test

Writing to persuade, argue and advise Scheme of work for Year 7

M Mulligan September 2006 FPHS

Module: Writing to persuade, argue and advise 1 Year Group: 7 Objective: By the end of the lesson all pupils will: • Be able to recall some persuasive features. In addition, most pupils will: • Be able to find persuasive features within a piece of writing. In addition, some pupils will • Be able to find persuasive features within a piece of writing and describe their

effect. Resources: • Laptop: Interactive Whiteboard, copies of persuasive text, highlighters/pens,

workbooks, tables for differentiated students, persuasive writing against dogs speech PowerPoint

Notes/reminders: Starter: • Dictionary challenge: each pair are to look up one of the words on their sheet,

pupils are to then share their word with the rest of the people on their table until everyone has all the definitions filled in.

• Introduce the term persuade and get pupils to write the definition in their books.

Main Task: • Read rhetorical speech upon �Why I do not like dogs� to class. • Go through first paragraph with pupils, identifying persuasive devices. As the

teacher finds them with the class, get the pupils to match up the device with its definition.

AFL: Learning will be assessed by establishing what persuasive features the students identify during the lesson and how well they can explain the effect upon the specified text. Plenary: • Ask children to begin highlighting persuasive devices in the text surrounded by

the box. Pupils will review their learning outcomes by: • Questioning. How successfully they find persuasive features within the specified

text. The information they include in their table of persuasive features. Homework (if relevant) • None



1. Exclaim 2. Personal Pronoun 3. Repetition 4. Anecdote 5. Emotive 6. Persuade


1. Exclaim 2. Personal

Pronoun

3. Repetition 4. Anecdote 5. Emotive 6. Persuade




What is the point in keeping a dog anyway? They can destroy almost anything with their sharp, menacing teeth. They especially enjoy eating your favourite Nike trainers, ripping your clothes to shreds and leaving dog hair all over your brand new sofa. They do not care that you have spent loads of money on them, taking them to the vets, feeding them everyday and spending all that time playing with them. When you buy them a new toy, how do they thank you? They bury it in your garden! And who is the one who will get into trouble when he digs up your dad�s favourite flowers? You are!

Why I don�t like dogs

How many times have you taken a lovely evening stroll down your street only to end up standing in some dog�s mess? Too many times! Like you, I cannot stand dogs and it is up to us to make a stand against all the people who have dogs. Dogs smell, dogs are unclean and dogs destroy your home. My friend Tom once had a dog called Tyson. He really loved Tyson, but his beloved pet paid him back by biting him on his bottom. Tom had to have at least 10 stitches at the hospital. This is just one of the many dangerous things dogs can do and we need to do something about it. We should put all the dogs in some overgrown garden far away. Then they can dig as many holes as they want and leave our gardens alone.

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Year

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M M

ullig

an S

epte

mbe

r 20

06 F

PHS

Mat

ch t

he c

orre

ct e

ffec

ts t

o ea

ch p

ersu

asive

feat

ure.

A

. Are

use

d by

the

wri

ter

to a

dd e

mph

asis

to

a se

nten

ce t

o m

ake

it s

ound

mor

e in

tere

stin

g.

B.

Are

use

d by

the

wri

ter

to g

et t

he a

udie

nce

to a

gree

wit

h th

em.

C.

Is

a st

ory

of s

omet

hing

tha

t ha

s ha

ppen

ed in

the

pas

t.

D

. Des

crip

tive

wor

ds a

re u

sed

to c

reat

e a

thou

ght

or f

eelin

g.

E.

Are

use

d to

mak

e th

e te

xt m

ore

pers

onal

tow

ards

the

re

ader

.

F. A

re u

sed

to r

einf

orce

the

wri

ter�s

tho

ught

s an

d fe

elin

gs

abou

t a

part

icul

ar t

opic

.

1. Q

uest

ions

2.

Exc

lam

atio

ns

3. P

erso

nal P

rono

uns

4. R

epet

itio

n or

Lis

t of

Thr

ee

5. A

necd

ote

6. E

mot

ive

Lang

uage



Module: Writing to persuade, argue and advise 2 Year Group: 7 Objective: By the end of the lesson all pupils will: • Be able to recall some persuasive features. In addition, most pupils will: • Have further understanding into the effects that persuasive features have upon the

audience. In addition, some pupils will • Have a good understanding into the effects that persuasive features have upon the

audience. Resources: • Laptop: Interactive Whiteboard, copies of persuasive text, highlighters/pens,

workbooks, homework sheet and planning sheet. Notes/reminders: Starter: • This lesson is a continuation of lessons upon persuasive writing. • Give out the persuasive picture cards to each child. Using the boxes they highlighted

from last lesson, pupils are to show which device is being used as teacher goes through each sentence. (if mini whiteboards are available, get pupils to write down the persuasive device and hold up their boards altogether.)

Main Task: • Teacher to use interactive whiteboard to model how to fill in the persuasive devices

table, pupils are to then complete the rest alone, using their definition sheets and dogs speech. Extension: G&T pupils can highlight the rest of the speech, annotating the devices they have found.

• Introduce homework: pupils have to mind map reasons why they do like dogs, gather feedback and then read the �why I do like dogs� speech. Using the planning tables, pupils are to create devices they could use in their own persuasive writing.

Plenary: • Gather feedback and allow pupils to hear the devices created by other pupils. Pupils will review their learning outcomes by: • Questioning. • Discussion in pairs. • Class discussion. • In their worksheets. Homework (if relevant) • Write a letter to your teacher to persuade her to like dogs using the letter guide.

