We re all going on a Headwater Holiday!

We’re all going on a Headwater Holiday! Persuasive writing for Years 4 and 5 Michelle Booth, Brierley Primary School, Crewe Overview and introducti...
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We’re all going on a Headwater Holiday!

Persuasive writing for Years 4 and 5 Michelle Booth, Brierley Primary School, Crewe

Overview and introduction This unit of work covers the following text level objectives. I have not included specific sentence and word level objectives, as these can be adapted to suit your class however there are several covered throughout the unit. Year 4 term 3 - text level objectives 16. To read, compare and evaluate examples of arguments and discussions, e.g. letters to press, articles, discussion of issues in books, e.g. environment, animal welfare; 17. How arguments are presented, e.g. ordering points to link them together so that one follows from another; how statistics, graphs, etc. can be used to support arguments; 18. From examples of persuasive writing, to investigate how style and vocabulary are used to convince the intended reader; 19. To evaluate advertisements for their impact, appeal and honesty, focusing in particular on how information about the product is presented: exaggerated claims, tactics for grabbing attention, linguistic devices, e.g. puns, jingles, alliteration, invented words 22. To present a point of view in writing, e.g. in the form of a letter, a report or a script, linking points persuasively and selecting style and vocabulary appropriate to the reader; 23. To summarise in writing the key ideas from, e.g. a paragraph or chapter; 24. To design an advertisement, such as a poster or radio jingle on paper or screen, e.g. for a school fête or an imaginary product, making use of linguistic and other features learnt from reading examples. Year 5 term 3 – text level objectives 14. To select and evaluate a range of texts, in print or other media, for persuasiveness, clarity, quality of information; 15. From reading, to collect and investigate use of persuasive devices: e.g. words and phrases: e.g. 'surely', 'it wouldn't be very difficult...'; persuasive definitions, e.g. 'no-one but a complete idiot...', 'every right-thinking person would ...' 'the real truth is...'; rhetorical questions 'are we expected to..?' 'where will future audiences come from..?;. pandering, condescension, concession etc.; 'Naturally, it takes time for local residents...'; deliberate ambiguities, e.g. 'probably the best...in the world' 'known to cure all...', 'the professionals' choice'; 17. To draft and write individual, group or class letters for real purposes, e.g. put a point of view, comment on an emotive issue, protest; to edit and present to finished state; 18. To construct an argument in note form or full text to persuade others of a point of view and: • •

present the case to the class or a group; evaluate its effectiveness.

The unit of work is based on the Headwater Holidays 2004 Europe brochure available from the Teaching Resources section at www.headwater4kids.com.

Overview of the main activities for the unit

M Tu

Learning Objectives

Shared Work

Independent/Guided Work

Plenary

To identify persuasive features in non fiction texts – To use persuasive language in a letter

Looking at brochure as a class identifying persuasive features

Mixed ability groups – double page spread to evaluate the persuasive features present Writing a letter to the organisers of a Holiday fair too convince them to get you a stand.

Present to the group and discuss.

Designing our own adverts for Headwater.

Display the adverts are they persuasive. Do they have the main features? Do we think our posters and leaflets will work?

W

To use persuasive language and features in a newspaper advert

Th

To use persuasive language in leaflets or posters. To use persuasive spoken language, to take the role of someone else

F

Where Headwater go on holidays? Persuasive language identification, Modelled writing of a persuasive letter and joint planning. Looking at adverts together – identifying what’s been used to persuade. Main features of persuasive posters and leaflets, persuasive language

Mixed ability groups – making leaflets and posters to use at the holiday fair Holiday fair – roleplay based activity on verbal persuasion backed up by the leaflets, posters and brochures. Another class to play the public at the fair.

Read examples are they persuasive?

How successful was our persuasion? Review of the week.

Day one – Evaluating texts Learning objective – To identify persuasive features in non fiction texts Setting the scene Explain to the children that this weeks work is about imagination and that they need to imagine they work for Headwater Holidays who sell walking, cycling, canoeing and cookery holidays in Europe. There is a big holiday fair on Friday and Headwater need to be there to get themselves noticed and convince lots of people to book their holidays. The children’s job is to get, organise and take part in the fair.

Shared work – Text level Look at the Headwater brochure – allow the children a few moments to look at some of the holidays and the pictures etc. Discuss what they think the purpose of the brochure is and read pages 4 and 5 together (a copy can be found in worksheet-1). As a class list the things about the page (layout or pictures or text) that would persuade you to want to read on or go on one of the holidays in the brochure eg. layout, colours, photos, subheadings, persuasive language, quotes etc.

