Brilliant Activities for Persuasive Writing [1 ed.] 9780857473424, 9781903853542

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Contents Title Page Publisher Information Introduction Persuasive Writing Year 3 - Section 1 Year 4 - Section 2 Year 5 - Section 3 Year 6 - Section 4 Also Available

Brilliant Activities for Persuasive Writing Activities for 7–11 Year Olds Paula Goodridge

Brilliant Publications

Published by Brilliant Publications 1 Church View, Sparrow Hall Farm Edlesborough, Dunstable Bedfordshire LU6 2ES Digital edition converted and distributed by Andrews UK Limited www.andrewsuk.com email:[email protected] www.brilliantpublications.co.uk The name ‘Brilliant Publications’ and the logo are registered trademarks. Written by Paula Goodridge Illustrated by Pat Murray Cover designed and illustrated by Lynda Murray First published and printed in the UK 2004 © Paula Goodridge The right of Paula Goodridge to be identified as the author of this work has been asserted by her in accordance with the Copyright, Design and Patents Act 1988. Pages 7–9, 11–12, 14–15, 18–19, 21–23, 25–27, 29–31, 33–34, 36–38, 40–42, 44, 46–49, 51–52, 54– 57, 60–63, 65–69, 71–72, 74–75 and 78–79 may be photocopied by individual teachers for class use, without permission from the publisher. The materials may not be reproduced in any other form or for any other purpose without prior permission from the publisher.

Introduction The aim of this book is to give teachers of Key Stage 2 children some activities to focus on persuasive language and to stimulate persuasive writing. Each chapter contains a lesson plan, a text to promote reading skills and discussion, and worksheets to promote activities within Literacy Hour. All activities are compatible with the National Literacy Strategy. The texts and worksheets are photocopiable. The texts could be photocopied onto OHPs so that they can be read by the whole class. The book is divided into four sections, one for each year of Key Stage 2. In Section 1 the activities for Year 3 are based upon a letter of persuasion, a book review and an advertisement to distinguish between fact and fiction. In Section 2 the activities for Year 4 are based upon a letter of application, an interview, advertisements, leaflets or flyers, as well as incorporating the promotion of reading skills through given texts. The children are introduced to persuasive language through a fictional context, looking at a character called ‘Mr Wizzy’ who owns a drinks factory. The activities follow on to make up a mini topic which can be extended or reduced to suit the needs of the children. In Sections 3 and 4, for Years 5 and 6, the activities look at real issues and raise persuasive language in the form of debates and differences of opinion, specifically looking at lists, posters, articles, two-sided written arguments, letters and poetry. The chapters include lesson plans, a text, and a written or speaking and listening activity to promote the use of persuasive language. Most of the activities are ‘open’ in terms of differentiation by outcome, so may be used with the whole class. Differentiated sheets are included in this book where necessary so that children of lower ability have more guidance or less to do in quantity. Suggested extension activities are for the most able children who need to be further challenged with their abilities. Some follow-on activities are suggested if teachers want to undertake more activities. Assessment is covered through the outcome of the children’s work. Have they fulfilled the aim of the activity as set out in the lesson plans? Written tasks may be assessed in more detail alongside the criteria as set out in the National Curriculum.

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1. Letter of complaint

Ye a r 3

Aim The children will write a letter of complaint to try to persuade a shop/ company to give them a refund. Text The text shows a letter (1a) written by a lady who has bought a pair of trousers, which ripped after two days. She is writing to persuade the company to give her a refund or another pair of trousers. Read the text with the children. Discuss what it is she is complaining about. How do they know she is not happy? Discuss what she is trying to persuade the company to do. How does she do this? Look at key words or phrases in the text. When you are happy that the children understand the content of the letter, tell them you want them to write a letter like this one. The children must complain about something they have bought, which has then gone wrong or broken, such as a toy, clothing, a watch. Not only must they say what the problem is but they must state what they want done about it. Do they want their money back or do they want another item sent to them? How will they persuade the company manager to do this? Give each child a photocopy sheet (1b or 1c). Sheet 1b is for the less able child. Revise letter formats if you need to, to help them get started. You may like to write in an address together to save time. After some time stop the children and ask volunteers to read the beginnings of their letters. Then remind them that they need to be asking for a refund as well as complaining and give them some more time to complete the task. Plenary Bring the group together again. Read some of the letters and discuss how persuasive they are. A way of extending more able children would be for them to send an email to persuade you to do something, for example make playtime longer.

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Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

1a

23 Word Street Plimpton Woolshire PL34 4LT

25 March 2002 Dear Sir/Madam I am writing to your company to complain about a pair of trousers I bought at my local store last week. The trousers ripped after just two days, which I think is really bad. I took the trousers to my local store but they would not give me another pair because I had lost the receipt. I think this is TERRIBLE! I paid a lot of money for these trousers and I would like a refund. I am sending the trousers back to you. Please send me my money to the above address. If you do not do this I will come and see the manager myself!! Yours faithfully

Mrs Abbott

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1b

Name.................................... 24 Red Road Ham Town Hampshire H76 3FG

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

Dear...................................... .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. ..............................................................................................

Yours.....................................

