AC9E9LY07 • Year 9 English

Plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

Use evidence to explain how plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical shapes meaning.

Topic GuideClassroom ViewWorksheetPracticeTest
Learning goals

Learning intention

We are learning to explain how deliberate language and text choices shape meaning for an audience or reader.

Australian Curriculum target: plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

Success criteria

  • Identify a precise language or text choice.
  • Use the surrounding context as evidence.
  • Explain the effect on audience, relationship, purpose or reader response.
  • Transfer the explanation to a new example.
Prerequisite knowledge

Before this lesson

  • Read a short text closely.
  • Locate a phrase, structural choice or visual/text feature.
  • Use a complete sentence to explain an effect.
Key concept

Teach the core concept

In this topic, students move from naming a feature to explaining how the feature works in context.

  • plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
  • choice → context → effect reasoning

Teacher model: Read a short example, underline one exact choice, identify who it is for, then explain what the choice makes the audience notice, feel, believe or question.

Worked examples

Worked examples

Choice → context → effect

Teacher model: Do not stop at naming a technique. Show the evidence, place it in context and explain the effect.

  1. Choice: Identify the exact word, structure or text feature connected to plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical.
  2. Context: Explain who is speaking or writing, for whom, and what the text is doing.
  3. Effect: Explain how the choice shapes meaning, relationship, purpose or reader response.

E1: Connect purpose to meaning and audience effect

A writer or speaker can use purpose to shape using graphics and text animations to accompany spoken text and influence how an audience understands the text.

Teacher move: Highlight the exact wording that shows purpose, then connect it to using graphics and text animations to accompany spoken text.

Ask: Which choice is evidence, and what effect does it create for the audience?

E2: Connect structure to meaning and audience effect

A writer or speaker can use structure to shape selecting features of voice such as tone, volume, pitch and pace for their specific effects to create tone or to persuade an audience and influence how an audience understands the text.

Teacher move: Highlight the exact wording that shows structure, then connect it to selecting features of voice such as tone, volume, pitch and pace for their specific effects to create tone or to persuade an audience.

Ask: Which choice is evidence, and what effect does it create for the audience?

E3: Connect evidence to meaning and audience effect

A writer or speaker can use evidence to shape choosing text structures and adapting literary devices such as similes, metaphors and personification to meet the perceived needs of an audience when debating a topic, creating a voiceover for a media presentation or presenting a seminar and influence how an audience understands the text.

Teacher move: Highlight the exact wording that shows evidence, then connect it to choosing text structures and adapting literary devices such as similes, metaphors and personification to meet the perceived needs of an audience when debating a topic, creating a voiceover for a media presentation or presenting a seminar.

Ask: Which choice is evidence, and what effect does it create for the audience?

Questions and answers

Important questions and answers

  1. Q1: What exact language or text choice helps show connect purpose to meaning and audience effect? A: Use a precise piece of evidence, explain its context, then link it to audience or reader effect.
  2. Q2: What exact language or text choice helps show connect structure to meaning and audience effect? A: Use a precise piece of evidence, explain its context, then link it to audience or reader effect.
  3. Q3: What exact language or text choice helps show connect evidence to meaning and audience effect? A: Use a precise piece of evidence, explain its context, then link it to audience or reader effect.
  4. Q4: What exact language or text choice helps show connect audience to meaning and audience effect? A: Use a precise piece of evidence, explain its context, then link it to audience or reader effect.
  5. Q: Why is context important? A: The same choice can create a different effect when the audience, speaker, purpose or text type changes.
Common misconceptions

Common misconceptions

  • A feature name is enough to prove an interpretation.: Use the frame: ‘The choice ___ suggests/positions ___ because ___.’
  • Effect means whether the student personally likes the text.: Replace preference with an audience effect supported by the exact wording or structure.

Do not overteach

  • Do not require university-level terminology or theory.
  • Do not treat one interpretation as valid without evidence.
  • Do not replace close reading with plot summary or personal preference.
Guided practice

Guided practice

Step 1: Notice the exact choice

Highlight one phrase, structure or image.

Students: Names what the text does.

Step 2: Compare alternatives

Place two versions side by side.

Students: Identifies what changes.

Step 3: Explain the effect

Model choice → context → effect.

Students: Builds a complete analytical sentence.

Step 4: Transfer to a new example

Remove the worked example.

Students: Applies the frame independently.

Check: Explain how one deliberate choice shapes meaning in plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical.

