Literacy Planning Class 3 Week beginning 13.6.05
Unit
Persuasion
Reading Objective
Target Children
RE, MK, MK, JW, LW.
To read, compare and evaluate examples of arguments and discussions, e.g. letters to press, articles, discussion of issues in books, e.g. environment, animal welfare; T 16
To know how arguments are presented, e.g. ordering points to link them together so that one follows from another; how statistics, graphs, etc. can be used to support arguments; T 17
from examples of persuasive writing, to investigate how style and vocabulary are used to convince the intended reader; T 18
To evaluate advertisements for their impact, appeal and honesty, focusing in particular on how information about the product is presented: exaggerated claims, tactics for grabbing attention,
linguistic devices, e.g. puns, jingles, alliteration, invented words; T19
To summarise a sentence or paragraph by identifying the most important elements and rewording them in a limited number of words; T 20
Writing Objective
To assemble and sequence points in order to plan the presentation of a point of view, e.g. on hunting, school rules; T 21
To use writing frames if necessary to back up points of view with illustrations and examples; T 22
To present a point of view in writing, e.g. in the form of a letter, a report or a script, linking points persuasively and selecting style and vocabulary appropriate to the reader; T 23
To summarise in writing the key ideas from, e.g. a paragraph or chapter; T 24
To design an advertisement, such as a poster or radio jingle on paper or screen, e.g. for a school fête or an imaginary product, making use of linguistic and other features learnt from reading
examples. T25.
Sentence/Word Objective
To understand how the grammar of a sentence alters when the sentence type is altered, when, e.g. a statement is made into a question, a question becomes an order, a positive statement is
made negative, noting, e.g.: S3
o
the order of words;
o
verb tenses;
o
additions and/or deletions of words;
o
changes to punctuation;
To understand the use of connectives, e.g. adverbs, adverbial phrases, conjunctions, to structure an argument, e.g. 'if..., then'; 'on the other hand...'; 'finally'; 'so'. S4
to spell words with common letter strings but different pronunciations, e.g. tough, through, trough, plough; hour, journey, could, route, four;W6
to practise extending, and compounding words through adding parts, e.g. ful, ly, ive, tion, ic, ist; revise and reinforce earlier work (Y3) on prefixes and suffixes; investigate links between
meaning and spelling; W8
.
Key Questions
Speaking and Listening
What is the meaning of persuasion?
What examples of persuasion can you think of?
What types of writing use persuasion? What else (e.g. adverts?)
What is a connective? When would you use connectives?
To respond appropriately to the contribution of others.
(In group work) to use time resources and group members efficiently by distributing tasks and
checking progress.
Shared reading/writing
Sentence/word
Independent work
ICT
Plenary/homework
Day 1
Day 2
Day 3
Day 4
Introduce topic. Recap on persuasive writing,
what do the children remember they think
persuasive writing might be. As a class build a
mind map with persuasion in centre. Ask for
examples of persuasion (e.g. parents, teachers –
behaviour, eating; governments – smoking
recycling, friends, adverts). How do people go
about persuading?
Look at shared text in Big Book – The art of
persuasion p4-5. Discuss reactions to poster.
Read text together.
Children to change positive statements into
negative statements.
+ work independently
= work in a group with teacher ( to include MK,
JW, LW )
- with support from Debbie Encourage RE and
MK to write eligibly and at least 3 sentences
independently
Using whiteboards,
change negative
statements into positive
statements.
Review yesterday’s work with Safari Sam. What facts do they remember from the show? Which
animals did they like/not like? Which part of the show was their favourite/least liked? Teacher to list
a few of their ideas on the board
Children to write about the facts they remember
from Safari Sam. (Using a spidergram)
+ work independently
= work in a group with teacher ( to include MK,
JW, LW )
- with support from Debbie Encourage RE and
MK to write eligibly and at least 3 sentences
independently
Feed back and discuss
where the use of
connectives adds power
to the writing.
Introduce today’s topic – . How could we persuade people who are frightened of insects to come and
see Sam’s show? Look at using the medium of posters or jingles. Ask children if they know any
jingles that are used to sell things ( Give McDonald’s jingle, Crazy Frog jingle as examples) Look at
examples on the Internet of advertising. Recap on the use of powerful verbs and connectives in the
use of persuasion.
+ to work as a group to draft a jingle/poem
advertising Safari Sam.
= work in a group with teacher to draft a
jingle/poem advertising Safari Sam.
( to include MK, JW, LW )
- with support from Debbie to draft a poster
advertising Safari Sam.
Connor and
Zac to
produce a
poster on
Colour
Magic.
Each group to read their
jingles/poems. Can
they change any words
for better words?
Teacher to model write a jingle advertising Safari Sam. Emphasise the use of powerful verbs and a
catchy slogan/ catchphrase. Demonstrate how the tone of voice should be used for effect. Teacher to
include rhyme in the jingle. Remind children to make sentences short but to include connectives to
help with persuasion.
+ to work as a group to produce a jingle/poem
advertising Safari Sam. Use musical
instruments if required
= work in a group with teacher to produce a
jingle/poem advertising Safari Sam. Use
musical instruments if required
( to include MK, JW, LW )
- with support from Debbie to produce a poster
advertising Safari Sam.
Kieran W
to produce a
poster on
Colour
Magic.
Recap on content and
structure of piece of
persuasive writing. In
pairs ask children to
evaluate one way in
which the quality of
their work could be
improved.
Discuss changing a positive statement into
a negative statement. Children to use
whiteboards and change positive statements
into negative statements.
Day 5
Extended writing
Children to write up their jingle individually. Children to practise their jingles in their groups. Children to perform their jingles to the class. Teacher to
video the performances.
Jodie to
produce a
poster on
Colour
Magic.
Check work with The
Cat.
Review work on
persuasion with
examples form today’s
work.