Teaching Sequence

10 minutes – Part A: Activating Prior Knowledge
25 minutes – Part B: Exploring the AFLW
35 minutes – Part C: Persuasive Writing
10 minutes – Part D: Feedback
10 minutes – Reflection

Work through this resource material in the following sequence:

Part A: Activating Prior Knowledge

The purpose of this introduction is to ensure all students have a basic understanding of the AFLW.

Project the AFLW Logo Display and pose the question:

What competition does this logo represent?

Invite students to engage in a discussion about the logo and the AFLW competition. Ensure the following key points are identified:

This is the logo of Australian Football League Women’s professional competition.
The AFLW’s inaugural year was 2017.
The women’s competition was initially planned to commence in 2020, but was brought forward due to high levels of public interest.
The first AFLW season included teams from 8 AFL clubs: Adelaide Crows, Brisbane Lions, Carlton Blues, Collingwood Magpies, Fremantle Dockers, GWS Giants, Melbourne Demons and Western Bulldogs.
The inaugural season involved seven rounds of competition followed by a Grand Final.

Part B: Exploring the AFLW

Step 1. In this activity, students will watch some promotional clips for the AFLW and begin to interpret the messages in them. This short clip features an AFLW Marquee player from the 2017 season. Watch the clip below:

Aasta O'Connor | Player Stories https://youtu.be/6hI1oDfjGa4

Invite students to work in pairs to discuss the questions below. They can take brief notes on the space provided on the Student Worksheet:

What is your impression of the AFLW?
What do you think Aasta’s opinion of the AFLW is? Describe what makes you think so.

Once students have responded, encourage volunteers to share their thoughts in a quick class discussion.

Step 2. Explain that 2017 was the inaugural year for the AFLW, and part of its introduction was a campaign to introduce the new league. The next clip features the AFL’s Female Football Development Manager Jan Cooper sharing her take on the introduction of the AFLW.

Watch the following clip:

Creating the AFL Women’s League https://www.youtube.com/watch?v=7Ja2NVpNc4U

Invite students to work in pairs to discuss the following questions, taking notes of their main points on the space provided on the Student Worksheet:

What is Jan’s view on the introduction of the AFLW?
What are the reasons she sees this as a positive change?
List three words that describe how you think Jan Cooper feels about the AFLW.

Once students have responded, encourage volunteers to share their thoughts in a quick class discussion.

Step 3. Explain that the next clip was released prior to the 2017 AFLW season. This clip was created using the “I’d Like to See That” theme used previously by the AFL. Encourage students to pay attention to the celebrities who feature in the clip and the significance of the statements made.

Watch the following clip:

2017 AFL Women’s “I’d Like to see that” TV Commercial Debut https://www.youtube.com/watch?v=p1UEy5Lv20U

Invite students to work in pairs to discuss the questions below. They can take brief notes on the space provided on the Student Worksheet:

Why do you think the clip features the same theme “I’d like to see that” as has been used in the past to promote the AFL (men’s league)?
Most of the people in this clip are not female Australian rules footballers. Why do you think they have been included in the clip?

Reply the clip after students have made their notes, this time pausing it after each person has appeared. Invite volunteers to share their view of why each person and the statement they make in the clip is significant.

Suggested response: each of the individuals has achieved her or his own success, and therefore their view is respected. The clip features:

Michelle Payne - The first female jockey to win the Melbourne Cup
Sabre Norris - One of the youngest ever surfers to compete in a World Surf League event
Cathy Freeman - The first Aboriginal Australian to compete at the Olympic games
Lee Lin Chin - Indonesian-born Australian television presenter and journalist with over 20 years association with SBS
Nathan Jones - Captain of the Melbourne Football Club
Turia Pitt - engineer, humanitarian, athlete, motivational speaker and author who suffered burns to 65% of her body when she was caught in a grassfire during an ultramarathon in WA.
Moana Hope - One of the Collingwood Football Club’s Marquee Players who has achieved success in the face of adversity.

Once students have responded, encourage volunteers to share their thoughts in a quick class discussion and allow students some time to ensure they’ve completed their responses to each clip.

Part C: Persuasive Writing

Step 1. Refer to the lesson’s learning intentions and success criteria - you may have written them on the whiteboard for the lesson, or they can be projected for students to see using this display.

Step 2. Ask students if they have heard of a rhetorical device. Follow up student contributions by explaining that rhetorical devices are specific ways to use language to ‘get what you want’, or convince an audience of a viewpoint.

Explore this more by projecting this clip:

How to use Rhetoric to get What you Want https://www.youtube.com/watch?v=3klMM9BkW5o

Refer students to the Rhetorical Devices chart on the Student Worksheet and read through each section, replaying the relevant part of the clip if necessary. Inform students that in the next part of the lesson, they will be creating a persuasive piece using rhetorical devices - they can refer to the chart when planning and writing.

Rhetorical Devices

Pathos:
- Appeal to emotion
- Use of emotive language
- Use language with high modality (must, certain)
- Link to the hopes and fears of audience

Ethos:
- Make yourself seem credible
- Cite sources such as experts and academics
- Tone of language appeals to audience
- Authoritative language
- Show humility

Logos:
- Appeal to logic
- Use facts and statistics
- Make cause and effect statements
- Use analogies
- Give examples

Step 3. Guide students to read the following task description from question 5 on the Student Worksheet:

Now that you know more about AFLW, develop a 2 minute persuasive speech to convince others of why changes in society can be a good thing, using the introduction of AFLW as a key example. Your speech should answer the question: “Is change a good thing?”

Distribute the AFLW Persuasive Presentation Assessment Rubric and read through it as a class, ensuring that students have an opportunity to ask any clarifying questions. Guide students to use the Persuasive Presentation Planner on the Student Worksheet. Emphasise that students should consider which rhetorical devices would increase the effectiveness of their presentation.

Support: During this time, be sure to roam around the classroom and speak with any students you know may find typical work for the year level challenging. Support them to decide on their presentation topic and key points.

Provide students with time to complete their planning and encourage them to discuss thoughts and ideas with peers during this planning time to assist them to develop and refine them.

Step 4. Provide students with time to write their speech.

Part D: Feedback

Invite students to form pairs to reflect on their work using the AFLW Persuasive Presentation Assessment Rubric. They should:

Ask their partner to read aloud the parts of their presentation they have completed.
Consider how they would mark their work based on the assessment rubric.
Explain their marking choices, and offer suggestions as to how they could develop/improve their presentation.

Some students may not have completed their writing at this point, however feedback can be provided on what has been done.

Reflection

Ask students to respond to the following questions in writing in the space provided on the Student Worksheet:

What have I learnt today about the impact of the AFLW on society?
How effectively have I used rhetorical devices in my persuasive speech?
What are three things I can improve/develop while completing my persuasive speech at home?

Differentiated Learning

Extension: Encourage students to practise and deliver their speech to the class.

Provisions for Learning Support: Students are provided with the opportunity to develop their ideas through discussion with peers. Students who may feel challenged developing ideas are supported through discussion with the teacher.

Teacher Reflection

Persuading for Positive Change - NAPLAN Style Persuasive Writing

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