Teaching Sequence

Work through this resource material in the following sequence:

20 minutes	Part A. How can we combat plastic addiction?
20 minutes	Part B. Finding out about rhetoric
40 minutes	Part C. Comparing the use of rhetoric
15 minutes	Reflection

Part A. How can we combat plastic addiction?

Plastic addiction (https://vimeo.com/1056608395/7354e5b897)

Step 2. Give students a couple of minutes to make some brief notes about the tone, manner, impression and language of the following people in the clip:

Jennifer Lavers
Lucas Handley
Tim Silverwood

Briefly discuss student responses as a class. Some points of discussion may include the use of collective language such as ‘our’, ‘we’, language that directly addresses the viewer such as ‘you’ and ‘you’re’, colloquialisms such as #stupidplastic or the use of gesture and expression by the interview subjects.

Facilitate a brief discussion about the impression students got from each person. You could prompt students by asking them to consider their own judgement about the credibility or sense of trust they felt when each person was talking. Explain that this is an important part of the lesson focus - the use of rhetoric to engage and persuade/position audiences.

Part B. Finding out about rhetoric

How to use rhetoric to get what you want - Camille A. Langston (https://www.youtube.com/watch?v=3klMM9BkW5o)

An environmentalist speaking to the Australian Press Club.
A politician speaking at a town hall/community BBQ meeting.
A teacher speaking to parents vs. speaking to students.
A campaigner speaking to a television news program.

Give students time to revise or enhance their definition from Step 2, if needed.

Part C. Comparing the use of rhetoric

The Project calls on the three Australians who can #BanTheBag.(https://www.youtube.com/watch?v=e0XHAzCBSyg)

Reflection

Invite students to complete the 'Connect, Extend, Challenge' thinking routine on the Student Worksheet. Explain to the class that a 'Connect, Extend, Challenge' routine helps them connect new ideas and information to prior knowledge, and fosters critical thinking by encouraging them to reflect on ongoing questions and difficulties that might have about their learning or the concepts being examined. It fosters greater metacognition by asking students to think about their thinking and learning.

After giving students some time to complete the 'Connect, Extend, Challenge' routine, encourage any volunteers who are comfortable to do so to share their responses, especially for the extend and challenge section, with the class. If other students are able to contribute a response, if suitable, facilitate a brief discussion with the class to enhance and clarify this understanding.

Extension/Homework

Extend this lesson by asking students to read the Marine Debris Factsheet and the Plastic Pollution Factsheet, then research the impact of plastic pollution more closely.

Assessment

What can the students do, say, make or write?

Students can write a short paragraph that explains the different components of rhetoric and how they are used to persuade, providing examples from the content in this lesson. This should also include the identification and explanation about the effects of specific rhetorical choices on audiences in news media and documentary texts from the lesson. Linking this to the way attitudes towards plastic bags can be expressed in different ways to engage audiences would indicate deeper thinking.