Aldridge State High School
Year 12 English, 2016
Unit: Power Corrupts
Task Two: Analytical Exposition (Spoken- Legal Summation)
Student’s Name: ______
Teacher’s Name: ______
Learning Goals AssessedTo analyse the actions of a major character in play by using:
· Legal Summation generic structure and pertinent evidence from the play to justify
· Legal and persuasive vocabulary, verbal and non-verbal features to persuade
· Aesthetic features and language choices that persuade the jury
Conditions
Date Set: Week 2 Date Check: Week 4 Date Due: Week 6 Length: 5-7 minutes
PURPOSE: To analyse, evaluate and persuade MODE: Spoken
TENOR: As Defence or Prosecution to judge and jury
Access to resources Students deliver a live presentation
Prepared, individual task 3 weeks’ notice Access to one teacher feedback (spoken)
Subject matter- new, explicitly taught Genre-familiar, legal summation structure as taught
TASK/CONTEXT
As either the defence or prosecution for a significant character in Othello, you have been involved in a long and complex court case. You are to present a summing up of this case to a jury for or against the defendant. The summation or concluding address is designed to convince the jury to convict or acquit the defendant.
You will need to have a detailed knowledge of the play, have analysed the important events, and have evaluated the ways in which each event supports your case. Furthermore, you need to use a variety of persuasive language to convince the jury of your arguments. Use the planner as a guide.
Evaluate= Use information, understandings and skills to examine and judge the value, significance or success of something.
Essential Vocabulary / Literacy/Numeracy
jury verdict circumstances
prosecution accused innocent
defence evidence guilty / Persuasive devices such as rhetorical questions, repetition, allusion, hyperbole, anaphora, antithesis…
Verbal and non -verbal presentation techniques
CCEs (senior) / Verbs (junior)
Empathising Synthesising Recalling/remembering
Analysing Using vocabulary appropriate to context Justifying
Expounding a viewpoint Extrapolating
CRITERIA / A / B / C / D / E
The student work shows the following characteristics: / The student work shows the following characteristics / The student work shows the following characteristics / The student work shows the following characteristics / The student work shows the following characteristics
Understanding and Responding to Contexts / • exploitation of the structure and conventions of a LEGAL SUMMATION in order to persuade
• discriminating selection, organisation and synthesis of relevant and substantive subject matter to support opinion and perspective
• manipulation and control of the court utilising relationship between the lawyer and the jury / • effective control of the structure and conventions of a LEGAL SUMMATION in order to persuade
• effective selection, organisation and synthesis of relevant subject matter to support opinions and perspectives
• establishment of the lawyer’s role utilising relationship with the jury / • use of the structure and conventions of a LEGAL SUMMATION to persuade
• selection, sequencing and organisation of relevant subject matter to support opinion and perspectives
• establishment and maintenance of roles and relationships between the lawyer and the jury / • use of aspects of structure and conventions of a LEGAL SUMMATION
to persuade
• selection and organisation of subject matter to support opinion and perspectives
• establishment of some relationships between the lawyer and the jury / • use of aspects of the structure of a LEGAL SUMMATION
• selection of some subject matter to state opinion
• use roles and relationships between the lawyer and the jury
Understanding and Controlling Textual Features / • a discerning combination of a range of grammatically accurate language structures for specific effect
• discerning use of mode appropriate cohesive devices to develop and emphasize ideas and connect parts of text
• discerning use of a wide range of apt vocabulary to analyse, persuade and explain , in p articular legal jargon
• discerning use and sustained control over verbal features such as pronunciation, pace, volume, pause and tone
• discerning use of non-verbal features are utilised to manipulate and persuade the audience as well as prompt the speaker (facial expression, gesture, stance, movement) / • control of a range of grammatically accurate language structures for specific effect
• effective use of mode appropriate cohesive devices to develop and emphasize ideas and connect parts of text
• effective use of a range of apt vocabulary, in particular legal jargon
• effective use of verbal features such as pronunciation, pace, volume, pause, phrasing and tone
• effective use of non-verbal features are utilised to manipulate and persuade the audience as well as prompt the speaker (facial expression, gesture, stance, movement) / • use of a range of mostly grammatically accurate language structures for specific effect
• use of mode appropriate cohesive devices to develop and emphasize ideas and connect parts of text
• use of suitable vocabulary, in particular legal jargon
• use of verbal features such as pronunciation, pace, volume, pause, phrasing and tone
•use of non-verbal features that vary in suitability (facial expression, gesture, stance, movement) / • inconsistency in the use of grammar and language to meet the purpose
• some use of mode appropriate cohesive devices to develop and emphasize ideas and connect parts of text
• use of vocabulary that varies in suitability of purpose
• use of verbal features that vary in suitability such as pronunciation, pace, volume, phrasing and tone
• use of non-verbal features that vary in suitability (facial expression, gesture, stance, movement) / • grammar and language structures that impede meaning
• some connections between parts of text
• use of vocabulary distracts from purpose
• use of verbal features that distract from meaning such as pronunciation, pace, volume, phrasing and tone
•use of non-verbal features that distract from meaning
(facial expression, gesture, stance, movement)
Creating and Evaluating Meaning / discerning manipulation of the ways, ideas, attitudes and values underpin texts and influence audiences
•subtle and complex creation of perspectives and representations of concepts, identities, times and places in texts
• discerning use of aesthetic features and their effects for a legal summation / • effective manipulation of the ways, ideas, attitudes and values underpin texts and influence audiences
•effective creation of perspectives and representations of complex concepts, identities, times and places in the novel
• effective use of aesthetic features and their effects for a legal summation / • appropriate use of the ways, ideas, attitudes and values underpin texts and influence audiences
• creation of perspectives and representations of complex concepts, identities, times and places
• use of aesthetic features and their effects for a legal summation / •use of ideas, attitudes and values underpin texts and influence audiences
•creation of some perspectives and representations of complex concepts, identities, times and places in the novel
•use of aesthetic features to perused in a legal summation / • use of ideas in texts
•creation of some concepts, identities, times and places
• use of some aesthetic features and their effects in a a legal summation
COMMENTS: ______
______
______
Authentication of Student Work
Resources Stages of text production
Material / Source of ideas / Draft / Final CopyInternet
school library
outside libraries
computer
magazines
other
Human
TeacherPeers
Family
ESL teacher
Tutor
other
Signed……………………………………………………………
PLANNER ADDRESS TO JURY - LEGAL SUMMATION (dot points)
EVALUATE
1. What do I have to evaluate?
2. Why am I evaluating this thing? (purpose of evaluation)
3. Develop questions. What do I need to know?
4. Conduct research to answer these questions.
5. Organise your information under the question headings, in a logical order.
6. Put your information together and select relevant information to justify your evaluation.
7. Evaluation can occur at any point throughout a task
PLANNER
HOOK:
INTRODUCTION
Statement of thesis and outline of thrust of argument i.e. why the jury should convict or acquit the accused. Preview main reasons.
BODY
DISCLAIM –discredit the oppositions’ case i.e. explain the ways in which the oppositions’ case is implausible overall.
CIRCUMSTANCES
ARGUMENT 1- Prosecution or Defence version of how the murder occurred plus evidence to support.
MOTIVE
ARGUMENT 2- Prosecution or defence version of the motive plus evidence to support
MEANS
ARGUMENT 3- Prosecution or Defence version of the means and opportunity plus evidence to support
CONCLUSION
Summary, Appeal to jury, Active concluding statement directly at jury