Independent practice

Independent practice

  1. Choose a short unseen text or extract.
  2. Highlight one deliberate language, structure or visual choice.
  3. Write one claim that links the choice to audience, purpose, relationship or reader response.
  4. Revise the sentence so it includes evidence, context and effect.
Reasoning and interpretation

Reasoning challenge

Explain how one deliberate choice shapes meaning in plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical.

Reasoning frame: The choice ___ matters because in this context it positions the audience to ___.

Practice and review

Assessment-style practice

  1. Analyse one exact word or phrase and explain how it positions the audience.
  2. Compare two versions of the same idea and evaluate which is more effective.
  3. Write a short analytical paragraph using claim, evidence and effect.

Review hint: A full-mark answer names the choice, quotes or describes evidence accurately, explains context, and links the effect to meaning.

Check understanding

Mastery check

Explain how one deliberate choice shapes meaning in plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical.

Strong response: The response identifies a precise language or text choice, places it in context and explains its effect on audience, relationship, purpose or reader response.

Teacher and parent/carer guidance

Support, core and extend

Support

Use two short versions, colour-code choice and effect, and provide the sentence frame ‘The choice ___ makes the audience ___ because ___.’

Keep the concept: Keeps the same choice → effect reasoning with reduced text load.

Core

Annotate an extract and write a choice–context–effect explanation.

Keep the concept: Directly assesses the listed English concept.

Extend

Compare two audiences or mediums and evaluate which wording is more effective, citing evidence.

Keep the concept: Deepens evaluation without requiring later-year theory.

At home: Ask students to explain how one wording choice changes the way a reader responds, rather than only naming the technique.

Curriculum alignment

Curriculum coverage and elaborations

The content description is the required target. Elaborations are examples and contexts that support the same learning goal.

  • E1: using graphics and text animations to accompany spoken text; for example, presenting a news item suitable for a current affairs program that uses images with spoken text to influence a viewer’s response
  • E2: selecting features of voice such as tone, volume, pitch and pace for their specific effects to create tone or to persuade an audience
  • E3: choosing text structures and adapting literary devices such as similes, metaphors and personification to meet the perceived needs of an audience when debating a topic, creating a voiceover for a media presentation or presenting a seminar
  • E4: collaborating with peers to develop imaginative recreations of part of a text or to represent a key idea in a text

International curriculum mapping

RegionEnglish / ELA curriculumClosest alignment
AustraliaAustralian Curriculum v9.0AC9E9LY07 — plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
VictoriaVictorian Curriculum F–10 Version 2.0 EnglishLevel 9 English — closest Language, Literature or Literacy alignment; verify local outcome wording for assessment.
NSWEnglish K–10 Syllabus (2022)Stage 5 — closest NSW English outcome alignment; use as a planning comparison rather than a one-to-one code conversion.
United StatesCommon Core State Standards for ELA/LiteracyGrade 9 broad ELA alignment across reading, writing, speaking/listening or language depending on the outcome focus.
EnglandNational curriculum in England: EnglishKey Stage 3 — closest reading, writing, spoken-language, grammar or literary-analysis programme-of-study alignment.
New ZealandThe New Zealand Curriculum – English Years 0–10Phase 4 (Years 9–10) — closest oral language, reading/writing, Text Studies or Language Studies alignment.
Official curriculum references

Official references

Practice and teaching resources

Practice and teaching resources

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🎥 Optional Video Lesson

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Recommended: Keeping Your Audience Engaged

Toastmasters International — Use vocal variety, clear speech structure and rehearsal to sustain an audience’s attention.

As you watch: How can a change in your voice help listeners recognise an important part of your message?

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Curriculum equivalents: Victoria, NSW and international

Curriculum equivalents for Plan, create, rehearse and deliver spoken and multimodal presentations for...

Mapped skill: plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

RegionCurriculum frameworkClosest level or code
AustraliaAustralian Curriculum v9.0AC9E9LY07 · Year 9
VictoriaVictorian Curriculum F–10 Version 2.0 — EnglishVC2E9LY07 · Level 9
New South WalesNSW English K–10 Syllabus (2022)EN5-ECB-01 + EN5-ECA-01 · Stage 5
United States (USA)Common Core State Standards for English Language ArtsGrades 9–10 band
Canada (Ontario)Ontario Curriculum — EnglishGrade 9
United Kingdom (England)National Curriculum in England — EnglishYear 10, Key Stage 4
IndiaNCERT / CBSE — EnglishClass 9

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

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