T1+W6+-+11+&+2+W1+-+4+Persuasive+Texts

MUS2.1 || **Look at nouns.** What is a noun? Learn the "Noun Song" (a noun is a person, place or thing... etc to the tune of "Heads, shoulders, knees and toes) ||  || Generally students knew that a noun was a person, place or thing (but strangely enough they couldn't group nouns into this category) They enjoyed the song :) || TS2.1 TS2.2 || **Common & Proper nouns.** Deconstruct a text to find the common and proper nouns. The grouping activity was more effective. || RS2.8 TS2.1 || **Subject and Object:** why do we need them? ||   || Mrs Exton did this with the class. || WS2.10 TS2.3 TS2.2 WS2.13 TS2.1 || **What is Persuasion?** Brainstorm what is persuasion? (fishing for convincing someone) Look at a number of adverts (including the cadbury ads) Ask the students to think about the following questions: 1. What is being sold? 2. What is the persuasive message? (ie a cup and a half of joy - chocolate makes you happy) 3.What do they use to persuade you? (music, famous people, humour - relate this back to the pigeon) 4. Who is the Audience? (and how can you tell) ||  || Students were really engaged in the video clips and were able to discuss the questions posed. || WS2.10 || **Connecting ideas using Because:** The "because game" - students sit in a circle and have to come up with a "because" reason from the statement the teacher provides. ie. The teacher is smelly because.. The boy fell over because ... This then leads to a serious statement of : Dogs are great pets because.... Once students have come up with the reasons dogs are great pets, they write a sentence in their book. Dogs are great pets because ...... ||  || Students enjoyed the "because game" and most of them wrote a sentence using because. Most students were able to write a sentence with scaffold. NW was able to elaborate a little more with his. || TS2.1 TS2.2 || **Support ideas with Evidence: (with HAT)** Joint constructions - Homework is important because.....
 * **Outcome** || **Activity** ||  || **Evaluation** ||
 * WS2.10
 * WS2.10
 * Word Sort:** Grouping nouns into proper and common nouns. Also people places and things. (do this in pairs so students can discuss WHY the words belong in each category) ||  || This was difficult for students. Ended up altering the lesson to use "Captain Capital".
 * WS2.10
 * WS2.9
 * TS2.1
 * RS2.6
 * Writing a paragraph**

Using a visual Stimulus -(School holidays should be longer) students discuss what arguments / evidence they could find in the pictures.(considers arguments from different audiences)

Students to write a paragraph for either (students, teachers or parents) on why school holidays should be longer. ||  || The joint construction about homework being important was a challenge. Students background knowledge meant they really didn't understand why homework is important.

Discussed this as a group - after a lot of discussion and prompting students were able to determine what each of the visual ideas represented.

Most students got the idea of writing a paragraph. || TS2.2 || Watch the [|BTN episode] about turning the zoo into a theme park - ask the kids what the arguments being used are. What evidence are they using. Desconstruct the arguments for and against and what evidence is used. ||  || As a group we discussed that there were arguments for and against the zoo being turned into a theme park. Students were generally about to deconstruct the arguments. || WS2.10
 * TS2.1
 * WS2.9

TS2.1 TS2.2 || Teach structure or a narrative using a burger. View a visual stimulus on why dogs make good pets. Teacher uses the stimulus to lead discussion on what each picture might mean by the way of an argument.

Joint construction of Exposition - Dogs are great pets.

Joint construction of Exposition - Cats are great pets.

Joint construction - It is vital to reuse & recycle

Save my Dog activity

Continue with expositions (small group guided)


 * Skateboarders should wear helmets
 * Primary school children shouldn't have facebook pages
 * Parents of bullies should have to pay a fine
 * Should children wear hats at school?

Joint construction - homework should be banned. (2nd stimulus poster) ||  || Students responded well to the burger as a structural stimulus.

Joint construction of Dogs are great pets stimulus went well. Took two lessons to complete the task.

Students had some success with this.

//Spend a lot of time going through background knowledge so that this exposition could be written. {Made an assumption that was not correct :( }//

//Students found this task difficult. Did it in groups. More scaffolding might have helped, using simpler language may also have assisted.// //Will write another with simpler language to do later.//

//Going to try this whilst I have 3 other people in the room - each "helper" facilitating a group.// ||
 * . || Advertising - how you don't always get what you see (making things look the best to sell to you)

Watch the [|Burger Make-up Artist video] ||  || //Did this as a bit of fun with the "advertising" aspect.// || Persuasive Writing Post test Stimulus __Resources:__

[|Persuasive Writing]