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Chelseacrazy

NamePersuasive Writing
Ownerchelseacrazy
Level4
TopicLiteracy
UnitPersuasive Writing
Description
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poetry y4 spring classic

HuntingdonJunior School

 

Teacher

 

Wk begin

 

Year Group4.

 

Literacy Unit Planner

Week 1 (of 4)

 

Unittitle: PersuasiveWriting

 

 

 

 

Day

Focus

for thelesson

Resources

TEXTS

Whole class phonics, vocabulary and grammar

Whole classshared reading and writing

Extension

Red

Core

Green

Support

Yellow

SEN

White

Plenary & keyquestions

 

Mon

L.O. I can checkthat my writing makes sense.

GfW p.74 S1 Unit20

 

Obj 11

GfW p.74S1

 

Example of anadvert.

Provide thechildren with a variety of different words which they must buildinto a sentence that makes sense.

Ensure childrensunderstanding of a basic sentence-SVO (subject, verb,object)

Children to fillin the missing verb in a sentence.

Ask the childrenwhat adverts they have seen this morning before school. Think ofall the places adverts are seen or heard-TV, radio, on buses,newspapers, magazines, at bus stops, on billboards, etc.

Note down all theplaces to refer back to over this unit. Ask the children for thepurpose of adverts. Look at a few together and read them for themain features. What makes it successful? Gender, colour, shape,content, colour, graphic images, layout, print, alliteration,puns.

Childrento complete the missing verbs in a sentence and ensure that itmakes sense.

Identifythe subject, verb and object.

Rewritethe sentence using an adventurous adjective.

Childrento complete the missing verbs in a sentence and ensure that itmakes sense.

Childrento underline the verb.

Provide a varietyof sentences on the flipchart for children to add verb to. Identifythe subject, verb and object. Children from red group to add anadjective to improve the sentence.

 

 

SuccessCriteria

Read the wordsthat you have been given.

Add a verb toensure the sentence makes sense.

Underline the verbin red.

Red and Green-Also underline the object in blue and the subject in green. Thenadd an adjective to improve the sentence.

 

Tues

 

L.O. I canidentify the features of a paper advert .

 

Obj 7 & 8

Examples ofpaper-based persuasive texts, including posters for films andadverts in magazines.

 

Children have avariety of sentences and must fill in the missing verb.

Lookat a variety of adverts.

Discussthe purpose of the texts and how they are intended to make a readerfeel. Draw out language associated with the emotions the texts areattempting to provoke, for example anger, pity, jealousy,excitement. Ask children to support their responses with evidencefrom the text, describing which elements of the text provoked theresponses. Annotate the texts by circling or underlining thefeatures of the written and visual text identified by the children.Record the findings as a whole class.

Children lookanother set of adverts. Underline the words that make you feel andemotion and state which emotion you are made to feel. Write aparagraph about the advert and how it makes you feel.

Children lookanother set of adverts. Underline the words that make you feel andemotion and state which emotion you are made to feel.

Supported byadult.

Children sharetheir findings of the adverts they have looked at.

 

 

SuccessCriteria

Read your advertcarefully.

Underline thewords in the advert that make you feel an emotion.

Write whichemotion the word makes you feel.

Red and Green~Write a paragraph explaining how the advert makes you feel.

 

Wed

 

L.O. I can statewhy a film trailer is persuasive

 

Obj 7 & 8

 

Film trailers andposters

Children to usethe apostrophe for possession relating to the film posters andtrailers. E.g. Gollums precious, Herculess strength, etc.

Look at a varietyof film posters and the language used in the Look closely as aclass at one film poster. State how it is persuading an audience togo and see the film. View the film trailer and spot the differencesbetween the two. Note how the film trailer creates an atmospherethrough the voice over and music. Model how to note thesedifferences.

Children aregiven another movie poster to analyse as a group. They identify thelanguage used to persuade you to watch this film.

Watch thetrailer for the same film as the poster that the children have achance to analyse. Spilt the class into 4 groups to focus onsoundtrack, moving images, voice over and sound effects. Childrenthen to feed back to the class during the plenary.

Describe the maindifferences between a poster and film trailer.

 

 

SuccessCriteria

Work as agroup remembering to take turns to speak.

Lookcarefully at the film poster.

How is itpersuading you to watch the film? What language is used?

Watch thefilm trailer carefully.

Look closelyat the part your group has been given-sound effects, moving image,voice over or soundtrack.

