Get on THE milk crate! - PowerPoint PPT Presentation

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  1. RE-INVENTNG current programmes to accord with NEW English k-10 draft syllabus OUTCOMESanna masters & tammy rees-davies Get on THE milk crate!

  2. FOCUS: STAGE 5 • Year 9 Unit of Work: Get on the Milk Crate! • FOCUS QUESTION: HOW DO WE PERSUADE PEOPLE • TO AGREE WITH US?

  3. RATIONALE • This unit of work explores persuasive language in written and the spoken forms and focuses on the way composers use language appropriate to purpose, audience and situation. This study will focus on speech transcripts, speaking skills, rhetorical devices, debating, persuasive techniques, the construction of arguments and the presentation of issues in the media.

  4. SYLLABUS OUTCOMES • NEW OUTCOMES • 1, • 2, • 4, • 8 • CURRENT OUTCOMES • 1, 2, 4, 5, 6, 7, 9, 11

  5. Task - Key WordsLink the word to its meaning To exaggerate To attract / to grab interest The reason for writing Repeating certain words / phrases / ideas To give orders e.g. “Don’t… Come …” Words that evoke emotion The people the writing is aimed at Use of “you” to involve audience A question that doesn’t need an answer, e.g. Dare you ride the Big Dipper? To make somebody believe you The art of persuasion and making people to think/feel in a particular way Language used to persuade • Persuade • Audience • Appeal to • Hyperbole • Direct Address • Emotive Language • Rhetoric • Persuasive Language • Purpose • Repetition / lists / tripling • Commands • Rhetorical question

  6. Let’s play Bingo! • Draw a grid like the one below and choose 9 of the following words to • write in each box in any order you wish … • Persuade • Audience • Appeal to • Hyperbole • Direct Address • Emotive Language • Rhetoric • Persuasive Language • Purpose • Repetition / lists / tripling • Commands • Rhetorical question • Logos • Ethos • Pathos

  7. ‘TRUE FOR WHO’ VISUAL THINKING ROUTINE • A routine for exploring truth claims from different perspectives • 1. Discuss. What kind of situation was the claim made in? (Who made it? What were people’s interests and goals? What was at stake?) • 2. Brainstorm. Make a list of all the different points of view you could look at this claim from. • 3. Dramatize. Choose a viewpoint to embody and imagine the stance a person from this viewpoint would be likely to take. Would he or she think the claim is true? False? Uncertain? Why? Go around in a circle and dramatically speak from the viewpoint. Say: • • My viewpoint is… • • I think this claim is true/false/uncertain because… • • What would convince me to change my mind is… • 4.Stand back. Step outside of the circle of viewpoints and take everything into account: What is your conclusion or stance? What new ideas or questions do you have? • Purpose: What kind of thinking does this routine encourage? • The True for Who? routine helps students cast a wide net for facts and arguments by imagining how an issue looks from different points of view. The routine also helps students see how different viewpoints and situations might influence the stances people are likely to take. http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03f_TruthRoutines/TugForTruth/TugForTruth_Routine.html

  8. THE POWER OF ADVERTISING: THE GRUEN TRANSFER AD OF THE WEEK What do the panel point out about the persuasive nature of advertising? http://www.youtube.com/watch?v=4Eh1Fc3j83A

  9. Group Activity: • How would you add pathos to this advertisement? • Imagine that you are the producers of the Head and Shoulders ad shown on ‘The Gruen Transfer’s Ad of the Week’. • You are concerned that some viewers felt that the advertisement lacked ‘the human element’ – emotion. • Create THREE sequences to add to the advertisement that would create a sense of pathos.

  10. What is the form of the text? • What issue(s) / event(s) is/are being presented in the text • What point of view is being argued in the text? Find evidence to show this. • What techniques are being used by the composer of the text to persuade or position the responder? Discuss how it seeks to persuade.

