ENGLISH OVERVIEW – YEAR 5 (TERM 1/2)
UNIT TITLE:
BACKGROUND:
The Art of Persuasion (PART A)
This unit has been developed in two parts in response to the introduction of the National Curriculum. The unit writers
decided to work with persuasive texts as Year 5 is a NAPLAN testing year. Whilst persuasive texts pervade the lives of
students (oral, written and visual) the writers recognised that students had differing levels of competencies in writing
persuasively. It is expected that teachers, through ongoing evaluation of student needs, will select activities that will best
aid the learning of their current group of students.
UNIT OUTLINE
Students: explore a
variety of persuasive texts
including adverts in print
and on TV/ radio, written
/ oral expositions.
Analyse structure and
features and devices of
genre. Evaluate their
effectiveness for a given
audience. Create adverts
and expositions using
structure and features of
genre.
CONTENT DESCRIPTORS
LANGUAGE ELEMENTS

Understand how to move beyond making bare assertions and take
account of differing perspectives and points of view (ACELA1502)
 Understand how tests vary in purpose structure and topic as well as
degree of formality (ACELA1504)
 Understand use of vocabulary to express greater precision of meaning
and know that words can have different meanings in different
contexts (ACELA1512)
LITERATURE


LINKS TO OTHER
LA’S
Weeks 1 – 4 link to Media
Studies:
communicate
ideas through different
media
(TV,
radio,
magazines)
Technology : ICT may be
Identify and explain characteristic text structures and language features
used in imaginative, informative and persuasive texts to meet the
purpose of the text (ACELY1701)
Show how ideas and points of view in texts are conveyed through the
use of vocabulary, including idiomatic expressions, objective and
subjective language, and that these can change according to context
(ACELY1698)

Recognise that ideas in literary texts can be conveyed from different
viewpoints, which can lead to different kinds of interpretations
(ACELT1610)

Understand, interpret and experiment with sound devices and imagery,
including simile, metaphor and personification, in narratives, shape
poetry, songs, anthems and odes (ACELT1611)
ASSESSMENT (A)
On going assessment gathered through observing / working with groups /
marking work / compiling anecdotal notes during guided activities.
Summative Assessment Task
Create an advert for magazine or flyer for a new food product, a new
coffee shop or a school fete.
Can be hand drawn or published using IT
Create a radio advert for a product
or
Create a TV advert for a product
(This project would need to be integrated into a technology unit to allow
time to develop advert and recording skills)
used to publish an advert.
IWB may be used to
explore recordings / video
clips of TV adverts.
Technology may be used
to record advert.
LITERACY