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1c Name.................................... .......................... .......................... .......................... .......................... ............................................. .............................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................. .............................................. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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2. Book review

Ye a r 3

Aim The children will write a book review persuading a friend to read a recommended book. Text First, read a simple story with which the children are already familiar, for example Goldilocks and the Three Bears, or a story you have used before. Use a big book if possible as it will be easier for them to spot information later. Then, give the children the text (2a) and ask them what they think it may be, for example a story, information. Explain the term ‘book review’ if they are unsure. Read through the text together, revising terms such as author, illustrator, and so. Do the children think the writer of the review enjoyed the book? How do they know this? Discuss words used, such as super, fantastic. Discuss the marks out of ten box. Explain to the children that they are going to write their own book review using the class book you have read to them. They must say the book is really good and persuade a friend to read it. How could they do this? Discuss words they could use to describe the story – exciting, wonderful, funny, etc. What marks out of 10 could they give it? Would it persuade a friend to read it if they gave it 4/10? Go back to your big book to think about the author and the illustrator. Do they like the illustrations? How could they describe the artwork? Give each child a photocopy sheet (2b) and allow them some time to write. The more able children could choose one of their own books to review. After 15 minutes stop them and ask volunteers to read some of their writing. Ask which adjectives they have chosen, etc. Let the children finish their work. Plenary Read some of the children’s work. Does the writing make you want to read the book? As a follow-up session they could re-draft their reviews to go on display or to show the headteacher.

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Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

2a

Sally and the Limpet Author: Simon James Illustrator: Simon James

This is a really funny book. Poor Sally gets a limpet stuck to her finger and can’t get it off. She tries lots of ways but in the end she has to go back to the seaside and let the limpet go back to its own pool. She learns that some creatures are happiest left where they are in the first place. The story is easy to read and it has lots of fabulous pictures. They really made me laugh. Simon James is a great author and a brilliant artist. I liked it best when Sally gets cross because no one can help. You should read this book because it is well written, fun, yet it has a message at the end so we can learn from it too. Sally is a comical character and so are the other people she meets. You will really like it! Words to describe this book: fantastic, super, great, brilliant! Marks out of ten: 10/10

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2b

Book review by....................................

Title: ............................................. Author: ......................................... Illustrator: .....................................

I liked this book because .................................................... .............................................................................................. .............................................................................................. .............................................................................................. The best bit is when ............................................................ .............................................................................................. .............................................................................................. You should read this book because .................................... .............................................................................................. .............................................................................................. Words to describe this book ............................................... ..............................................................................................

Marks out of ten: © Paula Goodridge

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3. Advertisement

Ye a r 3

Aim The aim of this activity is to get children to comprehend the difference between fact and fiction. Text Discuss what the children think the text (3a) is about, simply by looking at it. What makes them think it could be an advertisement for a yoghurt? What do they see? (Picture, big lettering, etc.) Read the text with the children. Ask questions – what is the writer trying to get you to do? (Make you go out and buy these yoghurts.) How does the writer persuade you to do this? Discuss with the children what is actually true in the writing given. (For example, the firm has been established since 1965.) What is not true but has been added in order to persuade you to buy? (For example, the best tasting yoghurt ever.) When you think the group have a good understanding of the concept of advertising, give them the photocopy sheet (3b). Ask them to pick out words and phrases from the advertisement and put them into the correct column. Revise the terms fact and fiction if necessary. For the less able children you may wish to cut off the first column to save confusion. They could concentrate on what is factual about the advert. As an extension for the more able you could give them some magazine adverts and ask them to repeat the exercise, separating the fact from the fiction. Some children may wish to continue and make up their own food advert. Plenary Go over the fact and fiction columns, checking that the children have understood the concept.

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3a

o Super Yoy Yoghurts the BEST in the world Made from fruit puree and skimmed milk, no added sugar (Not suitable for babies under four months) Firm established since 1965, improving yoghurts all the time!

Yoyo yoghurts taste amazing! They’re cheap to buy! The healthiest yoghurt ever made! You’ll be hooked!

ot p a p 0 5 ne Y L ON Buy o free e s last! n o k t toc s e t g whils

You will not be disappointed. Buy one now! The tastiest . . . . the fruitiest . . . . the softest . . . . Best yoghurt in the world. Soon available in all supermarkets.

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3b

Name....................................

Fact (true)

Fiction (false)

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4. Getting to know a character to persuade

Ye a r 4

Aim The intended learning outcome of this lesson is to familiarize the children with the character of Mr Wizzy. Knowing about his character will make it easier for them to persuade him to give them a job in the next activity. Text Explain to the children that you are going to read them a description of a character (revise the term ‘character’ if necessary). Read the text (4a) out loud to the class. Ask them some questions to check initial understanding, for example: ● Where does Mr Wizzy live? ● What are his hobbies? ● Is he married? ● What does he like to wear? ● Where does he work? ● Is he a real person or a fictional character? How do the children know? Give the children a copy of the text and ask volunteers to read it. Introduce the idea of adjectives. Ask the children to pick out some words or phrases in the first paragraph which describe Mr Wizzy. Next, give the children five minutes, working in mixed ability groups, to write down as many adjectives as they can on a piece of scrap paper, from the rest of the text. Go over what they have found and write a list on the board. Introduce the writing activity. Give each child a character grid (4b) and explain that they must fill it in with information on Mr Wizzy. They will need to scan the text to find the information which describes him. Briefly go over the wording on the sheet so that the children understand terms such as ‘occupation’ and so on. When the children are clear about what to do give them 15 minutes to complete the grid. Less able children may need more time. More able children could: ● convert the information in the character grid into a piece of prose writing and make their own version of the description ● invent a wife for Mr Wizzy and write a description of her, either in prose or grid form © Paula Goodridge

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Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

● rewrite the grid and fill in the information about themselves Plenary Bring the class or group together again. Go over the character grid, writing information on the board. The children should know enough about Mr Wizzy now to be able to persuade him in the next session!

