Unit Three: Fifteen Minutes of Shame

Aldridge State High School Year 8 English, 2016

Unit Three: Fifteen Minutes of Shame Please select: Junior Senior Student’s Name: ______

Teacher’s Name: ______

LEARNING GOALS ASSESSED To identify and interpret written and visual language by using:  Informative generic structure and pertinent evidence from chosen texts to justify.  Analytical language, verbal and non-verbal features to inform.

CONDITIONS Date Set: ______Check date:______Due date: ______Length: 3 – 4 minutes Genre: Analytical Exposition Mode: Spoken CONTEXT/TASK Write and deliver a 3-4 minute informative speech explaining how the media manipulates public opinion through a close examination of an individual or group. 1. Select an individual or group who has received extensive media coverage in Australia. e.g. Jordan Spieth, Iggy Azalea, Myuran Sukumaran, Andrew Chan, Rosie Batty, Drisana Levitzke-Gray, Phillip Hughes, ANZACS, footballers

2. Collect and read a series of media articles (from newspapers, magazines, and online news/entertainment sites) on your chosen individual or group.

3. Decide whether you are going to examine EITHER a positive OR negative representation of your chosen individual or group.

4. Select one written article and one picture that most effectively portray your subject in this way.

5. Identify and interpret the written and visual language that has been used in the texts. Use the two data collection sheets to make your notes.

6. Write an informative speech explaining whether the chosen individual or group is positively or negatively represented and justify by explaining how this is achieved. Ensure that you follow the scaffold provided.

7. Prepare a PowerPoint presentation to support your speech.

ESSENTIAL VOCABULARY LITERACY/NUMERACY Representation, media, evoke, Verbal and non-verbal presentation persuade, inform, stereotype, techniques portrayal, bias, positioning, New vocabulary from class evaluative, emotive, implicit, readings. explicit. VERBS / CCE’S Identify – The process of recognising the distinctive characteristics of something or someone. Justify – Provide logical reasons or evidence to support the validity of an idea, statement or hypothesis Interpret – To interpret is to explain the meaning of information or actions. ALDRIDGE STATE HIGH SCHOOL - JUNIOR ENGLISH STUDENT FRIENDLY CRITERIA – PERSUASIVE ORAL UNDERSTAND A B C D E ING AND You have selected You have selected relevant information You have used basic information that You have used some basic information about You have used mostly detailed and highly and ideas to demonstrate your chosen supports your chosen article’s negative or representations and some ideas do not connect irrelevant information. Most SKILLS relevant information to article’s negative or positive positive representation (written and (written and visual). ideas do not make sense or demonstrate your chosen representation (written and visual). visual). lack connection. article’s negative or positive representation (written and visual). You have used a very You have used an effective ANALYTICAL You have used the main aspects of an You have used some aspects of an ANALYTICAL You have used limited aspects effective ANALYTICAL EXPOSITION to INFORM AND ANALYTICAL EXPOSITION to INFORM EXPOSITION to achieve some purpose: of text structures: EXPOSITION to JUSTIFY : AND JUSTIFY : INFORM AND JUSTIFY:  introduction states thesis or some argument/s  introduction does not  Introduction hooks the reader,  Introduction states thesis and establish thesis or  Introduction clearly states thesis and introduces introduces main arguments arguments strongly and main arguments imaginatively hooks  Body paragraphs do not follow the PEEL the reader, clearly  Body paragraphs follow the PEEL structure states thesis and structure  Body paragraphs mostly follow the introduces main PEEL structure  Body paragraphs do not Information within paragraphs is Information within paragraphs lacks arguments   follow the PEEL structure organised and logically develops organisation and is sometimes illogical  Body paragraphs how the person/group is  Information within paragraphs is  Information within follow the PEEL represented mainly organised and mostly logical paragraphs is Conclusion restates the thesis or restates the structure  disorganised and illogical  Substantial conclusion restates the main argument/s  Information within thesis and restates the main paragraphs is well arguments  Conclusion restates the thesis and organised and restates the main arguments  Conclusion restates the logically develops thesis or restates some how the main argument/s person/group is represented  Convincing conclusion restates the thesis and restates the main arguments You have very effectively You have effectively used analytical You have used basic analytical devices You have used few persuasive devices You have used inappropriate or used analytical devices devices like conjunctions and modality like conjunctions and modality appropriately no persuasive devices. like conjunctions and modality You have selected a range of appropriate You have used simple and appropriate Your use of vocabulary is at times inappropriate. Your vocabulary choice is vocabulary to inform and justify vocabulary to inform and justify. limited and inappropriate. You have selected a wide range of appropriate and specific vocabulary to inform and justify You have used correct You have used mainly correct: You have used correct basic: Your meaning is unclear in places due to incorrect Your meaning is unclear due to and purposeful: use of: incorrect use of:

 Grammar / sentence structures  Grammar / sentence structures  Grammar / sentence structures  Grammar / sentence  Grammar / structures sentence structures  Spoken features:  Spoken features:  Spoken features:  Spoken features: pitch pitch pitch  Spoken features:     pitch pace pace pace  pitch     pace, pause pause pause  pace     pause volume volume volume  pause     volume  volume  emphasis  emphasis  emphasis  emphasis  emphasis  articulation  articulation  articulation  articulation  articulation  Non-spoken features:  Non-spoken features:  Non-spoken features:  Non-spoken features:  Non-spoken  eye contact  eye contact  eye contact  eye contact features:  facial expression,  facial expression,  facial expression,  facial expression,  eye contact body language and gestures body language and gestures body language and gestures body language and (few     references to …throughout your argument …throughout your argument to palm cards) to achieve different purposes. communicate ideas gestures  facial expression,  body language and gestures …throughout your argument to achieve different purposes.