Use a range of software including word processing programs with
fluency to construct, edit and publish written text, and select, edit and
place visual, print and audio elements (ACELY1707)
Plan, draft and publish imaginative, informative and persuasive print
and multimodal texts, choosing text structures, language features,
images and sound appropriate to purpose and audience (ACELY1704)
Plan, rehearse and deliver presentations for defined audiences and
purposes incorporating accurate and sequenced content and
multimodal elements (ACELY1700)
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS
Community Contributor
Effective Communicator
Designer and Creator
Leader and Collaborator
Active Investigator
Quality Producer
CROSS CURRICULA PRIORITIES
Catholic Ethos
The overarching purpose of Catholic schools of the past,
as well as the future, is to bring the Good News of Jesus
to all who hear it. In the midst of a world of educational,
social and economic change the focus on the holistic
growth of the individual remains the surest way catholic
school can prepare students for the uncertainties of the
future.
Defining Features, Diocese of Cairns
The curriculum provides opportunities for young people
to connect their curriculum experiences to a living
Christian faith.
Aboriginal and Torres Strait Islander Education
Active engagement of inclusive curriculum practices
which reflect Aboriginal and Torres Strait Islander
perspectives, knowledge, histories, cultures and
spirituality. A genuine commitment to Reconciliation,
guided by principles of personal dignity, social justice and
equity, which reflects the Gospel message and the
mission of the Church.
The curriculum provides opportunities to value and
respect:
1. traditional knowledge and practices
2. culture and natural heritage
3. spirituality
and to critically examine and/or challenge:
Asian Education
This perspective requires students to develop skills,
knowledge and understandings related to Asia and
Australia’s engagement with Asia.
The curriculum provides opportunities to know,
understand and be able to:
1. Understand ‘Asia’
2. Develop informed attitudes and values
3. Know about contemporary and traditional Asia
4. Connect Australia and Asia
5. Communicate effectively with people of the Asian
region both within and outside Australia
confidently
1. social constructs
2. prejudice and racism
Social Emotional Learning
Inclusive Education
Access to current information about environmental issues
and promotion of a reflective and responsive attitude
towards stewardship of the gifts of creation.
Social and emotional competencies are integral to
academic and work success and are the basis of
resilience, relational quality and social capital.
It is by the quality of interactions and relationships that all
students learn to understand and appreciate difference,
to value diversity and learn to respond with dignity and
respect to all through mutually enriching interactions.
The curriculum provides opportunities to reflect upon:
1. the gift of creation
2. an attitude of responsible stewardship
and to critically examine and/or challenge:
1. the impact of human interaction with the natural,
built and social environment
2. current environmental issues
The curriculum provides opportunities to develop:
1. Self Awareness
2. Social Awareness
3. Responsible Decision Making
4. Self-Management
5. Relationship Management
Sustainability Education
The curriculum provides equitable access for and/or
positive interactions with students from different
backgrounds and with diverse needs and abilities.
GENERAL CAPABILITIES
Literacy
Students become literate as they develop
the skills to learn and communicate
confidently at school and to become
effective individuals, community
members, workers and citizens. These
skills include listening, reading, viewing,
writing, speaking and creating print, visual
and digital materials accurately and
purposefully within and across all learning
areas.
Literacy involves students engaging with
the language and literacy demands of each
learning area.
As they become literate students learn to:
 interpret, analyse, evaluate, respond
to and construct increasingly complex
Numeracy
Students become numerate as they
develop the capacity to recognise and
understand the role of mathematics in the
world around them and the confidence,
willingness and ability to apply
mathematics to their lives in ways that are
constructive and meaningful.
As they become numerate, students
develop and use mathematical skills
related to:
 Calculation and number
 Patterns and relationships
 Proportional reasoning
 Spatial reasoning
 Statistical literacy
 Measurement.
Information and Communication
Technology
Students develop ICT competence when
they learn to:
 Investigate with ICT: using ICT to plan
and refine information searches; to
locate and access different types of
data and information and to verify the
integrity of data when investigating
questions, topics or problems
 Create with ICT: using ICT to generate
ideas, plans, processes and products
to create solutions to challenges or
learning area tasks
 Communicate with ICT: using ICT to
communicate ideas and information
with others adhering to social
protocols appropriate to the
communicative context (purpose,
audience and technology)
Critical and Creative Thinking
Students develop critical and creative
thinking as they learn to generate and
evaluate knowledge, ideas and
possibilities, and use them when seeking
new pathways or solutions. In learning to
think broadly and deeply students learn to
use reason and imagination to direct their
thinking for different purposes. In the
context of schooling, critical and creative
thinking are integral to activities that
require reason, logic, imagination and
innovation.
As they develop critical and creative
thinking students learn to:
 pose insightful and purposeful
questions
 apply logic and strategies to uncover




texts (Comprehension and
composition)
understand, use, write and produce
different types of text (Texts)
manage and produce grammatical
patterns and structures in texts
(Grammar)
make appropriate word selections and
decode and comprehend new (basic,
specialised and technical) vocabulary
(Vocabulary)
use and produce a range of visual
materials to learn and demonstrate
learning (Visual information)


Operate ICT: applying technical
knowledge and skills to use ICT
efficiently and to manage data and
information when and as needed
Apply appropriate social and ethical
protocols and practices to operate
and manage ICT.