How doesthis affect the viewer? Why would it persuade them to watch thefilm?

Discuss withyour group the main differences between the trailer and theposter.

 

Thurs

L.O. I canidentify the main features of a radio advert.

 

Obj 7 & 8

 

 

Radioadverts

 

Pelican resourcebook pages 46-48

 

 

Look at alliterative slogans.Children identify the alliteration and then produce some of theirown.

Listen to a variety of radioadverts. Decide why the advertisers have chosen to use certainwords and sounds to persuade you to purchase their product or usetheir service. Explain going to write jingle for cat food usingalliteration or rhyme. Can children think of any other real lifeexamples from radio or TV.? Note down features of a radio advertfor children to refer to later in the lesson.

Read Costalot Pet Foods (p48) andtexts on pages 46 and 47. These are more egs. Of persuasive texts want reader to buy something. Highlight alliteration ( coconutcrackle), you draws you in, strong and positive language, humour(if dog could talk), superlatives ( best, freshest, purest,perfect). Dog dependent upon owner, reiterates idea ofresponsibility. Main selling points, variety, pudding, new flavour,pots are different.

New name for food PurrfectPuds.

Note main selling points.

Take ; Cats who are bored need achange rework into Does he long for things to change?

Change notes into jingle usingalliteration, changing word order, using humour andsuperlatives.

Children to workon designing a radio jingle for a product for one of the advertsseen in earlier part of lesson. Children to work in mixed abilitygroups.

 

Children to shareslogan for their chosen product.

 

 

SuccessCriteria

Look carefully atyour paper advert.

Think about how itcould be turned into a radio advert (use the ideas we noted as aclass)

Create a scriptfor a radio advert for your product.

Use persuasivelanguage, alliteration, superlatives and the word you.

 

Fri

L.O. I canidentify the features of a television advert.

 

Obj 7 & 8

 

Televisionadverts

Variety of sentenceswritten in the past tense which children must convert into thepresent tense.

Look at a variety oftelevision adverts and note down the main features- use ofsoundtrack, moving image, sound effects, voice over, writing andlogo of product. Discuss how the advert persuades the consumer tobuy their product or use their service.

In pairs watch another advert andnote down the key features and how they are used topersuade.

In pairs watch another advert andnote down the key features and how they are used topersuade.

Adult support.

Look at a paper advert and atelevision advert and discuss the main differences betweenthem.

 

 

 

SuccessCriteria

Work inpairs.

Watch the advertcarefully.

Note down the mainfeatures of the advert- sound effects, soundtrack, moving images,product logo, voice over and writing.

Write down howthey persuade a consumer to buy the product or use theirservice.

 

 

 

 

HuntingdonJunior School

 

Teacher

 

Wk begin

 

Year Group4.

 

Literacy Unit Planner

Week 2 (of 4)

 

Unittitle: PersuasiveWriting

 

 

 

 

Day

Focus

for thelesson

Resources

TEXTS

Whole class phonics, vocabulary and grammar

Whole classshared reading and writing

Extension

Red

Core

Green

Support

Yellow

SEN

White

Plenary & keyquestions

 

Mon

L.O. I caninvestigate verb tenses.

 

GfW p.76 Unit21S2

 

GfW p.76 Unit21S2

 

Yesterday, today,tomorrow scaffold for white and yellow groups.

Improve thepassages by changing the verbs into the past, present or futuretense. Remind the children that shall or will usually signal thefuture tense. Model how to write a past, present, future storyusing an everyday situation. E.g. Yesterday you hada big falling out with your friend. Today you are feeling reallylonely and have nothing to do.

Tomorrow youwill swallow your pride and make up with your friend.

Ensure thateach verb tense is accompanied by a new paragraph.

 

Recap on thefeatures of adverts. Decide if the phrases from Be Adwise Module 1Activity Sheet 2 are positive or negative towardsadvertising.

Write a yesterday,today tomorrow story like the one modelled.

Write a sentencefor yesterday, today and tomorrow from the scaffold.

Children sharetheir stories or sentences.

 

 

SuccessCriteria

Write at least 2sentences for each paragraph of your tense story.

Use adjectives andpowerful verbs.

Make sure eachseparate tense has a new paragraph.

 

Using the writingframe change the sentences into Yesterday-past tense, Today-present tense and Tomorrow- future tense.

Remember that thefuture tense usually has shall or will.

 

Tues

L.O. Iunderstand how words, images, colour and design are used inadverts.

