Book orientation, page by page reading and comprehension Text: Focus Strategy: fact or opinion Text: Strategy: fact or opinion Text: Focus Strategy: fact or opinion Text: Focus Strategy: fact or opinion 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. 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 use IT to publish advert 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 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 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 use IT to publish
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 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. Discuss audience and what is likely to attract them. Sequence components of advert together. (NB Could use support material in Wundabars Targeting Text – Word Dash, storyboard etc p 118 – 121) & 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 purposes 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 4 Model presenting and advert. Explain how the voice needs to reflect mood of advert in its expression and pace. 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 4 Select different students to repeat the same advert. Explore different ways of presenting the material. Which is most effective? 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 4 In groups, rehearse an advert they have written. Students evaluate each others’ performance and give suggestions for improvement. Week 3 Repeat activity independently, noting a different aspect or feature. Week 4 Assessment task: Perform advert they have written individually to class. Record using available technology
Book orientation, page by page reading and comprehension 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? Text: Picture 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? Text: Picture comic strip books 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? Text: Picture 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? 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 of something you would never buy. Try to persuade a friend to buy it. (see Why We Must Run With Scissors, p 12 – 13) 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. assist students to practise recording / presenting their adverts – expression, timbre, pace, pauses.