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TERM/WEEKS: Term YEAR LEVEL: 9 LEARNING AREA/TOPIC: ENGLISH Writing

3, weeks 4

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Language Literacy OBJECTIVE (include learner diversity)
Literature
1. 1. 1. Use a 1. 1. 1. Answer Answer
Week Underst Share, range of - Identify -Formative – Introduction. Garden: Garden
4. and reflect software, and assess prior Persuasive texts:  What is questions on
Lesso how rhe on, including analyse a knowledge  Introduce topic with the persuasio persuasion-
n 2. torical clarify word proc persuasive and class. Conventions of the n? https://answer
devices and essing text in understandin persuasive text. Class  How garden.ch/894
are used evaluat programs various g of brainstorm activity using might 475
to e , forms of persuasion AnswerGarden. Students you
persuad opinion to create, media. and type in individually what persuade Gruen
e and s and edit and persuasive they think persuasion is/ an Transfer clip -
how argum publish - Identify texts through is related to/techniques audience “Make
different ents texts techniques Answer etc. Teacher walk around through University
layers of about imaginati and Garden to check if students text or Free Again”:
meaning aspect vely (ACE convention brainstorm. need help/hints and that media? https://www.y
are s of LY1738)1. s used to all students are  What outube.com/w
develop literary create a -Formative – participating. techniqu atch?
ed texts ( persuasive respond to  Discuss as a class. es can be v=52LDir__UH
through ACELT1 argument. ad from “The Teacher to pick out used to k
the use 627) Gruen answers to elaborate on. persuade
of - Transfer” to Come to a concise ?
metaph Understan check definition of a
or, irony d how comprehensi persuasive text as a
and effective on and class.
parody ( arguments analysis
ACELA1 are made. through Body.
542) Playposit –  Introduce and show Playposit to
answers are clip from The Gruen play a YouTube
recorded for Transfer - “Make Playposit – video
the teacher. University Free”. after first ad embedded
Using Playposit with take a poll as with questions
Formative- embedded questions to whether it and pauses:
Collaboration as students to think was effective. https://www.pl
exercise – about the arguments Then pose the ayposit.com/s
individual made and how/if they following hare/1292951/
contributions are convincing. Use questions: 979929#!
noted by the “Captions”  How have
walking function to add they
around the subtitles for hearing attempte
room and impaired student and d to
through class student with learning persuade
discussion. disability to follow ?
along.  What
 Use “Discussion techniqu
Formative – Forum function on es did
Kahoot Quiz. PlayPosit for students they use?
Results to brainstorm Continue
recorded arguments in favour. watching the
online by  Activity – In groups of second ad and
teacher. 2-4, come up with pause after
arguments against. with the
How would you sell second lot of
it? What language questions:
would you use? What  Poll -
point of view would Which
you take? one was
 Record responses more
 privately in groups effective
then students try to at
persuade the class persuadi
why their idea would ng the
work. 2 mins for each audience
group. Ensure ?
students at  Question
educational risk are – How did
assisted to try to it
answer some persuade
questions you? Kahoot Quiz to
themselves.  Do you check
agree understanding
Conclusion activity: with the .
 Introduction to judges? https://kahoot.
project brief. Make a com/
persuasive  What
advertisement poster language
selling a concept such would
as persuading you use
Australians to live to
“zero waste” lives. persuade
How do you do it? people
 Individual brainstorm. against a
 Quick formative quiz wasteful
to determine what lifestyle?
conventions students
have retained. Kahoot
quiz.
2. 2. 2. Introduction:
Week Recogni Analyse Share, * Identify Diagnostic –  Bubblus brainstorm on What are some
4. se that and reflect and bubblus yesterday’s lesson about other forms of Bubblus to
Lesso vocabul evaluate on, analyse brainstorm persuasion techniques persuasive text brainstorm as
n 3. ary the clarify use of to check and conventions of a other than TV a class:
choices ways and persuasive retention of persuasive text and ads? https://bubbl.u
contribu that text evaluate techniques previous what other kinds there (eg news s/
te to the structur opinions in news lesson. could be. articles, social
specifici es and and articles.  Use this to segue into media
ty, languag argume Formative – looking at news articles campaigns, AllSides.com
abstracti e nts *Create a Put an article as a form of persuasive print as an
on and features about word cloud into a word text. advertising, introduction to
style of vary aspects from news cloud to see radio, internet various
texts. accordin of articles what words Body: ads) perspectives
(ACELA1 g to the literary identifying are used  Introduction to news of the same
547) purpose texts (A creative most often articles using topic as
of the CELT162 uses of and explain AllSides.com. represented
text and 7) language how they  Go through set-up of site What do you by different
the to persuade as a class and discuss notice about media outlets.
