YEAR 9 ENGLISH (Core)
UNIT:The Art of Persuasion
UNIT OVERVIEW:Students willinvestigate Ned Kelly’s actions and treatmentusing a variety of sources. They will then develop an understanding of persuasive techniques and how to use the evidence gathered to write and deliver a convincing speech. This speech will represent Kelly as either a hero/victim or a villain by either justifying or condemning his actions.
ASSESSMENT:Spoken Persuasive- Assume the role of a legal professional to deliver a persuasive presentation in which you either prosecute or defend Ned Kelly (construct him as either a hero/victim or villain). 4-5 minutes
UNIT DETAILS:
NOTE: One learning goal may take more than one lesson to cover
No / Learning Goal / Success Criteria(I know I’ve got it when I can …)
1 / To define the words ‘hero’ and ‘villain’ and evaluate why a person could match this criteria. / Successfully complete ‘Ned Kelly- Hero or Villain’ sheet.
2 / To investigate, through research, Ned Kelly’s early life. To discuss what influenced him and how this may have influenced his later life. / Understand that early life influences, including family and treatment by authorities have determined Kelly’s life.
3 / Toanalysethe ‘receiving a stolen horse incident’in Kelly’s life (as represented in various texts) and justifythe two opposing points of view. / Successfully complete the retrieval chart on Incident One, ‘receiving a stolen horse’ by listing evidence to clearly support or condemn Kelly’s actions.
4 / To analyse the ‘Fitzpatrick incident’ in Kelly’s life (in various texts) and justify the two opposing points of view. / Successfully complete the retrieval chart on Incident Two, ‘Fitzpatrick Incident ‘by listing evidence to clearly support or condemn Kelly’s actions.
5 / To analyse the ‘Stringybark Creek incident’ in Kelly’s life (in various texts) and justify the two opposing points of view. / Successfully complete the retrieval chart on Incident Three, ‘Stringybark Creek’ by listing evidence to clearly support or condemn Kelly’s actions.
6 / To analyse the ‘Euroa/Jerilderie robberies incident’ in Kelly’s life (in various texts) and justify the two opposing points of view. / Successfully complete the character retrieval chart on Incident Four, ‘Euroa/ Jerilderie Robberies + letter’ by listing evidence to clearly support or condemn Kelly’s actions.
7 / To analyse the ‘Glenrowan Siege incident’ in Kelly’s life (in various texts) and justify the two opposing points of view. / Successfully complete the character retrieval chart on Incident Five, ‘Glenrowan Siege’ by listing evidence to clearly support or condemn Kelly’s actions.
8 / To analyse key incidents in the film ‘Ned Kelly’ and justify two opposing points of view. / Successfully add to the retrieval chart by listing evidence to clearly support or condemn Kelly’s actions.
9 / To analyse the ‘Art of Persuasion’ criteria sheet and its requirements. / Understand the requirements of the spoken task.
10 / Toidentify and apply persuasive devices to a variety of practice tasks. / Successfully use: emotive language, repetition, cause & effect and imperativesto complete task sheets.
11 / To identify and apply persuasive devices to a variety of practice tasks. / Successfully use: superlatives, compare & contrast, rhetorical questions and modality to complete task sheets.
12 / To analyse an exemplar to identify the structure of an analytical exposition (including PEEL paragraphs) and the various language features. / Successfully identify structural elements and language features of the text.
13 / To construct a persuasive legal presentation in which you analyse key incidents in the texts studied in order to justify your stance – that Ned Kelly is a hero/victim OR a villain. / Complete a plan.
Complete a draft by the due date.
14 / To evaluate andapply ‘draft check’ information to improve presentation. / Edit draft to improve content.
15 / To identify salient verbal and non-verbal features of spoken presentations.
Apply understanding of effective verbal and non-verbal language. / Practise a presentation using checklist.
Provide feedback to peers on their presentation.
Use feedback to improve.
16 / Apply all knowledge and skills to present final speech. / Present the final speech by the due date.