JULIA WOODALL STUDENT I.

D: 2137284

ENGLISH UNIT PLAN

TOPIC: PERSUASIVE TEXTS
CURRICULUM LEARNING AREA: READING & VIEWING, WRITING
YEAR LEVEL: 10

UNIT DESCRIPTION:
SCOPE AND SEQUENCE:
VICTORIAN CURRICULUM LEVEL 10 ACHIEVEMENT STANDARDS:

READING AND VIEWING

By the end of Level 10, students evaluate how text structures can be used in innovative ways by different authors. They
explain how the choice of language features, images and vocabulary contributes to the development of individual
style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the
evidence used to support them.

WRITING

Students show how the selection of language features can achieve precision and stylistic effect. They explain different
viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their
own style by experimenting with language features, stylistic devices, text structures and images. They create a wide
range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for
impact, and accurately use spelling and punctuation when creating and editing texts.

SPEAKING AND LISTENING

Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the
selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and
perspectives through the development of cohesive and logical arguments. They develop their own style by
experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to
articulate complex ideas. They make presentations and contribute actively to class and group discussions building on
others' ideas, solving problems, justifying opinions and developing and expanding argument.

CONTENT DESCRIPTORS:

LANGUAGE FOR INTERACTION

Understand that peoples evaluation of texts are influenced by their value systems, the context and the
purpose and mode of communication (VCELA 457)

RESPONDING TO LITERATURE
Analyse and explain how text structures, language features and visual features of texts and the context in
which texts are experienced may influence audience response (VCELT461)
Evaluate the social, moral and ethical positions represented in texts (VCELT462)

EXAMINING LITERATURE
Compare and evaluate how voice as a literary device can be used in a range of different types of texts to
evoke particular emotional responses (VCELT465)

TEXTS IN CONTEXT
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts,
 JULIA WOODALL STUDENT I.D: 2137284
including media texts through language, structural and/or visual choices (VCELY466)

INTERPRETING, ANALYSING, EVALUATING

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced
by purposes and likely audiences (VCELY467)
Using comprehension strategies to compare and contrast information within and between texts, identifying
and analysing embedded perspectives, and evaluating supporting evidence (VCELY469)

EXPRESSING AND DEVELOPING IDEAS

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect
on audiences (VCELA474)

CREATING TEXTS
Create sustained texts, including texts that combine specific digital or media content, for imaginative,
informative, or persuasive purposes that reflect upon challenging and complex issues (VCELY479)
Review, edit and refine own and others texts for control of content, organisation, sentence structure,
vocabulary, and/or visual features to achieve particular purposes and effects (VCELY480)
Use a range of software, including work processing programs, confidently, flexibly and imaginatively to create
edit and publish texts, considering the identified purpose and the characteristics of the use (VCELY481)

LANGUAGE VARIATION AND CHANGE

Understand how language use can have inclusive and exclusive social effects, and can empower or
disempower people (VCELA483)

INTERACTING WITH OTHERS

Identify and explore the purposes and effects of different text structures and language features of spoken
texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using
organisation patterns, voice and language conventions to present a coherent point of view on a subject
(VCELY485)

LEARNING OBJECTIVES

AS A RESULT OF ENGAGING WITH THE UNIT OF WORK STUDENTS WILL UNDERSTAND:

1. Students will understand that specific techniques are used by authors within persuasive texts in effort
to persuade the reader.
2. Students will understand that persuasive texts can be presented in many forms such as opinion
articles, letters to the editors, visual texts and speeches.
3. Students will understand that reviewing and editing texts improves clarity, organisation, sentence
structure, paragraphing and vocabulary.

