ST TERESAS CATHOLIC COLLEGE ENGLISH UNIT PLAN

Unit Title: Advertising and persuasion

Subject/Year Level: 7 English

Teacher(s):

Semester/Year:

Duration: 9 weeks

Term 4 2015

PART 1: PURPOSE (What do we want students to learn?)

General
Capabilities
Cross-curriculum
Priorities
11/12 ECOMS

Literacy

Numeracy

ICT capability

Personal and Social capability

Ethical Understanding

Intercultural Understanding

Aboriginal and TSI

Asia and Australias

Histories and Culture

Work

Engagement with Asia

Community

Critical and Creative Thinking

Sustainability
Leisure

CCEs relevant to English :

Hypothesising

Criticising

Analysing

Synthesising

Judging/Evaluating

Creating/

Justifying

Composing/Devising
Visualising
Empathising

Expounding a
viewpoint

Structuring/
organising extended
written text

Setting out/
presenting/arranging/
displaying

Using vocabulary
appropriate to a
context

Using correct
spelling, punctuation,
grammar

Reaching a
Interpreting the
meaning of
pictures/illustrations
Recognising
letters, words and
other symbols

Searching and
Perceiving patterns

Visualising

Extrapolating
locating items/
information

Finding material in
an indexed collection

Gesturing

conclusion which is
consistent with a given
set of assumptions
Interrelating
ideas/themes/issues

Interpreting the
meaning of words or
other symbols

Recalling/
remembering
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Concepts/ Big Idea/ Theme:

Inquiry Questions: (4-6)

In this unit students understand how text structures and language features combine
in media texts to influence audiences. Students analyse an advertisement and
identify text and language features that persuade.
In response to this, students will write a short reflective AFL on how persuasive
advertising has affected their lives and for their AOL create a multimodal response
to inform their peers about persuasive elements and how these combine to
influence emotions and opinions.

Content Descriptions:
(7-10, from Australian Curriculum,)

Language
Expressing and developing ideas

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social
distance (ACELA1764)

Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase
the density of information (ACELA1534)

Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and
nouns (ACELA1536)

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 (ACELA1539)

Language for interaction

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
(ACELA1782)
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 (ACELT1621)

Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803
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Literacy
Creating texts

Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended
periods (ACELY1727)

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words
for impact (ACELY1726)

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 (ACELY1725)

Use a range of software, including word processing programs, to confidently create, edit and publish written and
multimodal texts (ACELY1728)

Analyse and explain the ways text structures and language features shape meaning and vary according to
audience and purpose (ACELY1721)

Compare the text structures and language features of multimodal texts, explaining how they combine to
influence audiences (ACELY1724)

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and
issues from a variety of textual sources (ACELY1723)

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Interpreting, analysing, evaluating

Texts in context

Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)
Prior knowledge:

Knowledge and Understanding:

Students require prior experience with:

understanding the uses of objective and subjective language and bias
understanding how ideas can be expanded and sharpened through careful choice
of verbs, elaborated tenses and a range of adverb groups/phrases
identifying and explaining how analytical images like figures, tables, diagrams,
maps and graphs contribute to our understanding of verbal information in factual
and persuasive texts
identifying and explaining how choices in language, for example modality,
emphasis, repetition and metaphor, influence personal responses to different texts
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
analysing strategies authors use to influence readers
planning, drafting and publishing informative texts, choosing and experimenting with

The teaching and learning in this unit work towards the following in Year 8:
understanding how rhetorical devices are used to persuade and how different layers
of meaning are developed through the use of metaphor, irony and parody
understanding the effect of nominalisation in the writing of informative and persuasive
texts
investigating how visual and multimodal texts allude to or draw on other texts or
images to enhance and layer meaning
understanding and explaining 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
analysing and evaluating the ways that text structures and language features vary
according to the purpose of the text and the ways that referenced sources add
authority to a text
using 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
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text structures, language features, images and digital resources appropriate to

purpose and audience
rereading and editing own and others' work using agreed criteria and explaining
editing choices
using a range of software, learning new functions as required to create texts.

exploring and explaining the ways authors combine different modes and media in
creating texts, and the impact of these choices on the viewer/listener
creating informative texts that raise issues, report events, and advance opinions,
using deliberate language and textual choices, and including digital elements as
appropriate
experimenting with text structures and language features to refine and clarify ideas to
improve the effectiveness of students' own texts

using a range of software to create, edit and publish texts imaginatively.

Skills: (What are students expected to be able to do in writing, speaking,
reading and/or viewing?)

Resources:

Language (W/S/R):
Literature (R/W/V):
Literacy (W/S/R):

PART 2: ASSESSMENT EVIDENCE (How will we know what students have learned?)
Year Level Achievement Standard: (from Australian Curriculum/QCAA)

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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Assessment Task(s): (Summative tasks that cater for students across the full range of abilities)

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PART 3: LEARNING AND TEACHING PLAN (What would it look like?)
Teaching and Learning Sequence (How will the
learning tasks be sequenced?)

Differentiation: Adjustments for Needs of

Learners (How will specific learning needs of
individual students be catered for?)

Thinking Skills Models (What curriculum models

will be used to enhance the thinking of students?)

Week 1:
Week 2:
Wednesday
Week 3:
Week 4:
Week 5:
Week 6:
Week 7
Week 8:
Week 9:
Week 10:

Content
Process
Product
Learning Environment

e.g., Blooms Taxonomy

De Bonos Six Hat Thinking

Interests
Learning profiles
Readiness

PART 4: TEACHER REFLECTION ON THE UNIT PLAN (How successful was the Unit in meeting the purpose of the Unit in Part 1? How do I know? What
evidence have I collected?)
Identify what worked well during and at the end of the unit, including:
learning tasks that worked well and why
learning tasks that could be improved and how
assessment that worked well and why
assessment that could be improved and how
(Adapted from Queensland Studies Authority)

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