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




Ethical Behaviour
Students develop ethical behaviour as they learn to
understand and act in accordance with ethical principles.
This includes understanding the role of ethical principles,
values and virtues in human life; acting with moral
integrity; acting with regard for others; and having a
desire and capacity to work for the common good.
As they develop ethical behaviour students learn to:
 recognise that everyday life involves consideration of
competing values, rights, interests and social norms
 identify and investigate moral dimensions in issues
 develop an increasingly complex understanding of
ethical concepts, the status of moral knowledge and
accepted values and ethical principles
 explore questions such as:
o What is the meaning of right and wrong and can
I be sure that I am right?
o Why should I act morally?
o Is it ever morally justifiable to lie?
Personal and Social Competence
Students develop personal and social competence as they
learn to understand and manage themselves, their
relationships, lives, work and learning more effectively.
This involves recognising and regulating their emotions,
developing concern for and understanding of others,
establishing positive relationships, making responsible
decisions, working effectively in teams and handling
challenging situations constructively.
As they develop personal and social competence students
learn to:
 recognise and understand their own emotions, values
and strengths, have a realistic assessment of their
own abilities and a well-grounded sense of selfesteem and self-confidence (Self-awareness)
 manage their emotions and behaviour, persevere in
overcoming obstacles, set personal and academic
goals, develop self-discipline , resilience, adaptability
and initiative (Self-management)
meaning and make reasoned
judgments
think beyond the immediate situation
to consider the ‘big picture’ before
focussing on the detail
suspend judgment about a situation
to consider alternative pathways
reflect on thinking, actions and
processes
generate and develop ideas and
possibilities
analyse information logically and
make reasoned judgments
evaluate ideas and create solutions
and draw conclusions
assess the feasibility, possible risks
and benefits in the implementation of
their ideas
transfer their knowledge to new
situations
Intercultural Understanding
Students develop intercultural understanding as they
learn to understand themselves in relation to others. This
involves students valuing their own cultures and beliefs
and those of others, and engaging with people of diverse
cultures in ways that recognise commonalities and
differences, create connections and cultivate respect
between people.
As they develop intercultural understanding students
learn to:
 identify increasingly sophisticated characteristics of
their own cultures and the cultures of others
 recognise that their own and others’ behaviours,
attitudes and values are influenced by their
languages and cultures
 consider what it might be like to ‘walk in another’s
shoes’
 compare the experiences of others with their own,
looking for commonalities and differences between
o What role should intuition, reason, emotion, duty
or self-interest have in ethical decision making?


perceive and understand other people’s emotions
and viewpoints, show understanding and empathy
for others, identify the strengths of team members,
define and accept individual and group roles and
responsibilities, be of service to others (Social
awareness)
form positive relationships, manage and influence
the emotions and moods of others, cooperate and
communicate effectively with others, work in teams,
build leadership skills, make decisions, resolve
conflict and resist inappropriate social pressure
(Social management).



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their lives and seeking to understand these
reflect on how intercultural encounters have affected
their thoughts, feelings and actions
accept that there are different ways of seeing the
world and live with that diversity
stand between cultures to facilitate understanding
take responsibility for developing and improving
relationships between people from different cultures
in Australia and in the wider world
contribute to and benefit from reconciliation
between Indigenous and non-Indigenous Australians.
WEEKLY PLANNER
WEEK
1 **
2 **
3
4
CONTENT DESCRIPTORS


Understand how to move beyond making bare
assertions and take account of differing
perspectives and points of view (ACELA1502)
Understand how tests vary in purpose structure
and topic as well as degree of formality
(ACELA1504)

Understand use of vocabulary to express greater
precision of meaning and know that words can
have different meanings in different contexts
(ACELA1512)




Identify and explain characteristic text structures
and language features used in imaginative,
informative and persuasive texts to meet the
purpose of the text (ACELY1701)
Understand, interpret and experiment with sound
devices and imagery, including simile, metaphor
and personification, in narratives, shape poetry,
songs, anthems and odes (ACELT1611)
Use a range of software including word processing
programs with fluency to construct, edit and
publish written text, and select, edit and place
visual, print and audio elements (ACELY1707)
Plan, draft and publish imaginative, informative
and persuasive print and multimodal texts,
choosing text structures, language features, images
and sound appropriate to purpose and audience
(ACELY1704)