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Mr Wizzy

4a

Mr Wizzy is a thin, middle-aged man with short, slightly greying hair. He has small, beady brown eyes and a long, protruding nose, beneath which is a large, smiling mouth. His favourite colour is purple, and it is therefore no surprise, if I tell you that he always wears a long purple jacket made out of silk. This is not because he cannot afford to buy a new one. On the contrary, Mr Wizzy is rather rich, for he is a business man and a successful one at that. No, Mr Wizzy just adores the colour purple! Purple shoes, purple trousers, purple hats! He loves them all! You may think him a bit of a crazy fellow and you could be right! Mr Wizzy lives alone in a flat above his business. He has no wife or children and is too busy to be lonely for he is dedicated to his job, his business, his work. Mr Wizzy, you see, owns a fizzy drinks factory. In his spare time he likes to read books, mostly travel books, atlases and information books on plant life. He is a fantastic cook and likes to make up his own recipes. He only cooks vegetarian food as he doesn’t believe in eating meat. Sometimes he likes the radio on or he plays tapes. He likes loud music so usually the volume button is right up. He rarely hears his telephone or doorbell, but it does not really matter as he seems to like his own company, and he seldom has visitors. When anyone does arrive, he is quick to invite them in for a drink and some food. Mr Wizzy is a generous sort who likes to share his things with friends, and he does love to talk! Maybe that’s why no one visits him, because if they do, it is hard to get a word in edgeways!

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4b

Character grid Name....................................

Pick out information about Mr Wizzy from the text and fill in the grid below:

Name: ...................................... Age: ......................................... Occupation (job): ..................................... Address: ..............................................................................

Physical description (what he looks like): .............................................................................................. .............................................................................................. ..............................................................................................

Favourite colour: .............................................

Hobbies/interests: .............................................................................................. .............................................................................................. .............................................................................................. Any additional information: .............................................................................................. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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Ye a r 4

5. The job

Aim The aim of this chapter is for the children to write persuasively in letter format. Having met the character of Mr Wizzy in the previous activity, the children should be able to use their knowledge to persuade Mr Wizzy to give them a job. Text Read the text ‘The Drinks Fountain’ (5a) with the whole class. Ask questions to check for understanding, for example: ● What is the Drinks Fountain? ● Why does Mr Wizzy travel a lot? ● Why does he not use animal products? ● Why does Mr Wizzy need help? ● What must the designer be able to do? Look at the advertisement that Mr Wizzy has placed in all the national newspapers. Tell the children that they will be writing to Mr Wizzy in order to apply for the job. There will be lots of people applying so how could they persuade Mr Wizzy to choose them? Discuss this point with the children. They need to ‘sell’ themselves to him, that is, show that they can do all the things he is asking for and more. Give the children five minutes to write down some ideas in pairs. Next, give each child a photocopy sheet to suit their ability. Sheet 5b has less lines. Sheet 5c extends the more able child to use paragraphs and to write more. Revise letter format if necessary, ie address, date, ‘Dear Sir/Madam’ or ‘Dear Mr Wizzy’, ‘Yours sincerely’ or ‘Yours faithfully’. Let the children write their letters in draft. These letters may be checked for errors and re-drafted in another session. Plenary Bring the group together again. Ask some volunteers to read out their letters. Discuss which letters are the most persuasive in terms of language. More able children could write a letter of complaint. They are not happy with one of Mr Wizzy’s drinks and they must persuade him to improve it.

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5a

The Drinks Fountain

Mr Wizzy’s company is called the Drinks Fountain. When Mr Wizzy is not in the factory overseeing the running of the place, he is up in his flat or in his office (decorated in purple, of course), trying to come up with an idea for a new fizzy drink. Mr Wizzy has made drinks of all colours and tastes and he has travelled the world to sample tropical fruits or beans or even grasses – anything he can find to make a new, exciting super drink to sell to people all over the world. However, Mr Wizzy will only use materials in his drinks which do not come from animals, for as well as his love of the colour purple, he adores all creatures big and small. He would never think of harming an animal let alone using animal products in one of his drinks. Heaven forbid! Well, I think I have told you enough about Mr Wizzy for now. We have come to the point when Mr Wizzy needs some help. The Job Mr Wizzy is getting old (so he thinks) and he is running out of ideas for new and interesting drinks. He is tired of travelling the world, yet he wants a material he has not used before. To keep up with the competition from the other major drinks companies and maintain his success, Mr Wizzy must bring out an exciting and original fizzy drink each year. So Mr Wizzy has decided to employ a designer. A designer who will be a super person, able to design the best, most exciting and most delicious, scrumptious fizzy drinks ever tasted. The person must be able to have fantastic ideas, must be able to draw and use a computer and above all, must be able to go off and explore any forest or any desert at any time in order to search for a plant which has never yet been discovered by man, or indeed woman! A plant from which he can make the next Drinks Fountain Super Drink! In return for hard work and brilliant ideas, the designer will be very well paid. Mr Wizzy will buy the designer a car and even his or her own house. Here is the advertisement which Mr Wizzy has placed in all the national newspapers this week: Designer Wanted for Mr Wizzy’s Drinks Fountain Applicant must be able to: ● Design the best drinks in the world ● ● Draw and use a computer ● ● Travel the world at any time ● ● Work hard ● Excellent salary offered, own house and own car. Please reply in writing to: Mr Wizzy, The Drinks Fountain, Purple Lane, Wizztown, WHIZ 13, by the end of next week. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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5b

Name.................................... You want to be Mr Wizzy’s new drinks designer. Write him a letter PERSUADING him that you are the best person for the job. Remember, he will receive thousands of letters so make your letter better than anyone else’s.

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

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5c

Name.................................... You want to be Mr Wizzy’s new drinks designer. Write him a letter PERSUADING him that you are the best person for the job. Remember, he will receive thousands of letters so make your letter better than anyone else’s.