AS A RESULT OF ENGAGING WITH THE UNIT AS A RESULT OF ENGAGING WITH THE UNIT
STUDENTS WILL KNOW: STUDENTS WILL BE ABLE TO:
1. Persuasive language techniques. 1. Annotate persuasive texts, recognising persuasive
language technique use.
2. How to correctly and coherently construct a Letter to
2. Identify issue, tone and intended audience in
the Editor, applying specific stylistic features and
persuasive texts
persuasive language techniques.
3. Write structured a Letter to the Editor using
3. How to de-construct persuasive texts and analyse the specific persuasive language techniques to
use of persuasive language techniques used within support their responses.
them.
SUMMATIVE ASSESSMENT TASKS
ASSESSMENT Students respond to an issue by writing their own Letter to the Editor. They are to
TASK #1: use 5 different persuasive language techniques in their writing in effort to persuade
LETTER TO their reader. They are also to use the correct structure of a Letter to the Editor, as
THE EDITOR well as appropriate stylistic features.
 JULIA WOODALL STUDENT I.D: 2137284
LESSON SEQUENCES
ADDITIONAL
WEEK LESSON DESCRIPTION
INFORMATION
LEAD IN WARM UP TASK: 6 QUESTION CHALLENEGE

HOOK/ENGAGE
Start by inviting students to think about an argument, disagreement or issue they
had with someone recently, such as a parent, a sibling or a friend.
Ask them to write down what the topic of the argument was, the opposing
viewpoints and the methods used by each side to try to win the argument in terms of
voice, body language and evidence.
Ask students to volunteer their experience to the rest of the class.

ISSUES
CLASS DISCUSSION/MINDMAPPING TASK:
What is an issue?
What are some current issues in the news at the moment?
What kind of articles in the newspaper intend to persuade? Commentary Articles,
opinion articles, letters to the editor, editorials.
What can you remember about persuasive texts from previous years?

FACT vs OPINION
WEEK Content Revisit the concept of FACT versus OPINION and ask students to try to provide a
1 Descriptors: definition of ISSUE and BIAS.
(VCELT462) With issues, highlight that there are different levels (e.g. global, national, state, local,
BLUE (VCELY485) school, small group) and there are different types (e.g. environmental, political,
Lesson 1 gender, medical, sporting, religious, economic, scientific, moral).
(50 mins) ASSESSMENT:
Lesson 2 Pre-assessment- CLASS DISCUSSION:
(50 mins) Learning Tracker as Teacher writes five different sentences on the board, and students have to identify
Lesson a checklist for whether these are FACTS or OPINIONS.
3+4 student knowledge. Then they also have to identify whether these are global, national, or local issues,
(100 and what different groups they may be from.
mins)
Lesson 5 1. Dogs are better than cats, they can play fetch and do tricks and all cats do
(50 mins) are sit and sleep all day.
2. In 1939 Britain and France declared war on Germany, thus beginning WW2
3. Paw Paw cream is an ointment that relieves minor burns, sunburn, cuts and
minor wounds, and is therefore the cure to all ailments.
4. Scott Pendlebury is the finest captain the Collingwood Football Club has ever
seen.
5. In 2010 the United Nations General Assembly explicitly recognized
the human right to water and sanitation and acknowledged that clean
drinking water and sanitation are essential to the realisation of all human
rights

ACTIVITY:THREE TRUTHS AND A LIE

Student are to think of three things about themselves but one must be a lie. This is a
good game to 1. Get to know the kids and 2. Get them thinking about truth and
fiction as well as truth and bias.
____________________________________________________________________

LEARNING INTENTION: By the end of this lesson students will understand the
difference between fact and opinion as well as formal and informal language
and why it is used for specific effect in persuasive texts.

SUCCESS CRITERIA: Students engagement in FACT vs OPINION task, and

JULIA WOODALL STUDENT I.D: 2137284
FORMAL/INFORMAL language activities.

HOOK/ENGAGE: SELL ME THIS PRODUCT (5 mins)

3 volunteers are asked to come up and persuade me to buy a WATER BOTTLE in 30
seconds. Advise them that each of them will be required to complete this activity
over the unit, and the item they will be selling will change every lesson.
Why should I buy this product? What is so good about it?
- Students discuss the kinds of persuasive techniques they used and how they were
effective.

