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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 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

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)

LINKS TO OTHER LAS


Weeks 1 4 link to Media Studies: communicate ideas through different media (TV, radio, magazines) Technology : ICT may be

(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)

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 Leader and Collaborator

Effective Communicator Active Investigator

Designer and Creator 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 Australias 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 Sustainability Education Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation. 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 Social Emotional Learning Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital. The curriculum provides opportunities to develop: 1. Self Awareness 2. Social Awareness 3. Responsible Decision Making 4. Self-Management 5. Relationship Management Inclusive Education 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 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.

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

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)

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 anothers 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 peoples 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).

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 5 6 7 8 9 10

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 ENGLISH

GENERAL CAPABILITIES
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

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.

(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)

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.

MODELLED I Do IT
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, 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)

SHARED We Do It
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.

GUIDED We Do It
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.

INDEPENDENT You Do IT
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 adverts 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
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. 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

GRAMMAR FOCUS
Focus: Comparative / superlative adjectives Imperative voice Difference between phrase, clause, sentence and how this relates to adverts.

PUNCTUATION FOCUS
Focus: Exclamation mark Quotation marks

READING ROTATIONS ONE


Guided Reading with book at appropriate instructional level.

TWO
Explore a variety of adverts from different magazines: identify possible audience. Consider age group, gender, interests

THREE
Explore a web page that promotes an event/ museum / holiday destination etc. Identify factual information, opinion, emotive language to persuade.

FOUR
Sort a selection of statements depending on their modality from neutral or gentle to strong/ extreme.

GUIDED READING GROUPS


Book orientation, page by page reading and comprehension

GROUP ONE
Text: Focus Strategy: fact or opinion Text:

GROUP TWO
Text: Focus Strategy: fact or opinion

GROUP THREE
Text: Focus Strategy: fact or opinion

GROUP FOUR
Focus Strategy: fact or opinion

WRITING ROTATIONS ONE


Work with group to develop plan / layout/ language choices etc. for assessment task.

TWO
Comparative / superlative adjectives sorting, matching activities or cloze passage (regular and irregular formations)

THREE
Exploring modality: brainstorm vocabulary / phrases that show degrees of modality. Sorting activity

FOUR
Creating word / phrase banks of emotive language that could be used in an advert for the assessment task.

GUIDED WRITING GROUPS GROUP ONE


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

GROUP TWO
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

GROUP THREE
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

GROUP FOUR
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

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 ** 4 ** 5 6 7 8 9 10

CONTENT DESCRIPTORS
Understand how tests vary in purpose structure and topic as well as degree of formality

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

CROSS CURRICULAR PRIORITIES


Media / Technology

(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)

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.

MODELLED
I Do IT
READING Identify structure and features and techniques used in TV advert 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

SHARED
We Do It
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.

GUIDED
We Do It
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.

INDEPENDENT
You Do IT
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. (NB Could use support material in Wundabars Targeting Text Word Dash, storyboard etc p 118 121)

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 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 3 Repeat activity independently, noting a different aspect or feature.

Week 4 Model presenting and advert. Explain how the voice needs to reflect mood of advert in its expression and pace.

Week 4 In groups, rehearse an advert they have written. Students evaluate each others performance and give suggestions for improvement.

Week 4 Assessment task: Perform advert they have written individually to class. Record using available technology

purposes

SPELLING 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. 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

GRAMMAR FOCUS
Use of imperative voice Change verbs into command form. When is it used? Link to use in adverts

PUNCTUATION FOCUS
Direct speech and associated punctuation / layout. (Use speech bubbles from comic / picture books)

READING ROTATIONS ONE


Guided Reading with book at appropriate instructional level.

TWO
Sort selection of words depending on their use of alliteration. (eg slithering sliding, slippery, snake)

THREE
Sequence text and pictures to create a comic strip to tell a simple story.

FOUR
Find synonyms for a selection of words using a thesaurus

GUIDED READING GROUPS


Book orientation, page by page reading and comprehension

GROUP ONE
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?

GROUP TWO
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?

GROUP THREE
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?

GROUP FOUR
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?

WRITING ROTATIONS
ONE
Guided writing to the appropriate level of the group.

TWO
Alliteration activity (Eg. Prof. Campbells activity see myclasses)

THREE
Create rhyme / jingle to promote a product for their advert

FOUR
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)

GUIDED WRITING GROUPS


GROUP ONE
Replace with Guided Speaking Focus: assist students to practise recording / presenting their adverts expression, timbre, pace, pauses.

GROUP TWO
Focus: assist students to practise recording / presenting their adverts expression, timbre, pace, pauses.

GROUP THREE
Focus: assist students to practise recording / presenting their adverts expression, timbre, pace, pauses.

GROUP FOUR
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
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