 

Obj 7 & 8

 

 

 

 

Be Adwise activitysheets 4 & 5

Provide sentencesfor the children to change into the past, present and futuretense.

Look at the advertpicture only and ask children to predict what the advert might befor. Show the children more of the advert picture and ask if theirideas have changed and to explain their reasoning.

Explain that thecopy-the writing on the advert- has been removed. What could ithave said? Explain that we will find out more tomorrow!

 

Children to writesentences on their ideas of what the advert is for using the frame:At first I thought, Now I think and explain their reasoning.

Remind them thatthey will be using the past and present tenses to write.

Ask them topredict what the writing or copy could say.

Children discussin groups their ideas for what the advert is persuading people todo or buy giving their reasons. Ask then for their ideas for acatchy sentence for the product.

Adultsupport.

Children read outtheir copy for the advert.

 

 

SuccessCriteria

Look carefully atthe picture.

Write a sentenceAt first I thought(using the past tense) about when you were shownthe first picture.

Then write asentence Now I think..(using the present tense) about what youthink now.

Think of a phrasethat would help to sell the product.

 

Wed

 

L.O. I understandhow words, images, colour and design are used inadverts.

 

Obj 7, 8 & 9

 

 

 

 

Be Adwise activitysheets 4, 5, 6 & 7

Conjugate the verbgame:

Use regular verbsfirst in the present and then past tense.

Present:

I play, we play,he she, it plays, they play, you play

Past: I played, weplayed, he, she, it, played, they played, you played.

Then move ontoirregular verbs I eat, I ate, etc.

Remind thechildren of the two pictures they looked at yesterday. Then showthem The next picture (Activity Sheet 5) which has some of the copyon. Have any of them changed their predictions? Can they work outwhat the rest of the sentence might be? Draw their attention to thestyle of the lettering and ask what they notice about the fontused. Write a sentence on whiteboards about its effect.

Show the fulladvert in black and white and colour. Why has the product got thisname? How does it sound? What is the copy telling you to do? Whichwords stand out? Why? Which adjectives are used for appeal? Why isthe website address included? Why was the style of artwork chosen?How are the models dressed and how do they pose? Who is the advertaimed at and why?

In mixed abilitygroups of 4 redesign an advert for ColourFx based around theChristmas holiday. Use the same style and format but change theimages, the copy and maybe the colours of the ad. Make a roughdrawing of their idea and label it with arrows to explain thechanges they have made.

Children explaintheir new design to the class.

 

 

SuccessCriteria

Work in a group of4.

Use the same styleand format of the original ad but change the holiday toChristmas.

Change the images,copy and maybe the colour of the ad.

Make a roughdrawing of your idea.

Label the drawingwith arrows to explain the changes you have made.

 

Thurs

L.O. I understandhow images are used in adverts to create emotion.

 

Obj 7, 8 &9

 

 

Be Adwise ActivitySheet 10, 11 & clips 2-6 on DVD

Look at making suffixes from rootwords-ful, less, able, ous, and ible. Children make the new wordand use it in a sentence.

Look at the DVD clips and childrencomplete Activity sheet 11 in pairs. Discuss the reasons why theadvertisers have chosen these particular animals for the feelingsthey evoke in people. Demonstrate with a mind map the feelingsassociated a puppy.

In pairs children complete a mindmap of all the feelings they associate with an animal they areallocated. Children then to think about how they could use thewords they have generated to come up with a catchy slogan for a newpet food, a holiday in a nature reserve or a zoo based on theiranimal.

In pairs children complete a mindmap of all the feelings they associate with an animal they areallocated. Children then to think about how they could use thewords they have generated to come up with a catchy slogan for a newpet food, a holiday in a nature reserve or a zoo based on theiranimal.

Adult support.

Children read out their slogans.Look at the car advert with a kitten and tiger and discuss why theadvertisers have chosen these animals to sell their car.

 

 

SuccessCriteria

Complete a mindmap of all the different feelings you associate with youranimal.

Decide what youwould like the animal to be advertising- a new pet food, a holidayin a nature reserve or a zoo.

Use the words youhave mapped to write a catchy slogan for your product orservice.

Make your sloganeasy to remember-short and snappy!

 

 

Fri

L.O. I can usehomophones correctly.

 

Obj 6

Samples of advertsthat use homophones

Recap the mainfeatures of adverts and the different ways advertisers can appealto consumers or provide information. Watch an information advertthat is not designed to sell but inform. Discuss the same featuresthat are prevalent but for a different purpose.

