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This will provide you with lesson-by-lesson feedback on your progress, where you're sitting, and how your effort is paying off.

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Learning intention:

Syllabus objective/s:

See 'Responding to Texts'

Success criteria:

Student has produced notes on persuasive techniques (double-sided sheet).

Whole class:

Introduction to persuasive speeches and revision of persuasive techniques and language features commonly used in persuasive presentations.

TO REVIEW:

Persuasive devices - some examples:

logos (statistics, expert opinion)

repetition (same word or synonym)

rhetorical questions

appeal to audience's values

pathos (emotive language, emotional appeals)

acknowledging / anticipating counter arguments

ethos (argue through experts and admired public figures who have some 'gravitas' and values in common with the audience)

using humour to increase engagement

cause and effect

problem and solution (compare and contrast situations, too)

Spoken and visual components:

typography (font size, width, style and colour)

bullet points, symbols, icons, colours, symbols

consistent colour scheme and 'style' across all slides

space - levels, connecting with different parts of the audience/crowd

body language and facial expressions - gesturing using one or both hands

voice - timbre, pace, purposeful silences, inflexion

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Learning intention:

Syllabus objective/s:

See 'Responding to Texts'

Success criteria:

Student can identify a range of persuasive techniques and language features being used by presenters in live TedTalk settings.

Whole class:

Students view excerpts from different TedTalks (projector) OR play persuasive device bingo as teachers take turns presenting deidentified past students' speeches.

Students work in pairs or small groups to identify strategies used by presenters to persuade their audiences to accept their point-of-view. (evidence recorded in provided 'bingo' table: WHAT, HOW, and EFFECT/WHY).

Groups share some techniques they identified and briefly explain why they were effective / served a purpose.

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Shyam Barr:

“Self-regulated learning (SRL) can be defined as how one plans, monitors, and evaluates their learning. It is considered a required skill for navigating the changing social and work landscape. SRL is very much an umbrella term covering a range of variables (e.g., motivation, cognition, metacognition, self-efficacy)”

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'The importance of self-regulation in schools'

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'The importance of self-regulation in schools'

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Presenter: Shyam Barr.

Shyam Barr's website: https://www.shyambarr.com.au/

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What we fail to learn in schools | Shyam Barr | TEDxCanberra

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Questions to ask yourself towards the start of the course:

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Questions to ask yourself towards the start of the course:

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How do you learn best in English?

What strategies do you use when you can’t concentrate?

How do you monitor your learning?

(Share your answers with your teacher for planning and monitoring purposes)

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3.1.: Focus on the use of body when presenting, and catch up / refine first three phases.

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3.1.: Focus on the use of body when presenting, and catch up / refine first three phases.

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Learning intention:

Students understand how to make mode-specific decisions about how to present a supporting argument to their target audience.

Whole class:

Exposure to a sample with a different tone, point-of-view and issue built into it.

Independent / pair work:

Students consider the 'must dos' and general structure. They set a goal for how they will make best use of their lessons allocated towards students working on body paragraphs 2 and 3.

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Six Minutes | A Public Speaking and Presentations blog

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Body Movement Tips for Public Speakers | Six Minutes

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18 tips for purposeful movement to enhance your presentation. 7 benefits of body movement for speakers, & negative movements to avoid in your speech.

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Essential English syllabus objectives (v.2019)

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Essential English syllabus objectives (v.2019)

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Source: QCAA (v.2019)

"The syllabus objectives outline what students have the opportunity to learn.

1. Use patterns and conventions of genres to suit particular purposes and audiences. When students use patterns and conventions of genres, they construct a range of text types with appropriate text structures and layout. In their development of texts, students demonstrate their understanding of genres and their features as influenced by purpose and audience.

2. Use appropriate roles and relationships with audiences. When students use appropriate roles and relationships, they establish and maintain their role as the writer/speaker/designer of a text and set up and sustain a relationship with the audience within a specific context to suit particular purposes. Students demonstrate their understanding of the relationship between context, audience and purpose of a text by making decisions about language, subject matter, register and language features.

3. Construct and explain representations of identities, places, events and/or concepts. When students construct representations, they use opinions, ideas, attitudes, values and/or beliefs to create particular identities, places, events and/or concepts. When students explain representations, they explore how identities, places, events and/or concepts are constructed in texts and shape meaning.

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No classes today. Have a beautiful day!

Perhaps consider doing something that will help you to feel really ready for your return to college. This could include something mindfulness related.

e.g. visualising the start of your first day, focusing on your breathing, laying out your uniform and putting your equipment into your bag...

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4. Make use of and explain opinions and/or ideas in texts, according to purpose. When students create texts, they make use of opinions and/or ideas to influence meaning. When students explain opinions and/or ideas in texts, they think carefully about how these influence meaning, and apply their knowledge to explain how texts invite audiences to take up positions.

