Eng_Yr7_Unit2 EALD - Wikispaceskiw.wikispaces.com/file/view/Eng_Yr7_Unit2_EALD.docx · Web viewStudents will deliver a persuasive speech with the purpose of ... examine a transcript

DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan English

C2CName Persuading through motivational speeches Year Level 7

Teacher Unit 2

Class Duration 5 weeks

Unit Outline

In this unit students will examine how language is used to persuade in famous motivational speeches from political and cultural (arts and sport) contexts. Students will deliver a persuasive speech with the purpose of creating an emotional response.

Curriculum intent: Content descriptions Language/Cultural Considerations Teaching Strategies

Language Literature Literacy

Language variation and changeUnderstand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating.EAL/D students may not understand the unwritten cultural ‘boundaries’ around where and when one can use text language (for example in online forums, or mobile phone messaging).Highlight the contexts in which this kind of language may and may not be used

Language for interactionUnderstand how accents, styles of speech and idioms express and create personal and social identities.Accents and their sociocultural implications may be difficult for EAL/D students to distinguish for several years. Some students may never be able to distinguish between more closely linked accents (such as Standard Australian English and New Zealander or American and

Literature and contextIdentify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts.EAL/D students may not have the prior knowledge of historical, social and cultural contexts that could be assumed of students who have been educated in an Australian context up to Year 7.Explain the contexts surrounding the texts explicitly. Use visuals and film to give historical context, and draw comparisons with a student’s home culture to exemplify the social and cultural contexts and how they differ in English texts.

Responding to literatureCompare the ways that language and images are is used to create character, and to influence emotions and opinions in different types of texts.Language and images may generate varying interpretations and implications depending on the

Interacting with othersIdentify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition.Spoken texts may be difficult to understand for students in the Beginning and Emerging phases of language learning, depending on their level of listening comprehension.Students in the Developing and Consolidating phases will still require support with extended texts and ‘close’ sounds (for example pin/bin).Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example, music and sound) to add interest and meaning.Interaction skills are culturally specific. Eye contact, social distance, expected voice qualities and methods of presenting are all taught differently in different countries.

C2C adapted with permission by NT DET © The State of Queensland 1 of 19 www.det.nt.gov.au

Canadian). Idioms are expressions particular to cultures and are difficult to understand and remember for those not from that culture.Explicitly teach the implications of accents, idioms and styles of speech. Support students with revision of idioms and explain their origins. Explain the class structure that can underlie the social identity of different types of speech.Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources.The use of appraisal is linked to linguistic and cultural understandings around the ‘weight’ of words and what they insinuate.Students in the Beginning and Emerging phases of language learning will still be developing a basic vocabulary and may not understand the nuances between word choices.Employ strategies such as word clines to explicitly demonstrate the strength and inference that words carry.Discuss evaluative language in texts being read and how authors choose these deliberately to convey a point of view.Use classroom strategies that will develop EAL/D students’ evaluative language.Text structure and organisationUnderstand and explain how the text structures and language features of texts become more complex in informative and persuasive texts, and identify underlying structures such as taxonomies, cause and effect, and extended metaphors.EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with the range of types of texts experienced by other students in the classroom.Understanding extended metaphor relies upon the student seeing the connection of the metaphor and having the cultural capital to decode this metaphor and to appreciate its complexities and inferences.Provide text structure frameworks within which to write specific types of texts.Use model texts to demonstrate and explain the steps in a type of text and the language features evident in the text.

background of the student (different cultural conceptualisation). These may differ from the intended interpretation in the original text. For example, a ‘full moon’ can signal a mystical element in some cultures, or symbolise beauty in others, or create a sense of foreboding in thrillers.Be explicit about implicit details in the narrative.Create opportunities for students to show their own conceptualisation, through language or images.Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage.

Creating literatureExperiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour.Experimenting with text structure and language features assumes a minimum level of English language competence, which EAL/D students in the Beginning and Emerging phases may not yet have acquired.Model and explain the effect that certain changes have. Choose text structures that the students are familiar with. For students in the Beginning and Emerging phases, provide highly scaffolded activities that focus on one feature at a time.

Explicit modelling of the requirements is necessary. Provide support in the form of extra rehearsal. Filming a rehearsal of a contribution to discussion and analysing it with the student can be beneficial. Provide an explicit and analytical marking key so that students are aware of how they are being marked.Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing.These may be particularly daunting for an EAL/D student, especially those in the Beginning and Emerging phases.The student may be particularly conscious of their accent, and other students may find this a source of amusement, thus exacerbating the self– consciousness of the student.Give students a chance to present in smaller groups or take time out to practice their delivery. In all cases, they should be encouraged to provide visual supports for key words and concepts so that all students can follow the gist of their information.Other areas to support are a student’s intonation (rise and fall of speech) and stress of particular words so that they are more easily recognisable to the audience. For example, the word ‘syllable’ is stressed on the first syllable (syllable). An EAL/D student may just as easily say ‘syllable’ or ‘syllable’, thus making the word more difficult to comprehend for native speakers.