Look at adverts thatuse homophones. Talk about the humour that is achieved throughwrong spelling and puns. In pairs on whiteboards use a homophonein an advertising phrase.

Children given words to write intotheir own advertising phrase or slogan. Work in pairs.

Children given sentences tocomplete using a homophone.

Read and correct a passage withhomophones together as a class.

 

 

 

SuccessCriteria

Read the list ofwords or sentences that you have been given.

Decide whichhomophone to use.

Write a sentenceor complete the sentence using the word you have chosen.

Take care with thespelling.

 

 

HuntingdonJunior School

 

Teacher

 

Wk begin

 

Year Group4.

 

Literacy Unit Planner

Week 3 (of 4)

 

Unittitle: PersuasiveWriting

 

 

 

 

Day

Focus

for thelesson

Resources

TEXTS

Whole class phonics, vocabulary and grammar

Whole classshared reading and writing

Extension

Red

Core

Green

Support

Yellow

SEN

White

Plenary & keyquestions

 

Mon

L.O. I understandwhy celebrities are used in adverts.

 

Obj 7 & 8

Be Adwise-activity sheet 22, 26, 27, 30

Children selectthe correct homophone to use in a variety of sentences.

As a whole classdiscuss the use of celebrities in adverts using Activity Sheet 22as a starter. Look more closely at David Beckham and discuss thereasons why he is used to advertise products. After discussion showchildren activity sheet 24. Look at the advert ofr WalkersSensations starring Victoria Beckham as a class.

Children toanalyse the advert and say why the advertisers have chosen to useVictoria Beckham, the setting, the colours, the font, etc. Activitysheet 26.

Children toanalyse the advert and say why the advertisers have chosen to useVictoria Beckham, the setting, the colours, the font, etc. Givensome clues to help them decide. Adult support. Activity sheet26

Activity sheet 30using a celebrity of the classs choice.

 

 

SuccessCriteria

Look carefully atthe advert.

Answer thequestions from the sheet in pairs.

In your paragraphinclude some of the vocabulary on the sheet, say how you feel aboutthe advert and whether you feel it is effective.

Write in fullsentences using a capital letter and full stop.

 

 

 

Tues

 

L.O. I understandthe basic construction of a commercial

 

Obj 7 & 8

 

Be Adwise activitysheets 13, 14, 15

Oxo advert and oneother

Recap on the rulesfor using the apostrophe. Remind the children that s is neverused to show a plural of a word. Write a variety of sentences onthe whiteboard and the children decide if the apostrophe is forpossession or omission.

Watch the Oxoadvert together. Children write on whiteboards what happens.Complete activity sheet 13 as a class. Watch advert again and claphands every time a scene changes to count the number of camerashots (23). Talk about the different camera shots- close up,medium, long, high angle, low angle and watch another advert to seeif you can spot the shots!

Extension: modelhow to rearrange the camera shots from the Oxo advert to advertisehealthy eating. Write short notes underneath each camera shotexplaining the action and sound that will accompany thepicture.

Children workthrough activity sheet 15 on the camera shots from the Oxo advertand match them up. Children explain why the shots werechosen.

Children workthrough activity sheet 15 on the camera shots from the Oxo advertand match them up .Adult support.

Watch the Oxoadvert again and pause on the different camera shots todiscuss.

ExtensionActivity

Children paste theOxo shots onto sugar paper in a different order as an advert for anew vegetarian food. Write short notes underneath each camera shotexplaining the action and sound that will accompany thepicture.

 

 

SuccessCriteria

Look carefully atthe camera shots.

Match up thecamera shots to the description.

Red and GreenState why they have been used.

ExtensionActivity

Rearrange the Oxocamera shots to advertise a new vegetarian food.

Glue your picturesonto sugar paper.

Write short notesunderneath the camera shots to explain the action and sound thatwill accompany each picture.

 

 

Wed

 

L.O. I understandhow words, sounds, images and texts combine to makemeaning.

 

Obj 7 & 8

 

 

Be Adwise activitysheet 16

 

Selection ofhomophones on the whiteboard for children to use in a sentence toshow they know the meaning of both words. E.g. pear/pair written onthe board =The pear was ripe. The pair of children workedhard.

Listen tosoundtrack of advert (clip 14) and ask class to guess what imagesmay have been used and what is being advertised. Show clip 15 withimages and sound. Discuss why there are no spoken words and why theslogan More power to you has been used. Then watch clip 16without sound and discuss what sounds may have been used. Play clip17 with sound and discuss what the soundtrack tells us about theproduct. Who is the advert aimed at? Watch the two adverts in fullagain in preparation for independent work.