...................................... ...................................... ...................................... ...................................... .......................... ................................... .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. ................................ ................................... Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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6. The interview

Ye a r 4

Aim The aim of this session is to link literacy to drama. Through role-play the children will explore the language of persuasion at a job interview. The children will then write up their interviews in an appropriate format. Text Read the text (6a) with the whole group. The text depicts a teenager going for a job interview at a local supermarket. Discuss the language with the children. ● How does Paul show the interviewer that he will be good at the job? ● Which qualities does Paul put forward? ● Why is a reference important? Introduce the activity. The children are going to act out the interview between Mr Wizzy and an applicant for the job as designer. They could work individually or in pairs. How will the applicant persuade Mr Wizzy that he or she is best for the job? Brainstorm the qualities that Mr Wizzy is looking for in his new designer. Look back at the advertisement that you read in the last activity. Explain that the children must get these elements into their interview somewhere. The children must also write down their interview using the photocopy sheets as a guide. Sheet 6b is for the less able, and sheet 6c is for the more able child. Plenary Bring the class together again. Ask for volunteers to act out their interview. Use a table and two chairs to help set up a real location. As a follow-up session you can re-draft the interviews and put them up on a display. Perhaps the children could vote for the applicant that they think would be best for the job. How did this applicant persuade Mr Wizzy at the interview? As an extension for the more able child, a tape recorder could be used to record the interview. He/she could then play this to the rest of the class. Or a group could interview the headteacher asking his/her views on appointing a new member of staff. Which qualities would be asked for? How would the headteacher decide on whom to pick? Is it important to sell yourself in order to get a job?

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Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

6a

Paul’s interview

Interviewer:

Do come in and take a seat, Paul.

Applicant:

Thanks.

Interviewer:

As you know, we are seeing several applicants today. Tell me why you want this Saturday job at my supermarket.

Applicant:

As I’m sixteen now, I’d like to start working so I can experience a real job. Also I’d like to earn my own money so I don’t have to ask my parents for pocket money.

Interviewer:

Are you good at talking to people?

Applicant:

Yes, I am very pleasant and cheerful. I can talk to children as well as older people. I sometimes help out at my Gran’s club for pensioners.

Interviewer:

Are you reliable?

Applicant:

Yes, I’m never late for school and always do what I say I will.

Interviewer:

Your references are very good. Your headteacher seems to think you will be good at the job. What is your favourite subject at school?

Applicant:

I love maths and computers.

Interviewer:

Would you prefer to work as a cashier or as a shelf filler?

Applicant:

I don’t mind. I’m strong and fit so I can do heavy work, and I think with training I’d be good at using the computerized tills. I’m happy to do either, I think.

Interviewer:

Well, I’m very pleased to say we will give you a job on a month’s trial basis. Can you come in at seven o’clock this Saturday to start training?

Applicant:

Yes, I’ll get my Dad to wake me early as he has to work on a Saturday too. Thanks very much.

Interviewer:

What else would you like to know about the job? We have a staff canteen, and we provide uniforms ...

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6b

Name.................................... A) Mr Wizzy receives lots of letters. He chooses two or three applicants to interview. Act out the interview with your friends: ● What questions will Mr Wizzy ask? ● How will each applicant ‘persuade’ Mr Wizzy that he or she is the best person for the job? ● Who will be the successful applicant? ● Make rough notes to plan your ideas B) Write down one of the interviews like this:

Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ © Paula Goodridge

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6c

Name.................................... A) Mr Wizzy receives lots of letters. He chooses two or three applicants to interview. Act out the interview with your friends: ● What questions will Mr Wizzy ask? ● How will each applicant ‘persuade’ Mr Wizzy that he or she is the best person for the job? ● Who will be the successful applicant? ● Make rough notes to plan your ideas B) Write down one of the interviews. Use the back of the sheet if needed.

Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Mr Wizzy: ............................................................................ Applicant: ............................................................................ Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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7. The first challenge

Ye a r 4

Aim The aim of this session is for the children to design their own fizzy drink. The child has become Mr Wizzy’s designer and his/her first challenge is to come up with an idea for a new drink. If Mr Wizzy likes it he will manufacture it at his factory. Text Read ‘The first challenge’ (7a) with the whole group. Look at the example sheet that Mr Wizzy has given the designer as a guide (7b). Discuss with the children: ● What information is given about the origins of the product? ● How is the drink new and exciting? ● Is the drink vegetarian? (Remember Mr Wizzy won’t use animal products!) ● How will the drink be packaged? Tell the children that they must use their imaginations to design a new drink. Make it exciting, interesting and fun! Give the children a copy of the photocopy sheet (7c). Explain that this will be a planning sheet for them to get their ideas down. Children could work in groups for this activity or as individuals. Plenary Bring the class together again and share the children’s ideas. Let volunteers read out what they have written. Which drink do they think Mr Wizzy would choose? The more able children can then go on to write up this planning sheet as a piece of prose, using paragraphs. They could write a letter to the chief of Bongo persuading him/her to do a business deal.

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7a

The first challenge Mr Wizzy has found his new super designer. After showing him/her around the Drinks Fountain Mr Wizzy explains that he needs a new design for a drink. Mr Wizzy gives the designer just one week to travel the world. He also wants the designer to provide him an information sheet at the end of the week. The drink must be original, exciting, delicious to taste, fun to look at and, above all, it must be successful! Mr Wizzy wishes to sell it all over the world and make lots of money so that he can expand the Drinks Fountain. If the drink is not good enough the designer will lose the car, the house and the job.