Interpreting, analysing, evaluatingAnalyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose.EAL/D students at the Beginning, Emerging and Developing phases will not understand the nuances of language in many situations.They will not recognise that the particular language choices made in the text can impact on meaning.Explain how these structures and features shape meaning with concrete examples taken from texts being read.Model the variation of language according to audience and purpose through role play that EAL/D students watch or through an in– depth analysis of different


Provide explicit teaching to explain the meaning of metaphors in textsUnderstand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts.EAL/D students may not have the prior knowledge to appreciate this without explicit teaching. Texts are socially constructed and so are organised differently in different languages. Some EAL/D students may bring different expectations of text structure and purpose.Explicitly teach the cohesive devices mentioned through examples and teacher modelling, and identify how these devices are used in texts being read.

Expressing and developing ideasUnderstand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns.Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language.Academic texts often use nominalisation. This is difficult for EAL/D students to unpack as the noun responsible for the action is removed (for example ‘People settled’ becomes ‘settlement’).Abstract nouns may cause confusion for newer language students.Often, language is learned through visual reinforcement, and this is not always possible for abstract nouns.Explicitly teach nominalisation and provide charts that show the verb and noun side by side so that students may refer to this.Use bilingual dictionaries, bilingual teaching assistants or same– language speakers where possible to clarify the concept.Use strategies such as cloze to focus on the use of nominalisations.Unpack nominalisations to show both the verbs and nouns from which they originated.Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations

language and text structures on a same topic and how these change according to audience and purpose (for example a text, an email to a friend, a business email, a letter).Use prior knowledge and text processing strategies to interpret a range of types of texts.The prior knowledge that EAL/D students possess will vary.Ascertain what prior knowledge EAL/D students have. Model text processing strategies prior to the task.Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources.EAL/D students will be at varying places along the continuum of comprehension in the new language/dialect.Different cultures (languages) interpret/analyse texts differently. EAL/D students may have other interpretations of texts that run counter to the expected classroom interpretation.Synthesis is an advanced task that will require support.Greater support and scaffolding will be required for students who have a lower level of comprehension than others. Graphic organisers may be useful.Model interpretation of text and choose texts that carry ideas with which the students are familiar.A retrieval chart (or other graphic organiser) will help students to organise their ideas. Provide synonyms for commonly used words (for example witch, crone, hag), as well as explicit modelling of the form required for the response.

Creating textsPlan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas.Use model texts to demonstrate and explain the steps in a type of text.Engage students in teacher– led joint construction of new types of texts.Provide guided writing outlines to support with text structure, vocabulary lists of common and necessary information (which students have time to study and research prior to the task), and support in using the


to learn new words and how to spell them.Spelling is developmental, and Standard Australian English spelling will cause problems for students from oral cultures and those from language backgrounds that are phonetically represented (such as Spanish and Indonesian).Ensure that students have a sound grasp of letter/name and within– word pattern spelling knowledge before introducing them to affixes and derivational relations spelling patterns.

technology needed to produce these texts.Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact.In order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and is reflective of what they have yet to learn.Peer editing or editing with the teacher can be an informative activity for EAL/D students. Photocopy or print out their work, cut up the sentences and investigate together what effects can be created by manipulating the sentence or word order.

General Capabilities and Cross-curriculum priorities

Literacy

Students will have opportunities to:

comprehend texts through listening and reading compose texts through speaking, writing and creating

ICT CapabilityStudents will have opportunities to develop skills in:

creating with ICT: communicating with ICT: operating with ICT:

Critical and creative thinkingStudents will be have opportunities to develop the skills of:

inquiring identifying, exploring and clarifying information generating innovative ideas and possibilities reflecting on thinking, actions and processes analysing, synthesising and evaluating information.

Personal and social capabilityStudents will be have opportunities to develop :

self-awareness self-management social awareness


social management

Ethical behaviourStudents will have opportunities to develop skills in:

understanding ethical concepts and issues reflecting on personal ethics in experiences and decision making exploring values, rights and ethical principles

Intercultural understandingStudents will have opportunities to develop skills in:

recognising interacting reflecting

Relevant prior curriculum

Students require prior experience with:

understanding the uses of objective and subjective language and bias how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion identifying and explaining how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts understanding and experimenting with sound devices and imagery, including simile, metaphor and personification participating in and contributing to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences

and opinions.