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M M

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r 20

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PHS

YO

U

YO

U

Wri

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PHS

Pers

uasi

ve F

eatu

re

Effe

ct

Exam

ple

from

tex

t

1. Q

uest

ions

2. E

xcla

mat

ions

3. P

erso

nal P

rono

un

4. R

epet

itio

n or

list

of

thre

e

5. A

necd

ote

6. E

mot

ive

Lang

uage



Why I do like dogs Dogs are known as a man�s best friend as they are kind, gentle and loyal. They keep you company when you�re alone at night and when you go to bed they love to snuggle up against your feet, keeping you warm. When your friends pick on you because you don�t look cool and do not have the latest set of Nike Airs, who is the one that is by your side no matter what you wear? Your pooch of course! Dogs are very clever and can even look after people with disabilities. A deaf guide dog will warn you if there is a fire or if your telephone is ringing, whilst a guide dog for the blind will take you wherever you ask him. Just ask my friend Jim who lost his eyesight in a car crash; he says he wouldn�t be able to leave the house if he didn�t have his best friend by his side. Dogs can also protect us; the police always use trained dogs who track down the criminals lurking in our alley ways, waiting for an opportunity to break in. And that bully Pete wouldn�t dream of taking your money from you when your four legged friend is walking proudly by your side. Dogs can be very cuddly and cute too, you see all the famous stars in the magazines walking around with their little friends in their handbags. How could you not love the picture of an adorable puppy, popping its head out of your bag and flashing those big, brown eyes at you? And no matter what the weather is like outside you are sure that your furry friend will come and play. How many of your friends would come outside and play in the puddles with you if it was throwing it down? Not many, but you could be sure that your dog would want to come on any adventure with you.



Writing to persuade After your teacher�s speech about how awful dogs are, you

have decided to write a letter to her. You want to persuade your teacher to like dogs so you must use the

following devices that you learned in class.

There must be at least 1 of each of the following persuasive devices included within your letter. Once you

have completed your homework, write the devices you have used in the table below:

Personal Pronouns

Emotive Language

Questions

Exclamations

Repetition or list of three

Anecdote



Your own address goes here Any Street Any Town

Put date here

Dear________________ , I am writing to tell you that you should reconsider the bad feelings you have about dogs. First of all, they are� Get straight to the point. Tell your reader why dogs are the best. Make it interesting and lively! Dogs are also� Give three other reasons why dogs are fantastic and use devices to make them sound more appealing. My friend Tom once had a dog, he� Give an example of a story or anecdote that makes your audience like dogs further, for example, you could tell your teacher about your friend Tom who is blind and how his guide dog helps him. As you can see, there are many reasons why people should really like dogs. I just hope that my letter has made you change your mind. Yours Sincerely, Sign letter Module: Writing to persuade, argue and advise 4&5 Year Group: 7 Objective:



By the end of the lesson all pupils will: • Begin to know how to structure a written argument. In addition, most pupils will: • Be able to create a written argument using a frame. In addition, some pupils will • Be able to create a written argument and express a point of view. Resources: • Table for a balanced argument, writing frame for writing an argument. Notes/reminders: This should take two lessons Starter: • Pupils are to fill their tables in pairs; one will fill in the left column, the other the right

column. (There is also a differentiated version of this table for pupils who struggle to work well in a pair.)

• Introduce the term argue and explain that writing to argue uses similar devices as writing to persuade. Pupils now have to think of an argument against their partners� reason and write it in the opposite column. (Ensure pupils understand that an argument needs to go against their original point, e.g. Dogs are smelly, but they can have baths.)

Main Task: • Introduce the assessment title to pupils: Writing an argument for or against dogs. • Pupils are to stick the connectives on the board • Introduce the writing model and show pupils how connectives and persuasive devices

have been used to make each argument more convincing. Higher level pupils should attempt to include connectives and devices.

• Go through the assessment criteria for pupils to be aware of how to get a higher level for their writing.

• Pupils can begin their assessment in rough first and then in neat on paper. Plenary: • Check pupil�s progress by asking some pupils to read out their arguments. Pupils will review their learning outcomes by: • By working in pairs and comparing ideas, Listening to other pupil�s arguments. Homework (if relevant) • Pupils are to collect leaflets or pamphlets on different topics; at least 3 each



For dogs Against dogs



For dogs Against dogs Dogs are kind, gentle and loyal.

Dogs are clever and look after the disabled.

Dogs protect us.

Dogs are very cute.

Dogs have lots of energy and like to play.



Writing to Argue

Introduction Everybody has their own opinions about dogs; some people think that they are nice and friendly. In spite of this, others feel that dogs are dangerous and that they should be locked away. Paragraph 1 Some dogs like to rip your clothes to shreds, eating your favourite trainers and then leaving their hair all over your sofa. However, you can train your pet dog not to do these things as they are very clever animals. You can even train dogs to look after blind people! Paragraph 2 My friend Tom, who once had a dog, told me that� (Reason why I don�t like dogs) On the other hand, kennel owner Tracy, who looks after many dogs says� (Reason why I do like dogs) Paragraph 3 Furthermore, a lot of people think that� (Reason why I don�t like dogs) But this isn�t always true� (Reason why I do like dogs) Paragraph 4 Dogs are� (Reason why I don�t like dogs) Nevertheless, you could also say that� (Reason why I do like dogs) Conclusion To conclude, I would argue that dogs are� I think this because�

Wri

ting

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M M

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an S

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mbe

r 20

06 F

PHS

O

n th

e ot

her

hand

A

lter

nati

vely

Th

en a

gain

In

con

tras

t

Wri

ting

to

pers

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nd a

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of w

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M M

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mbe

r 20

06 F

PHS

In

opp

osit

ion

Conv

erse

ly

On

the

cont

rary

Wri

ting

to

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of w

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Year

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M M

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PHS

Th

en a

gain

A

lter

nati

vely

H

owev

er



Module: Writing to persuade, argue and advise 6 Year Group: 7 Objective: By the end of the lesson all pupils will: • Understand the terms leaflet, media and audience In addition, most pupils will: • Be able to discuss some of the purposes of leaflets In addition, some pupils will • Will be able to comment on the connection between leaflets, media and audience Resources: dictionaries discussion questions Notes/reminders: Starter: • Pupils are to find the following definitions and write them in their books: Media,

leaflet, audience. Then ask pupils what the connection is between these words. (G&T pupils should be able to; Leaflets are a type of media and they are aimed at specific audiences.)

