DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan English

C2 CName Analysing persuasion in media texts Year Level 7

Year Level Unit 1

Class Duration 5 weeks

Unit Outline

In this unit students listen to, read and view a range of media texts. Students will create a multimodal response analysing the use of persuasive techniques and devices.Curriculum intent: Content descriptions

Language/Cultural Considerations Teaching Strategies

Language Literature Literacy

Language for interactionUnderstand 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 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

Expressing and developing ideasUnderstand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nounsAnalyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distanceInvestigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building

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

Responding to literatureCompare the ways that language and images are used to create character, and to influence emotions and opinions in different types of textsDiscuss 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

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 renditionPlan, 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

Interpreting, analysing, evaluatingAnalyse and explain the ways text structures and language features shape meaning and vary according to audience and purposeUse prior knowledge and text processing strategies to interpret a range of types of textsUse comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sourcesCompare the text structures and language features of multimodal texts, explaining how they combine to

C2C adapted with permission by NT DET © The State of Queensland 1 of 18 www.det.nt.gov.au

specialised knowledge through languageUnderstand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them

influence audiences

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 ideasEdit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impactUse a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts

General Capabilities and Cross-curriculum priorities

LiteracyStudents will develop skills in:

text knowledge: comprehend texts through listening, viewing and reading

compose texts through speaking, writing and creating

understand text purposes and structures

grammar knowledge: understand and create texts using text features and grammar

word knowledge: understand and apply word knowledge

visual knowledge: understand and interpret visual knowledge.

NumeracyStudents will understand and develop skills in patterns and relationships as a way of representing information.

Information and Communication Technology (ICT) capabilityStudents will develop skills in:

Inquiring with ICT:

Consider how ICT assist in developing new understandings.

Use ICT in the processes of inquiry and research.Creating with ICT:

Collect, combine and manipulate digital images, text and sounds when creating digital products.

Recognise and acknowledge products created by others.Communicating with ICT:

Select and use a variety of digital media to improve communication by matching tools to purpose, social context and audience.

C2C adapted with permission by NT DET © The State of Queensland 2 of 18 www.det.nt.gov.au

Managing and Operating ICT:

Conform to intellectual property and copyright laws by acknowledging the ownership of digital information and developing an awareness of legislation surrounding digital theft and plagiarism.

Comply with school expectations and protocols when using ICT.

Select and use navigation features within learning objects, software, simulations and websites.

Transfer and process information from one ICT application and environment to another.

Organise electronic folders and files in a clear, logical structure enabling the efficient retrieval and saving of files.

Critical and creative thinkingStudents will develop skills in:

inquire through identifying, exploring and clarifying information

generate and develop ideas and possibilities

reflect on thinking, actions and processes.

Personal and social capabilityStudents will develop skills in:

self-awareness: recognise and understand own emotions, values, strengths and capabilities

self-management: work independently and persevere despite setbacks self-management

be mature in the ways they express and manage their opinions, beliefs, values, questions, choices and emotional responses

Ethical behaviourStudents will develop skills in:

exploring values, rights and ethical principles

reflecting on personal ethics in experiences and decision making

Intercultural understandingStudents will develop skills in:

interacting: recognise, identify, observe and describe characteristics of their own culture and others’ culture and understand that people have many ways of knowing and being in the world

reflecting, empathy, responsibility: think critically about their point of view and the point of view of others to facilitate shared understanding to cultivate values and the dispositions of empathy, respect and responsibility

reflecting: understand that their point of view is one of many and begin to demonstrate open mindedness to the position of others

C2C adapted with permission by NT DET © The State of Queensland 3 of 18 www.det.nt.gov.au

Cross-curriculum prioritiesSustainabilityStudents will engage with organising idea:

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments through:

contributing to a more sustainable future in terms of a just society for present and future generations

identifying the necessity for a renewed and balanced approach to the way humans interact with each other and the environment

developing knowledge, skills and values necessary for people to act in ways that contribute to a more sustainable pattern of living

recognising the relevance and interdependence of environmental, social, cultural and economic considerations

understanding issues of environmental sustainability

communicating information about sustainability

advocating action to improve sustainability.