ways persuade. audiences some articles and the language in https://www.all
that with bias. language used. the news sides.com/unb
referenc *Identify  Activity – In groups headlines? iased-
ed visual Formative: students take an article balanced-
sources codes and ExplainEvery from AllSides from Word cloud news
add convention thing different sides of the activity – what
authorit s of annotations political spectrum (eg: words are used Wordclouds to
y to a print/medi and check group one choose a left- most often in copy and
text a for leaning article, group 2 the article? paste content
(ACELY1 advertisin participation. chooses a right-leaning What does this from a news
732) g Record in article etc) and copy and tell us? article to
teacher paste article content into Is it positive or assess
diary. a word cloud to see what negative language
words are used most language? used:
Formative: often. Go around the Who is it https://www.w
Exit slips to room and discuss the for/against? ordclouds.com
check for article content vs the /
understandin type of language used
g. Record most often and discuss
these and to how this illustrates bias What does the
follow up on and positions audiences ad look like?
student to respond. What colours Using
ideas for  Introduction to social are used? facebook on a
project and media ads using What kind of display screen
check examples from social images? for the class
progress. media facebook and Who might it to see
instgram. be aimed at? examples.
- Teacher to show a How does it www.facebook
position .com
 few examples of ads audiences
on facebook for visually? Use
discussion. ExplainEveryt
- Discuss as a class hing to post
visual codes and an example of
conventions. an ad for
 Teacher to post a social students to
media ad example on annotate live
Explain Everything in the
whiteboard. Students to classroom.
use Explain Everything https://whiteb
to annotate the ad for oard.explainev
visual codes and erything.com/
conventions.
- Discuss as class as
we go. How will you Introduction
persuade your to Adobe
Conclusion: audience? Spark.
 Teacher demo of Adobe
Spark for ads
 Class discussion/ exit
slips.
- Students to show
what visual codes
and language they
might use in their ad.
- Students to have
some time to start
drafting ideas
 Students to write it down
and hand it in before
they leave class.
Week 3. 3. 3. Create a Formative: Introduction Who is your Using Adobe
4. Analyse Create Create persuasive teacher to  Introduction to Adobe target Spark to
Lesso how imaginat literary text using walk around Spark for students to audience? create a
n 4. the text ive, texts ICT tools. and check complete advertising facebook ad
structur informat that interaction assignment. How will you for “zero
es ive and draw Apply with Adobe - Think about persuade waste”
and lang persuasi upon tex knowledge Spark and persuasive language them? https://spark.a
uage ve texts t structu of visual how students learned and how bias dobe.com/sp/o
features that res codes and are can be used to your nboarding
of raise and lang convention interpreting advantage.
persuasi issues, uage s to the task. - Students to explore
ve texts, report features persuade Adobe Spark and Pinterest to be
includin events of other audiences. Formative: what can be done used as a pre-
g media and texts for Walk around with it in order to selected suite
texts, advance particula Apply to check for start drafting ideas What images of images for
vary opinions r language understandin for a print ad. have you students to
accordin , using purpose choices to g and why  Teacher to use Pinterest chosen? pick from.
g to delibera s and persuade students to supply a selection of Why have you www.pinterest
the med te effects ( audiences. have made photos for students to chosen them? .com
iumand languag ACELT16 certain choose from What language
mode of e and 32) choices.  Introduce slogans with will you use?
commun textual examples.
ication ( choices, Summative:  Students use the lesson
ACELA1 and Create a to create their ad,
543) includin print ad for teacher interrupting
g digital social media every 15-20 minutes to
element persuading keep on track with key
s as an audience questions.
appropri to convert to
ate (ACE a “zero
LY1736) waste”
lifestyle.