Main Task: • Introduce project � to produce own leaflet and commentary after studying models

closely. Both pieces to be put on display. • Explain next activity. • Cut up questions and distribute randomly. 2 mins to explain answer to partner then

pass on. Pupils take it in turn to answer questions, repeat 3 times. (EAL, SEN pupils should be paired with G&T pupils.)

Plenary: • Are leaflets a waste of paper? • Pupils are to write a mini speech persuading the teacher to agree with their point of

view. Display the types of persuasive devices to use, connectives and descriptive devices for higher level pupils. (Weaker pupils are to use writing frame provided.)

Pupils will review their learning outcomes by: • Homework (if relevant) •



Sheet 1 - Introducing Leaflets

What is a leaflet?

Where do you find leaflets?

What are leaflets for?

Who finds leaflets useful?

What are the advantages of leaflets over other forms of media?

What are the disadvantages of leaflets?

What makes you notice some leaflets and not others?

Are leaflets a waste of paper?



Module: Writing to persuade, argue and advise 7 Year Group: 7 Objective: By the end of the lesson all pupils will: • Know the different purposes of leaflets In addition, most pupils will: • Be able to identify the purpose and audience of leaflets In addition, some pupils will • Be able to explain how they know what the purposes and audiences of their

leaflets Resources: wordsearch, dictionaries, leaflets from homework, how can we tell what the audience and purpose of a leaflet is sheet? Notes/reminders: Starter: • Pupils complete the wordsearch to find the four main purposes of leaflets-

persuade, argue, advise and inform. (Weaker pupils will have the words written in the wordsearch.)

• Once they have found all four purposes, pupils will have to find the definitions in the dictionary and write them in their books.

Main Task: • Show pupils how we can identify the different purposes of leaflets by

showing your own examples of each. • Using the leaflets the pupils have collected for homework, pupils will

complete the purpose and audience table. They MUST write in each box what evidence there is to back up their choices. They must refer to the language and presentation of each leaflet and write their reasons in their tables.

Plenary: • Choose three pupils to present a leaflet of their choice and explain how

they have worked out their purpose and audience. Give pupils homework sheets which are differentiated for G&T and EAL/SEN pupils.

Pupils will review their learning outcomes by: • Homework (if relevant) • Write a commentary about one of the leaflets they have begun to analyze



How can we tell what the purpose and audience is of a leaflet? Titles of leaflets Purpose Intended audience

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M M

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A

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Q

Use

the

box

abo

ve t

o he

lp y

ou c

ompl

ete

the

defi

niti

ons.

By

the

end

of t

his

acti

vity

you

will

hav

e fo

und

the

diff

eren

t pu

rpos

es o

f le

afle

ts.

Use

the

box

abo

veto

hel

p yo

u co

mpl

ete

the

defi

niti

ons.

By

the

end

of t

his

acti

vity

you

will

hav

e fo

und

the

diff

eren

t pu

rpos

es o

f le

afle

ts.

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____

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Wri

ting

to

pers

uade

, arg

ue a

nd a

dvis

e

Sche

me

of w

ork

for

Year

7

M M

ullig

an S

epte

mbe

r 20

06 F

PHS

HOM

EWORK

(Diff)

: W

riting

up

a co

mmen

tary

abo

ut a

ny o

ne o

f th

e leaf

lets

yo

u ha

ve a

nalyze

d in c

lass

. Co

py a

nd c

omplet

e th

e se

nten

ces

in y

our

book

using

She

et 3

Ana

lysing

leaf

lets

.

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elp

me

unde

rsta

nd le

afle

ts a

nd w

hy p

eopl

e us

e th

em I

ha

ve a

naly

zed

seve

ral l

eafl

ets.

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m n

ow g

oing

to

disc

uss

the

find

ings

of

one

of m

y le

afle

ts.

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tly,

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top

ic o

f th

e le

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ut�

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e pu

rpos

e of

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te d

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denc

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at t

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rite

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ow t

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as it

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te d

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denc

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om t

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able

you

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ed in

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at t

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let

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ucce

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ay w

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HOM

EWORK

(Diff)

: W

riting

up

a co

mmen

tary

abo

ut a

ny o

ne o

f th

e leaf

lets

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u ha

ve a

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lass

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py a

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omplet

e th

e se

nten

ces

in y

our

book

using

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et 3

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lysing

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lets

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elp

me

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nd le

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ts a

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eopl

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ve a

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eafl

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m n

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disc

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the

find

ings

of

one

of m

y le

afle

ts.

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tly,

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top

ic o

f th

e le

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ut�

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e pu

rpos

e of

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s le

afle

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know

thi

s be

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say

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te d

own

your

evi

denc

e fr

om t

he t

able

you

fill

ed in

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woul

d sa

y th

at t

his

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let

is a

imed

at�

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rite

dow

n th

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dien

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f th

is le

afle

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ow t

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as it

say

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te d

own

your

evi

denc

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om t

he t

able

you

fill

ed in

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thin

k th

at t

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leaf

let

is s

ucce

ssfu

l as�

(S

ay w

hy t

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let

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ood)

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owev

er, t

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let

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d be

impr

oved

by�

(S

ay h

ow it

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ld b

e be

tter

)

Wri

ting

to

pers

uade

, arg

ue a

nd a

dvis

e

Sche

me

of w

ork

for

Year

7

M M

ullig

an S

epte

mbe

r 20

06 F

PHS

HOM

EWORK

: W

riting

up

a co

mmen

tary

abo

ut a

ny o

ne o

f th

e leaf

lets

yo

u ha

ve a

nalyze

d in c

lass

. Use

the

tab

le y

ou

complet

ed in

clas

s to

com

plet

e yo

ur h

omew

ork.