5. Explain how language features and text structures shape meaning and invite particular responses. When students explain how language features and text structures shape meaning, they think carefully about the relationship between genre, context, audience and purpose. They then apply their knowledge to explain how language features and text structures shape perspectives and invite audiences to respond to the text in particular ways.

6. Select and use subject matter to support perspectives. When students select and use subject matter, they make purposeful choices about the inclusion of material to support perspectives, and use ideas and information purposefully, according to genre.

7. Sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts. When students sequence subject matter, they place information in a continuous or connected manner to achieve particular purposes and use mode-appropriate cohesive devices to connect parts of texts.

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1Rotation 1 (1.1.): About the assessment task

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1Rotation 1 (1.1.): About the assessment task

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On Tuesday, there is one scheduled English class for Class 23. The tasksheet will be distributed to all Year 12 students.

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8. Make language choices according to register informed by purpose, audience and context. When students make language choices, they demonstrate their understanding of a range of formal and informal registers. They do this by using and controlling language choices appropriate for the intended purpose, audience, context and text type to express meaning and invite audiences to take up positions, e.g. informal vocabulary in diary entries, formal vocabulary in essays.

9. Use mode-appropriate language features to achieve particular purposes across modes. When students use mode-appropriate language features, they apply their knowledge of grammar and language structures to express meaning in texts for particular purposes, across all modes. Students also select language features specific to the mode of a text.

Language features specific to a mode include:

a.) written, e.g. conventional spelling and punctuation, figurative language, sentence structure, literary devices

b.) spoken, e.g. pronunciation, phrasing and pausing, audibility and clarity, volume, pace, silence

c.) gestural, e.g. facial expressions, proximity, stance, movement

d.) complementary, including visual and digital features such as graphics, still and moving images, design elements, music and sound effects.

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Tasksheet for Rotation 1 of Essential English Unit 3 Topic 1

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Learning intention:

Syllabus objective/s:

See 'Responding to Texts'

Success criteria:

Student has produced notes on persuasive techniques (double-sided sheet).

Whole class:

Introduction to persuasive speeches and revision of persuasive techniques and language features commonly used in persuasive presentations.

TO REVIEW:

Persuasive devices - some examples:

logos (statistics, expert opinion)

repetition (same word or synonym)

rhetorical questions

appeal to audience's values

pathos (emotive language, emotional appeals)

acknowledging / anticipating counter arguments

ethos (argue through experts and admired public figures who have some 'gravitas' and values in common with the audience)

using humour to increase engagement

cause and effect

problem and solution (compare and contrast situations, too)

Spoken and visual components:

typography (font size, width, style and colour)

bullet points, symbols, icons, colours, symbols

consistent colour scheme and 'style' across all slides

space - levels, connecting with different parts of the audience/crowd

body language and facial expressions - gesturing using one or both hands

voice - timbre, pace, purposeful silences, inflexion

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1.2. Identify persuasive techniques used in a sample speech

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1.2. Identify persuasive techniques used in a sample speech

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Learning intention:

Syllabus objective/s:

See 'Responding to Texts'

Success criteria:

Student can identify a range of persuasive techniques and language features used by presenters.

Whole class:

Students view teacher's delivery of two sample speeches.

Students work in pairs or small groups to identify strategies used by presenters to persuade their audiences to accept their point-of-view.

Groups share some techniques they identified and briefly explain how/why they were effective/served a purpose.

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1.2.: IA1 ISMG for all Essential English students in QLD

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1.2.: IA1 ISMG for all Essential English students in QLD

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Knowledge Application

1. include "belief" or "believe", "assumed", "assume", "valuing", "value", "attitude" and "effort" in your script.

2. use descriptive language to represent places (e.g. our beloved Brisbane), concepts (e.g. all-important mental health), and people (e.g. reach out to your dedicated and skilled guidance officer)

Organisation and Development

1. Prepare slides to complement what you say and how you say it. Use a teleprompter to mimic what TedTalk presenters do.

2. Influence your audience in your role as presenter.

3. Include relevant, recent and audience-appropriate evidence. Pay attention to the structure of your speech; make sure it flows well as that each body paragraph has a point sentence followed by evidence and explanation. At the end of each body paragraph, provide a strategy/solution that could help address the issue.

Textual Features

1. Use language that fits the purpose, audience and context.

2. Use grammar, spelling and punctuation for fluency and effect. Use non-verbal (e.g. body language) as well as verbal language features to communicate.

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Rotation 2 (1.3).: Triangles and structure

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Rotation 2 (1.3).: Triangles and structure

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Learning intention:

Students understand how to organise information in a way that supports them to develop a strong case.

