Activity Introduction

Quick summary: Students explore a current news story about waste and participate in a debate around the content of this news story. Students begin by refreshing their knowledge of the topic of plastic waste. They then read, analyse and reflect on a news article (either provided or of their own choosing). Students then choose an affirmative, negative or neutral position in relation to the article, and form debate groups based on their position. Groups will then develop lines of argument according to their position and will participate in a class debate where they will present their arguments. 

Cool Australia’s War On Waste lessons have been developed in partnership with Lune Media and with support from the Australian Environmental Grantmakers Network. These lessons have been designed to lead students through a deeper understanding of some of the big issues relating to waste in Australia and to support them to take action to reduce the impact of waste on our environment. To access the full War On Waste unit for Years 7 to 10, click here.

Learning intentions: 

  • Students understand some of the issues around treating plastic waste in Australia
  • Students understand what a news article is
  • Students understand persuasive devices
  • Students understand how persuasive devices can be used to argue for and against an issue.

21st century skills: 

CommunicatingCreative ThinkingCritical ThinkingTeam Work             

Australian Curriculum Mapping

Content descriptions: 

Year 7 English

  • Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
  • Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
  • Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Year 8 English

  • Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
  • Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
  • Use 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 (ACELY1734)

Year 9 English

  • Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Year 10 English

  • Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
  • Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

Syllabus outcomes: EN4-3B, EN4-4B, EN4-2A, EN5-3B, EN5-2A.

General capabilities: Literacy, Critical and Creative Thinking.

Cross-curriculum priority: Sustainability OI.6.

Relevant parts of Year 7 English achievement standards: Students understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.

Relevant parts of Year 8 English achievement standards: Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. They make presentations and contribute actively to class and group discussions, using language patterns for effect.

Relevant parts of Year 9 English achievement standards: Students understand how to use a variety of language features to create different levels of meaning. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.

Relevant parts of Year 10 English achievement standards: Students develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments.

Topic: Waste, sustainability.

This lesson is part of the wider unit of work: War On Waste – Years 7-10.

Time required: 60 mins.

Level of teacher scaffolding: Medium – lead students in debate.

Resources required:

Keywords: War On Waste, plastic waste, news, debate.

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

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students will...

  • … understand some of the issues around treating plastic waste in Australia
  • … understand what a news article is
  • … understand persuasive devices
  • … understand how persuasive devices can be used to argue for and against an issue.

Success criteria: Students can…

  • … read, analyse and reflect on a news article
  • … develop a line of argument around a personal position
  • … use persuasive devices
  • … participate in a class debate
  • … work independently and collaboratively
  • … participate in class discussions.

Teacher content information: In Australia, we began addressing the issue of waste in the 1960s and '70s with litter campaigns like Keep Australia Beautiful and Tidy Town Awards. With such a long history of waste reduction campaigns, you would think we had got on top of the waste issue; however, as the recent recycling crisis shows, we're still trying to solve the issue of waste in Australia.

Why is this the cas

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Student Worksheet

Thought starter: Where do you get your news from?

Article Analysis

Read through the article your teacher has given you and then work in pairs to discuss and answer the ARTICLE ANALYSIS and ARTICLE REFLECTION questions.

ARTICLE ANALYSIS

1. Summarise this article in 30 words or less:

2. Describe the key messages of this article

3. What persuasive techniques have been used in this article? List the argument and the technique used:

 

4. What information presented in this article is contentious or disputed by those featured in this article? Provide justification:

5. What is the author’s point of view on the content of the article? How can you tell?

ARTICLE REFLECTION

1. How does this article remind you of what you already knew about this topic?

2. What information in this article is new to you?

 

3. Do you agree with the messages presented in this article? Why or why not?

 

4. How do you feel about this article?

5. What questions do you have about this a

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