Curriculum working towards

The teaching and learning in this unit works towards:

explaining different viewpoints about the world, cultures, individual people and concerns represented in texts interpreting the stated and implied meanings in spoken texts, and using evidence to support or challenge different perspectives. planning, rehearsing and delivering presentations, and selecting and sequencing appropriate content to reflect a diversity of viewpoints.

Eight Learning Management Questions (LMQs)

When planning teachers make critical decisions around the Eight Learning Management Questions.


Supportive learning environment

Differentiation

LMQ 1, 2 & 3 :What do your learners already know, do and value? Where do the learners need and what to be? How do the learners best learn?

Consider the individual needs and values of your students — including EAL/D, Gifted and Talented and Special Needs and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural backgrounds


Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing:

the frequency of exposure for some students the intensity of teaching by adjusting the group size the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:

student groupings will offer tasks with a range of complexities to cater for individual learning needs rotational groupings that allow for more or less scaffolding of student learning use of audio recordings of written texts can be used to support student reading.

Feedback

LMQ 8 How will I inform learners and others about the learners’ progress?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Feedback to students:

Establish active feedback partnerships between students, teachers and parents to find out:

what each student already knows and can do how each student is progressing what each student needs to learn next.

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include:

how students use the persuasive devices analysed in their modelled writing and when discussing speeches with other students (use of metalanguage) how students use the organisational pattern (what was, what is, what can or will be) in their modelled writing how students intentionally manipulate and control voice qualities when practising reading speeches.

Use feedback to inform future teaching and learning.

Reflection on the unit plan

Identify what worked well during and at the end of the unit, including:


activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.

Assessment

LMQ 7 How will I check the learners have made progress?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.

Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

Monitoring student learning

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to provide feedback about how students are going and where they need to go next. Specific monitoring opportunities in this unit include: student responses: use a collection of student work samples to monitor student learning, including: responses to reading comprehension questions through written and spoken modes impromptu pieces readings of speeches. monitoring task — Reading comprehension: reading comprehension: John Howard’s Bali Memorial speech

This monitoring task provides opportunities to check student learning in the following content descriptions:

Language

Language for interaction

understand how accents, styles of speech and idioms express and create personal and social identities. understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources.

Text structure and organisation

understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts, and identify underlying structures such as taxonomies, cause and effect, and extended metaphors.


understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps, breadcrumb trails for online texts.

Expressing and developing ideas

understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns. investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised

knowledge through language.

Literature

Responding to literature

compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts.

Literacy

Interpreting, analysing, evaluating

use prior knowledge and text processing strategies to interpret a range of types of texts. use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources.

Assessing student learning

Assessment Persuasive speech

students create and deliver a persuasive motivational speech.

This assessment provides opportunities to gather evidence of student learning in:

Language

Language variation and change

understand the way language evolves to reflect a changing world particularly in response to the use of new technology for presenting texts and communicating.

Language for interaction

understand how accents, styles of speech and idioms express and create personal and social identities.

Text structure and organisation

understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps, breadcrumb trails for online texts.

Literature

Literature and context


identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts.

Creating literature

experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour.

Literacy

Interacting with others

plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing.

Creating texts

plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas.

edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact.

Sequencing teaching and learning

LMQ 5 & 6: What will constitute the learning journey and what are the contexts for learning? Who does what?

The relationship between what is taught and how it is taught is critical in maximising student learning.

Start with what your students already know and set goals for the next steps for learning.

Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiences

A suggested teaching and learning sequence is outlined below. For further information about learning focuses and teaching strategies, refer to the lesson overview and lesson plans.

Introduce persuasive speeches Reasons for delivering persuasive speeches Speeches that motivate Tenor, roles and relationships Speaking for a better future Persuasive speaking: Responding to a disaster Persuasive speaking: Promoting civil rights


Reading comprehension and consolidation of learning Persuasive speaking: Leadership Developing assessment Authentic student texts and consolidation of learning Language features and text structures Rehearsing and publishing Drafting and rehearsing Rehearsing and recording Recording and publishing

Making judgements:

How do I know how well my students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

Achievement standard

In this unit, assessment of student learning aligns to the following components of the Achievement standard.

Receptive modes (listening, reading and viewing)

By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.