Plan, rehearse and deliver presentations for
defined audiences and purposes incorporating
accurate and sequenced content and multimodal
elements (ACELY1700)
5
6
7
GENERAL CAPABILITIES
ENGLISH
 interpret, analyse, evaluate, respond to and construct
increasingly complex texts (Comprehension and
composition)
 understand, use, write and produce different types of
text (Texts)
 manage and produce grammatical patterns and
structures in texts (Grammar)
 make appropriate word selections and decode and
comprehend new (basic, specialised and technical)
vocabulary (Vocabulary)
 use and produce a range of visual materials to learn
and demonstrate learning (Visual information}
ICT
 Create with ICT: using ICT to generate ideas, plans,
processes and products to create solutions to
challenges or learning area tasks
 Communicate with ICT: using ICT to communicate
ideas and information with others adhering to social
protocols appropriate to the communicative context
(purpose, audience and technology)
CRITICAL & CREATIVE THINKING
 analyse information logically and make reasoned
judgments
 evaluate ideas and create solutions and draw
conclusions
8
9
10
CROSS CURRICULAR PRIORITIES
Link to Media Studies: communicate ideas through
different media (TV, radio, magazines)
Technology : ICT may be used to publish an advert. IWB
may be used to explore recordings / video clips of TV
adverts. Technology may be used to record advert.
Outline key learning experiences and teaching strategies that:
o move from Modelled to Independent tasks (gradual release of responsibility)
o ensure the identified curriculum is explicitly taught
o prepare students for the assessment.
READING:
Identify
structure &
features of
adverts
Use
metalanguage
to describe the
effects of ideas,
text structures
and language
features on
particular
audiences
Understand how
texts vary in
purpose,
structure and
topic as well as
the degree of
formality
Understand the
use of
vocabulary to
express greater
precision of
meaning,
MODELLED
I Do IT
SHARED
We Do It
GUIDED
We Do It
INDEPENDENT
You Do IT
Genre Study
Warm up: Display a variety of adverts
in quick succession. What are they?
Link to persuasive texts. What are
they persuading you to do or buy?
Who is attempting to persuade you?
Explain we are going to study
different types of persuasive texts
beginning with adverts.
Structure: Display advert from
magazine / poster. Read expressively.
Emphasise that order in which it is
read is not important but eyes are
draw to most prominent features.
Identify & discuss layout, use of
images, captions, colour, fonts etc.
What effect do they have? Identify
audience and explain why. (gender,
age, interest)
Language features: Indentify use of
emotive vocabulary, (nouns,
adjectives - comparative/
superlatives, verbs etc, imperative
voice, short phrases, punctuation,
Techniques Identify other devices
(rhetorical questions, emotive images
/ word associations, alliteration,
rhymes)
Display advert/s from magazine/
poster. Allow students to make
observations about layout, use of
images, colour./ their effectiveness.
Annotate advert using students’
suggestions. What is being advertised
and by whom? Who is the intended
audience? How do you know?
Identify language features and
techniques.
Give groups selections of adverts
from magazines:
Students identify :
Who is persuading you?
What do they want you to do?
Who is the intended audience?
How do they try to persuade you?
Possible Activities
Structure / language features /
techniques– (list on retrieval chart or
highlight./ annotate copy. Group
adverts according to audience.
Order according to effectiveness.
Teacher works with different groups,
provides retrieval chart for students.
Select one advert: individually,
students analyse it using given
criteria using retrieval chart or
annotating advert.
(Could use BLM 84 – Wunderbars
from Targeting Text, Middle Primary)
WRITING
Use structure
and features of
adverts to
create an
advert.
Be aware of
intended
audience.
Use language
features and
emotive
vocabulary to
persuade
chosen
audience
SPEAKING &
LISTENING
Present a point
of view about
particular
literary texts
using
appropriate
metalanguage,
and reflecting
on the
viewpoints of
others
Use
metalanguage
to describe the
effects of ideas,
text structures
and language
features on
particular
audiences
Model creating an advert for a
magazine or billboard for new
product (eg car. computerised toy).
Talk students through the decisions
made for layout, language features,
vocabulary chosen (use word wall)
etc. If using IWB – demonstrate effect
of placing objects in different places/
different fonts / colour etc.
Construct similar advert for different
product of students’ choice. Invite
them to make suggestions for layout.
Brainstorm list of adjectives, phrases
etc. Refer to existing lists made in
spelling activity.
Guide and select suitable choices and
add to advert.
Create advert for their favourite
food: Encourage students to create
bank of words, phrases they will use.
Could use planning guide / task sheet
to assist students.
Provide regular feedback and support
as needed.
See group rotations.
Students independently create an
advert for a product / venue or event.
Less able could do a product of their
own choice, middle groups a venue
(eg new coffee shop). Most able an