In pairs childrencomplete activity sheet 17 (blank) comparing the 2 adverts.

In pairs childrencomplete activity sheet 17 (partially completed) comparing the 2adverts. Adult support.

Watch both advertsagain and complete the sheet as a class using the childrensideas.

 

 

SuccessCriteria

Watch the twoadverts closely.

Say what happensin the adverts.

Estimate thenumber of camera shots.

State whether theediting is fast or slow.

Describe the musicand sound.

Say what the finalslogan is for each advert.

 

 

 

Thurs

L.O. I can planan advert.

 

Obj 9

Objects for thechildren to advertise

Plans- Be AdwiseActivity Sheet 20 & 21

Demonstrate theuse of apostrophe for it- its = belonging its = it is

Whose coat isthis? ______ mine!

______ a lovelyday today.

The elephantraised ______ trunk.

Hurry up, ______going to rain!

The monster opened______ mouth and roared.

The book had lost______ last page

Try andincorporate this into their planning. Its fabulous, its amazingetc.

 

Demonstrate how to brainstormideas to advertise their object. And write them in a mind map.Decide who they are selling the object to and aim the advert attheir audience.

 

Childrenwork in their groups to brainstorm ideas for their object and theirintended audience. Yellow and white to have adult support.

 

 

 

SuccessCriteria

Look carefully atthe object you have been given.

Work as a group toproduce a mind map of ideas to advertise your product.

Describe yourobject and the benefits it could have.

Think about whomight like to buy your product and use appropriate language.

Write down allyour ideas no matter how silly they might seem.

 

 

 

Fri

L.O. I can planan advert.

 

Obj 9

Objects for thechildren to advertise

Plans- Be AdwiseActivity Sheet 20 & 21

Alliteration andits use in adverts. Show children some alliterative phrases e.g.ripe red raspberries, fast furious Ferrari, etc and give childrenobjects to make up their own alliterative phrases.

Model how toselect the main ideas from their brainstorming session yesterday toput into a plan. Keep in mind the object and their intendedaudience. Use activity sheet 20.

Childrenwork in their groups to select the ideas form yesterday that theywish to use in their adverts. Yellow and white to have adultsupport.

 

 

 

 

SuccessCriteria

Use your mind mapfrom yesterday.

Agree as a groupon your final ideas.

Write your ideasonto your planning sheet- remember these are notes and dont haveto be full sentences just words and phrases that will helpyou.

 

 

 

 

 

 

 

 

 

 

HuntingdonJunior School

 

Teacher

 

Wk begin

 

Year Group4.

 

Literacy Unit Planner

Week 4 (of 4)

 

Unittitle: PersuasiveWriting

 

 

 

 

Day

Focus

for thelesson

Resources

TEXTS

Whole class phonics, vocabulary and grammar

Whole classshared reading and writing

Extension

Red

Core

Green

Support

Yellow

SEN

White

Plenary & keyquestions

 

Mon

L.O. I can writea script for a TV advert.

 

Obj 9

 

Objects for thechildren to advertise

Storyboard scriptsPlans- Be Adwise Activity Sheet 20 & 21

Recap onsuperlatives and their place in advertising. Whitest whites forDaz, possibly the best lager in the world, crumbliest, flakiestchocolate etc. Children to think of their own superlatives fordifferent products on the whiteboard.

Demonstrate use ofalliteration, persuasive language, use of superlatives and keepingthe advert short and snappy as T.V. adverts cost a lot of money tomake and air. Ensure the children understand that they will bewriting the script today and planning the filming of their advertstomorrow.

Childrenwork in their groups to write the scripts for their adverts. Yellowand white to have adult support.

Choose one groupto share their script.

 

 

SuccessCriteria

Use your planningsheet from yesterday.

Decide as a groupwhat you would like to say to open your advert.

Keep yoursentences short and snappy- use alliteration, superlatives and yourslogan.

Limit yourspeaking to a maximum of 2 minutesif you cant say it all in thistime your advert is too long!

 

 

Tues

L.O. I can writea script for a TV advert.

 

 

Obj 9

 

 

 

Objects for thechildren to advertise

Storyboardscripts

Plans- Be AdwiseActivity Sheet 20 & 21

Write a past,present and future sentence based on their advert. Yesterday Iwanted an ice cream. Today I ate an incredible Ice cream. Tomorrowyou too can share in the delight of this delectable delicacy bydining at Delaneys Dessert Stop.