Independent/Guided work In mixed ability groups children should be given a double page of the brochure, a large sheet of paper and a marker or felt pen. Ask the children to discuss and list the things they think are persuasive about their pages remind them of the things you have just discussed together. As a suggestion your high attainers might want to use one of the holiday spreads (pg 20-21 in the brochure, or in worksheet-2), your middle attainers ‘Headwater gives you more’ (pg 18-19 in the brochure, or in worksheet-3) and you lower attainers ‘Cycling with Headwater’ (pg 12-13 in the brochure, or in worksheet-4) and the labels on resource sheet A to cut and stick with a line drawn to the part they think shows this.

Plenary As a class again, present the findings to the rest of the group. Did everyone find the same features to persuade? Do we think the brochure could be improved?

Day 2 – Using persuasive language Learning Objective – To use persuasive language in a letter Shared work – Text and sentence level Discuss where Headwater go on their holidays (a holiday index is available in worksheet-5) and find the countries on a globe if any are unknown. Choose one holiday and look at its double page spread as a class. How many of yesterdays features of persuasive texts does it have? Look carefully at the language used in the brochure – can you list any phrases that are persuasive? What might Headwater use as things to convince people to come on one of their holidays? List any you find as a class and display for use later. Model using the writing frame on resource sheet B to plan as a class a letter to the organisers of the holiday fair to convince them that they want Headwater’s stand there. (you may want to use this opportunity to teach about paragraphs)

Independent/Guided Work Children have a go at writing the letter using the plan you’ve worked on together as a basis for their writing. Remind them to use lots of the persuasive reasons you listed as well. Lower attainers can use the writing frame on resource sheet C.

Plenary Read some examples of the letters - decide if they have used some of the persuasive features or language we have discussed.

Day three – Persuasion in adverts Learning objective – To use persuasive language and features in a newspaper advert Setting the scene Explain to the children they were successful in getting a stand at the fair, but now they only have 2 days to prepare everything and the organisers of the fair need an advert for the paper they are going to give out to each person who comes into the fair.

Shared Work Look together at the past Headwater adverts (worksheet-6) and discuss what you think is good and bad about them in terms of persuasion. Why might Headwater have made these adverts? How could they improve them? Show they children how they might design a half A4 page advert of their own perhaps using some of the ideas from resource sheets D and E.

Independent/Guided Work Children design and produce a half page advert for Headwater making sure it explains to people that they can come and see them on Stand E9 when they visit the fair. Differentiation by outcome or support.

Plenary Display the adverts. Do they persuade? (you could ask another class for their opinion)

Day four – Persuasive Writing (leaflets and posters) Learning Objective – To use persuasive language in leaflets or posters. Shared Work Demonstrate to the children how posters and leaflets can be persuasive show examples of the Headwater leaflets included in the brochure (copies in worksheet-7) and a range of other leaflets and posters that persuade. Look at the features that have been discussed all week and identify them in the leaflets eg. using colour, not lots of text, photos etc. Ask the children to look back through the brochure in pairs and to list all the things that they think are really good about Headwater and their holidays (note form only – don’t give them too long about 10 minutes) Then list some of the ideas on the board (add teacher examples if necessary) Explain and model how you can use these things to persuade people by making them stand out (resource sheets D and E could help give you ideas and you might like to display them for the children)

Independent/Guided Work In mixed ability groups children to design and make posters and /or leaflets for the fair tomorrow which advertise and try to persuade people to book a Headwater Holiday.

Plenary Review the posters and leaflets do we think they will work and persuade people to buy?

Day Five – The Holiday Fair Learning objective – To use persuasive spoken language, to take the role of someone else

Setting the scene You will need to do a little classroom preparation for this if you can’t get into the hall. Set the space up so that the groups each get a space to put up their posters and put their leaflets on the table and stand next to them to try and entice the public (another class in this case) to sign up to a brochure request.

Shared Work Allow the children time to set up their stand at the fair before the other class(es) come into have a look at the stands. Make sure the children stay in role and try to get people to sign up for a brochure by using the persuasive language. If you wish you can save the logos from the Headwater website to use on some of the stands.

Plenary After the fair is over ask the children to review and reflect in their small groups on what they feel was good and what could have been improved about their stands and then discuss as a class if you feel you were persuasive enough. Review what you have learned in the week and draw the unit to a close as you see fit.

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