(Syllabus objective/s: See 'Responding to Texts')

Success criteria:

Student has chosen their issue, conducted desktop research on it, and organised notes under four sub-headings.

Whole class:

Tasksheet distributed and unpacked. Key dates noted. ISMG dot points reworked in student-friendly language.

Independent work:

1. Choose a social issue you are passionate about.

2. Research your social issue using a range of online tools ('desktop research').

3. Identify three sub-arguments (e.g. an economic, an environmental and a health-related one to support your claim).

4. Collate notes on the social issue under four headings. For example, 1. issue overview (what, where, when, who), 2. economic side, 3. social or health-related side, 4. environmental side.

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Students might decide to look at the social, environmental and economic impacts of their issue. Alternatively, they can choose three different types of impacts... as well as what can be done to help tackle the issue.

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Rotation 1 (1.3): Big Picture, sub-arguments and supporting evidence

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Rotation 1 (1.3): Big Picture, sub-arguments and supporting evidence

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Learning intention:

Students understand how to organise information in a way that supports them to develop a strong case.

(Syllabus objective/s: See 'Responding to Texts')

Success criteria:

Student has chosen their issue, conducted desktop research on it, and organised notes under four sub-headings.

Whole class:

Tasksheet distributed and unpacked. Key dates noted. ISMG dot points reworked in student-friendly language.

Independent work:

1. Choose a social issue you are passionate about.

2. Research your social issue using a range of online tools ('desktop research').

3. Identify three sub-arguments (e.g. an economic, an environmental and a health-related one to support your claim).

4. Collate notes on the social issue under four headings. For example, 1. issue overview (what, where, when, who), 2. economic side, 3. social or health-related side, 4. environmental side.

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Learning intention:

Students understand the importance of the opening phase of a speech, and what the main features tend to be.

Syllabus objective/s:

See 'Responding to Texts' and 'Creating Texts'

Success criteria:

Student has unpacked two sample introductions. These introductions employ different persuasive techniques and variously attempt to persuade, inform and entertain (P.I.E.) to engage and influence their audiences. They have started drafting their own introduction; it may be in dot point form but should include a range of language features and persuasive techniques. Word count ~100-130 words.

Whole class:

Teacher reads a sample introduction as students annotate it for 5+ persuasive techniques. They cross-check them with peers.

In small groups, students read a second introduction and annotate it for 10 or more persuasive techniques. Each group nominates a group leader to share with the class and teacher affirms/corrects to support understanding while annotating on a copy on the board.

A possible approach to structuring the introduction:

1. Hook (e.g. either a rhetorical question or a shocking statistics)

2. Define and introduce the social issue (definition, what, where, who)

3. Include two shocking statistics (establish the scope or scale)

4. State claim / thesis about the issue (e.g. if we don't act to .... countless young people will unnecessarily suffer in terms of their health, finances and relationships. The three types of impacts touch on the focus of the three discussions in the body of the speech).

5. State that you're presenting to shine a light on the issue and also to provide some ideas about what young people can do to improve the situation

Independent work:

Students draw on the examples to craft their own draft introduction, keeping their own 'authentic voice' and preferred style of presentation in mind when making choices.

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2.3.: Writing the first supporting argument (body paragraph 1)

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2.3.: Writing the first supporting argument (body paragraph 1)

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Learning intention:

Students understand the general structure of a paragraph that presents and illustrates an argument.

Whole class:

Teacher exposes students to two sample paragraphs which develop a speaker's first point. The class identifies language features and persuasive techniques being used.

Independent work:

Students work independently towards drafting their first argument (e.g. on the economic side of the issue).

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2.4.: Writing the second supporting argument   (body paragraph 2)       

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2.4.: Writing the second supporting argument   (body paragraph 2)       

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Learning intention:

Students understand the general structure of a paragraph that presents and illustrates an argument.

Whole class:

Teacher exposes students to two sample paragraphs which develop a speaker's first point. The class identifies language features and persuasive techniques being used.

Independent work:

Students work independently towards drafting their first argument (e.g. on the economic side of the issue).

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Download available: generic PPT slide template you COULD choose to use

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Note: you do not need to use this file!

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Unit 3 Topic 1: Learning objectives assessed by the ISMG

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Unit 3 Topic 1: Learning objectives assessed by the ISMG

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Questions about time use and organisation:

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Questions about time use and organisation:

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What's the cost of not getting it done on time?

Where will my time management skills serve me in my future (as a family or community member and as a worker or business owner)?

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Questions about bettering my skills and knowledge:

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Questions about bettering my skills and knowledge:

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What am I already doing well?

What did I learn this time that I'll take into the next task?

What do I need to work on?

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Questions about the opportunity cost of non-participation or lukewarm participation:

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Questions about the opportunity cost of non-participation or lukewarm participation:

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What's the cost of not doing it? (consider a short-term cost, a longer-term cost, or both!)