PRE-ASSESSMENT: LEARNING TRACKER (10 mins)

Students are to fill out the Learning Tracker, to give an indication of what they
already know about persuasive texts and techniques, and to show the teacher what
may need extra scaffolding throughout the unit.

FORMAL and INFORMAL LANGUAGE

Also assist students to distinguish between FORMAL and INFORMAL language in
terms of when each should be used (the type of text) and provide examples.
- What kind of language would you use in a Cover Letter when you are applying for a
job?
- What kind of language would you use in a text message to a mate?
-What kind of language would you use when writing a Letter to the Editor?

ACTIVITY: FORMAL, INFORMAL AND SLANG WORDS (15 mins)

Discuss the definition of Formal, Informal and Slang. Students are then to complete
the worksheet- Fill in the missing word.

ACTIVITY: FORMAL AND INFORMAL LANGUAGE (30 mins)

IDENTIFY: ISSUE & INTENDED AUDIENCE FOR EACH ONE BEFORE BEGINNING TASK
Students are to complete this short writing activity, each one is allocated 5 mins
writing time. After each one, ask two students to offer their response and discuss
the kind of language used.
1. Write a text message conversation between a two friends- one inviting the
other to a BBQ on Saturday night- the friend thinks they are too busy to
attend, but the other persuades them to come.
2. Write an email to your teacher politely asking for an extension on your
assignment.
3. Write a Facebook rant about an issue that happened on the weekend.
4. Write a short cover letter applying for a job at a coffee shop.

___________________________________________________________________

Introduce PERSUASIVE LANGUAGE TECHNIQUES, and link to Chapter 9 of the

textbook that they have already completed.

PERSUASIVE LANGUAGE TECHNIQUES:

Present students with the Persuasive Language Techniques handout and go through
each term and the examples of each. Then present students with a list of glossary
terms with room to add examples, in which they can enter their own examples that
we find as we go through and analyse persuasive texts and letters to the editors.

TASK: CREATE YOUR OWN EXAMPLES OF PLTs (10 mins)

Students spend 10 minutes choosing 5 persuasive techniques and creating their own
example. These should be written on their Fill in Your own sheet.
 JULIA WOODALL STUDENT I.D: 2137284
TONE:
Also give students a sheet of adjectives used to describe the kind of tone which may
be present in different articles. They may use these to refer to when we analyse
different persuasive texts.

ANALYSING PERSUASIVE TECHNIQUES IN OPINION ARTICLES:

Read aloud as a class (1 person per paragraph) and identify the issue, tone and
intended audience. Analyse the persuasive techniques used by the author and
annotate the articles by highlighting and circling the devices used to refer to later.
These should also be written into the Fill in your own Persuasive Techniques Sheet.

ANALYSIS QUESTIONS:
WHAT DO YOU WANT YOUR AUDIENCE TO THINK/FEEL/DO?
WHO ARE THE STAKEHOLDERS?
WHO IS YOUR AUDIENCE?
POSITIONING THE AUDIENCE- BIAS
WHAT? IS BEING SAID
HOW? IS THE WRITER SAYING IT? IDENTIFYING TECHNIQUES EXPLAINING THE
INTENDED EFFECT
WHY? IS THE AUTHOR SAYING IT?
GO BEYOND JUST SUMMARSING THE WHAT?

ACTIVITY:
Play Persuasive Language Bingo. Present an example of a technique on the
whiteboard and students have to identify the technique and find it on their bingo
board.
___________________________________________________________________

RECAP ON LEARNING: ISSUE, TONE, PERSUASIVE TECHNIQUES. (5 mins)

ISSUE:
TONE:
PERSUASIVE TECHNIQUES:

ANALYSE LETTERS TO THE EDITOR (10 mins)

Identify issue, tone and persuasive techniques and why might they have used these
to create effect.

