YEAR 8EESENTIAL ENGLISH
UNIT:Fifteen Minutes of Shame – Representations in the Media
UNIT OVERVIEW:This unit focuses on enabling students to be critically aware of the ways in which the media utilises written/spoken and visual language to persuade/position the public’s view of individuals and groups in society.
ASSESSMENT: Informative multimodal presentationabout the way in which the print media manipulates public opinion through a close examination of the representation of a specific group,topic or individual. E.g. Nick Kyrgios, Justin Bieber, teenagers, celebrities, sports people, asylum seekers
Students will focus on the use of multiliteracies and their impact on the public.
UNIT DETAILS:
No / Learning Goal / Success Criteria(I know I’ve got it when I can …)
1 / To define what media is and understand that people’s thoughts and feelings may be influenced by what they read in the media. / Achieve 100% success in mix and match definitions activity.
2 / To define and identify evaluative language and interpret the positive or negative representation it creates of a group or individual. / Identify the evaluative language used in an article and explain the representation of the group or person.
3 / To construct a TEEL paragraph identifying the evaluative language used in an article and explaining the representation of the group or person it creates. / Identify the most effective examples of evaluative language used in an article and explain the representation of the group or person in a TEEL paragraph.
4 / To define and identify persuasive techniques (repetition, rhetorical questions and hyperboles) and interpret how they contribute to a positive or negative representation of a group or individual. / Identify persuasive techniques (repetition, rhetorical questions and hyperboles) in an article.
Independently draw conclusions about how pertinent persuasive techniques add meaning to a text.
5 / To construct a TEEL paragraph identifying the persuasive techniques used in an article and explaining the representation of the group or person it creates. / Identify the most effective examples of repetition, rhetorical question and hyperbole used in an article and explain the representation of the group or person in a TEEL paragraph.
6 / To identify the way the participants – the people, objects and setting - appear in an image and interpret how they evoke a specific response from a reader. / Independently identify and describe the participants (objects, setting and people) in an image and decide whether the image evokes a positive or negative response.
7 / To construct a TEEL paragraph identifying and describing the participants in an image and explaining the representation of the group or person it creates. / Identify and describe the participantsin an image and explain the representation of the group or person in a TEEL paragraph.
8 / To identify camera angles, shot sizes and colour in an image and interpret how they evoke a specific response from a viewer. / Independently identify film codes (shot sizes and camera angles) and colour in an image and communicate the message each one of these elements conveys.
9 / To label imagesidentifying and describing the technical codes used in an image and explainthe representation of the group or person it creates. / Identify and describe the technical codesin an imageby labelling tehse inmages.Explain the representation of the group or person in a TEEL paragraph.
10 / To understand the purpose, structure and language features of an informative multimodal presentation. / List the various sections of the speech and persuasive language techniques possible.
List the steps for constructucting a Powerpoint presentation.
11 / To identify and interpret the ways in which the media utilises written/spoken and visual language to persuade/position the public’s view of individuals and groups in society. / Independently identify and interpret the most powerful written persuasive and visual language elements in their chosen article/image.
12 / To justify how a representation of an individual or group is constructed in the media using written/spoken and visual language. / Tick each step of the scaffold when proofreading my draft to ensure I have met the structural requirements and included the pertinent language and visual features.
13 / To understand how to self-edit my own work while proofreading and rehearsing for a presentation to the class. / Identify errors in my own work and self-correct them.