Intr

oduc

tion

To

gai

n fu

rthe

r un

ders

tand

ing

abou

t le

afle

ts a

nd w

hy

peop

le u

se t

hem

I h

ave

anal

yzed

sev

eral

leaf

lets

. I a

m n

ow

goin

g to

dis

cuss

the

fin

ding

s of

one

of

my

leaf

lets

. Pa

ragr

aph

1 Fi

rstl

y, t

he t

opic

of

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leaf

let

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purp

ose

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let

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rite

dow

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ks)

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I wo

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afle

t is

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is t

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udie

nce?

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know

thi

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it s

ays�

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rite

dow

n yo

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vide

nce

in q

uota

tion

mar

ks)

Conc

lusion

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thin

k th

at t

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let

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ucce

ssfu

l as�

(W

hy is

thi

s le

afle

t go

od?)

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owev

er, t

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let

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d be

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oved

by�

HOM

EWORK

: W

riting

up

a co

mmen

tary

abo

ut a

ny o

ne o

f th

e leaf

lets

yo

u ha

ve a

nalyze

d in c

lass

. Use

the

tab

le y

ou

complet

ed in

clas

s to

com

plet

e yo

ur h

omew

ork

In

trod

ucti

on

To g

ain

furt

her

unde

rsta

ndin

g ab

out

leaf

lets

and

why

pe

ople

use

the

m I

hav

e an

alyz

ed s

ever

al le

afle

ts. I

am

now

go

ing

to d

iscu

ss t

he f

indi

ngs

of o

ne o

f m

y le

afle

ts.

Para

grap

h 1

Firs

tly,

the

top

ic o

f th

e le

afle

t is

abo

ut�

Th

e pu

rpos

e of

thi

s le

afle

t is

to�

I

know

thi

s be

caus

e it

say

s�

(Wri

te d

own

your

evi

denc

e in

quo

tati

on m

arks

) Pa

ragr

aph

2 I

woul

d sa

y th

at t

his

leaf

let

is a

imed

at�

(W

ho is

the

aud

ienc

e?)

I kn

ow t

his

as it

say

s�

(Wri

te d

own

your

evi

denc

e in

quo

tati

on m

arks

) Co

nclusion

I

thin

k th

at t

his

leaf

let

is s

ucce

ssfu

l as�

(W

hy is

thi

s le

afle

t go

od?)

H

owev

er, t

his

leaf

let

coul

d be

impr

oved

by�

Wri

ting

to

pers

uade

, arg

ue a

nd a

dvis

e

Sche

me

of w

ork

for

Year

7

M M

ullig

an S

epte

mbe

r 20

06 F

PHS

HOM

EWORK

(G&

T):

Writing

up

a co

mmen

tary

abo

ut a

ny o

ne o

f th

e leaf

lets

yo

u ha

ve a

nalyze

d in c

lass

using

the

guide

below

:

Intr

oduc

tion

In

trod

uce

your

hom

ewor

k; s

ay w

hat

you

are

goin

g to

tal

k ab

out

and

why.

M

ain:

U

sing

par

agra

phs

and

conn

ecti

ves

you

are

goin

g to

ans

wer

thes

e qu

esti

ons

when

wri

ting

you

r co

mm

enta

ry:

Wha

t is

the

top

ic a

nd p

urpo

se o

f yo

ur le

afle

t an

d wh

at

evid

ence

did

you

fin

d to

pro

ve t

his?

W

ho is

the

aud

ienc

e of

thi

s le

afle

t an

d wh

at e

vide

nce

did

you

find

to

prov

e th

is?

Conc

lusion

: Yo

u ar

e no

w go

ing

to s

ay if

you

thi

nk t

he le

afle

t ha

s/ha

sn�t

been

suc

cess

ful.

Whe

n do

ing

this

you

will

foc

us

on t

he f

ollo

wing

: D

oes

it g

ain

the

inte

rest

of

the

audi

ence

and

how

doe

s it

ac

hiev

e it

s pu

rpos

e? G

ive

reas

ons

for

your

ans

wer

and

then

say

how

you

wou

ld im

prov

e th

e le

afle

t.

HOM

EWORK

(G&

T):

Writing

up

a co

mmen

tary

abo

ut a

ny o

ne o

f th

e leaf

lets

yo

u ha

ve a

nalyze

d in c

lass

using

the

guide

below

:

Intr

oduc

tion

In

trod

uce

your

hom

ewor

k; s

ay w

hat

you

are

goin

g to

tal

k ab

out

and

why.

M

ain:

U

sing

par

agra

phs

and

conn

ecti

ves

you

are

goin

g to

ans

wer

thes

e qu

esti

ons

when

wri

ting

you

r co

mm

enta

ry:

Wha

t is

the

top

ic a

nd p

urpo

se o

f yo

ur le

afle

t an

d wh

at

evid

ence

did

you

fin

d to

pro

ve t

his?

W

ho is

the

aud

ienc

e of

thi

s le

afle

t an

d wh

at e

vide

nce

did

you

find

to

prov

e th

is?

Conc

lusion

: Yo

u ar

e no

w go

ing

to s

ay if

you

thi

nk t

he le

afle

t ha

s/ha

sn�t

been

suc

cess

ful.

Whe

n do

ing

this

you

will

foc

us

on t

he f

ollo

wing

: D

oes

it g

ain

the

inte

rest

of

the

audi

ence

and

how

doe

s it

ac

hiev

e it

s pu

rpos

e? G

ive

reas

ons

for

your

ans

wer

and

then

say

how

you

wou

ld im

prov

e th

e le

afle

t.



Module: Writing to persuade, argue and advise 8 Year Group: 7 By the end of this lesson:

• All pupils will be able to define fact and opinion • Most pupils will be able to recognise opinions in comparison to facts • Some pupils will be able to recognise facts and opinions

Resources: Fact and opinion activity sheet, highlighters, paper folding activity, mini fact sheets, writing your own fact and opinion sheet Starter:

• Pupils are to complete the cloze exercise on the definitions of fact and opinion. (There is an anagram version for higher level pupils)

Main: • Pupils are to highlight the comments, one colour for fact and another for

opinion, ensure pupils do a key on their sheets to show which is which. • Explain to pupils that facts can sometimes be vague, we have to trust their

sources if we can believe them, for example, football commentators might be biased.

