Teaching Sequence

Work through this resource material in the following sequence:

10 minutes	Part A. Intervening in our addiction to plastic
20 minutes	Part B. Finding out about rhetoric
40 minutes	Part C. Comparing the use of rhetoric
15 minutes	Reflection

Part A. Intervening in our addiction to plastic

Step 1.

Introduce the lesson by explaining to the class that they will be learning about how persuasion can be achieved in audio visual and written texts, with a specific focus on language choices.

To orientate students to think about the effect of language, watch the following clip from Blue The Film. Ask students to focus on the language used in the clip and the way that specific individuals come across to viewers. Ask students to note their thoughts on the table on the Student Worksheet.

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. Distribute a copy of the How Do We Combat Our Plastic Addiction? - Transcript for students to refer to.

Jennifer Lavers
Lucas Handley
Tim Silverwood

In a brief class discussion, invite students to share their responses. Some points of discussion may include the 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 further 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

Step 1.

Explain to students that the language that people use when communicating or sharing their perspectives - whether they are writers, presenters, interview subjects offering an option etc., is the result of both conscious and subconscious choices, made to position audiences and generate a degree of trust or credibility.

Explain that when communicating persuasively, people can make specific language and content choices that will appeal to an audience’s emotions and sense of logic. Highlight for students that on the flip side, too much emotion and not enough logic, or vice versa, may mean credibility or trust is weakened, and the persuasive goal is not fulfilled.

Step 2.

Watch the following clip with the class and ask them to consider the explanation and animation about rhetoric and rhetorical appeals.

How to use rhetoric to get what you want - Camille A. Langston (https://youtu.be/3klMM9BkW5o)

Following the clip, give students a few minutes to write their own summary of rhetoric (where and when it is used and the three main appeals) in the space provided on the Student Worksheet. Encourage volunteers to share their responses with the class.

Step 3.

Distribute a copy of the Rhetorical Devices Factsheet to each student. Read through the introductory text and draw students’ attention to the list of techniques referred to in the three main appeals. Reiterate to students that it is the combination of these within a specific context that makes rhetoric most effective when persuading or positioning audiences.

If needed, you could give the class some different scenarios and ask them to identify the appeals from Ethos, Pathos and Logos that would best suit that context. For example:

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

Step 1.

Explain to students that the news opinion piece is one of the most prominent uses of rhetoric in news media. Commentators use rhetorical devices in these pieces to persuade about issues and events.

Watch the following clip from The Project with the class and ask students to pay attention to the presenter, Waleed Aly, and how he uses the devices of rhetoric - Ethos, Pathos and Logos. Ask students to also think about any documentary elements/footage that enhance these appeals.

Waleed Aly calls on the three Australians who can #BanTheBag (https://youtu.be/e0XHAzCBSyg)

Facilitate a brief discussion with the class about some examples of rhetoric. Students might refer to the use of humour or statistics, or perhaps the facial expressions and tone of voice use by Waleed Aly or the interview subjects.

Step 2.

Watch the following clip of a TED talk by teenage sisters Melati and Isabel Wijsen about their campaign and work to ban plastic bags in Bali.

Our campaign to ban plastic bags in Bali | Melati and Isabel Wijsen - TED (https://youtu.be/P8GCjrDWWUM)

Here is a shorter clip featuring the same presenters if time is limited! https://youtu.be/48y7oZSWkUQ

Step 3.

Invite the class to compare the use of rhetoric in the two clips in the table on the Student Worksheet. Encourage students to watch and listen closely to identify evidence for each rhetorical device. Remind them that they can reference the Rhetorical Devices Factsheet .

This activity could be completed in pairs or small groups with students working collaboratively to read, identify, discuss, analyse and evaluate the use of rhetorical appeals.

Step 4.

After students have completed the table, bring the class together to share and discuss their completed analysis. While facilitating the discussion, ensure emphasis is placed on the analysis of the perspectives in the clips and the use of rhetoric, not a debate around the issue itself. For example, students might refer to the use of logic with statistics about plastic, the anecdotes used by the girls or the tone of their delivery.

Reflection

Invite students to complete the 'Connect, Extend, Challenge' thinking routine on their 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 time to complete the 'Connect, Extend, Challenge' routine, encourage any volunteers who are comfortable 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 and Plastic Pollution Factsheet and use this information to write an opinion piece that incorporates rhetorical devices.

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.

Take it further

Invite students to apply their learning in a real-world context by participating in the Social Action lesson.

Teacher reflection

Take this opportunity to reflect on your own teaching

What did you learn about your teaching today?
What worked well?
What didn’t work so well?
What would you share?
Where to next?
How are you going to get there?

Become an ocean guardian and join the global movement now!

Go to the Blue website to become an ocean guardian and take action for our ocean. Actions include:

Take a picture of your actions and post it with the hashtag #oceanguardian

Visit the website to find out more: https://bluethefilm.org/take-action/

Blue - Powerful Persuasion on the Plastic Problem

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