What’s the cost of not being ready to learn? (consider the importance of mindset, having your resources ready, and of respecting fellow learners)

What’s the cost of not having your stuff?

What's the cost of not making an effort to catch up on missed class time? What resources are available to me? What steps can I take to catch up?

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How can this platform assist you to refine your work?

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4.1.: Monday: Finalise and submit your full and final script, as well as a copy of your slides, to your teacher via email. 

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4.1.: Monday: Finalise and submit your full and final script, as well as a copy of your slides, to your teacher via email. 

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Before you do this:

review your work against the ISMG once again.

ensure you have copies of your work at 50% checkpoint, draft, and final stages - ideally with the final script annotated for persuasive devices! This is an important part of the authentication process. Evidence of your progress over time may be requested by the QCAA.

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4.2-4.5.: Tuesday & Wednesday: Present your speech, and enjoy the speeches of others, in A25.

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4.2-4.5.: Tuesday & Wednesday: Present your speech, and enjoy the speeches of others, in A25.

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Resources and ICT tools you may use:

teleprompter software and TV screen

Canva / Powerpoint

a second laptop

a clicker

a peer to change your slides

palm cards (consider their size and position)

mobile phone to read dot points from

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Complete your self-regulation focused tally or journal entry. These are both proven strategies for supporting you towards becoming a more self-regulated learner!

Respectfully and openly listen to your peers' presentations. We can all learn a lot from one another!

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3.2.: Third argument ('body paragraph 3') and focus on the use of space when presenting

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3.2.: Third argument ('body paragraph 3') and focus on the use of space when presenting

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Learning intention:

Students can make genre and mode-relevant decisions about how to present a supporting argument to their target audience.

Independent work:

Students work towards achieving their goal/s.

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Blooket quizzes from the English Department

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Blooket quizzes from the English Department

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3.3.: Closing phase of persuasive speech

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3.3.: Closing phase of persuasive speech

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Learning intention:

Students understand how to apply mode-specific conventions to their own writing for an audience.

Success criteria:

Students generate a scaffold in pairs or independently and then work towards drafting the final phase of their speech.

Independent work:

Students draw on two examples of closing phases of speeches to identify mode-specific conventions and use this knowledge to work on their own closing phases (importantly including a call to action).

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Emailed to students on Sunday 9/2/25 ahead of Monday's classes

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3.3. Closing, and CaVABs & Representations deepening

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3.3. Closing, and CaVABs & Representations deepening

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3.4.: Coherency and continuity check time

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3.4.: Coherency and continuity check time

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Learning intention:

Students understand the importance of sequencing as well as ensuring that their piece 'flows' (with grammatical matters addressed). They understand the importance of visual content complementing the performed script.

Success criteria:

Students have read through their draft and worked on ensuring that their slides complement the script.

Students have quietly read through their script (ideally to a partner) and checked that it takes 4-6 minutes to deliver it.

Independent work:

Students use desktop technologies to refine/enhance their work (e.g. spellchecker, design-focused sites or software). They may use their phones or laptops for timing their speeches and even recording them before playing them back and taking notes on where to pause, substitute evidence, etc.

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To be digitally provided to the teacher:

evidence of research and planning

draft introduction

draft first argument

draft slides

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3.5.: Focus on the voice + teleprompter technology

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3.5.: Focus on the voice + teleprompter technology

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Learning intention:

Students understand the importance of using their voice as an instrument, and recognise how pace, tone, timbre, pitch, and/or inflexion contribute to effective communication.

Success criteria:

Students have developed a legend/key that helps them to plan HOW they will present their work, both verbally and physically.

Whole class:

Students watch a short illustrative video on the 'five elements of vocal variety' (5 minutes). They each write an important point down on a post-it (to be photographed and uploaded to Padlet for all to see).

Independent work:

Students rehearse their speech with awareness that they may still have to make changes to their script after receiving draft feedback.

About teleprompter technology:

https://en.wikipedia.org/wiki/Teleprompter

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Full draft due Wednesday but ideally Tuesday!

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Full draft due Wednesday but ideally Tuesday!

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To submit to the teacher via email:

1. slides

2. typed script with word count and duration noted

Tips for success:

make sure you've undertaken a peer review experience.

make sure you've used desktop tools to ensure that your sentences are well structured. If they're not, your audience could become distracted from your message.

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Body Language

Facial Expressions

Multi-modal slideshow

Use of space (levels, intentional movement)

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Feedback will be provided in the following format:

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Feedback will be provided in the following format:

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Document to record your research into (Option 1)

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Document to record your research into (Option 2)

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Rotation 2: Record of Persuasive Devices

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Rotation 2: Record of Persuasive Devices

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Note:

Keep dot points of information brief!