• Pupils will complete paper folding exercise as an example; the fact was taken from the internet.

• Give mini sheets, pupils have 2 minutes to discuss whether the 6 comments are fact or opinion. Gather feedback.

Plenary: Pupils have to write down their own facts and opinions about themselves on the worksheet. Homework: None Further Notes:

NEED TO COMPLETE FACT AND OPINION SHEET!



Fact or opinion? No piece of normal sized paper can be folded in half more than seven times.


Fact or opinion?No piece of normal sized paper can be folded in half more than seven times.






• Japan is the largest exporter of frog's legs. • Bulls hate the colour red and it makes them angry. • The names of all the continents end with the same letter

that they start with. • The only 15-letter word that can be spelled without

repeating a letter is "uncopyrightable." • We are about 1 cm taller in the morning than in the evening. • The sea is a rich blue colour.










• All pupils will be able to recognise persuasive devices in a leaflet • Most pupils will be able to recognise persuasive and some presentational devices in a

leaflet • Some pupils will begin to analyse the persuasive and some presentational devices of a

leaflet and say whether they are effective at reaching their target audience. Resources: Race for Life laminated leaflets, non permanent OHT pens, dictionaries, Starter:

• Introduce the Race for Life leaflets on laminates and tell pupils they will be using some of their skills they have learned over the past few weeks to analyze the leaflet. Pupils will work in pairs, however, they will have to sit so that the pupils with a lower level sit on the right side of the desk as the left side of the leaflet is quite difficult to read in some places- ask pupils to swap places if they have to, it is also good for pupils so that they are reminded what level they are at.

• Pupils are going to read the leaflet in pairs; there will be a reader and a follower, who will use their finger to follow the words that are read out. The higher level pupils who are sat on the left will read the left side of the leaflet first and the weaker pupils will then read their part on the right side of the leaflet.

Main: • Ask pupils what is the purpose and audience of the leaflet and get them to write it on

the back of their leaflets, and then they can show to teacher to see if they have got it right. Get someone to explain why they have made their choices.

• Give each pair an OHT pen (non permanent!) and tell them that they will take it in turns to find the following devices, they must underline or circle things they have found and LABEL them or say why they are interesting or effective at grabbing their audience. Before they do this activity pupils will need to cover the following:

• Introduce Presentational Devices and tell pupils they are often used to make a leaflet more attractive, there are three they are going to learn today: Pictures, bold, headings. Do not tell pupils what they are; they will have to find these themselves, using dictionaries and discussion to figure out where they are in this leaflet.

• Recap all the persuasive devices they have covered and write all six on the board as pupils will be finding these when they analyze the leaflet, the leaflet doesn�t include exclamations.

Extension Activity: Pupils can find the facts and opinions in the Race For Life leaflet Plenary: Pupils have to write down four reasons or ways this is an effective leaflet on the back of their laminates. Homework: Further Notes:

Wri

ting

to

pers

uade

, arg

ue a

nd a

dvis

e

Sche

me

of w

ork

for

Year

7

M M

ullig

an S

epte

mbe

r 20

06 F

PHS




• All pupils will revise persuasive devices • Most pupils will be able to recognise presentational devices • Some pupils will be able to recognise how certain devices suit

different audiences and types of writing Resources: Fonts and their effect sheet plus a differentiated version for weaker pupils , independent activity- presentational devices sheet Starter:

• Pupils are to write down the three presentational devices they had learned last lesson

Main: • Pupils will complete the independent learning activity sheet; what

are presentational devices? Extension Activity: Match the Fonts sheet to be completed in their books. Plenary: Mini Test! Pupils have to list all the presentational and persuasive devices they have now learned, there is six of each. Homework: Further Notes:



Text 1 The woman walked along the lonely path in the middle of the sinister and soul destroying wood. She had been told it was haunted by the old witch who used to eat young babies during a full moon to keep her skin youthful. How could anyone do such a thing? Text 2 Have fun at the Monkey Mayhem- a water park designed for your little (and big) monkeys who would love to swing from the Tricky Trees, ride the Slippery Slide and climb Menacing Mountain. Come on Fantastic Fridays as every adult can bring one child for free! Text 3 Dear mum, Camp Green Lake has been hectic! I haven�t stopped since I got here. The warden is really keen on keeping us busy. I have a great tan and I have even managed to lose a bit of weight!

On the left you will find three different text

types. For each text type you are going to match it to a font from the list below.

Complete the following sentences in your book

for each of the text types:

For text number __ I would choose to use the ____________ font. I feel that this font is suited to text number __ as (Explain why the font adds to the effect of the writing.)

Freestyle Script Chiller

Parchment Earwig Factory

Jokerman Credit Curlz

Text 1 The woman walked along the lonely path in the middle of the sinister and soul destroying wood. She had been told it was haunted by the old witch who used to eat young babies during a full moon to keep her skin youthful. How could anyone do such a thing? Text 2 Have fun at the Monkey Mayhem- a water park designed for your little (and big) monkeys! Would they love to swing from the Tricky Trees, ride the Slippery Slide and climb Menacing Mountain? If so, come on Fantastic Fridays as every adult can bring one child for free! Text 3 Dear mum, Camp Green Lake has been hectic! I haven�t stopped since I got here. The warden is really keen on keeping us busy. I have a great tan and I have even managed to lose a bit of weight! Text 4 Thou art welcome at ye olde tavern in the olde town of Oakville. You will enjoy the delicious delights of mouth watering grub and flavoursome fancies.

On the left you will find four different text types. For each text type you are going to match it to a

font from the list below.

Complete the following sentences in your book for each of the text types:

For text number __ I would choose to use the ____________ font. I feel that this font is suited to text number __ as (Explain why the font adds to the effect of the writing.)

