Activity Introduction

blue_looking_up_at_two_divers_ponds1964_copy_photoframeQuick Summary: This lesson incorporates clips from Blue The Film as learning inspiration. In this lesson, students will consider persuasive language and how it influences the audience. They will watch a short clip that features perspectives about the role and uses of plastic. Students will enhance their understanding of using language to persuade by studying the devices used by an environmentalist and campaigner. They then apply this knowledge to create their own persuasive speech that addresses the issue of plastic pollution, ocean health and marine ecosystems. 

blue-white-logo-120pxBlue is a feature documentary film charting the drastic decline in the health of our oceans. With more than half of all marine life lost and the expansion of the industrialization of the seas, the film sets out the challenges we are facing and the opportunities for positive change. Blue changes the way we think about our liquid world and inspires the audience to action. Along with the film is an ambitious global campaign to create advocacy and behaviour change through the #oceanguardian movement. To watch the film and become an ocean guardian, see the website.

Learning intentions:

  • Students will understand that there are a variety of persuasive devices and structural choices that authors use to influence audiences about significant issues.
  • Students will develop, enhance and apply their critical thinking skills to analyse and evaluate how language can be used to position audiences about environmental issues.

21st century skills:

blue_finding_out2_english_yr9

Australian Curriculum Mapping

Content descriptions:

Year 9 English

  • Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
  • Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
  • Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)

General Capabilities: Literacy, Personal and Social Capability, Ethical Understanding.

Cross-curriculum priority: Sustainability.

Syllabus outcomes: EN5-2A, EN5-3B

Relevant parts of Year 9 English achievement standards: Students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. Students select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience. Students understand how to use a variety of language features to create different levels of meaning. They demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Topic: Blue The film, Ocean conservation, Water, Sustainability.

Unit of work: Blue The Film – English – Year 9&10.

Time required: 90 mins.

Level of teacher scaffolding: High – facilitate class discussion and assess student work.

Resources required: Student Worksheet – one per student. Device capable of presenting a website to the class. Persuasive Language Factsheet (one per student). Rhetorical Devices Factsheet (optional). Corporate Responsibility – Transcript (optional – one per student). How Do We Combat Our Plastic Addiction – Transcript.

Keywords: Blue The Film, ocean conservation, marine ecosystems, rhetoric, plastic pollution, persuasive writing.

Cool Australia and Northern Pictures would like to acknowledge the generous contributions of GoodPitch² AustraliaShark Island InstituteDocumentary Australia FoundationThe Caledonia Foundation and Screen Australia in the development of these teaching resources.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

© 2017 Northern Pictures and Cool Australia

Worksheets

Teacher Worksheet

blue_turtle-light_slp_0054-copy-2_photoframeTeacher preparation

Learning intentions: Students will understand that there are a variety of persuasive devices and structural choices that authors use to influence audiences about significant issues. Students will develop, enhance and apply their critical thinking skills to analyse and evaluate how language can be used to position audiences about environmental issues.

Success criteria:

  • Students can explain the different types of persuasive language and their differences.
  • Students can identify and evaluate the effects of persuasive language choices on audiences.
  • Students can create their own persuasive language text that highlights the issue of plastic pollution and ocean health.

blue_learning-intentions-tip

Teacher content information: From space, our planet appears as a tiny blue dot in the vastness of space. No matter where you live on our blue planet – you’re connected to the sea.

But the seas are under threat. The industrialisation that has occurred in the oceans over the last centu

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Student Worksheet

Thought starter: How can we combat our addiction to plastic?

Part A. What Happens to the Plastic we Throw Away?

A 'See-Think-Wonder' routine is a visible thinking routine that encourages you to make observations and interpretations about what you see and can help you establish goals for further learning. Use the information from the following videos to respond.

What really happens to the plastic you throw away - Emma Bryce (https://youtu.be/_6xlNyWPpB8)

How we can keep plastics out of our ocean - National Geographic (https://youtu.be/HQTUWK7CM-Y)

   What do you SEE?    What do you THINK about that?    What does it make you WONDER?
  

Your teacher might ask you to share your responses or discuss them with the class. The following questions might help prompt you:

  • What was in the video that made you think that way?
  • What emotions or feelings did the image, audio or narration seem to appeal to?
  • Did anybody think something different about this video?
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