Lesson overviews

Introduce persuasive speeches

Reasons for delivering persuasive speeches (1 of 3)

identify how verbal and non-verbal elements of a speech result in motivation, inspiration and/or persuasion

identify concepts and main ideas in speech extracts to evaluate the main message

Spelling demonstrate prior spelling knowledge know what prefixes are know what plurals are know what tense is

Speeches that motivate (2 of 3)

participate in an impromptu speaking activity to gain confidence in speaking

deconstruct a text from an earlier era to identify purpose and effect

consider where to put emphasis and pause in a speech to enhance delivery

compare two speeches about motivating soldiers before a battle

Spelling know what prefixes are know what plurals are know what tense is

Tenor, roles and relationships (3 of 3)

participate in an impromptu speaking activity identify examples and effects of alliteration examine a transcript of a speech to identify structure and

some persuasive devices examine how tenor (roles and relationships) can affect the use

of language mark-up a script and deliver a speech with focus on emphasis,

pause and intonation

Spelling demonstrate spelling knowledge use knowledge of prefixes and Greek roots to form and

explain the meaning of words

Differentiation LMQ 1, 2, & 3:

Resources LMQ 4

Introduce persuasive speechesVideo clipsMontage of motivation movie speeches: Inspirational Sport Speeches

Henry V - Speech - Eve of Saint Crispin’s Day

Lean on Me

WebsitesBarack Obama’s Victory Speech and the Magic Number Three

Venn diagram, 3 circles

Movie Speech 'We Were Soldiers' (2002) Address to the 7th Cavalry (use the audio mp3)


Wordle (word cloud program)

Fort Hood speech

SheetsSt Crispin’s Day speech (Investigating & understanding the text)

2 stars and a wish target sheets

Tongue twisters

Persuasive devices - Alliteration

Speech from the film Lean on me

ActivitySpeech from film Lean on me – Pauses and intonation

Helpful information

Websites Rostrum Queensland — Public speaking group that promotes the Voice of Youth public speaking competition in March/April.

Strategies to enhance peer feedback

2 stars and a wish target sheets

The Battle of Agincourt, 1415

Video clipMontage of motivation movie speeches: Inspirational Sport Speeches

Audio (with pitch and intonation)

Find a passage in the students’ current novel to form past tenses and find another passage in the students’ current novel to form plurals. Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle River, New Jersey, pp. 246–257, 325, 345, 355, 356, 361 & 364.


Speaking for a better future

Persuasive speaking: Responding to a disaster (1 of 7) analyse the speech for parallel structure analyse the speech for the organisational

structure of past, present and future examine the use of modal verbs for effect examine the use of personal pronouns for

emotive effect examine the use and effect of tricolon

Spelling demonstrate prior spelling knowledge identify prefixes and suffixes analyse meanings

Persuasive speaking: Responding to a disaster (2 of 7) jointly construct a speech using persuasive devices

and structural features for emotional effect reflect and record images, feelings and observations jointly construct a persuasive speech about

Queensland receive feedback about a speech

Spelling use morphemic knowledge to build words use visual, morphemic and orthographic knowledge

to write word descriptions: ‘What word am I?’

Persuasive Speaking: Promoting civil rights (3 of 7) read, view and analyse Martin Luther King Jr’s ‘I have a

dream’ speech for its use of structure and persuasive devices

understand that the context (social, cultural, historical) for a speech, as well as the intended audience and purpose, influence the content of the speech

examine a speech for its structure of what was, what is and what can or will be

identify persuasive devices used in a speech for effect (repetition, metaphor, personal pronouns, high modality)

demonstrate knowledge of speech structure and language by writing a short extract modelled on the studied speech

Spelling demonstrate spelling knowledge use knowledge of prefixes to write words for the definitions

Persuasive speaking: Promoting civil rights (4 of 7)

experiment with different exercises for clear enunciation

identify vocal techniques used in the delivery of the ‘I have a dream’ speech

identify the most commonly used words in the speech and language of affect

re-draft their own short speech for improvements in language

Spelling demonstrate prior spelling knowledge analyse words to discover Headers perform a word sort

Reading comprehension and consolidation of learning (5 of 7)

identify aspects of texts for their persuasive devices and social value using relevant and appropriate metalanguage

Spelling know what a comparative is use the correct comparative in sentences use word meanings of Greek roots to create a

crossword

Persuasive speaking: Leadership (6 of 7) focus on pace and the use of pause and emphasis identify language and phrases that include all people

(inclusivity) and also phrases that show contrast evaluate the effect of the use of persuasive devicesSpelling demonstrate spelling knowledge edit a passage correcting the comparatives write definitions for Greek roots

