TV / radio product, why you should buy it, Discuss audience and what is likely to (NB Could use support material in advert where you can buy it, cost etc) attract them. Wundabars Targeting Text Word – Understand, Construct catchy phrase using Sequence components of advert Dash, storyboard etc p 118 121) – interpret and alliteration, rhyme etc) together. experiment with Sequence and organise advert so that sound devices audience attention is gained. and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes Week 3 Week 3 Week 3 Week 3 & Model listening skills when analysing Listen to an advert with a specific Repeat activity in groups each Repeat activity independently, noting – – TV adverts. Explain how you can focus in mind. Children record what group recording different aspect of a different aspect or feature. Use appropriate focus on one aspect at a time and they hear using a tick and flick chart. feature or each member of the group timbre, record what you have heard using a (eg number of repetitions, examples recording a different aspect. Then expression of tick and flick chart. of command form of verb) Review combine the things they have voice pace of and write students’ suggestions on recorded. delivery to board. persuade an audience. Use Week 4 Week 4 Week 4 Week 4 interaction skills, for Model presenting and advert. Explain Select different students to repeat In groups, rehearse an advert they Assessment task: example how the voice needs to reflect mood the same advert. Explore different have written. Students evaluate each Perform advert they have written paraphrasing, of advert in its expression and pace. ways of presenting the material. others’ performance and give individually to class. questioning and Which is most effective? suggestions for improvement. Record using available technology interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
TV / radio advert Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes product, why you should buy it, where you can buy it, cost etc) Construct catchy phrase using alliteration, rhyme etc) Sequence and organise advert so that audience attention is gained. Discuss audience and what is likely to attract them. Sequence components of advert together. (NB Could use support material in Wundabars Targeting Text – Word Dash, storyboard etc p 118 – 121) & Use appropriate timbre, expression of voice pace of delivery to persuade an audience. Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes Week 3 Model listening skills when analysing TV adverts. Explain how you can focus on one aspect at a time and record what you have heard using a tick and flick chart. Week 4 Model presenting and advert. Explain how the voice needs to reflect mood of advert in its expression and pace. Week 3 Listen to an advert – with a specific focus in mind. Children record what they hear using a tick and flick chart. (eg number of repetitions, examples of command form of verb) Review and write students’ suggestions on board. Week 4 Select different students to repeat the same advert. Explore different ways of presenting the material. Which is most effective? Week 3 Repeat activity in groups – each group recording different aspect of feature or each member of the group recording a different aspect. Then combine the things they have recorded. Week 4 In groups, rehearse an advert they have written. Students evaluate each others’ performance and give suggestions for improvement. Week 3 Repeat activity independently, noting a different aspect or feature. Week 4 Assessment task: Perform advert they have written individually to class. Record using available technology
year_5_part_1.docx