event ( eg School fete).
Use given task sheet.
Refer to criteria sheet.
Advert could be drawn or constructed
using ICT.
Discuss and model / talk students
through how to justify what is
successful about an advert / what
criteria to use. Put up a set of
questions you might ask about the
advert’s effectiveness.
Which advert is most / least
successful? Why?
Discuss with whole class
Using criteria used in modelled
evaluation / analysis, jointly evaluate
and compare two adverts.
Which advert is most / least
successful? Why?
Assist students to justify their
decisions through discussion with
group using given criteria.
Which advert is most / least
successful? Why?
Students independently analyse,
evaluate and compare an advert.
Allow student to justify their
decisions through informal feedback
to the group or class.
SPELLING FOCUS
GRAMMAR FOCUS
Follow school spelling program:
Sound Waves or similar
Essential Word lists
Select words from own writing
Select subject specific words connected with current
units.
In addition select adjectives showing degrees of modality
(good, excellent, amazing,)
Possible strategies:
Pre / post test
LSCWC / does it look right ?/ is there a rule? / using
analogy.
Divide into syllables
Model strategies to class
Word games including ICT
Practise spelling words by writing in sand, paint, chalk,
model using plasticine.
Focus:
Comparative / superlative adjectives
Imperative voice
Difference between phrase, clause, sentence and how this
relates to adverts.
Possible Activities:
Word banks – adjectives, imperative verbs emotive
vocabulary linked to adverts
Organise adjectives according to modality
Explore synonyms using thesaurus
Base words – building adjectives from nouns etc
The above can be incorporated into rotations
PUNCTUATION FOCUS
Focus:
Exclamation mark
Quotation marks
READING ROTATIONS
ONE
TWO
THREE
FOUR
Guided Reading with book at appropriate
instructional level.
Explore a variety of adverts from different
magazines: identify possible audience.
Consider age group, gender, interests
Explore a web page that promotes an
event/ museum / holiday destination etc.
Identify factual information, opinion,
emotive language to persuade.
Sort a selection of statements depending
on their modality from neutral or gentle to
strong/ extreme.
GROUP THREE
GROUP FOUR
GUIDED READING GROUPS
Book orientation, page by page reading and comprehension
GROUP ONE
GROUP TWO
Text:
Text:
Text:
Text:
Focus Strategy: fact or opinion
Focus Strategy: fact or opinion
Focus Strategy: fact or opinion
Focus Strategy: fact or opinion
WRITING ROTATIONS
ONE
TWO
THREE
FOUR
Work with group to develop plan / layout/
language choices etc. for assessment task.
Comparative / superlative adjectives –
sorting, matching activities or cloze
passage (regular and irregular formations)
Exploring modality: brainstorm vocabulary
/ phrases that show degrees of modality.
Sorting activity
Creating word / phrase banks of emotive
language that could be used in an advert
for the assessment task.
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
Focus:
Week 1 Structure and layout of advert
Create plan of layout. Choose lettering
style and size, positioning of text, images.
Week 2 Language features
Strategy: This group to work with minimal
assistance. Encourage students to consider
the effect of their decisions and to think of
their own vocabulary, text etc.
Students could use IT to publish advert
Focus:
Week 1 Structure and layout of adverts
Create plan of layout. Choose lettering
style and size, positioning of text, images.
Week 2 Language features
Strategy: This group to be given a list of
features / things to think about to guide
them. More support given to guide
students to make appropriate decisions.
Students could use IT to publish advert
Focus:
Week 1 Structure and layout of adverts
Create plan of layout. Choose lettering
style and size, positioning of text, images.
Week 2 Language features Strategy: This
group to be given a list of features / things
to think about to guide them. Brainstorm
possible vocabulary. Guide students to
select appropriately where necessary.
Students could use IT to publish advert
Focus:
Week 1 Structure and layout of adverts
Create plan of layout. Choose lettering
style and size, positioning of text, images.
Week 2 Language features Strategy: This
group to work on same or similar theme
for advert. Select layout from given
templates. Give students a selection of
vocabulary from which to choose or
brainstorm ideas together.
Students could use IT to publish
GUIDED WRITING GROUPS
RESOURCES
Previous Naplan resources
Targeting Text – Middle Primary (Recount, Procedure, Exposition) Blake or similar resource book.
Collins Primary Literacy (or suitable IWB program)
Examples from variety of magazines aimed at different audiences and age groups
Retrieval chart – identifying features of adverts
Spelling program (eg Sound Waves, essential spelling lists)
Interactive resources for exploring comparative / superlative adjectives (eg echalk) Activity sheet of cloze passage.
List of words for exploring modality
Assessment task sheet
Criteria sheet
Support materials: template for advert layout, list of essential features
http://www.assessmentforlearning.edu.au/assessment_tasks/advertisments/advertisments_-_1_description.html
REFLECTION