Show how to use astoryboard to plan the shots that will be used in the filming usingthe scripts they have written yesterday. Use activity sheet21.

Childrenwork in their groups to write their story board plans. Yellow andwhite to have adult support.

Choose one groupto share their storyboard.

 

 

SuccessCriteria

Work as agroup.

Decide on the 12camera shots you would like to use.

Sketch a quickoutline of each shot.

Write any notesunderneath your sketch.

 

 

Wed

L.O. I can filmmy advert.

 

Obj 9

 

 

 

Objects for thechildren to advertise

Storyboardscripts

Plans

Digi blue camerasPlans- Be Adwise Activity Sheet 20 & 21

Advert

Use of the suffixful and -less How many words can the children think of with thissuffix at the end. Write a sentence using their word

Look at an advertto show the children how to film it. Children to rehearse beforefilming their adverts. Demonstrate to children the importance ofholding the camera still, keeping the focus on the actors, actorsspeaking clearly reading from a script if necessary and beingbright and cheerful as in a real advert. Limit the advert time to amaximum of 2 minutes.

Childrenwork in their group to rehearse and record their advert using theirwritten plans. Yellow and white to have adult support.

Look at one of theadverts and pick out the main features: music, clear speaking,persuasive tone, slogan, etc.

 

 

SuccessCriteria

Work as agroup.

Rehearse thescript and 12 camera shots according to your plan.

Film your advert-keep the camera still, focus on the actors, actors speakclearly.

Film any mistakesas you can edit the advert later.

 

 

Thurs

L.O. I can editmy advert.

 

Obj 9

Digi bluecameras

ICT suite

Use of the suffix ible and -ableHow many words can the children think of with this suffix at theend. Write a sentence using their word.

Demonstrate to children how toedit their advert using the digi blue software. Add music andeffects as necessary.

Children work intheir groups to edit their adverts. Adult support to white andyellow.

Watch one of thefinished adverts.

 

 

SuccessCriteria

 

 

Fri

L.O. I can peerassess an advert.

 

Obj 9

Digi bluecameras

Success criterialist

Rules for peerassessing

Write a variety of sentences onthe whiteboard using the incorrect tense for the children tochange

Show children thesuccess criteria list and demonstrate on a real advert as towhether or not it has demonstrated the criteria.

Remind the childrenof the rules for peer assessing.

Children work inpairs to peer assess each others adverts.

Look at on group[ of childrensadverts and see how close they were to meeting the successcriteria.

 

 

 

SuccessCriteria

Use the successcriteria checklist.

Find three placeswhere the advert meets the success criteria.

Find one placewhere an improvement could be made.

Make sure yourpartner is happy with your comments.

 

 

 

 

ReadingObjectives:

Understandingand interpreting texts 7.Explain how writers use figurative and expressive language tocreate images and atmosphere

Engagingand responding to texts 8.Interrogate texts to deepen and clarify understanding andresponse.

 

Speaking1:Respondappropriately to the contributions of others in light of differingviewpoints.

 

 

Listening andresponding 2.

Compare thedifferent contributions of music, words and images in shortextracts from TV programmes.

nvestigate howtalk varies with age, familiarity, gender and purpose.

 

 

 

 

Writing Objectives

Creating and shaping texts9:

Developand refine ideas in writing using planning and problem-solvingstrategies.

Chooseand combine words, images and other features for particulareffects.

Summariseand shape material and ideas from different sources to writeconvincing and informative non-narrative texts.

Showimagination through language used to create emphasis, humour,atmosphere or suspense.

 

 

SentenceStructure and Punctuation 11.

Clarifymeaning and point of view by varied sentence structure usingphrases, clauses and adverbials.

Usecommas to mark clauses, and use the apostrophe forpossession

Presentation12.

Useword processing packages to present written work and continue toincrease speed and accuracy in typing.

 

Outcome:

 

Word structure andspelling 6 :

Useknowledge of phonics, morphology and etymology to spell new andunfamiliar words.

Distinguishthe spelling and meaning of common homophones

Know andapply common spelling rules

Develop arange of personal strategies for learning new and irregularwords

 

 

 

 

Homework: Childrento collect as many examples of alliteration from adverts as theycan or write three alliterative sentences.

 

 

      ICTOpportunities: Digi blue cameras for filming