow us to make sense of a confusing world. They are the tools that lead
to insight and understanding’ Jamie McKenzie.
Hypothetical Questions Explore possibilities and test theories. These
are the “what would happen if…” questions, allowing pupils to think critically and creatively, and test their own convictions and beliefs. E.g.
• What if the speaker had eliminated the imperative verbs and anaphora?
• What if we had no Facebook?• What are the possible pros and cons?
Synthesising Really listening to pupil
responses Identifying relationships Building on pupil
responses Connecting pupil
responses to make meaning and emphasis key points.
This contrasts/compares with…?
What conclusion can we draw from…?
Williams’ Model to develop Ideas Paradox: Paradoxes can be used to evaluate ideas and challenge pupils to
reason and find proof. Analogy: Find the similarities between things and compare one thing to
another. Discrepancy: Students should be challenged to discuss what is not known or
understood. Provocative questions: These are questions that require thoughtful
consideration to clarify meaning or develop new knowledge. Organised Random Search: Given a situation or body of knowledge, pupils
search for other information to answer questions such as, what would you do or what would you have done?
Tolerance for Ambiguity: Open-ended questions Intuitive Expression: Empathy questions Evaluative Situations: Evaluate solutions and answers in terms of their
consequences and implications — pose the question what if? Visualisation Skills: Provide opportunities for students to perceive or
visualise themselves in many contexts.
Langford’s 5 Whys
Ask a question This leads to a
second question Ask three more
questions Probes and
deepens understanding
Thwarts superficial responses
Persuasion Stage 4 Year 7 Term 1 Students will learn
about how words and images can be used persuasively to manipulate and position others.
Cross curriculum perspective of Sustainability
Naplan 2011
Persuasion Key learning ideas:- The features of a persuasive
text - The purpose of persuasive
texts - How language features and
form can be used to persuasively promote points of view and position a responder.
Overarching question: How and why do composers craft texts that promote persuasively points of view?
Assessment for and of Learning Nature of Task: The Australian Federal government has decided to be proactive in
targeting these vulnerable locations. They have devised an Australia wide competition that invites proactive citizens to identify an environmentally significant and vulnerable location, and present a persuasive argument as to why the Federal Government should provide funding to ensure that this location is protected for the future. You have been selected to represent your school to identify the special location, predict a possible disaster and argue persuasively why the special place you have chosen should be protected. Your presentation must include:
A description of the unique place A prediction of one or more possible man-made or natural disasters. A persuasive case for why the place is special, and should be protected and
preserved for future generations. You can present your case using any medium of production such as: A power point, slide show or prezi with images and footage A podcast A print document such as: a poster, pamphlet or letter. Use your imagination and decide what medium would be the most effective and
persuasive vehicle for your argument!
Weeks 1-2 Focus: What are the key features of
persuasive texts? Introduction to Persuasion Students view and analyse: Severn Suzuki’s speech delivered at UN
Earth Summit 1992 focusing on the ideas and the purpose of the speech: http://www.youtube.com/watch?v=uZsDliXzyAY
The Green’s television advertisement election campaign: http://www.youtube.com/watch?v=2gQVnIKDoOA
EDF Energy Advertisements: http://www.youtube.com/watch?v=Xx3Y5RV9YR4&feature=related ; http://www.youtube.com/watch?v=z7JMBa6h7Eo&feature=related
Weeks 1-2 Features of Persuasive Texts Students visit for Persuasion 101:
http://prezi.com/62290/ Power of Verbs and the Imperative
Voice Persuasion in 30 seconds Students deliver a 30 second speech
presenting their point of view on the merits of one vs. the other from the following list:
Solar power vs. electricity Cars vs. walking Book vs. Kindle Plastic bags vs. green bags Clothes dryer vs. Clothesline Polarised debates Class blog created as a platform or
Voicethread - http://voicethread.com/
Weeks 3 -4 Focus: What is the purpose of
persuasive texts? Al Gore’s speech to Smith School
World Forum on Climate Change: http://oxforddigital.tv/streaming/algore0709.php
‘There will come Soft Rains’: Short Story – Ray Bradbury & poem by http://www.youtube.com/watch?v=KBtE4jS8J24&feature=related
Bruce Dawe’s Poem ‘In the New Landscape’
Blog or Voicethread to discuss the issue: ‘Global warming is a myth.’
Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
Weeks 3 -4 To enhance vocabulary,
students use the online thesaurus: Visuword: http://www.visuwords.com/
The Naplan marking criteria is to be used to assess the exposition – self and peer marking - http://www.naplan.edu.au/writing_2011_-_domains.html
Impact of Emotive language and Modality
Cyber Grammar: http://www.cybergrammar.co.uk/index.php
Weeks 4-5 Focus: How can language features
and form be used to persuasively promote points of view and position a responder?
The Power of Rhetoric Point of view: The line of argument
and the supporting evidence Use of persuasive techniques Notes and discussion on the
features of effective rhetorical speeches. Students could visit http://en.wikipedia.org/wiki/Rhetoric
Assessment Task – ongoing http://prezi.com/bnvpgr4u8pnh/
cape-byron-symposium/
Exposition Timed introductions
where time allowed decreases with each response.
What? Where? When? Why? How?
Comparison/Contrast columns
Hamburger Imperative voice,
anaphora, declarative statements….
Exposition Editorial Letter to the Editor Advertisement
campaign Poster Symposia Nominalisation (actions
become things). E.g. ‘to pollute’ becomes ‘pollution’, ‘destroy’ becomes ‘destruction’
Conviction Stage 5 Year 9 Term 1 Students will learn about how
the convictions of composers reflect their times and context , and shape meaning in texts.
Question:• How significant is our context in
the formation of our convictions and the meaning we convey in our texts?
Key Ideas• How context shapes convictions,
perspectives and ideas.• How conviction shapes the use of
language, form and features.
Conviction Suggested texts: To Kill a Mocking Bird, 1984,
Ender’s Game, Night… Websites such as: - Surfaid:
http://schools.surfaidinternational.org/
- Amnesty International: http://www.amnesty.org.au/refugees/
Protest poetry and songs: http://www.ppu.org.uk/learn/poetry/poetry_against.html
Weeks 1 - 2 Significance of context
and convictions:- 12 word exposition on a
burning issue- 50-word narrative- Extracts from a range of
texts Modality, imperative
voice and emotive language
Persuasive text - Naplan
Assessment Assessment for Learning- 60 second presentation on
a burning issue- Blog post or editorial Assessment of and as
learning:- Imaginative text- Critical analysis focused on
how context and convictions shaped meaning and language choices
Weeks 3-6 Close study of a text or
CTD a range of texts- Focus on how meaning is
shaped by context and convictions
Imagery through figurative devices
Gaps and silences Assessment task: Text
with conviction and personal evaluation