LESSON ROUNDUP: PERSUASIVE LANGUAGE BINGO: (15 mins)

Play Persuasive Language Bingo to finish off the lesson and recap on their learning

LESSON CLOSURE: EXIT CARD (5 mins)

On a sticky note, students are to list one persuasive device and provide an example.
This may be from any of the articles that we read today or the Persuasive Language
Bingo.

Content TASK: CHAPTER 6: PERSUASIVE TEXTS (2 sessions)

Descriptors: Students are to work through the Persuasive Language Tasks in National English Skills
(VCELA457) 10 Workbook. To scaffold, work through the first activity collaboratively.
(VCELT461) - Poster Advertisement: Interpreting the advertisement
(VCELT462) - Political Speech: The Unknown Soldier, Paul Keating
(VCELT465) - Opinion Blog: Avoid political spin- some facts on asylum seekers
(VCELY466) - There ought to be a law against it- 1 min debating
WEEK
(VCELY467)
2 (VCELY469) LEARNING INTENTION: Students will understand that persuasive texts can come
(VCELA483) in a range of different forms, however they can all be analysed to discover
GOLD (VCELY485) persuasive techniques used by the author/illustrator.
Lesson
SUCCESS CRITERIA: Students will work through Chapter 6 in the textbook and
6+7
 JULIA WOODALL STUDENT I.D: 2137284
(100 analyse a range of different persuasive texts by answering the comprehension
mins) questions.
Lesson 8
(50 mins) If students get this finished or have worked particularly well in the session, then they
Lesson 9 may play another game of Persuasive Language Bingo.
(50 mins)
Lesson LESSON CLOSURE: WHAT AREAS DO STUDENTS STILL FEEL UNSURE ABOUT?
10 On a sticky note, students can write, one thing they are really confident about, and
(50 mins) one thing they still need some more class time on, to give the teacher an idea about
what may require further scaffolding in future lessons.

ANALYSE AN OPINION ARTICLE: (20 mins)

Analyse an opinion article, a persuasive text which has far more body but is useful in
identifying shifts/changes in tone, and identify the issue, persuasive language
techniques, tone and intended audience.

ANALYSING A VISUAL PERSUASIVE TEXT:

Students are to consider a range of persuasive advertisements. How do the authors
of these visual texts use the same persuasive techniques that we are used to seeing
in written form.
Answer the following questions:
1. What is the issue being presented in the image?
2. Identify the contention, otherwise known as the point of view, of the writer.
3. What is the tone that this image portrays?
4. Identify two examples of persuasive language or persuasive
techniques and explain how it is supposed to make the reader feel.

ISSUE ANALYSIS: SHOULD FIDGET SPINNERS BE ALLOWED AT SCHOOL?

Students are presented with a range of news and opinion pieces about the issue,
positioned for and against.
1. Students are presented with the issue on the board and have to move to the
left or right side of the room if they agree with it or not.
2. Students have to then justify their reasons why they believe this.
3. Begin a brainstorm on the board of justified arguments for both sides of the
issue.
4. Students are to watch the following videos and add to the list of arguments
FOR and AGAINST the issue.
- https://www.9now.com.au/today/2017/clip-
cj28dod4r00020hnywp82indp/b8ef28f6-aea3-48e4-992b-
8358e95c8964
- https://www.youtube.com/watch?v=vrjf3hQgiZ8
5. Read the following articles to gain evidence that can be used to support
their own contention.

The following issue analysis would be appropriate for those within the class
who were high achievers and require extra challenge.

