Lou08

Literacy WeeklyPlan

Week Beginning28.4.08

Term 5

Year 4 / LowerSet

Mrs Thomas

Key Skills / UnitOverview (for the whole unit)

Read, compare and contrast a range ofpaper-based and DVD-based persuasive texts. Discuss and recordcommon features of the text types. Express views about thepersuasive nature of different texts.

Identify elements of a DVD text that wouldpersuade a reader to see a film. Plan a trailer to promote a filmusing key moments from the film.

Prepare a written voiceover script to persuade areader to see a film. Demonstrate how to combine words, music andimages to convince the reader.

Phase 1: Sharedreading and familiarisation with the text-type (7 days: 4 days lastweek; 3 days this week)Phase 2: Capturing ideas and planning (7days: 2 days this week; 5 days next week)

Learning outcomesfor this week:Children can express personal opinions to compare and contrast arange of texts using evidence from the text to support theiropinion. Childrencan identify key language features in persuasive texts.

Day

Spelling / Phonics

Learning Objectives

Introduction / Key Questions /Input

Differentiated Pupil Activities

Success Criteria

Mon

LAP

TOPS

NEEDED

RML IWB ten minute phonics activity

Oo/ ue / ew / u_e

2. Listening and responding

Compare the different contributions of music,words and images in short extracts from TV programmes.

Investigate how talk varies with age,familiarity, gender and purpose.

Look at another (contrasting) film trailer {Melused Finding Nemo last week}.

Model how to use the pause button on the controlpanel of the playback software to watch and discuss sections of thetrailer, highlighting evidence of how the sound and moving imagesact as persuasive devices. Note findings on the IWB frame.

Working in small groups children repeat theprocess with a range of trailers downloaded onto laptops. Do thetexts conform to the same conventions identified in previoussessions? Note-taking techniques should be used whereappropriate.

During the plenary, evaluate and grade thetrailers. Ask: Which were most successful at persuading a reader tosee the film? Ask children to support their opinions using evidencefrom the written, sound and visual text. Note key findings on theIWB frame for use in phase 2 to support planning.

Red

Ican now say which trailers are most successful at persuading areader to see the film.

Orange

Ican now support my opinions using evidence from the written, soundand visual text

Green

Ican now compare the effectiveness of different trailers, givingreasons

Tue

RML IWB ten minute phonics activity

Oo(as in book)

8. Engaging with and responding totexts

Interrogate texts to deepen and clarifyunderstanding and response.

Enlarged A3 advert deconstruct in order tofind the key components why were these choices made? How does itwork? Compare a weaker and a stronger advert. Compare those by bigcompanies to those by small local companies. Discuss how somecompanies have a very recognisable logo so need less info, e.g.Nike; can they think of any others?

Use grid to separate out the main features whichcontribute to the effectiveness of 2 very different writtenadverts. (using grid that used for clip last week).

Discuss with partner your personal response toit does it appeal? Is it intended to appeal to children? Or ifnot whom?

Begin to discuss features that would appeal todifferent audiences

Red

Ican now say why one written advert is more appealing to me thananother, giving examples and reasons

Orange

Ican now explain who an advert is aimed at and give reasons for someof the choices that were made

Green

Ican now say what in an advert might appeal to several differentaudiences

Wed

(with MM)

Make up a mnemonic for a WOW word from displaywith a partner. Improve it. Test each other.

2. Listening and responding

Compare the different contributions of music,words and images in short extracts from TV programmes

Remind re. last weekss lesson what advertsdid we see? What were the features that made them work well?

Now listento another film trailer (contrasting) separate out thewords, music and images. Try nowwatching it what difference does it make? Watch it with the sound down.

Start to think about a trailer you could createfor a film of your choice (working in pairs or 3s).

What choices would you make in each area images, words, music.

Begin to draft out a plan, thinking carefullyabout the intended audience and the main points you would need toinclude (NB this will be used next week)

Red

Ican now say how each part of a film trailer helps to make itwork

Orange

Ican now say what sorts of words would be good in an advert for acertain film, giving reasons

Green

Ican now say what music and images would be good in an advert for acertain film, giving reasons

Thur

RML IWB ten minute phonics activity

Ow(as in snow)

11. Sentence structure andpunctuation

Clarify meaning and point of view by variedsentence structure using phrases, clauses and adverbials.

9. Creating and shaping texts

Develop and refine ideas in writing usingplanning and problem-solving strategies.

Visit http://www.bbc.co.uk/schools/ks2bitesize/english/activities/adjectives_adverbs.shtml

Use online activity to decide upon goodadjectives and adverbs for different products.

Now decide on a product from those on theprogramme how would you begin to write an advert for it?

Model the planning process initial ideas,improvements, language choices, layout

Use the modelled planning process to plan asimple poster advertising a product. Work with a partner to thinkof catchy slogans / logos; using alliteration and other goodlanguage choices.

Planning only today encourage use of notes /spider diagrams / post its.

Red

Ican now plan an advert to appeal to an audience

Orange

Ican now include good language choices for a reason and say whatthis is

Green

Ican now adapt my ideas as I go along and improve them

Fri

RML IWB ten minute phonics activity

Ow(as in how)

9. Creating and shaping texts

Summarise and shape material and ideas fromdifferent sources to write convincing and informative non-narrativetexts.

Model using yesterdays planning to now createthe advert.

BIG WRITING use the plan from yesterday tocreate individual adverts. Remind that it is ok to deviate from theplan if you think of improvements.

PEER ASSESSMENT PLENARY

Swap adverts with another pair and give 3 starsand a wish. Do you agree with their comments?

Red

Ican now write an advert using interesting words

Orange

Ican now change my ideas to make them better

Green

Ican now give reasons why someone elses advert is good and suggestan improvement