Concept: Persuasion
Length of unit: 6 weeks /
Concept: The focus of this unit is on the power of language to persuade through a range of texts such as: speeches, advertisements, editorials, short stories and poetry. Students will learn about how words and images can be used persuasively to manipulate and position others. The cross curriculum dimension of Sustainability will be used to ground the concept and guide the choice of texts. It is acknowledged that the text type for Naplan 2011 is a persuasive text.
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 modes: Writing and speaking
Assessment Outcomes: 4, 5 & 7
Assessment task: Persuasive argument linked to Sustainability and presented in any medium of production.
Outcomes:
NSW Syllabus
4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.
5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence.
7. A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.
Students learn to: / Students learn about:
4.1 Identify and describe the purpose, audience and context of texts / 4.8 The ways in which specific language forms and features and structures of text are used to shape meaning including: in written texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language, and in spoken texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary, cues, nonverbal language
4.2 Create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts / 4.13 The metalanguage of subject English used to describe, discuss and differentiate
4.6 Create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts / 5.7 The reasons specific language forms and features, and structures of texts are commonly used for particular purposes, audiences and contexts
4.7 The effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums / 5.8 Techniques for effective speaking
5.1 Express considered points of view in speech or writing, accurately and coherently and with confidence and fluency in rehearsed, unrehearsed and impromptu situations / 5.9 The ways in which purpose, audience and context affect a composer’s choices of content, language forms and features and structures of texts
5.2 Make oral presentations that demonstrate a personal point of view, including speeches / 5.10 The ways in which inference, emphasis and point of view shape meaning
5.3 Experiment with forms, features and structures, modes and media in deciding on the best ways to shape meaning with accuracy, clarity and coherence / 5.11 The effects of emotive and persuasive language
5.6 Identify and demonstrate cohesion of syntax and content in their own texts / 5.12 The ways to engage and audience and sustain their interest and involvement
7.1 Locate, assess, select, synthesise and use information, ideas and arguments from texts / 7.13 The language of opinion including modality, bias, personal pronouns and other semantic cues
7.2 Compose and respond to factual, opinion, argumentative and persuasive texts / 7.15 Ways of organising information, ideas and arguments textually
7.6 Identify techniques of persuasion in spoken and written texts / 7.17 The language and structure of argument
7.7 Summarise, define, gather evidence, deduce, argue and debate / 7.18 The language and processes of persuasion including emotive language, imagery, selective use of detail, techniques for specific target groups and opinions presented as facts
7.8 Form an opinion about the validity or persuasiveness of texts / 7.19 The use of simple rhetorical devices
7.9 Make predictions, infer and interpret texts
7.10 Adopt and present a point of view supported with evidence
7.11 Plan, develop and draw conclusions in discussions
/ Australian Curriculum
Language / Literature / Literacy
Text structure and organisation
§ Understand that the coherence of more complex texts relies on devices such as overviews, initial and concluding paragraphs and topic sentences that signal text structure and guide readers. / Discussing literature
§ Discuss ideas, experiences and opinions about texts with others and note areas of agreement and difference
§ Compare and appraise the ways that different authors use language and literary techniques to influence readers / Interpreting, analysing, evaluating
§ Purpose and audience: use growing knowledge of text features to explain how texts make an impact on different audiences
§ Comprehension processes: Interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources
Expressing and developing ideas
Understand that persuasive texts communicate through combinations of sound, image movement, verbal elements and layout. / Creating texts
Plan, draft and publish persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas with authority
Suggested Texts
§ ‘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’ (Extension)
§ Websites and YouTube Clips:
- Survival Video: http://www.youtube.com/user/survivalintl?feature=pyv&ad=4590156105&kw=environment&gclid=COnVo76Q4aQCFQcwbgoduUCbJg#p/u/0/R4tuTFZ3wXQ
- Severn Suzuki: http://www.youtube.com/watch?v=uZsDliXzyAY
- http://www.youtube.com/user/survivalintl?feature=pyv&ad=4590156105&kw=environment&gclid=COnVo76Q4aQCFQcwbgoduUCbJg#p/u/1/AuY9h-Y3gYw
- sustainability: http://www.youtube.com/watch?v=INLyfernZQ4&feature=fvw ; http://www.youtube.com/watch?v=XKWWjJNGCUY&feature=related
- EDF Energy Advertisements: http://www.youtube.com/watch?v=Xx3Y5RV9YR4&feature=related; http://www.youtube.com/watch?v=z7JMBa6h7Eo&feature=related
- Greens Ad Campaign: http://www.youtube.com/watch?v=2gQVnIKDoOA
- Al Gore’s speech to Smith School World Forum on Climate Change: http://oxforddigital.tv/streaming/algore0709.php
§ Persuasion 101: http://prezi.com/62290/: An introduction to persuasion
§ Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
§ Online persuasion map: http://www.readwritethink.org/files/resources/interactives/persuasion_map/
§ Essay Map: http://www.readwritethink.org/materials/essaymap/
§ Rhetoric: http://www.putlearningfirst.com/language/20rhet/20rhet.html
§ Visuword: http://www.visuwords.com/ - online thesaurus
§ Grammar Monster: http://www.grammar-monster.com/index.html
§ Cyber Grammar: http://www.cybergrammar.co.uk/index.php
§ Wordle - http://www.wordle.net/
§ Freemind: http://freemind.sourceforge.net/wiki/index.php/Download - mind mapping
§ Voicethread: http://voicethread.com/ - a place to create online debates and discussions
§ Prezi: http://prezi.com/
§ Naplan: http://www.naplan.edu.au/writing_2011_-_domains.html
§ Rhetoric: http://en.wikipedia.org/wiki/Rhetoric,
§ 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 - Transcript at http://www.pacebutler.com/blog/severn-suzuki/
§ 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
§ Establishing sequence of
§ Discussion of why we need to persuade people and how we persuade.