ISSUE ANALYSIS: PETA HERES THE REST OF YOUR WOOL COAT

This issue presents a prominent issue that affects the local farming community and
opinions towards it.
A PETA campaign to highlight cruelty within the wool industry has sparked outrage
from shearers and farmers, who insist that the advocates are spreading propaganda
and misinformation.
1. Students are to consider the image, and identify the issue, tone and
persuasive techniques used. Students are to then offer their own opinion
on the issue.
2. Students are to then watch this YouTube clip from SBS Viceland, considering
two opposing opinions on the issue:
https://www.youtube.com/watch?v=ajNO5uzNLu8
3. Students are to then identify the two opposing contentions on the issue,
 JULIA WOODALL STUDENT I.D: 2137284
and who is representing each side. What kind of evidence have they used to
support their contention?
4. Students are to then read this opinion article on the issue and identify the
tone, and persuasive techniques used.
http://www.mamamia.com.au/peta-shearing-australia/
Statistics about Australias Wool Industry:
http://www.abs.gov.au/ausstats/abs@.nsf/featurearticlesbyCatalogue/1476D522EB
E22464CA256CAE0015BAD4?OpenDocument

ISSUE ANALYSIS: SHOULD AUSTRALIA DAY REMAIN ON THE 26TH OF JANUARY?

- WHAT DOES AUSTRALIA DAY MEAN TO YOU?
- BACKGROUND CONTEXT ON ISSUE
- PROS/CONS
- OPINION ARTICLES/LETTERS TO THE EDITOR ON ISSUE.
- Australia Day or Invasion Day?
https://www.youtube.com/watch?v=6XDhQluIry0
- Aboriginal People Respond To Australia Day
https://www.youtube.com/watch?v=G8czHlPYXew
- 2017 Australian Inclusive Lamb Advert -- 'Australia Day'?
https://www.youtube.com/watch?v=uGdjX8QqL_Y
- Matt Okine - 2017 Melbourne International Comedy Festival Gala
(LANGUAGE WARNING) https://www.youtube.com/watch?v=Bvhu4sJKgMw

LESSON CLOSURE: RECAP OF LEARNING

On a sticky note, students are to write the definition of an issue, tone or opinion and
stick it on the whiteboard as they leave the classroom.

ACTIVITY:
Play Persuasive Language Bingo to refresh students on language techniques. Present
an example of a technique on the whiteboard and students should identify the
technique and find it on their bingo board.
WEEK
3 ANALYSING PERSUASIVE TECHNIQUES/STRUCTURE IN LETTERS TO THE EDITOR:
Content Read (at least) 5 different Letters to the Editor, and identify the issue, tone and
BLUE intended audience for each. Analyse the use of persuasive techniques used by the
Descriptors:
Lesson 1 author. These should be annotated and discussed.
(VCELA 457)
(50 mins) - DISCUSS THE STRUCTURE OF A LETTER TO THE EDITOR
(VCELT461)
Lesson 2
(VCELT462)
(50 mins) ANALYSING AN EXAMPLE FROM A YEAR 10 STUDENT:
(VCELT465)
Lesson (VCELY466) Go through SAMPLE Year 10 Letter to the Editor and analyse stylistic features such as
3+4 (VCELY467) structure, issue, tone and persuasive language techniques.
(100 (VCELY469)
mins) (VCELA483) ASSESSMENT CHECKPOINT: LEARNING TRACKER
Lesson 5 (VCELY485)
(50 mins) Ask students are to fill out the Learning Tracker again, to give an indication of what
students now know about persuasive texts and techniques, and to show the teacher
what may need extra scaffolding towards the end of the unit. This also shows
students how they have now gained understanding of persuasive concepts and
reading comprehension.
-
Content Introduce Letter to the Editor task and go through rubric so students are aware of
WEEK Descriptors: what is expected of them.
4 (VCELA 457)
(VCELT462) ASSESSMENT TASK #1: LETTER TO THE EDITOR
GOLD (VCELT465)
 JULIA WOODALL STUDENT I.D: 2137284
Lesson (VCELA474) Students are to write a structured Letter to the Editor regarding their opinion on
6+7 (VCELY479) the issue Should fidget spinners be allowed in class. This letter must use 5
(100 (VCELY480) different persuasive devices in effort to persuade the intended audience. These
mins) (VCELY481)
are: rhetorical question, evidence, inclusive/exclusive language, power of three
Lesson 8 (VCELA483)
and an attack or hyperbole. This letter is to follow the TEEL model paragraph
(50 mins) (VCELY485)
Lesson 9 and letter structure outlined in their handout and discussed in class.
(50 mins) ASSESSMENT TASK
Lesson #1: This task is STRUCTURE OF A LETTER TO THE EDITOR:
10 caters to student HOW TO WRITE A LETTER TO THE EDITOR HANDOUT
(50 mins) interest as it is a TEEL MODEL: Topic, Explain, Example, Link
relevant and
AIDA: ATTENTION (use of persuasive device at the beginning to grab the attention of
current issue in the
media as well as at the reader), INTEREST (context of the issue), DESIRE (contention, what is your
school. opinion), ACTION (what do you want to do about it)