Freestyle Script Chiller Broadway

Parchment Earwig Factory Forte

Hurry up Jokerman

Credit Gigi Playbill

Old English Text Curlz




• All pupils will be able to analyse some of the presentational features of a leaflet

• Most pupils will be able to analyse some of the presentational and linguistic features of a leaflet

• Some pupils will be able to analyse and evaluate some of the presentational and linguistic features of a leaflet

Resources: Starter: Looking at colour. Pupils complete the mini activity sheet individually so they can begin to understand that colour is often associated with other things such as feelings, emotions and objects. Gather feedback; teacher is then to bridge the relationship of colour and advertising. Colour will be added to the list of presentational devices on the board. (Weaker pupils will be expected to focus on objects, whilst Higher pupils will refer to emotions and feelings.) Main:

• Teacher is to introduce logos as presentational devices. In pairs, pupils will discuss for one minute, saying how their logo shows what company it represents using the clues on the back. Teacher is to gather feedback on some of the logos handed out- including the Cancer Research to help with the next activity. Logo is to be added to the list of presentational devices.

Warning! Depending on the ability of your pupils, this activity may take a little longer than one lesson to complete. If it does, I would suggest you use the next lesson and get pupils to peer mark their sheets whilst teacher reads and discusses answers to save on you marking them all! ☺ :

• Pupils will have activity sheets to complete based on the Race for Life leaflet, focusing on the use of presentational and persuasive devices. (EAL/SEN and G&T will have a varied version of the sheets.) Pupils will need the Cancer Research logo cards and laminated leaflets to help them with their analysis.

Plenary: As pupils leave the classroom they are to name a presentational device they have learned over the past two days, it cannot be the same as the one mentioned before their turn. Homework: Research Theme Parks Further Notes:

Wri

ting

to

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uade

, arg

ue a

nd a

dvis

e

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me

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ork

for

Year

7

M M

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r 20

06 F

PHS

Fact

O

pini

on

Nam

e: _

____

____

____

____

____

For

m: _

____

___

Wel

l don

e on

com

plet

ing

the

mai

n ac

tivi

ty!

N

ow y

ou h

ave

to c

ompl

ete

the

tabl

e be

low

by

sear

chin

g fo

r th

e fa

cts

and

opin

ions

with

in t

he le

afle

t. W

atch

out

for

thos

e op

inio

ns

pret

endi

ng t

o be

fact

s!

Wel

l don

e on

com

plet

ing

the

mai

n ac

tivi

ty!

N

ow y

ou h

ave

to c

ompl

ete

the

tabl

e be

low

by

sear

chin

g fo

r th

e fa

cts

and

opin

ions

with

in t

he le

afle

t. W

atch

out

for

thos

e op

inio

ns

pret

endi

ng t

o be

fact

s!

Fa

ct

Opi

nion

N

ame:

___

____

____

____

____

__ F

orm

: ___

____

__

Exte

nsio

n A

ctiv

ity: R

ace

for

Life

leaf

let

Exte

nsio

n A

ctiv

ity: R

ace

for

Life

leaf

let

Wri

ting

to

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, arg

ue a

nd a

dvis

e

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of w

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for

Year

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M M

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N

ame:

___

____

____

____

____

____

____

_ Fo

rm: _

____

____

N

ame:

___

____

____

____

____

____

____

_ Fo

rm: _

____

____

Wha

t em

otio

ns, f

eelin

gs, o

bjec

ts o

r m

emor

ies

do y

ou a

ssoc

iate

wit

h th

e fo

llowi

ng c

olou

rs?

For

exam

ple:

Re

d co

uld

repr

esen

t lo

ve, a

nger

, fir

e, p

assi

on,

rose

s, b

lood

or

heat

. Gr

een:

Br

own:

Bl

ue:

Blac

k:

Pink

: W

hite

: Gr

ey:

Th

ink

abou

t wh

at y

our

favo

urite

col

our

is a

nd

why.

Wha

t em

otio

ns, f

eelin

gs, o

bjec

ts o

r m

emor

ies

do y

ou a

ssoc

iate

wit

h th

e fo

llowi

ng c

olou

rs?

For

exam

ple:

Re

d co

uld

repr

esen

t lo

ve, a

nger

, fir

e, p

assi

on,

rose

s, b

lood

or

heat

. Gr

een:

Br

own:

Bl

ue:

Blac

k:

Pink

: W

hite

: Gr

ey:

Th

ink

abou

t wh

at y

our

favo

urite

col

our

is a

nd

why.




• All pupils will be able to analyse some devices of a leaflet • Most pupils will be able to analyse most of the devices of a leaflet

and be able to distinguish some facts and opinions • Some pupils will be able to analyse a leaflet successfully, and

understand how leaflets confuse fact and opinion to make them more effective

Resources: Copy of wordsearch and differentiated wordsearch, OHT pens, Laminated copies of help the age leaflets Starter: Pupils are to create a wordsearch listing any 8 of the presentational and persuasive devices they have learned in class. (Weaker pupils will need the differentiated wordsearch) Main:

• In pairs, weaker pupils will read the leaflet whist higher level pupils follow and point out the words as they say them.

• (Don�t forget, non permanent OHT pens!) Pupils are then going to analyze the leaflet Help the Aged in pairs, taking it in turns like last time, labelling any devices they can find and writing comments on whether they think they�re effective or interesting. Tell pupils they have to also label the bullet points, writing F or O for facts or opinions.

• Gather feedback and see if any pupils have noticed that they begin with facts then change to opinion to make the audience think that they are all facts.

Plenary: Pupils swap Wordsearches and complete them. Homework: Further Notes:



Using the grid above, create a word search based upon any of the persuasive and presentational devices you have studies so far. You must have 8 words to find and put them in the grid going backwards, forwards or diagonally. Then

fill any empty boxes with random letters. 1. 2. 3. 4. 5. 6. 7. 8.



N O I T S E U Q L O G O R U O L O A N E C D O T E Using the grid above, create a word search based upon any of the persuasive and presentational devices you have studies so far. You must have 8 words to find and put them in the grid going backwards, forwards or diagonally. Then

fill any empty boxes with random letters like the examples shown. 1. Anecdote 2. Colour 3. Question 4. Logo 5. 6. 7. 8.