activities that worked well and why
activities that could be improved and how
assessment that worked well and why
assessment that could be improved and how
common student misconceptions that need, or needed, to be clarified
WEEKLY PLANNER
WEEK
1
2
3 **
CONTENT DESCRIPTORS

Understand how tests vary in purpose structure
and topic as well as degree of formality
(ACELA1504)

Understand use of vocabulary to express greater
precision of meaning and know that words can
have different meanings in different contexts
(ACELA1512)




Identify and explain characteristic text structures
and language features used in imaginative,
informative and persuasive texts to meet the
purpose of the text (ACELY1701)
Understand, interpret and experiment with sound
devices and imagery, including simile, metaphor
and personification, in narratives, shape poetry,
songs, anthems and odes (ACELT1611)
Use a range of software including word processing
programs with fluency to construct, edit and
publish written text, and select, edit and place
visual, print and audio elements (ACELY1707)
Plan, draft and publish imaginative, informative
and persuasive print and multimodal texts,
choosing text structures, language features, images
and sound appropriate to purpose and audience
(ACELY1704)
4 **
5
6
7
GENERAL CAPABILITIES
ENGLISH
 interpret, analyse, evaluate, respond to and
construct increasingly complex texts (Comprehension
and composition)
 understand, use, write and produce different types
of text (Texts)
 manage and produce grammatical patterns and
structures in texts (Grammar)
 make appropriate word selections and decode and
comprehend new (basic, specialised and technical)
vocabulary (Vocabulary)
 use and produce a range of visual materials to learn
and demonstrate learning (Visual information}
ICT
 Create with ICT: using ICT to generate ideas, plans,
processes and products to create solutions to
challenges or learning area tasks
 Communicate with ICT: using ICT to communicate
ideas and information with others adhering to social
protocols appropriate to the communicative context
(purpose, audience and technology)
CRITICAL & CREATIVE THINKING
 analyse information logically and make reasoned
judgments
 evaluate ideas and create solutions and draw
conclusions
8
9
10
CROSS CURRICULAR PRIORITIES
Media / Technology
Outline key learning experiences and teaching strategies that:
o move from Modelled to Independent tasks (gradual release of responsibility)
o ensure the identified curriculum is explicitly taught
o prepare students for the assessment.
READING
Identify
structure and
features and
techniques used
in TV advert
MODELLED
SHARED
GUIDED
INDEPENDENT
I Do IT
We Do It
We Do It
You Do IT
GENRE STUDY
Warm up: Watch a variety of TV
adverts in quick succession. What are
they? Link to persuasive texts. What
are they persuading you to do or
buy? Who is attempting to persuade
you?
STRUCTURE
Watch a specific TV advert. Identify
the audience. Explain any techniques
used to persuade the intended
audience (emotive images, images
with associations eg cuddly puppy for
toilet roll advert)
Identify the main elements integration of images, voice, music,
text, type /number of scenes. Advert
is viewed in set order – needs to
catch attention of audience
LANGUAGE FEATURES – compare
with advert from magazine – often
more explanation of product / use of
repetition & exaggeration.
TECHNIQUES
Images very important – analyse
these more thoroughly (effect of
close up / long distance shots,
quickly changing scenes or slow)
Music- chosen to appeal /reflect the
product
GENRE STUDY
Watch another TV advert. Ask
students: What are they persuading
you to do or buy? Who is attempting
to persuade you? How do you know?
STRUCTURE
Watch advert again and invite
students to comment on any
techniques used to persuade
(emotive language, images, humour
etc)
Allow students to identify main
elements ( images, voice, music, text,
type /number of scenes.
Compare still pictures as used in
magazine advert with moving
pictures / sound.
LANGUAGE FEATURES –compare
with advert for magazine students
make suggestions with guidance
(more explanation of product/ use of
repetition etc)
TECHNIQUES
