Ubd Term 3 Unit Planner Year 7 English

Term Three Unit Planner Year 7 English (Persuasive Language)
Stage 1 Desired Results

Established Goal(s)/Content Standard(s):
-
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 (VCELA368)
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
(VCELA369)
Analyse how point of view is generated in visual texts by means of choices,
including gaze, angle and social distance (VCELA370)
Compare the ways that language and images are used to create character, and to
influence emotions and opinions in different types of texts (VCELT372)
Experiment with text structures and language features and their effects in creating
literary texts (VCELT385)
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 to a specific audience (VCELY387)
Edit for meaning by removing repetition, refining ideas, reordering sentences and
adding or substituting words for impact (VCELY388)
Identify and explore ideas and viewpoints about events, issues and characters
represented in texts drawn from different historical, social and cultural contexts
(VCELT393)
Identify and discuss main ideas, concepts and points of view in spoken texts to
evaluate qualities, using interaction skills when sharing interpretations or
presenting ideas and information (VCELY395)
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, using body language, voice qualities and other elements to add interest
and meaning (VCELY396)
Understanding (s)
Students will understand that:

Articles, ads etc. all have an argument
that they are trying to persuade you of
These techniques can be used to your
advantage
No text is neutral in bias
Essential Question(s):
- What is being argued?
- How do authors use PLTs to
-
persuade?
What are PLTs and how are they
used?
Student objectives (outcomes):
Students will be able to:

Understand what a PLT is
Know and recall multiple PLTs and their uses
Apply this knowledge to the construction of a speech on a current issue
Present this speech in the form of an oral presentation
Stage 2 Assessment Evidence

Performance Task(s):
Students will be presenting an oral

presentation on a current issue that
interests them. They will need to include
PLTs that they have learnt about and
structure it as per teacher discretion. The
speech will need to show argument and
opinion and include a rebuttal somewhere
Other Evidence:
- The students will need to create
posters/movie makers etc. on the
PLTs, at least 3 of their choice, they
will need to provide examples and
such to show their understanding.
They will also need to draft their
speech in stages to show
understanding and participate in
discussions where needed
Stage 3 Learning Plan
Term 3
Week 1
11/7
Student free
day 11/7
Term 3
Week 2
18/7
2 hours (Usually 3 hours lose 1

because of PD)
Persuasive Oral Presentation
Introduction to persuasion and persuasive
language (1 hour)
- What is it? How can it be used? What
forms does it take?
- What we will be looking at in this unit
- Oral presentation assessment
breakdown
- 6.1 Jacplus (persuasion is personal)
get students to brainstorm times they
have tried to persuade someone of
something or when someone has tried
to persuade them, how did they do it?
Creating an advertisement task
- Get them to choose a product and
create and advertisement for it, this
will get them using persuasive
language without their knowledge, we
can then use these to show them how
they have used persuasive language
4 hours
Language Features
PLTs to go over according to Rochelles table
- Anecdotal evidence
- Appeals
- Attack on opponents
- Emotive language
- Exaggeration
- Facts and statistics
- Generalisation
- Inclusive language
- Rebuttal
- Rhetorical questions
- Images
If time permits go over (as outlined in the
weekly planner)
- Cause and effect
- Modal verbs and assertive language
- Word discrimination (connotations)
Pearson Grammar
for Persuasive
Writing (will be
given as homework
at the beginning of
week and checked
at the end of the
week
JacPlus References
Chapter 6
Homework: Unit 9
(Adjectives of
Comparison)
PLTs to go over this week (4 hours)

- Emotive language
- Inclusive/exclusive language
- Appeals
- Exaggeration
- Generalisation
Term 3
Week 3
25/7
(GC not here)
3 hours
Language Features continued
PLTs continued (3 hours)
- Anecdotal evidence
- Facts and statistics
- Rebuttals
- Attack on opponents
Homework: Unit 10
(Personal Pronouns)
Term 3
Week 4
1/8
(GC not here)
Thurs 4/8
McAuley feast
day
Term 3
Week 5
8/8
(GC not here)
Marymede
Week
Monday 8/8
Mission action
day
Friday 12/8 St
Pats Cathedral
- Rhetorical questions
4 hours
Language features continued
PLTs continued (2 hours)
- Visual Images gaze, angle, social
distance
- Tone
- If time permits as not on required list
from Rochelle
o Cause and effect
o Modal verbs and assertive
language
o Word discrimination
(connotations)
PLT activity (2 hours)
- Split students into groups and give
them 2 PLTs to create posters on.
- The posters should have a definition of
the PLT, how it is used, why it is used
and the effect it has on people
- These will then be quickly presented,
collated and turned into a document
for all students to have
3 hours
Hook, Signposting, TEEL (30 mins)
- Revisit requirements of presentation
(criteria and such)
- Bring in dos and donts again
Planning and drafting oral presentations
(2hr30mins)
- Explicitly go over structure of speech,
what to include and what not to
include, the need to write it out with
the fact that you are going to say it in
mind (dont copy and paste, you need
to understand what you are talking
about
- TEEL, hooks and signposting
- Introductions
o Hooks and signposting
o Give them a prompt and get
them to write an introduction,
the best one wins a prize (need
to give them time to research
for evidence to use in their
introduction)
- Paragraphs
o TEEL and signposting
o Explicitly go through structure
with students
o On the prompt given for the
introduction, get them to now
write a paragraph
- Conclusions
o Summarising and interesting
ways to finish your speech
Homework: Unit 12
(Prepositions)
Homework: Unit 15
(Commas)
Term 3
Week 6
15/8
Term 3
Week 7
22/8
22-23/8 Year 11
retreat (KV
absent for
those days)
Whole school
assembly
changed to
26/8 period 5
o Using same prompt get them to

Collect what they have done so can use as
peer assessment next class
4 hours
Peer assessment (1 hour)
- Using the introduction, paragraph and
conclusion written, collect and redistribute the work and get students
to highlight and annotate the PLTs
throughout the speech and get them
to give feedback in regards to what
part of criteria was met and what
needs work
Drafting (3 hours)
- Give students time to collate evidence
and draft and practice their oral
presentations
3 hours
Present in all three classes this week (KV will
miss out on 1 class due to yr11 retreat)
Homework: Unit 16
(Commas)
Summative:
Persuasive Oral
Presentations

Ubd Term 3 Unit Planner Year 7 English

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Term Three Unit Planner Year 7 English (Persuasive Language)

Stage 1 Desired Results

Students will understand that:

Student objectives (outcomes):

Students will be able to:

Stage 2 Assessment Evidence

Students will be presenting an oral

Stage 3 Learning Plan

2 hours (Usually 3 hours lose 1

PLTs to go over this week (4 hours)

o Using same prompt get them to

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