3- FOLD PLAN:
Begin planning Letter to the Editor using a 3-fold plan. Students may choose to write
about issues in response to the articles we have already looked at. Students will have
two weeks to complete this writing task. By the end of this week each student must
tell the teacher which issue they plan to write about- in preparation for the following
week.

LETTER TO THE EDITOR:

Students are to continue writing their Letter to the Editor. Guidance from the
teacher may be required, especially in the beginning stages in terms of example
paragraphs, sentences etc.

Breakdown the writing into stages- paragraph by paragraph. Introduction (including

contention), Body 1-2-3, and Conclusion.

Students have the option to submit a draft of their writing to the teacher to review
over the weekend, so many changes can be made before the final submission.

PERSUASIVE LANGUAGE BINGO:

If students work particularly hard, they may play a game of persuasive language
bingo. This can also be used as a warm up task this week.

STATEMENT OF INTENTION:
Reinforce that this is something that is a REQUIRMENT of VCE English, and its good
to practice this now. It also reiterates to the student that the decisions made within
their writing have a specific purpose.

HOW TO WRITE A STATEMENT OF INTENTION: FLAPC APPROACH

F- FORM
I have written a persuasive text in the form of a Letter to the Editor. This allows me
to present my opinion on an issue using specific persuasive techniques in effort to
persuade my audience.

L- LANGUAGE
I have chosen to write this piece in first person, and have used informal/formal
language because

A- AUDIENCE
My target audience is because they/or/in response to

P- PURPOSE
The purpose of this Letter to the Editor is to present my opinion on the issue of
JULIA WOODALL STUDENT I.D: 2137284
C- CONTEXT
In this Letter to the Editor I have chosen to write about because

ORAL PRESENTATIONS:
Students are to complete an oral presentation to finish off the Persuasive Texts unit.

30 SEC IMPROMPTU:
Students are to be drawn out of a hat and given a random topic to talk about for 30
seconds. This is a quick warm up task which can help take the stigma out of public
speaking.

TEACHER EXAMPLE:
The teacher is to perform an exemplar of an oral presentation on the topic the
students are to write about. Students are to then discuss reasons why the speech
was effective and what sort of persuasive devices he used.

BRAINSTORM:
What makes a good persuasive oral presentation?
Confidence
Eye contact
Volume, body language, pace
Expression
Use of cue cards
2-4 mins long
Use of Persuasive Techniques

ORAL PRESENTATION TOPIC: 3 things you would change about Irymple

Secondary
Brainstorm argument ideas on the whiteboard for students to copy.

PERSUASIVE LANGUAGE OLYPMICS:

Split the class into 4 groups/teams with 3-5 people per team. They are to work
together in these groups to complete the following events.
1. WORD TENNIS
While netbooks warm up complete this introductory task. Team 1 v Team 2,
Team 3 v Team 4, Winner v Winner, Loser v Loser, on random topics. First
person serves. Each student is to offer a word relating to the topic. 1000
points awarded to the winner.
2. TEAM KAHOOT: PERSUASIVE TEXTS
In teams the students are to complete the timed quiz, final scores are to be
added to their tally.
3. FLY SWAT: PERSUASIVE TECHNIQUES
Each student nominates one member from each group. The nominated
members crowd around a table with different Persuasive Technique cards
laid out. The teacher is to provide an example of a persuasive technique
and the fastest person to swat their hand onto the technique is the winner.
(Have enough rounds to include each team member). Winners are awarded
1000 points.
4. 30 SECOND IMPROMPTUS
Each team is to nominate a member (have enough rounds to include each
team member), they are to choose a random topic out of a hat and are
required to talk about that topic for 30 seconds. Students get 500 points for
getting up and beginning, and if they can talk for 30 seconds they receive
the full 1000 points. (If you want some teams to catch up on points or
become enthused, offer a higher reward eg. 10,000 points)
If students refuse to participate their team is deducted 500 points.
 JULIA WOODALL STUDENT I.D: 2137284

WEEK PERSUASIVE VOCABULARY SHEET:

Provide students with a list of persuasive words and phrases they may like to use to
5
assist them with their oral presentation preparation.
BLUE
WRITING ORAL PRESENTATIONS:
Lesson 1 Students may have the first two lessons of the week to prepare for their oral
(50 mins) presentation.
Lesson 2 Content
INTRODUCTION
(50 mins) Descriptors:
TEEL ARGUMENT #1
Lesson TEEL ARUGMENT #2
3+4 TEEL ARGUMENT #3
(100 CONCLUSION
mins)
Lesson 5 ONGOING ASSESSMENT: REVISE THE LEARNING TRACKER
(50 mins)

PRESENTING:
WEEK
6 ORAL PRESENTATIONS:
Students are to present their oral presentations this week.
GOLD
Content
Lesson
Descriptors:
6+7 (VCELT462)
(100 (VCELA474)
mins) (VCELY479)
Lesson 8 (VCELY480)
(50 mins) (VCELY481)
Lesson 9 (VCELA483)
(50 mins) (VCELY485)
Lesson
10
(50 mins)

CHECK FOR UNDERSTANDING

Pre-assessment is completed in this unit through the form of a LEARNING TRACKER. This gives the teacher an
indication of their prior knowledge and understanding of the topic, and areas that require more scaffolding. This
LEARNING TRACKER is also a form of ongoing assessment, with students completing it mid-way through the unit and
again at the end. Formative assessment such as this is both constructive for the student to redirect their learning and
or time management, as well as the teacher in making sure students are on track with their learning as well as using
their time wisely, and are meeting the learning objectives of the unit. Observation of engagement in learning tasks
such as Persuasive Language Bingo is also an indication of who is understanding persuasive language concepts and who
may need extra help.

MATERIALS REQUIRED: (ATTACH ANY SUPPORT MATERIALS/HANDOUTS AS AN APPENDIX)

Appendix 1: Learning Tracker

Appendix 2: Persuasive Language Techniques Handout
Appendix 3: Tone Handout
Appendix 4: FILL IN YOUR OWN Persuasive Language Techniques
Appendix 5: Persuasive Language Bingo
Appendix 6: How to Write a Letter to the Editor (TASK SHEET & RUBRIC)

ADJUSTMENTS REQUIRED FOR ANY STUDENTS WITH DIVERSE NEED:

This unit is designed for a mainstream English class. There is one student with a teaching aid who requires extra one on
one guidance but is mostly independent with his work and is confident to ask for help when he needs it.
 JULIA WOODALL STUDENT I.D: 2137284

INSTRUCTIONAL STRATEGIES SELECTED

- Teacher directed learning through when at the introductory scaffolding stages.

- Teacher facilitated learning through guidance and feedback given as students work, when required.
- Both written and verbal feedback is given as a form of formative assessment.
- Scaffolding concepts so students become more self-directed in their learning, as well as promoting growth-
mindsets
- Fun, engaging activities which require students to apply their knowledge of persuasive language.

REFERENCES:
Victorian Curriculum and Assessment Authority. (2017) English: Level 10.