Persuasive speaking: Leadership (7 of 7) identify persuasive devices in speeches evaluate the effectiveness of these devices write their own persuasive speeches following

modelsSpelling demonstrate prior spelling knowledge use phonological knowledge to identify

homophone pairs.Differentiation LMQ 1, 2, & 3:


Resources LMQ 4

Speaking for a better futureVideo clipsTourism Qld unveils new advertising (news report)

Take a Trip to Queensland Australia

Tourism Queensland's new brand, "Queensland, Where Australia Shines"

Nothing beats Queensland — Advert 6

I have a dream... Martin Luther King — August 23 1963

Civil Rights Video

Students Remember King’s, ‘I Have a Dream’ Speech

Short version of I have a dream speech

Talking twin babies

President-Elect Barack Obama on Election Night

Obama Typography

John Howard’s Bali memorial speech

Barack Obama’s speech

WebsiteMartin Luther King, Jr. ‘I Have a Dream’

Wordle (word cloud software)

Prepare definitions (contrast and inclusivity) to add to the Power word wall

Data projector or interactive whiteboard with speakers

Helpful informationWebsiteThe American Civil Rights Movement


Speech Analysis: I have a dream - Martin Luther King Jr.

Learning object — Puzzle maker Prepare a word list for comparatives and Greek roots

Data projector or interactive whiteboard

Teacher laptop

Year 7 homophones and Latin roots spelling list drawn from past Year 7 tests, NAPLAN and word families (teacher constructed resource)

Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle River, New Jersey, p. 199, 227, 237, 326, 354, 359, 362 & 363.


Developing assessment

Authentic student texts and consolidation of learning (1 of 2)

analyse a sample persuasive text for structure and persuasive devices

identify the goal of the speech and evaluate whether or not it was achieved

mark-up a script and rehearse delivery with a focus on stress and emphasis, variation in intonation and clear enunciation

Spelling use the correct homophones in sentences use phonological knowledge to match homophones use meaning to match root and base words

Language features and text structures (2 of 2)

analyse and explain how text structures and language features used in Barack Obama’s speech Just Words shape meaning and persuade audiences

apply text structures and language features in multimodal texts for a variety of purposes and audiences

Spelling demonstrate spelling knowledge write a dictation


Resources LMQ4

Developing assessmentWebsite Barack Obama ‘Words, just words?’ speechBarack Obama ‘Words, just words?’ speech

Video clip Barack Obama in Milwaukee, WI

Video clip Barack Obama - Just Words?

Data projector or interactive whiteboard with speakers

Teacher laptop

Computer lab or set of laptops

Helpful information

Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle River, New Jersey, Activities for students, pp. 328, 343, 364 & 365, Games: pp. 199 & 227.


Rehearsing and publishing

Drafting and rehearsing (1 of 3) discuss the qualities of a speech delivered by a

young speaker plan persuasive speeches, selecting and

sequencing appropriate persuasive text structures and language features for specific purposes and audiences

Spelling consolidate and practise language conventions

from previous lessons and the NAPLAN 2011 practice test

Rehearsing and recording (2 of 3) plan and rehearse persuasive speeches, selecting and


Spelling consolidate and practise language conventions from

previous lessons and the NAPLAN 2011 practice test

.

Recording and publishing (3 of 3) plan and rehearse persuasive speeches, selecting and


Spelling consolidate and practise language conventions from

previous lessons and the NAPLAN 2011 practice test


Resources LMQ 4

Rehearsing and publishingVideo clip Duncan Harrison’s Winning SpeechWebsite Using Your Voice to the Best Effect (Rostrum Australia)

Access to computers, sound recording software and Edtube folder to store student speeches

Helpful information

Video clips

How to Do an Impromptu Speech

Public Speaking Tips: How to use Openers in Public Speaking

Let Your Silence Speak For You

33 inspirational speech tips in 90 secondsWebsite Audacity for Teachers — Installation and Basic Editing

Sheet http://www.qsa.qld.edu.au/ - Years 3, 5 and 7 Literacy Test: Ideas for test preparation: Spelling (QSA)

Year 7 NAPLAN Spelling List

Website Test preparation - Literacy (QSA)

Website http://www.qsa.qld.edu.au/ - (QSA) A framework for describing spelling items

Learning experiences related to language conventions can be selected or adapted from the NAPLAN practice test or drawn from spelling ideas from those used in previous lessons.


References

http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012

https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspx

http://www.scootle.edu.au/ec/p/home


Documents

Eng_Yr7_Unit2 EALD - Wikispaceskiw.wikispaces.com/file/view/Eng_Yr7_Unit2_EALD.docx · Web viewStudents will deliver a persuasive speech with the purpose of ... examine a transcript