Wri

ting

to

pers

uade

, arg

ue a

nd a

dvis

e

Sche

me

of w

ork

for

Year

7

M M

ullig

an S

epte

mbe

r 20

06 F

PHS



Module: Writing to persuade, argue and advise 13&14

Year Group: 7

By the end of this lesson: • All pupils will begin to plan for their Theme Park Leaflet

Resources: Homework, Checklist tables, A3 plain paper, picture of map for a theme park, pencils, coloured pencils Starter: As a class group, brainstorm all the things found in a Theme Park, good and bad! Pupils are to then write these in their tables as checklists starting with the most important first, for designing their own. Main: If this lesson is the last one of the week, give them the weekend to finish for homework, if not, allow them one other lesson and then ask for it to be due the next lesson you have with them. Please see next lesson plan for what pupils are to do if they finish their design in your lesson.

• Introduce assessment: designing a leaflet for a theme park. However, pupils will not be using a theme park that already exists! They will design their own theme park. Ensure pupils know that the audience of their leaflet will be children, families and young adults.

• Pupils are to think of a name for their theme park, make it catchy or use alliteration. Will their park have a theme like Water world or Terror Towers? Give out leaflets of places to visit as stimulus if possible.

• Then, using their checklist, pupils need to create a map of their park like the example PowerPoint/picture on A3 plain paper. They need to include at least 4 major rides.

Plenary: Ask some pupils to present their park name and what kind of ideas they have, aim for the more imaginative pupils to help those struggling. Homework: Further Notes:



My theme park is called: ________________

These are the things I need to include in it: Tick once

drawn Four major rides

Wri

ting

to

pers

uade

, arg

ue a

nd a

dvis

e

Sche

me

of w

ork

for

Year

7

M M

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epte

mbe

r 20

06 F

PHS




• All pupils will begin to write out the language to be used in their leaflet and attempt to use higher level vocabulary

• Most pupils will be able to incorporate persuasive devices in their leaflet • Some pupils will be able to incorporate both persuasive and descriptive

devices in their leaflet Resources: Level sheet, thesaurus, writing frame Starter: Introduce the writing task and show pupils how to complete it, go through the level sheet which they need to ensure they have included everything they need for a high level. Main:

• Show pupils how to use higher level vocabulary in their leaflet by using a thesaurus. Pupils are going to create three brainstorms. Look up the first word �good� and tell them they are banned from using this word in their leaflets. Using a thesaurus, tell them to brainstorm all the other words they could use instead, ensure they go for more complicate words and not ones they already know! Teacher gathers feedback and writes them on the board.

• Pupils are to then do two further brainstorms with 3 minutes for each word; amazing, excellent. Teacher will then select pupils to come and write their most original word on the board. Pupils need to use these to describe everything in their park!

• Pupils will complete the sheets. If pupils finish, ensure they have ticked off everything and used as many higher level words as possible.

Plenary: Get G&T pupils to share three paragraphs of their work. Homework: Complete for next lesson as pupils will be working in the ICT room Further Notes: ICT ROOM IS NEEDED FOR TWO LESSONS AFTER THIS ONE!



Planning sheet � use this to help you plan out your text before you begin your leaflet.

Come to ..............................................................

.........................................................................

You will have ........................................................

.........................................................................

What is the name of your theme park? What kind of time and what feelings will you have?

The theme park is filled with ....................................

.........................................................................

.........................................................................

.........................................................................

.........................................................................

Describe what is there (use your checklist to help you remember) � choose some brilliant adjectives and LIST OF THREE to describe the park.

There are different types of rides. You could go on

.........................................................................

Feel ...................................................................

when you go on the ................................................

.........................................................................

Don�t forget to ride ................................................

.........................................................................

Write about the rides and what people could ride. How will it make them feel? Why should they go on the ride?

USE ALLITERATION and an EXCLAMATION HERE!

At the park you must ..............................................

.........................................................................

.........................................................................

.........................................................................

Give a command � tell people what they have to do, it could be a famous place to get food or an activity around the park.

USE A SIMILE HERE!

You will enjoy the ..................................................

.........................................................................

.........................................................................

Make a statement about the park � tell them something about the gift shop or the food areas, entertainers, a place for dads or even little children.

USE AN ANECDOTE HERE!



(Your theme park) ..................................................

is ......................................................................

.........................................................................

.........................................................................

Tell your readers again about the theme park � is it � spectacular? Incredible? Something totally out of the ordinary!

USE A METAPHOR OR SIMILE HERE!

Don�t forget that ...................................................

.........................................................................

.........................................................................

.........................................................................

What else can they do there apart from rides, what about mums or parents? Is there somewhere to stay?

USE MORE ALLITERATION

............................................ food is available at our

........................................................... food stops.

You can also buy ....................................................

drinks and ............................................................

snacks at the pit stops.

Don�t forget your ...................................................

Food � what can they eat and drink?

USE REPETITION HERE

You won�t believe your eyes when you see.....................

.........................................................................

.........................................................................

Around the park you will hear ....................................

.........................................................................

.........................................................................

Your taste buds will be tingled when you.......................

.........................................................................

Senses � what will they � feel, touch, taste, see and hear? Try to be really descriptive.

USE SIMILES AND METAPHORS HERE

.........................................................................

.........................................................................

.........................................................................

What special offers are there? Don�t forget to use the word �ONLY� or �JUST� � Make the visits into a bargain.



Children will .........................................................

.........................................................................

.........................................................................

Adults will ...........................................................

.........................................................................

.........................................................................

The whole family will ..............................................

.........................................................................

.........................................................................

Tell your audience who can come and why they should come. What will they enjoy?

.........................................................................

.........................................................................

.........................................................................

.........................................................................

Remind people again that they shouldn�t just stay at home �

USE A SIMILE HERE

You will ...............................................................

.........................................................................

the ....................................................................

.........................................................................

.........................................................................