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7b

Here is an example of an information sheet Mr Wizzy used for his last design: Name: Countr y of origin : Region

:

Ingredie

Bongo

Blue S plash

Bongo Africa

nts: B lue be r Blue s ries from B ugar f ongo t ro re Bongo Region m Rock Mou e Fizzy ntain, miner al wat Contac er fro t: m Bon Chief go Spr of Bon ings g village o tribe rs to l . Paym ook af and to ter th ent is given plant e Bong more forest o tree to to sus s. s t a Payme in the nt also Bongo throug g h Chie iven to min f ers of . Expens sugar es: I ngredi ents t o be fl once a own b m yh Drinks onth. Drin k s to be elicopters Founta pilots made and pa in. Paymen t to he at the ckers. Packag licopte ing: D r ark bl u shape. e plastic bo ttl Round blue li es in circul Label: ar d. To sho w Bon go tre Price es. of drink : Forty pence a bott Advert le. ising: Adver tis date b ement to b e desi y desi gned a gner. t a lat er

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7c

Design activity

Name.................................... You are Mr Wizzy’s super drinks designer. Design the best fizzy drink in the world – put your ideas down on paper, plan your designs, draw an exciting drinks container, find your ingredients – have fun! Finally, make an information sheet about your new drink, telling Mr Wizzy everything he needs to know about it. ......................................................... Name of drink: ......................................................... ......................................................... Packaging: Country of origin: ......................................................... ......................................................... ......................................................... ......................................................... Ingredients: Label: ......................................................... ......................................................... ......................................................... ......................................................... ......................................................... ......................................................... ......................................................... Price of drink: ......................................................... ......................................................... ......................................................... Contact:

Any other information:

......................................................... ......................................................... ......................................................... ......................................................... ......................................................... Expenses:

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

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

Advertising: Advertisement to be designed at a later date by designer.

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8. The advertisement

Ye a r 4

Aim The aim of this session is for the children to design their own advertisements. In a previous session or for homework, you may like to study some real advertisements from magazines, newspapers etc, depending on the group’s prior understanding of advertising. Text Look at the text (8a) with the children. The text is an advertisement persuading people to buy Mr Wizzy’s Bongo Blue Splash drink. Ask the children : ● What is an advert? ● Who is likely to buy this drink? ● What makes you want to buy it? (Colour? Ingredients? Shape of bottle?) ● What is stated about the price? ● What effect does ‘BUY ONE GET ONE FREE’ have on the buyer? ● What adjectives are used for the drink? ● Collect tokens to get a free Mr Wizzy doll – why is this in the advert? Explain to the children that they are going to design an advertisement for the drink they found for Mr Wizzy. How will they show the packaging? Think about shape, colour, lid, and so on. What words will they use to make someone buy the drink? Let the children have about 20 minutes to design a rough draft. Prompt them to add extra details if necessary. Plenary Come together as a group and show each other some adverts. Which would Mr Wizzy like and why? As a follow up, link literacy to art and actually make the illustration using paints, or link literacy to information technology by designing the adverts on the computer. Make a display of the adverts on a wall or show them in assembly. As an extension for the more able, you could ask them to produce a radio advertisement and record it.

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Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

8a

GET FIZZY WITH MR WIZZY AND BUY

BONGO BLUE SPLASH while stocks last!

Made from the best ingredients:

❧ Bongo tree blueberries

❧ Blue sugar ❧ Fizzy mineral water from beautiful Bongo Lake Suitable for vegetarians Full of Vitamin C

VER!! E K N I R ST D E B E H REE! T F E Y L N P O M I T S ND GE A W O N BUY ONE COLLECT TEN TOKENS FOR A FREE MR WIZZY DOLL ONE TOKEN ON EACH BRILLIANT BLUE BUBBLING BOTTLE LABEL

Available in all food stores now, made by the best drinks manufacturer in this world. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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The advertisement

8b

Name.................................... Mr Wizzy loves the idea of your new drink design and he has already instructed his manager at the Drinks Fountain to start producing the drink and the containers. Your next challenge from Mr Wizzy is to make an advertisement to persuade people to buy the Super Drink. Use the space below to plan your advert. Your advertisement must have: ● a picture of the product ● the name of the product ● information about what it is made from ● words to tell everyone that it is the best drink in the world ● a gimmick to persuade people to buy the drink, for example, ‘Buy one – Get one free’.

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Ye a r 4

9. The end of the story

Aim This activity forms the final part of the Mr Wizzy mini-topic. The aim is to provide the children with an opportunity to revisit the area of narratives by writing a narrative about Mr Wizzy. They will incorporate their knowledge of the character into their story. As the children have been revising adjectives in earlier activities in this section, they are asked to focus on description when writing their narratives. Text Read the short text (9a) to the children. Explain that the children will be writing their own narrative and that they must choose one title from the list given. You may wish to make this a timed exercise as in the Year 6 National Assessment Tests writing paper, in which case tell the children how long they have to plan and write their story. Read the titles and discuss possible ideas for content. Give the children some time to plan their ideas first on the sheet (9b). Stop the children after planning is complete and tell them that you will be looking for description when you read their narratives. Ask them to use adjectives, adverbs and phrases to really describe the sights, sounds, smells and feelings in the narrative. After planning is complete you may use the photocopy sheet (9c) for the narratives. Give the children approximately 30 minutes for their writing then stop them. Remind them to check their writing. Give them another 10 minutes to add in more description, and for checking for errors. Ask them to use a coloured pencil for this editing as it is helpful for them to be able to see clearly what edits have been made. Stop the children and give them lots of praise for doing so well. Plenary Discuss what the children liked about this writing session. What did they find difficult? Planning? Writing within a time limit? Editing? Take note of their answers to these questions so that you may practise certain elements again at a later time. Read some of the best narratives before another session and discuss why they are so good. Pick out good descriptions and make up a describing board for a wall.

