writing partners: establishing audience and purpose

KeY: Add to the WOW Word Wall VCOP activity

writing Partners: establishing Audience and Purpose Play Message 15 and establish what Ace is asking the children to do. Ask: Have you ever read advertisements in magazines before? Have they ever persuaded you to buy any of the products they are advertising?

Hand out copies of the various advertisements you have collected and ask the children to have a look through them with their Writing Partners. Ask them to discuss the types of products being advertised and whether or not they think the advertisements would persuade them to buy the products.

Ask: How might you persuade the gaming magazine readers to buy ‘Chalice Chase’? Take feedback and discuss the children’s responses.

whole Class: exploring an Advert Play Message 16 and either read or play the advert to the children.

Hand out copies of Resource Sheet 2.10, one to each child. Ask the children to focus on the first paragraph in the advert. Play Fastest Finger First and ask the children to point to the words that are repeated throughout this paragraph (‘secret’ and ‘treasure’). Ask: Why do you think these words have been repeated? Encourage children to recognize that the repetition reinforces the background and the aim of the game, as well as creating intrigue in the minds of the readers.

Still focusing on the first paragraph, ask the children to identify an example of a single-clause sentence (simple sentence). (‘The location of this buried treasure was a secret.’) Now ask them to look at the second paragraph and identify another example of a single-clause sentence. (‘But it’s not going to be easy!’) Ask: Why have single-clause sentences (simple sentences) been used? Encourage the children to notice that single-clause sentences add emphasis to the information because the focus of each sentence is just one single point.

Play Fastest Shout First and ask the children to give examples of alliteration in the advertisement. (‘deadly Diranosaurus’, ‘vast vegetation’, ‘dark, dingy… damp, dense’) Ask: What effect does this have? Clarify that alliteration can make information and descriptions catchy and memorable.

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Teaching focusText here

Teaching focusExploring a persuasive advert, focusing on:

using repetition for effect using personal pronouns as a persuasive feature

using alliteration and punctuation for effect using rhetorical questions using varied sentence structures, including sentences with subordinate clauses and single-clause sentences (simple sentences) for effect.

You will need: A variety of adverts from magazines

Resource Sheet 2.10 – one copy for each child

Challenge Cards 2.1–2.4 – one copy for each group (two copies of each card are provided)

Board games week 4 Lesson 7

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849396 PX BIG WRITING ADV Y4 THB pp54-210.indd 106 25/03/2014 10:39

107KeY: Up-levelling activity Opportunity for differentiation

week 4

Lesson

7 Ask the children to identify the rhetorical questions in the advertisement. (‘Can you find Abebe’s Lost Treasure?’ and ‘Why not give it a try yourself?’) Ask: Why have these been included?

Play Fastest Shout First to identify the different types of punctuation in the advertisement. Ask: Why have exclamation marks been used? What is the effect of using ellipses?

Ask: Who can remember what we call words like ‘I’ and ‘you’? (personal pronouns) Play Fastest Shout First to generate as many examples of personal pronouns as possible.

Now ask the children to spot where personal pronouns have been used in the advertisement. Highlight them in Message 16 and ask: Why is it important to use personal pronouns in advertisements? Encourage the children to recognize that personal pronouns help the readers to feel involved by making it seem as though you are addressing them directly.

Ask: How has the advertisement been organized? What information has been included in each paragraph? Make sure children understand that each paragraph draws on a section they wrote for their instruction booklet, i.e. background story, aim of the game and how it is played, setting description, character description.

writing Partners: Discussion Ask children to read through the advertisement on Resource Sheet 2.10 again. Explain that you would like them to discuss the overall effect of the advertisement. Ask: Would it make you want to buy the game? Which aspects did you find persuasive? Could anything have been improved?

Ask partners to make notes about the things they found persuasive about the advertisement and things that made them want to play the game.

Ask: Would this advert be appropriate for a gaming magazine? Why or why not? (Resource Sheet 2.10 will be used again in Lesson 8.)

group Activity: Advert ideas Hand out Challenge Cards 2.1–2.4, one card to each group (two copies of each card are provided).

Ask groups to read the information about the product on their card and to think of a few catchy lines to go with it. Prompt the children to think about using repetition, alliteration and a rhetorical question to create a line that people will remember and to make readers feel personally involved.

Ask: Could you add an exclamation mark or an ellipsis for effect?

whole Class: Cool Down Ask groups to share their lines with the rest of the class. Ask the class to share the things they liked about each group’s line. Ask: Would they help to persuade you to buy the product? Why or why not?

Talk Homework Give the children an oral homework task focusing on the stimulus or purpose for the Big Write task they will complete the next day.


108KeY: Add to the WOW Word Wall VCOP activity

Big wriTe

week 4This week’s Big Write is taken from another curriculum area and uses a form with which the children are already familiar.

Part 1: oral vCoP Use this 45-minute session to carry out fast and lively oral activities. Use the activities to consolidate skills from the preceding lessons and to increase the level of challenge.

The content does not have to link to the week’s writing task. Suggested Writing Partner/Whole-class activities using Resource Sheet 2.10:

Play Fastest Shout First to find alliterative adjectives for ‘secret’. Record them on the board.

Play Fastest Shout First to spot the Power Opener in the passage. (‘Although…’) Play Make Me Up a sentence starting with the word ‘Although’ about a friend/school/a favourite food. Now ask children to include the word ‘because’ in all their sentences.

Play Fastest Shout First to find the meaning of ‘superlative’. Play the Dictionary Game if needed. Repeat the activity for ‘emotive’, ‘persuasive’ and ‘alliterative’.

Part 2: extended Silent writing Session Remember to rotate through all the genres/text types already learned by the children. Suggestions include:

Assessment for Learning Return the marked writing as soon as possible, in the Writing Partners’ Assessment for Learning time. (See page 23 for more detail.)

eiTHer: A diary entry from your character on the day they find the chalice.

or: A letter to a friend persuading him/her to buy the board game.

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109KeY: Up-levelling activity Opportunity for differentiation

week 4

Lesson

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writing partners: establishing audience and purpose

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