Relevant prior curriculum

Students require prior experience with:

investigating how clauses can be combined in a variety of ways to elaborate, extend or explain ideas

understanding how ideas can be expanded and sharpened through careful choice of verbs and elaborated tenses and a range of adverbials

understanding how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

investigating 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

comparing texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

analysing how text structures and language features work together to meet the purpose of a text

using comprehension strategies to interpret and analyse information and ideas comparing content from a variety of textual sources including media and digital texts.

Curriculum working towards

The teaching and learning in this unit works towards the following in Year 7:

use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view

understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups

C2C adapted with permission by NT DET © The State of Queensland 4 of 18 www.det.nt.gov.au

interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives

apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts.

Supportive learning environment

Differentiation What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?Consider the individual needs and values of all 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

intensity of teaching by adjusting the group size

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.

FeedbackHow will I inform learners and others about the learner’s 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.

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

what each student already knows and can do

how each student is going

where each student needs to go next.Ensure feedback is timely, ongoing, instructive and purposeful.

C2C adapted with permission by NT DET © The State of Queensland 5 of 18 www.det.nt.gov.au

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

students’ understanding of persuasive techniques and devices employed by media to promote a point of view and bring about action or change. This includes:○ how modality (certainty, probability and obligation) is created in the media texts through the use of modal verbs, adverbs, adjectives and nouns

○ how point of view is presented in media campaigns to address the intended audience and achieve the purpose through affect (emotional categories)

○ how pathos, logos and evaluative language are used in multimodal advertising campaigns

○ identifying, comparing and explaining how images, words and sound contribute to multimodality

students’ understanding of the structure of written analysis, including:○ language of affect in advertising campaigns

○ drafting and editing to refine ideas

○ application of prior knowledge of clauses to elaborate, extend or explain ideas.

Use feedback to inform future teaching and learning.

Reflection on the unitIdentify what worked well during and at the end of the unit. Compile a reflective list for future planning.

Reflection may include:

activities that worked well and why

activities that could be improved and how

monitoring and assessment that worked well and why

monitoring and assessment that could be improved and how

common student errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation)

differentiation and future student learning needs.

AssessmentHow 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

C2C adapted with permission by NT DET © The State of Queensland 6 of 18 www.det.nt.gov.au

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

Each lesson provides opportunities to gather feedback about how students are going and where they need to go next. Specific monitoring opportunities in this unit include:

Multimodal textCollect information about students’ ability to:

identify and explain persuasive techniques and devices used to promote a point of view in a media campaign

structure a written analysis using the drafting process

create a multimodal text using EdStudio.

Assessing student learningThere is no summative assessment of learning in this unit.

Sequencing teaching and learning

What do learners already know, do and value? What do learners need? How do learners best learn? What will constitute the learning journey?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 experiencesA 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.

Point of view Exploring modality in advertising

Understanding modality, images and descriptive language in oral and written activities

Evaluating the effectiveness of language used in point of view

Language of persuasion Identifying persuasive text

Understanding tenor — affect

Emotive and evaluative language

Persuasive techniques Identifying and understanding synonyms and vocabulary clines

Using pathos, logos and rhetorical devices in persuasive texts

C2C adapted with permission by NT DET © The State of Queensland 7 of 18 www.det.nt.gov.au

Analysing text

Analyse the message Analysing points of view

Comparing persuasion in advertising techniques

Identifying and applying persuasive devices in written text

Create a multimodal text Designing, drafting and editing a multimodal text

Constructing a multimodal text

Refining a multimodal text

Making judgementsHow will I check my students have made progress?

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 standardIn this unit, monitoring of student learning is working towards 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

C2C adapted with permission by NT DET © The State of Queensland 8 of 18 www.det.nt.gov.au

Week 1 Point of view

Modality in advertising (1 of 3) View a cartoon and Discovery Channel’s

advertising campaign ‘The World is Just Awesome’ (Boom De Ya Da)

Investigate how images, lyrics and melody combine to persuade

Explore modality

Identify modality in advertising campaigns

Experiment with modality in advertising campaigns

Spelling Deliver School Based Spelling Program Diagnostic

Test

Establish a spelling program based on student needs

Modality, images and descriptive language (2 of 3) Review ‘The World is Just Awesome’ (Boom De