§ Analysis of the techniques and processes of persuasion.
§ Comparison of how the different texts have used persuasive visual, aural and language techniques.
Glossary of persuasive language and visual techniques to be provided
Features of Persuasive Texts
§ To assess prior knowledge, students use Wordle to brainstorm features of persuasive texts.
§ Students visit for Persuasion 101: http://prezi.com/62290/
§ Activities on persuasive language and visual techniques, including spelling of key terms
Power of Verbs and the Imperative Voice
§ Notes and activities based on texts that focus on using forceful verbs and the imperative voice.
§ Vocabulary and spelling based on forceful verbs.
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
§ Air conditioning vs. opening windows
§ Cars vs. walking
§ Book vs. Kindle
§ SMS vs. letters
§ Plastic bags vs. green bags
§ Coal vs. nuclear
§ Water saver shower heads vs. normal shower heads
§ Clothes dryer vs. Clothesline
Peer assessment of speeches to determine the most effective speeches and develop a list of the techniques that were used.
Polarised debates
Class blog created as a platform for a polarised debate about two of the most hotly contested issues from the list above. Students are divided into two opposing teams. Voicethread could be used as an alternative platform for debate: http://voicethread.com/
Homework
§ Students do activities on verbs using Grammar Monster: http://www.grammar-monster.com/index.html
§ Weeks 3-4 - Focus: What is the purpose of persuasive texts?
Significance of context, audience and purpose
§ Students to analyse, discuss and respond to the following texts focusing on:
- The influence of context, audience and purpose
- The composers’ capacities to engage and persuade an audience.
- 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.’
§ Notes and activities on topic sentences and developing a cohesive and clear line of argument.
§ Students to revisit the features of exposition through editorials and compose an exposition on the issue ‘Global warming is a myth.’
§ To plan their expositions students are to develop a mind map. They could can use one of the following:
- Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
- Online persuasion map: http://www.readwritethink.org/files/resources/interactives/persuasion_map/
- Essay Map: http://www.readwritethink.org/materials/essaymap/
§ 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
§ Notes and activities focusing on the use of emotive language and modality to persuade and position responders using the three texts.
§ Vocabulary and spelling based on the features of emotive language and modality.
Naplan
§ Students to discuss and then respond to the Naplan stimulus for homework.
§ Naplan marking criteria to be used by the students to self-assess and select one thing aspect of the criteria that they need to develop further.
§ Weeks 5-6 - Focus: How can language features and form be used to persuasively promote points of view and position a responder?
The Power of Rhetoric
§ Revisit Severn Suzuki’s speech delivered at UN Earth Summit 1992 http://www.youtube.com/watch?v=uZsDliXzyAY but this time the students focus on:
- Point of view: The line of argument and the supporting evidence
- Use of persuasive techniques
§ Notes and discussion on ethos, pathos and logical proof.
Forceful Points of View
§ Students to discuss the assessment task and consider what their line of argument will be. They can work individually or in a team. Time must be allocated in class to work on the task.
Assessment Task
§ Students to work on assessment task and have time to do research.
Summative Assessment Task
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 modes: Writing and speaking
Assessment Outcomes:
4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.
5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence.
7. A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.
Nature of Task
In the Year of Sustainability the focus is on what Australians individually and collectively can do to care for and protect the environment. In the last two years we have witnessed catastrophic man-made and natural disasters that have impacted on the environment, such as: the oil disaster in the Gulf of Mexico, devastating floods in China and Pakistan, and earthquakes in China and Haiti. In Australia we have beautiful and fragile unique locations that are vulnerable such as: the Great Barrier Reef, Kakadu, Byron Bay, and Cradle Mountain. 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 strong and clear case for why the place is special and should be protected and preserved for future generations.
EXTENSION: You could enhance your case by proposing a creative and innovative solution to protect the location and guard against possible future disasters.
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!
You will be assessed on how well you:
§ Use language forms and features, and structures to craft and present a persuasive argument.
§ Convey our reasons and use evidence to support your argument.
§ Persuasively promote your point of view and position your responders.