  11. Nominalisation • Sentences can be written in a number of different ways to create language that ranges in style from informal to very formal. • When a verb is nominalised, it becomes a concept rather than an action. • As a consequence, the tone of your writing will sound more abstract and also more formal; for example: • We walked for charity. We raised money for the Leukemia Foundation. • The charity walk raised money for the Leukemia Foundation.

  12. NOMINALISATION • EXAMPLE • We analysedthe data from the experiment, and it revealed that children react when they have too much sugar. (Active voice) • REWRITTEN IN NOMINALISED FORM • The analysis of the data revealed children's reaction to excessive sugar intake.

  13. nominalisation • The nouns formed as a result of nominalisation are highlighted in one colour, while the verbs they replace are highlighted in another colour text). • Crime was increasing rapidly and the police were becoming concerned. • The rapid ____?____ in crime was causing concern among the police. • Germany invaded Poland in 1939. This was the immediate cause of the Second World War breaking out. • Germany's ____?_____of Poland in 1939 was the immediate cause of the outbreak of the Second World War.

  14. Persuasion in The Digital age • “Persuasion (in its various forms) and the way in which it is taught in schools could do with a serious extension to include the ways in which it works online. There is a considerable array of persuasive texts, processes and digital products available to teachers for use in the classroom once they are aware of how it all works in this context and have the language to deal with it.” • Prue Green, ‘Persuasion in Digital Contexts’

  15. CYBER SOAPBOX • An examination of the internet and social networking sites as platforms to allow the expression of free speech and an analysis of how social media manipulate and persuade responders

  16. Blogs, Twitter and Social MediA EVERYONE has to follow @BlackBoiPachino now!! He led #TeamBieber on a HUGE COMEBACK today with 3 threes in a row. FOLLOW HIM NOW!! #BEAST sign up if you havent already. thanks. #phoneguard #donttextanddrive - http://youtu.be/dAiS8VjozuY - http://www.phoneguard.com/ 6 SepFavoriteRetweetReply everyone tweet their favorite causes and hashtag #HappyWorldHumanitarianDay - so many great causes out there working to #makeachange. #proud

  17. THE POWER OF SOCIAL MEDIA:Globalisation of opinions – empowering or destructive? Do the marginalised now have a voice? • http://www.russellbrand.tv/ • http://www.telegraph.co.uk/technology/twitter/8691663/London-riots-Twitter-says-all-tweets-must-continue-to-flow.html • http://rw-3.com/2011/02/twitter-revolutions-and-middle-eastern-culture/ • http://www.victorystore.com/wordpress/?p=8 • http://www.guardian.co.uk/world/2011/apr/04/barack-obama-twitter-facebook-election

  18. TUG FOR TRUTH VISUAL THINKING ROUTINE • Identify a question of truth -- a controversial claim that something is true or false -- where you know there is some evidence on both sides that students can bring forward. • Ask students if they have an opinion about it (it's okay not to have one). • Draw a tug of war diagram on the board (or tape a piece of rope on the wall and use Postits to make it more dramatic). Explain that students can add two kinds of things. One is evidence -- tugs in the Yes, True direction or the No, False direction. The other thing to add is a question about the tug of war itself, a question that asks for more information or about "what if" we tried this or we tried that, what would the results be? • Finish the lesson by asking students what new ideas they have about the question of truth. Can we decide now? Do some people lean one way and some the other? Is the best answer in a "gray area" -- most of the time true but not always, or half the time? How could we settle it if we had to? http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03f_TruthRoutines/TugForTruth/TugForTruth_Routine.html

  19. http://ravenswood.values-exchange.com/

  20. Problems encountered • Prescriptive nature of outcomes (“literary texts”) does not allow for ‘learn to’ to be achieved via a variety of text types. • The use of the term “AUTHOR” was problematic and it was questionable as to whether author and composer were interchangeable terms. • The task of re-programming looks daunting; however, it is just a matter of reshaping. Many outcomes can be covered by the activities included in current programmes. • Mapping activities to specific outcome dot points can help to see that all outcomes have been fulfilled across stages.