Ya Da)

Revise modality

Discuss the relationship between song lyrics and images

Create own version of song using Australia as the stimulus

Spelling Revise the structure of the Year 7 spelling program

Remind students of how to create word lists and use their spelling journals

Evaluating the effectiveness of language used in point of view (3 of 3) Identify modal verbs, adverbs, adjectives and nouns

Request students respond to the statement ‘The world is awesome’ in a paragraph using modality to persuade

Judge effectiveness of language used to create point of view (peer feedback)

Explain the multimodal text, monitoring activity to students

Spelling Consolidate Year 6 concepts (e.g. ‘aw’, ‘au’, ‘al’,

‘augh’, ‘ough’ ambiguous vowel patterns)

Explain and play various word games

Differentiation

Resources

Point of viewDigitalAnimation ― Awesome World http://www.dvolver.com/live/movies-593052

Video clips

Discovery Channel Song 1 & 2 — Boom De Ya Da http://www.youtube.com/watch?v=NqV3clvlC4Q

Discovery Channel — new intro boom de ya da (version containing Indigenous, Asian and Australian vision) http://www.youtube.com/watch?

v=7MLgjGX_sKk&feature=related

C2C adapted with permission by NT DET © The State of Queensland 9 of 18 www.det.nt.gov.au

Discovery Channel Song 1 & 2 — Boom De Ya Da http://www.youtube.com/watch?v=NqV3clvlC4Q

Discovery Channel Commercial — Boom De Ah Dah! (piano instrumental version)

http://www.youtube.com/watch?v=FL19-HTl8Dw&feature=related

Discovery Channel — new intro boom de ya da (version containing Indigenous, Asian and Australian vision) http://www.youtube.com/watch?

v=7MLgjGX_sKk&feature=related

Boom De Ya Da (instrumental with karaoke style lyrics and no images)

http://www.youtube.com/watch?v=JpWjtklSurE&feature=related

Learning object — Persuasion Map http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Website — Spelling City http://www.spellingcity.com/

Find and prepareAdvertising campaigns with high modality slogans

School Based Spelling Program — diagnostic test

Explanation and lyrics to Boom De Ya Da (I love the world) — Wikipedia: I Love the World

Sheet — ‘The world is awesome’ persuasive text task

Sheet — Prewriting: Brainstorm and generate your ideas for writing Sheet — Multimodal text

Sheet — Ambiguous vowel patterns word sort

Prepare or ‘set up’ spelling games

Helpful informationInstructions for the delivery of the diagnostic test

Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2010, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle

River, New Jersey.

Stages of the Writing Process http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk11-1.htm

Supporting learning resource — Model of persuasive text from ‘Persuasion Map’ learning objectBear, 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. 61–85.

Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.

Week 2 Language of persuasion

What is persuasion? (1 of 3) Give students the lesson objective: to persuade a

peer through appeals to emotion, providing facts

Understanding tenor — affect (2 of 3) Identify emotion in texts

Emotive and evaluative language (3 of 3) Examine emotive and evaluative language

C2C adapted with permission by NT DET © The State of Queensland 10 of 18 www.det.nt.gov.au

and using logic or common sense

View a video clip — Sort Of Dunno Nothin'

Review a slideshow — Have it your way!

Discuss what persuasion feels, sounds, looks like (Think, Pair, Share strategy)

Use lesson plan text to examine:1. noun groups and adjectives

2. verbs and modals

3. emotive and evaluative vocabulary

Spelling Consolidate concepts from Year 6 (Greek roots:

‘auto’ and ‘tele’ and base words plus prefix; ‘mono’, ‘uni’, ‘bi’ and ‘tri’)

Conduct a pre-test

Examine emotive vocabulary

Investigate affect

Joint construct a paragraph using language of affect in response to an image

Spelling Consolidate concepts from Year 6 (e.g. Greek

roots: ‘auto’ and ‘tele’ and Prefixes: ‘mono’, ‘uni’, ‘bi’ and ‘tri’)

Identify words and phrases of affect in a text

Use a Y-chart to record emotive words and phrases

Write a persuasive response to a text

Spelling Consolidate concepts from Year 6 (e.g. Greek roots:

‘auto’ and ‘tele’ and

Prefixes: ‘mono’, ‘uni’, ‘bi’ and ‘tri’)

Differentiation

Resources

Language of persuasionDigitalVideo clips

Sort Of Dunno Nothin' — Peter Denahy

Cedar Point Rollercoaster 1 http://www.youtube.com/user/CedarPointVideos#p/u/6/LbN3NU4hIZg

Cedar Point Rollercoaster 2 http://www.youtube.com/user/CedarPointVideos#p/u/9/-Qt1LutrWnY

Website — Discovery Education’s Puzzlemaker: Criss-Cross Puzzle http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp

Find and prepare

C2C adapted with permission by NT DET © The State of Queensland 11 of 18 www.det.nt.gov.au

Create a find-a-word using:

1. words containing the Greek roots ‘auto’ and ‘tele’ and prefixes ‘mono’, ‘uni’, ‘bi’ and ‘tri’

2. Discovery Education’s Puzzlemaker: Word Search Puzzle http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp

Prepare a list of 8–10 words containing the Greek roots ‘auto’ and ‘tele’ and the prefixes ‘mono’, ‘uni’, ‘bi’ and ‘tri’.

Dictionaries

Post-test — Greek roots and prefixes: creating and defining words

Helpful informationArticle — Enhancing Emotional Vocabulary in Young Children http://csefel.vanderbilt.edu/modules/module2/handout6.pdf

Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.

Droga, L & Humphrey, S 2005, Grammar and Meaning: An Introduction for Primary Teachers, Target Texts, Berry, NSW.

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.

Week 3 Persuasive techniques

Vocabulary cline (1 of 3) Rhetorical devices (2 of 3) Analysing text (3 of 3)

C2C adapted with permission by NT DET © The State of Queensland 12 of 18 www.det.nt.gov.au

Investigate synonyms

Examine vocabulary clines

Apply vocabulary clines to nouns

Change words and phrases to alter a character’s emotions

Spelling Revise concepts consolidated from Year 6 (e.g.

Greek roots: ‘meter’ and ‘bio’ and base words plus prefix ‘quad’, ‘pent’, ‘octo’ and ‘poly’)

Examine pathos (feelings)

Examine logos (facts)

Revisit rhetorical questions

Apply persuasive devices and techniques to written text

Consolidate learning

Spelling Revise concepts consolidated from Year 6 (e.g.

Greek roots: ‘meter’ and ‘bio’ and prefixes: ‘quad’, ‘pent’, ‘octo’, ‘poly’)

Examine technical vocabulary in a documentary

Identify use of descriptive language for effect

Investigate use of synonyms

Respond to comprehension questions

Spelling Consolidate concepts from Year 6 (e.g. Greek roots:

‘meter’ and ‘bio’ and Prefixes: ‘quad’, ‘pent’, ‘octo’, ‘poly’)

for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle River, New Jersey, pp. 356, 361 & 364.

Differentiation

Resources

Persuasive techniquesDigitalLearning object — Wallwisher http://www.wallwisher.com/

Video clip — Desert Lions (Part 1 of 4) http://www.youtube.com/watch?v=-kcSFBAhKsI

Video clip — The Majestic Plastic Bag — A Mockumentary http://www.youtube.com/watch?v=GLgh9h2ePYw

Find and prepareCopies of a thesaurus for each student

Sheet — Bingo game grid

Sheet — Bingo game

Post-test — Greek roots passage for editing

Helpful information

C2C adapted with permission by NT DET © The State of Queensland 13 of 18 www.det.nt.gov.au

Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.

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.

Article — 40 Ways to Leave a Lesson http://edc448uri.wikispaces.com/file/view/40_ways_to_leave_a_lesson.pdf

Website — Greenpeace International: Photos

http://www.greenpeace.org/international/en/multimedia/photos/

Week 4 Analyse the message

Analyse point of view (1 of 3) Advertising techniques (2 of 3) Persuasive devices in written text (3 of 3)

C2C adapted with permission by NT DET © The State of Queensland 14 of 18 www.det.nt.gov.au

View a series of Clean Up Australia campaigns

Use QAR to question texts

Determine point of view and opinion

Describe and plan a possible Clean Up Australia advertising campaign

Spelling Revise consolidated concepts from Year 6 (e.g.

