DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES
Unit plan
Name
C2C
English
Year Level
7
Teacher
Unit
2
Class
Duration
5 weeks
Persuading through motivational speeches
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:
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Content descriptions
Language/Cultural Considerations
Teaching Strategies
Language
Literature
Literacy
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.
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
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.
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.
Interacting with others
Identify 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.
Explicit modelling of the requirements is necessary.
Provide support in the form of extra rehearsal. Filming a
Language for interaction
Understand 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
Canadian). Idioms are expressions particular to cultures
and are difficult to understand and remember for those
C2C adapted with permission by NT DET © The State of Queensland
Responding to literature
Compare 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
background of the student (different cultural
conceptualisation). These may differ from the intended
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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 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.
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.
Provide explicit teaching to explain the meaning of
metaphors in texts
C2C adapted with permission by NT DET © The State of Queensland
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 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.
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.
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, evaluating
Analyse 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
language and text structures on a same topic and how
these change according to audience and purpose (for
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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
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.
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.
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.
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
to learn new words and how to spell them.
Spelling is developmental, and Standard Australian
C2C adapted with permission by NT DET © The State of Queensland
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.
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
technology needed to produce these texts.
Edit for meaning by removing repetition, refining ideas,
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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.
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 Capability
Students will have opportunities to develop skills in:
 creating with ICT:
 communicating with ICT:
 operating with ICT:
Critical and creative thinking
Students will be have opportunities to develop the skills of:
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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 capability
Students will be have opportunities to develop :
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self-awareness
self-management
social awareness
social management
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Ethical behaviour
Students 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 understanding
Students will have opportunities to develop skills in:
 recognising
 interacting
 reflecting
Relevant prior curriculum
Students require prior experience with:
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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.
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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
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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
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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.
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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
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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.
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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.
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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
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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.
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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)
Tenor, roles and relationships (3 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
 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
 know what prefixes are
 know what plurals are
 know what tense is
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 speeches
Video clips
Montage of motivation movie speeches: Inspirational Sport Speeches
Henry V - Speech - Eve of Saint Crispin’s Day
Lean on Me
Websites
Barack 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)
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Wordle (word cloud program)
Fort Hood speech
Sheets
St 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
Activity
Speech 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 clip
Montage 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.
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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: 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
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?’
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: 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: 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 devices
Spelling
 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
models
Spelling
 demonstrate prior spelling knowledge
 use phonological knowledge to identify
homophone pairs.
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Differentiation LMQ 1, 2, & 3:
Resources LMQ 4
Speaking for a better future
Video clips
Tourism 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
Website
Martin 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 information
Website
The American Civil Rights Movement
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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.
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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
Differentiation LMQ 1, 2, & 3:
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 assessment
Website Barack 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.
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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
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
Recording and publishing (3 of 3)
 plan and rehearse 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
.
Differentiation LMQ 1, 2, & 3:
Resources LMQ 4
Rehearsing and publishing
Video clip Duncan Harrison’s Winning Speech
Website 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 seconds
Website 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.
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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
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