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The end of the story

9a

Mr Wizzy was extremely pleased with his fantastic new designer. Over the years there were lots of new fizzy drinks produced at the Drinks Fountain and Mr Wizzy was able to retire a rich man. He was so pleased with his designer in fact, that he made this wonderful person the new manager and owner of the Drinks Fountain. Mr Wizzy decided to live in a far away land and dedicate the rest of his days to saving wild animals from being hunted. Purple was still Mr Wizzy’s favourite colour and he always kept his purple jacket. He even managed to find a wife who also loved purple and that my friends, is the last we hear of our Mr Wizzy ... unless of course, you would like to write the next adventure.

Choose one of the titles from below and write your own adventure:

1) Mr and Mrs Wizzy buy a Spaceship 2) Mr Wizzy and the Jungle Hunters 3) Mrs Wizzy has a Disastrous Day in Town 4) Mr and Mrs Wizzy go on a Diving Adventure

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9b

Planning sheet Name....................................

Setting: Where? When? Who? What? Why?

.............................................................................................. Events?

Problems?

Solutions?

.............................................................................................. Ending/Conclusion

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9c

Title: ....................................... Name: .................................... .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. You can continue your narrative on another sheet. © Paula Goodridge

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10. Killing animals for food

Ye a r 5

Aim The children will need to appreciate that there are two (or more, in some cases) sides to an argument. They will be able to pick out points of view for and against an issue and record these points in a clear format. Text Tell the children that you are going to read two paragraphs of writing together. Both paragraphs concern the same issue – the killing of animals for food. However, one person is a vegetarian and one is a meat-eater. Give each child his/her own copy of the text (10a). Read the text together, then: ● Ask the children what are the reasons Jim gives for being vegetarian? Talk about vegetarianism. Do the children know any people who do not eat meat? What are their personal views on this? ● Discuss the opposing view – why does Sarah think eating meat is important? Should people kill animals to eat? Ask the children what they believe is the better view. ● Try to bring the debate to a conclusion – can people eat what they want? Should we ban eating meat? Introduce the writing activity – ask the children to look at the photocopy sheet (10b). What do they see? There are two columns, one entitled for and one against. Discuss what the dots are for and explain that these dots are called bullet points and that they help make lists look clearer. Each point is written on a new line under a separate bullet point. The children must pick out words or sentences from the texts and list all the reasons for and against killing animals for food. They may add their own points if they can think of any extras. Plenary When they have finished, check to see if the views are accurate and in the appropriate column. Go over their answers and put them in two columns on a board. Which column has the most points? Draw the debate to a conclusion. As an extra activity the children could write up the debate in paragraphs. Sheet 10c is a guide to help them. Discuss the use of an introduction and a conclusion. The more able children may rewrite the first draft to make a neat copy. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

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10a

For or against killing animals for food

Jim’s point of view I am a vegetarian. I do not eat meat or fish. This is because I believe it is wrong to kill animals for food. Also I do not like the idea of fish coming from possibly polluted seas or meat being frozen for years. As humans we can survive quite well on plants. Usually I eat fruit and vegetables as my main diet. I also eat seeds and nuts, which give me protein. I eat meat substitutes, such as soya, which are easily found in supermarkets or health shops. I need to check food labels to see that there are no animal products in what I am buying. It is easy to be a vegetarian as most cafés or restaurants now provide a vegetarian alternative. I also take vitamin supplements so I do not become deficient in anything. I may have slightly less choice than a meat eater but I could never eat meat again now. It would make me feel sick. My favourite meal is pasta and vegetables with tomato sauce and herbs.

Sarah’s point of view I eat meat and fish and like them both. I do not think it is wrong to eat animals for food. We need to eat meat and fish to keep us healthy, and children need protein from these products to help them grow. If we did not kill animals for food we would be overrun by animals. If the animals are killed quickly they do not know what is happening and do not suffer any great pain. For years, our ancestors have eaten meat and fish so why should we change? I eat a balanced diet and do not need to buy expensive vitamin pills. As a meat eater I can go into any restaurant and have the full choice of the menu. As a busy working mum I do not have time to cater for any fancy diets. My children love meat and fish, but do not like vegetables so I can’t see how they would survive. Eating meat and fish creates many jobs too. My favourite dinner is roast beef, how could anyone give up that? © Paula Goodridge

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10b

Killing animals for food Name....................................

For

Against

.............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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10c

Should we eat meat?

Name.................................... Introduction: .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. Some people think that ....................................................... .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. Others believe that .............................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. Conclusion: .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. © Paula Goodridge

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11. Car pollution

Ye a r 5

Aim The children will be able to extract relevant pieces of information from a text and produce a poster persuading people to use their cars less. Text The text gives information about the damage car fumes can do to the atmosphere. It is written in prose form. Read the children the text (11a). Ask the children questions to check their understanding. For example, what damage can car fumes do to people? To the environment? What alternatives are there to driving cars? Give the children the text to read for themselves. Ask them to underline in one colour the reasons why cars should not be used and underline the things which people can do to improve the situation, in another colour. Go over these findings after about 10 minutes. Explain to the children that they are going to design a poster, which will persuade people not to use their cars, in order to cut down pollution. Ask the children for ideas on what they need to include. Factual information? Alternatives? How can the poster be persuasive? ● Short headlines, for example Cars pollute! ● Orders, for example Stop pollution! ● Recommend alternatives, for example Use the bus! As there is a lot to include, suggest that the children may focus on one aspect of the argument, eg a poster encouraging people to ‘walk to work’, ‘use the bus’ or ‘use unleaded gas, diesel or biofuels’. Biofuels are fuels based on plant material and are more environmentally friendly. As an extension for the more able child, a letter could be written to the Prime Minister, persuading him to improve public services for the sake of the environment. Some children may also like to write to environmental organizations asking for more information on pollution. (eg Greenpeace, WWF or Friends of the Earth.) Plenary After 20 minutes of planning and making first drafts, stop the children and ask some of them to explain their posters. Second drafts can be done in a follow-up session and displayed on a wall or shown in assembly.