What will people feel about the whole day? What will they feel about the theme park?

.........................................................................

.........................................................................

.........................................................................

Write a persuasive question to make your readers get involved and think about the park. For example: �What are you waiting for? Come now!�

.........................................................................

.........................................................................

.........................................................................

.........................................................................

Finish off with your catchphrase or your slogan � remind people again to come!



Module: Writing to persuade, argue and advise 16&17 Year Group: 7 By the end of this lesson:

• All pupils will design their leaflet • Most pupils will consider some of the presentational devices they know

when completing their leaflets • Some pupils will fully consider all the presentational devices when

completing their leaflets Resources: ICT room, copies of text for leaflet Starter: Remind pupils that they must take all the presentational devices into consideration when designing their leaflet, even a logo! Main:

• Pupils will need two ICT lessons on this activity; they can choose to use either Publisher or Word. It is up to them!

Plenary: Check the progress of pupils. If you feel G&T pupils are going to finish early on, pair them up with a weaker pupil to share skills. Homework: Further Notes:



Module: Writing to persuade, argue and advise 17&18 Year Group: 7 By the end of this lesson:

• All pupils will evaluate their own leaflet. • Most pupils will be able to analyze some of the devices of their leaflet • Some pupils will be able to fully analyse and evaluate the devices used in their leaflet

Resources: pos-it notes cut in three pieces, pupil�s theme park leaflets, evaluation box sheet, evaluation writing frames for weaker pupils, evaluation questions for other pupils. Starter: Teacher is to cut a post-it into three and give a part to each pupil. Tell them to write their names on it. Lay the leaflets out in a row or on tables and ask pupils to choose the leaflet with the best design and stick their post-its onto it. Teacher is to pull out the best three and choose one of the pupils who have chosen that leaflet and ask them why it is so effective. Main:

• Pupils are to complete their evaluation boxes. They must move around the room and show people their leaflet; each person must give either compliment or a criticism, only one per person! Until all the boxes are complete. This activity may take a little while (10 mins) as pupils have to read and really analyze the leaflet so give an incentive such as merits.

• Pupils are to use their evaluation sheets/writing frames to complete an evaluation of their leaflets.

• Once pupils have filled in their sheets, they are to show their work to the person sat next to them to check for mistakes.

Plenary: For next lesson: if pupils finish they can pair up and play the Theme Park game- teacher will need to provide counters and dice. Homework: Further Notes:



SELF ASSESSMENT REVIEW

" You have written your leaflet and now you are going to write a review or commentary on your work.

" This will be a piece of analysis � written by yourself about your work. Try to be honest and positive � think what did you do well and what could you improve?

Write in full sentences. Each number is a new paragraph.

1. You will start off by explaining what your task was � to plan and write a leaflet. Also add in

what we were learning about.

2. Explain what persuasion is and why people use persuasion. Where can you find persuasive writing?

3. You invented a theme park. What was it called and what rides did you make up?

4. What were you trying to do? PURPOSE

5. Who did you aim your leaflet at? Why? AUDIENCE

6. What LANGUAGE features did you use? Think about your:

" exclamations " anecdotes

" questions " repetition

" statements " alliteration

" adjectives " list of three

7. What did you choose for your front cover? Why did you choose this? What did you want people to think? LAYOUT

8. What colours and pictures did you choose? Why did you choose them? Explain your ideas.

9. What is the best part about your leaflet? What do you think worked the best? Did you enjoy the project?

10. What do you think you could do better? How could you improve your work? Give yourself an effort grade for your work. What do you want to target in your next piece of work?



SELF ASSESSMENT REVIEW SHEET

NAME: .....................................................................

$ You have written your leaflet and now you are going to write a review or commentary on your work. This will be a piece of analysis � written by yourself about your work.

$ Try to be honest and positive � think what you did well and what you could improve.

$ Write in full sentences. Each number is a new paragraph.

1. Explain what your task was � to plan and write a leaflet. Also add in what we were learning about.

I have been studying ...........................................

.....................................................................

We were given a task to ......................................

.....................................................................

.....................................................................

2. Explain what persuasion is and why people use persuasion. Where can you find persuasive writing?

Persuasion is ....................................................

.....................................................................

.....................................................................

.....................................................................

3. You invented a theme park. What was it called and what rides did you make up?

My theme park was called ....................................

.....................................................................

4. What were you trying to do? PURPOSE

I was writing my leaflet to ...................................

.....................................................................

.....................................................................

5. Who did you aim your leaflet at? Why? AUDIENCE

The audience I decided to target was ......................

.....................................................................

.....................................................................

.....................................................................



6. What LANGUAGE features did you use? Think about your: exclamations/questions/ statements/ anecdotes/ repetition/ alliteration/ list of three/ adjectives

I used different language features in my persuasive leaflet.

I wanted to ......................................................

.....................................................................

The first thing I did was .......................................

.....................................................................

7. What did you choose for your front cover? Why did you choose this? What did you want people to think? LAYOUT

My front cover shows ..........................................

.....................................................................

.....................................................................

.....................................................................

.....................................................................

8. What colours and pictures did you choose? Why did you choose them? Explain your ideas.

I decided to use ................................................

.....................................................................

.....................................................................

.....................................................................

.....................................................................

9. What is the best part about your leaflet? What do you think worked the best? Did you enjoy the project?

I think that ......................................................

.....................................................................

.....................................................................

.....................................................................

.....................................................................

10. What could you do better? How could you improve your work? Set a target for your next piece of work.

I know that I could .............................................

.....................................................................

.....................................................................

.....................................................................

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Module: Writing to persuade, argue and advise 19+ Year Group: 7 By the end of this lesson:

• All pupils will be able to practice their persuasive writing skills.

Resources: These are some activities that can be completed after the SOW has been completed:

• Persuasive speeches, can you use your persuasive devices to get people to do daft things? For example, why should the whole of the UK shave their heads? Or why should people give up all other foods except oranges? Pupils can choose their own topic if they want

Homework: Further Notes:

test

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