Greek roots, ‘geo’ and ‘photo’ and Prefixes ‘micro’, ‘macro’ and ‘mega’)

Compare The World is just awesome and the Greenpeace Inspiring Action videos

Identify emotive elements

Construct inferential and evaluative questions for these texts

View the Greenpeace Angry Kid video

Respond to comprehension questions (QAR)

Spelling Revise consolidated concepts from Year 6 (e.g.

Greek roots ‘geo’ and ‘photo’ and prefixes ‘micro’, ‘macro’ and ‘mega’)

Re-view the Greenpeace Angry Kid video

Analyse a transcript to identify emotive and evaluative language

Identify persuasive techniques and devices

Write from the perspective of a thoughtful student

Spelling Revise consolidated concepts from Year 6 (e.g. Greek

roots, ‘geo’ and ‘photo’ and Prefixes ‘micro’, ‘macro’ and ‘mega’)

Differentiation

Resources

Analyse the messageDigitalVideo clips

Clean Up Australia Day 2007 — Australian Icons http://www.youtube.com/watch?v=c0QoGx3M3Rg&feature=relmfu

Clean Up Australia Day 2008 — Virtual Museum http://www.youtube.com/watch?v=0c0rOz5Djvc

Clean Up Australia Day 2009 — Australian Animals http://www.youtube.com/watch?v=ozJ1Mocp5yE&feature=relmfu

Clean Up Australia Day 2010 http://www.youtube.com/watch?v=nZ66UIIeM38&feature=related

The World is Just Awesome http://www.youtube.com/watch?v=at_f98qOGY0

Greenpeace: Inspiring Action http://www.youtube.com/watch?v=zVu9eawb1QY

Greenpeace: Angry Kid http://www.greenpeace.org/international/en/multimedia/videos/Angry-Kid-/

Helpful informationTeaching Strategies for Literacy (ALEA)

C2C adapted with permission by NT DET © The State of Queensland 15 of 18 www.det.nt.gov.au

Video clips — Guided Reading: Reciprocal Teaching http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/guidereadvideos.htm

Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.

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.

Sheet — Monitoring checklist: Multimodal text

Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.

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. 361 & 363.

Week 5 Create a multimodal text

Design, draft and edit (1 of 3) Construct a multimodal text (2 of 3) Refine a multimodal text (3 of 3)

C2C adapted with permission by NT DET © The State of Queensland 16 of 18 www.det.nt.gov.au

Guide students as they draft and edit their analyses

Work through the multimodal text activity sheet with students

Design an EdStudio page

Spelling Revise consolidated concepts from Year 6 (e.g.

Greek roots ‘demo’ and prefixes ‘super’ and ‘hyper’)

Conduct pre-test

Monitor students’ progress with the multimodal text activity

Continue to guide students as they complete their EdStudio product

Begin publishing the multimodal text

Spelling Apply word knowledge to construction of word

games

Revise consolidated concepts from Year 6 (e.g. Greek roots ‘demo’ and prefixes ‘super’ and ‘hyper’

Monitor students’ progress with the multimodal text activity

Continue to guide students as they complete their EdStudio product

Finalise and publish the multimodal text

Spelling Revise consolidated concepts from Year 6 (e.g. Greek

roots, ‘demo’ and Prefixes ‘super’ and ‘hyper’)

Mark the post-test

Differentiation

Resources

Create a multimodal textDigitalFind or create an edStudio on Persuasion in Multimedia Texts in order to support the teaching and learning of persuasion in this unit.

Individual EdStudio page

Learning object — Read Write Think: Crossword Puzzles http://www.readwritethink.org/files/resources/interactives/crossword/

Website — Instant online word search maker

http://puzzle-maker.com/WS/index.htm

Find and prepareComputer lab with internet access

Helpful informationCawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.

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

C2C adapted with permission by NT DET © The State of Queensland 17 of 18 www.det.nt.gov.au

River, New Jersey pp. 361 & 363.

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

C2C adapted with permission by NT DET © The State of Queensland 18 of 18 www.det.nt.gov.au