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11a

Car pollution

As the population increases so does the amount of cars on Britain’s roads. You only have to ask your grandparents or your parents to find out that in their day, there were far fewer cars around. We all like the comfort and ease of travel that cars give us – no waiting around, just hop in and drive to where you want to be, BUT have you ever stopped to wonder what this is doing to our environment or to us? For people who live near a busy road, the traffic fumes can cause them to suffer from headaches and nausea. In more serious cases, lead breathed in from exhaust emissions can cause damage to the brain and central nervous system. Young children are usually more vulnerable. Buildings near roads are often turned black, over time, by these fumes which are being released into the atmosphere and plants and wildlife suffer. Our air is slowly being polluted, but what can we do about it? What will happen in the future when the next generation all possess cars?

save a few more fumes from being released. Why not give friends a lift when going to work or shopping and halve the number of cars being used? In most European countries these car share schemes have already been set up, so why don’t we see them more often in this country? Use the local buses or trains to get around and leave the car for important trips only. If you buy a car, make sure that it has been converted to use gas or biofuels which are more environmentally friendly than petrol or even diesel. You could also consider buying a car powered by electricity, which is cleaner still. The first electric cars have already been invented; you only need to recharge their batteries each evening and you are saving the environment in a relatively cost effective way.

Tell others to cut down on the trips they make in their cars – dare your teachers or parents to cycle to work one day or get involved in a tree planting group. Trees help to put more oxygen into the atmosphere and cut down on the carbon dioxide present. There is a lot you can do to Many of us use the car when we help! Make the message clear – could easily walk. Get some fresh don’t drive when you don’t have air by walking to school or to the to! shops. Leave the car at home and © Paula Goodridge

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12. Wearing school uniforms

Ye a r 5

Aim The aim of this activity is for the children to be able to appreciate that there are two sides to an argument. They will form their own opinion on the subject and then write a persuasive letter to their headteacher. Text The text (12a) is in the form of an introduction and two lists. One side shows the reasons for school uniforms to be worn and the second shows the reasons against. Read the text with the children. What do they notice about the layout (bullet points, lists, title, introduction etc)? Is this a good way to present this kind of information? Discuss the reasons for and against. Why do children think that some schools in the world do not have school uniform yet others do? What are the opinions of the children? Add some more reasons to the lists. Debate the issues verbally. Explain to the children that they must choose an opinion, either for or against school uniforms. They must then use the information in the text to write a letter to their headteacher, persuading him/her either to keep the school uniform or get rid of it in favour of letting pupils wear what they like. Use the photocopy sheets provided (12b, 12c and 12d). The first is for the less able writer, as there is less quantity expected. Sheets 12c and 12d are for the more able and comprise paragraphs and a ‘P.S.’ to extend children’s capabilities. After 20 to 30 minutes stop the group and read some of the letters so far. At a later date you can ask the children to re-draft their work and you may even submit some of the work to the headteacher. A reply from the head’s point of view would be interesting. Plenary Bring the class together again to discuss what they thought of the lesson. Was it easy to form an opinion? How did they manage to persuade the headteacher to act by using writing? Would there be any other issues they could raise in the form of persuasive letters to the head? For example, persuading him/her to let the pupils go on a trip, changing playtime in some way? The more able children may like to take up this task as a further challenge and record their letters on tape or write an email as variation. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

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12a

The school uniform debate

Name.................................... In British schools children have to wear school uniform. So too, in many parts of the world, such as China, a smart uniform is worn by all pupils. But in France or the USA, for example, children are allowed to wear their own clothes. They can go to school wearing jeans and trainers and no one complains. For some, school uniform does not exist. So should we British pupils wear a uniform or not? Below are some of the reasons for and against this issue. Can you think of any more? What do you think about school uniforms? FOR

AGAINST

● it is smart and tidy ● it is boring ● everyone looks the same,so no one ● it is expensive gets teased ● clothes should be fun and stylish ● teachers know where you are ● teachers don’t wear one, why on a trip should we? ● you can save own clothes for play ● some uniforms are horrible colours ● second hand uniform is cheap

● uniforms are cold in winter

● everyone has a better sense of belonging

● they are hot in summer ● parents hate ironing uniforms

● it gives you a sense of pride ● police know if you are playing truant ●

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●

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●

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

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12b

Name.................................... ...................................... ...................................... ...................................... ......................................

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

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

................................ ................................ Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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12c

Name.................................... ...................................... ...................................... ...................................... ...................................... .......................... ................................... .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. © Paula Goodridge

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12d

Name.................................... .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. ................................ ................................

PS. ..................................................................................... ..............................................................................................