Invite students to make observations
about camera shots, music etc.
Is the advert effective? What do they
like/ dislike?. Could count the
number of times the product is
shown / named.
GENRE STUDY
In groups use internet to view an
advert. Use retrieval chart to identify
intended audience, features and
structure.
Guide students to complete chart as
required. Each student could be
responsible for one aspect each.
Invite students to evaluate the
advert. Ask leading questions to help.
(eg does it use image association to
persuade? Who is the intended
audience? How does the advert
appeal to intended audience?
Examine language and techniques
used: emotive language to persuade,
humour, use of repetition, use of
jingles, how it matches images.
GENRE STUDY
Use internet to analyse adverts using
retrieval chart.
What is the most prominent feature?
What techniques are used to appeal
to audience?
How is the text, music, images
integrated?
Count repetitions etc.
Is the advert effective & why?
WRITING
Use structure /
features &
techniques to
create text for a
TV / radio
advert
Understand,
interpret and
experiment with
sound devices
and imagery,
including simile,
metaphor and
personification,
in narratives,
shape poetry,
songs, anthems
and odes
SPEAKING &
LISTENING
Use appropriate
timbre,
expression of
voice pace of
delivery to
persuade an
audience. Use
interaction
skills, for
example
paraphrasing,
questioning and
interpreting
non-verbal cues
and choose
vocabulary and
vocal effects
appropriate for
different
audiences and
Model writing an advert suitable for
TV (if feeling ambitious) or radio for a
food product: use a scaffold to assist
planning. List features to be included
( eg name and explanation of
product, why you should buy it,
where you can buy it, cost etc)
Construct catchy phrase using
alliteration, rhyme etc)
Sequence and organise advert so that
audience attention is gained.
Jointly construct advert for new shop
or an event. Use same scaffold.
What features could be included?
Invite ideas for jingle etc
Discuss audience and what is likely to
attract them.
Sequence components of advert
together.
In groups, or pairs support students
to plan their own advert using the
scaffold.
Less able could work with assistant.
Students work independently to
refine their advert and begin to
practise performing it.
Week 3
Model listening skills when analysing
TV adverts. Explain how you can
focus on one aspect at a time and
record what you have heard using a
tick and flick chart.
Week 3
Listen to an advert – with a specific
focus in mind. Children record what
they hear using a tick and flick chart.
(eg number of repetitions, examples
of command form of verb) Review
and write students’ suggestions on
board.
Week 3
Repeat activity in groups – each
group recording different aspect of
feature or each member of the group
recording a different aspect. Then
combine the things they have
recorded.
Week 3
Repeat activity independently, noting
a different aspect or feature.
Week 4
Week 4
Week 4
Week 4
Model presenting and advert. Explain
how the voice needs to reflect mood
of advert in its expression and pace.
Select different students to repeat
the same advert. Explore different
ways of presenting the material.
Which is most effective?
In groups, rehearse an advert they
have written. Students evaluate each
others’ performance and give
suggestions for improvement.
Assessment task:
Perform advert they have written
individually to class.
Record using available technology
(NB Could use support material in
Wundabars Targeting Text – Word
Dash, storyboard etc p 118 – 121)
purposes
SPELLING FOCUS
GRAMMAR FOCUS
Follow school spelling program:
Sound Waves or similar
Essential Word lists
Select words from own writing
Select subject specific words connected with current
units.
In addition select adjectives showing degrees of modality
(good, excellent, amazing,)
Possible strategies:
Pre / post test
LSCWC / does it look right?/ is there a rule? / using
analogy.
Divide into syllables
Model strategies to class
Word games including ICT
Practise spelling words by writing in sand, paint, chalk,
model using plasticine.
Use of imperative voice
Change verbs into command form. When is it used? Link
