Year: 5 and 6 Text type: Persuasive Writing ... - Dorsetforyou.com

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Objectives Most children learn to: 1. Speaking • Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language (Y5) • Use and explore different question types and different ways words are used, including in formal and informal contexts (Y5) • Use a range of oral techniques to present persuasive arguments and engaging narratives (Y6) 2. Listening & responding • Analyse the use of persuasive language (Y5) • Analyse and evaluate how speakers present points effectively through use of language and gesture (Y6) 6. Word structure & spelling • Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words (Y6) • Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen (Y6) 7. Understanding and interpreting texts • Infer writers' perspectives from what is written and from what is implied (Y5) • Recognise rhetorical devices used to argue, persuade, mislead and sway the reader (Y6) 8. Engaging with and responding to texts • Compare how a common theme is presented in poetry, prose and other media (Y5) 9. Creating and shaping texts • Reflect independently and critically on their own writing and edit and improve it (Y5) • Integrate words, images and sounds imaginatively for different purposes (Y6) 10. Text structure and organisation • Experiment with the order of sections and paragraphs to achieve different effects (Y5) • Change the order of material within a paragraph, moving the topic sentence (Y5) • Use varied structures to shape and organise text coherently (Y6) • Use paragraphs to achieve pace and emphasis (Y6) 11. Sentence structure and punctuation • Adapt sentence construction to different text-types, purposes and readers (Y5) • Punctuate sentences accurately, including using speech marks and apostrophes (Y5) • Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways (Y6) • Use punctuation to clarify meaning in complex sentences (Y6) 12. Presentation • Adapt handwriting for specific purposes, for example printing, use of italics (Y5) • Use a range of ICT programs to present texts, making informed choices about which electronic tools to use for different purposes (Y5) • Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style (Y6) • Select from a wide range of ICT programs to present text effectively and communicate information and ideas (Y6)
Building on previous learning: Differentiated expectations for a mixed age class would include: • Are familiar with advertisements and the persuasive devices used. • Able to organise information to support a point of view for both written and spoken presentations and debates. • Be familiar with connectives to structure a persuasive argument. • Able to design an advert such as a poster or radio jingle. Teaching Sequence Phase 1 • Shared reading, evaluating and contrasting letters to a local newspaper based on local issue. E.g. new car park, supermarket etc. • Shared reading and evaluating fliers and brochures aimed at persuading the general public to a view point. E.g. ecological issues, nuclear power, global issues such fair trade • Read and evaluate letters, for example from newspapers or magazines, intended to inform, protest, complain, persuade, considering (i) how they are set out, and (ii) how language is used (e.g. to gain attention, respect, manipulate). • Select, read and evaluate a range of texts, in print and other media, on paper and on screen (e.g. newspaper comment, headlines, adverts, fliers) for persuasiveness, clarity, quality of information, and to compare writing which informs and persuades, considering for example the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact. Infer writers' perspectives from what is written and from what is implied. • Collect and investigate use of persuasive devices such as 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 (e.g. 'are we expected to...?', 'where will future audiences come from...?'), pandering, condescension, concession (e.g. 'naturally it takes time for local residents...'), deliberate ambiguities (e.g. 'probably the best...in the world', 'known to cure all...', 'the professional's choice'). • Working in pairs sort collected words and phrases into categories e.g. suitable to use for particular audiences. • Play speaking and listening games where persuasion is used orally. E.g. hot air balloon debates, Room 101, what would you rather be … hammer or nail etc. Encourage the use and identification of key phrases used for persuasion. Phase 2 • Construct an argument in note form to persuade others of a point of view, sequencing points logically. Explore how ICT or other use of multimodality might support this (e.g. develop a PowerPoint presentation). Present as a spoken argument to the class or a group making use of persuasive language. Listen to others doing the same and evaluate own and others' presentations. • Prepare an oral presentation for governors, headteacher or school council, on a school issue e.g. how an area of the playground should be developed, strategies for tackling bullying. Identify how language needs to change for different and more formal contexts. • Write a commentary on an issue on paper or screen, for example as a news editorial or leaflet, setting out and justifying a personal view. Use structures from reading to set out and link points (e.g. numbered lists, bullet points).
Page 1: Year: 5 and 6 Text type: Persuasive

Year: 5 and 6 Text type: Persuasive Writing ... - Dorsetforyou.com

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