This lesson is designed to be completed independently by students.
Students will read an article explaining the factors that must be considered when removing some of the responses to coronavirus and exiting lockdowns. Students will build their understanding of technical vocabulary related to the virus and the response. After considering the content of the article, students will learn about how the author uses academic techniques to build credibility. They will think critically about the benefits and drawbacks of citing different kinds of evidence. They will then choose a piece of evidence that interests them to research and share with others.
- learn the meanings of key vocabulary related to the pandemic
- learn strategies that authors use to establish credibility
- evaluate the use of varying types of evidence
- cite evidence in your own explanation.
- use strategies to correctly define key vocabulary
- identify and analyse the effect of different persuasive strategies
- use your knowledge of the world to evaluate how effective differing types of evidence are
- use a mentor text to write your own clear explanation.
Lesson guides and printables
Year 9 English:
- Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
We are living through unprecedented times and our lives have been forced to change almost overnight as a result of COVID-19. The rapid change to the way we must live, work and interact has seen a rapid uptake in new technologies that allow us to remain connected to family, friends and colleagues.
This lesson has been developed in partnership with The Conversation. The Conversation’s mission is to be known as a prominent and trusted publisher of new thinking and evidence-based research, editorially independent and free of commercial or political bias. The Conversation hopes teachers will use their content as a source of truthful information, and that teachers can show their students the importance of trusted, evidence-based information in understanding the world around them and making informed decisions about their actions. Please follow the republishing guidelines when using The Conversation’s articles.