to use in adverts
Possible activities;
Word banks – adjectives, imperative verbs emotive
vocabulary linked to adverts
Organise adjectives according to modality
Explore synonyms using thesaurus
Base words – building adjectives from nouns etc
The above can be incorporated into rotations
PUNCTUATION FOCUS
Direct speech and associated punctuation / layout.
(Use speech bubbles from comic / picture books)
READING ROTATIONS
ONE
TWO
THREE
FOUR
Guided Reading with book at appropriate
instructional level.
Sort selection of words depending on their
use of alliteration. (eg slithering sliding,
slippery, snake)
Sequence text and pictures to create a
comic strip to tell a simple story.
Find synonyms for a selection of words
using a thesaurus
GROUP THREE
GROUP FOUR
GUIDED READING GROUPS
Book orientation, page by page reading and comprehension
GROUP ONE
GROUP TWO
Text: Picture books, comic strip books
Text: Picture books, comic strip books
Text: Picture books, comic strip books
Text: Picture books, comic strip books
Focus Strategy: Using pictures to make
meaning of text. Sequencing main ideas.
What details / mood can be gathered
from pictures alone? How is the story
summarised using short captions, speech
bubbles?
Focus Strategy: Using pictures to make
meaning of text. Sequencing main ideas.
What details / mood can be gathered
from pictures alone? How is the story
summarised using short captions, speech
bubbles?
Focus Strategy: Using pictures to make
meaning of text. Sequencing main ideas.
What details / mood can be gathered
from pictures alone? How is the story
summarised using short captions, speech
bubbles?
Focus Strategy: Using pictures to make
meaning of text. Sequencing main ideas.
What details / mood can be gathered
from pictures alone? How is the story
summarised using short captions, speech
bubbles?
ONE
TWO
THREE
FOUR
Guided writing to the appropriate level of
the group.
Alliteration activity (Eg. Prof. Campbell’s
activity – see myclasses)
Create rhyme / jingle to promote a
product for their advert
Guided Speaking
Think of something you would never buy.
Try to persuade a friend to buy it. (see
Why We Must Run With Scissors, p 12 –
13)
WRITING ROTATIONS
GUIDED WRITING GROUPS
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
Replace with Guided Speaking – Focus:
assist students to practise recording /
presenting their adverts – expression,
timbre, pace, pauses.
Focus: assist students to practise
recording / presenting their adverts –
expression, timbre, pace, pauses.
Focus: assist students to practise
recording / presenting their adverts –
expression, timbre, pace, pauses.
Focus: assist students to practise
recording / presenting their adverts –
expression, timbre, pace, pauses.
RESOURCES
Targeting Text – Middle Primary (Exposition Session 4)
or similar resource book.
‘Why We Must Run With Scissors’
Examples / u- tube clips of adverts aimed at different audiences and age groups
Retrieval chart – identifying features of adverts
Writing scaffold for radio advert
Flip cameras / voice recorder
Selection of picture books
Possible adverts:
Warning: some of these sites link to other adverts that may not be suitable
http://www.youtube.com/watch?v=PfyN5qTS5ec&NR=1 (Barbie Doll, Kleenex toilet rolls with puppy)
http://www.xxxxgold.com.au/ (XXXX Gold ‘Barra’, ‘Treadmill”)
http://enigmablog.net.au/iconic-rspca-ad-now-brighter-and-more-beautiful/
http://www.quitnow.gov.au/internet/quitnow/publishing.nsf/Content/ntc-break-tvc (‘break the chain’, quit smoking campaign – indigenous)
http://www.youtube.com/watch?v=gG8HTO7wY7s&NR=1 (Vegemite)
http://www.youtube.com/watch?v=wVWu40j97Oo (Lego)
http://www.youtube.com/watch?v=WRrF15CfYsA (My lLttle Pony)
http://www.youtube.com/watch?v=rdGbIBWzmoY (Tetley tea bags & others)
http://www.assessmentforlearning.edu.au/assessment_tasks/radioadenglish/radio_advertisment_english_-_2_preparation.html
REFLECTION
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activities that worked well and why
activities that could be improved and how
assessment that worked well and why
assessment that could be improved and how
common student misconceptions that need, or needed, to be clarified