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13. The spaceship debate

Ye a r 5

Aim Children will be able to hold a debate to persuade others to vote for their point of view. Text Read the text together (13a). Ask the children what the writing is about. The text is information about a possible candidate for Mayor of Wordstown. How is the text persuading us to vote for this person? What qualities does she possess? What positive information is given about the person to make us like/respect them? Would the children vote for this person? Why? After reading the text ask the children to highlight any persuasive words, sentences or phrases. After 10 minutes go over some of these examples. Next, explain to the group that they are going to find out some information about a famous person. This could be a historical figure, a pop star, actor, explorer, etc. They will need to look in books or use the internet for their research. Use a session or a homework task to complete research. When the children have completed their search for information and have made some draft notes tell them that they are going to hold a debate. Check they know what ‘debate’ means. They are to imagine that five famous people are on a spaceship. The ship has been damaged and will crash unless one person is removed from the aircraft. Each famous person will give a short talk, explaining why he/she should be the person to remain in the airship. After listening to all five talks the rest of the class will vote on who should be thrown off the spaceship. Each talk will need to be informative and persuasive. Discuss how the children could use persuasive language to persuade others. The famous person will need to give information about all their positive attributes to show why they must not be discarded. At this point you can read the second class text together (13b). The text is a fictitious talk by Queen Victoria, to be used as an example of how they might portray their own famous person. When the talks have been completed you may ask for five volunteers to give their speeches. The audience may be involved by asking questions to each person before the final vote is cast. This form of debate is great fun. You could adapt it to link it to other topic areas, for example choose famous Tudors, scientists or key religious figures. © Paula Goodridge

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Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

13a

VOTE PATEL! MAYOR OF WORDSTOWN! Mrs Preeti Patel is an excellent candidate for Mayor. She is a married mother of two. She is aged forty, superbly fit and has lived in Wordstown all her life. Born of Indian parents, she speaks both Urdu and English fluently. She went to school in the town and went on to study history and politics at the Wordstown College. Preeti then became a nurse, and worked parttime whilst bringing up her two children. When they were young she was actively involved with the playgroup and primary school and even now she finds time to help both places by organising fund-raising events. Preeti visits local homes for the elderly in her spare time and is a councillor on the Borough Council. She is the best candidate by far as she knows the people of Wordstown. She can work with people of all ages and cultures. When she is voted in as Mayor, she intends to raise money for the Wordstown hospital and to become more involved with teenagers, both in and out of school, hoping to set up arts and fitness projects in particular.

SHE IS FIT, FUN AND FABULOUS VOTE MRS PATEL FOR MAYOR!! Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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13b

Keep me in the spaceship! My name is Victoria, niece of King William IV, and I have been an amazing queen of England for the last sixty years. I am sincere and devoted to my country. During my reign I have achieved more than any other monarch in history. England has become the greatest country and Empire ever seen. I reign over a quarter of the globe and I am Empress of India. When I came to the throne in 1837 England was a rural country. I have supported the building of the world’s greatest ships, and without me there would be no railways. Men are now experimenting with aeroplanes and gliders thanks to my sponsorship. In my time we have also seen the telegraph and the telephone being invented. Gramophones and moving pictures have been produced. We have better medicines and drainage. My people are healthier than ever! You cannot throw me out of the spaceship because I am a queen, the greatest queen ever. I am also a mother of nine children – how can they live without me? As a famous ruler I need to be buried with dignity and respect like my ancestors before me, and my body buried in London. You cannot throw me out of the spaceship as I have done so much for England and continue to do so. Just compare me to the other candidates in this spaceship. You will know I am worth keeping!

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14. Women and children in the mines

Ye a r 5

Aim The aim of this session is to examine a real issue, which occurred in our history. The group will become aware of the poor conditions that women and children suffered in the 18th century, whilst working down coal mines. They will use information from the text to form an opinion and use persuasive language in their own writing. Text Depending on your group’s knowledge of child labour/working women in the 18th century, you may wish to spend five minutes to introduce the concept. Then give the group ten minutes to read the text (14a). You may like to read it for your less able children. Check for basic understanding then explain to the children that you are going to give them some questions to answer (14b and 14c). The children need to answer the questions, which range from multiple choice to longer answers. Tell the children to look at the marks awarded. If a question gives two marks, it is likely that they will need to give two points in their answer. Allow the children 20 to 30 minutes to scan the text for the answers they need. Plenary Re-read the text and go over the answers with the children (see answers on sheet 14d). The children could mark their sheets out of 30. Ask them to correct or add information with a coloured pencil. You may wish to go over the sheets later for your own personal assessment. You may wish to follow up the session with a role-play debate. A volunteer could be a mine owner, using women and children for cheap labour, another child could take a part as someone who is against this kind of labour, and a third could be a local MP who decides at the end whether he is going to vote for or against child labour when he meets with Parliament. You could add further roles, such as a mining family or the local vicar/priest.

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14a

Women and children

extracts taken from information from the Yorkshire Coal Mining Museum During the 18th century women and children were working in mining more than ever before. Their wages were needed to support the family, especially if the father had been injured.

The corves weighed about 2 cwt. (100kg) empty and 6–8 cwt. (300– 400kg) when filled with coal. The younger children worked in pairs, but the older children and women managed alone.

They worked the same hours as men, sometimes longer, at jobs that paid less. Some children, boys and girls, started when they were 5 years old, but the majority started when they were 8.

The hurriers were employed by the coal getters, rather than by the mine owners, so their pay and the way they were treated varied.

The youngest children were trappers. Their job was to open and shut trapdoors (air-doors) as the corves were pushed by. They sat in total darkness in a niche behind the door, which they could open by pulling a string. It was not hard work, but it was boring and could be dangerous. They had to be at their post constantly, from when the first miner went down, to when the last came up, often working a 12 hour day. For such young children it was a very responsible job, as the whole ventilation system of the mine depended on them looking after their doors. The older children and women were mostly hurriers. They pushed and pulled the corves or tubs from the coalface to the shaft bottom and back, along roadways which were often only 2–4 feet (60–120cm) in height.

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THE 1842 ACT In 1842, following the concern about the plight of factory children, The Children’s Employment Commission issued a report which horrified the nation. No areas escaped criticism, and Yorkshire had both good and bad pits. The worst conditions were found in small collieries where people were used as cheap labour and there was no money for investment in equipment. Many colliery owners fought hard, but an Act of Parliament was passed in 1842 excluding women and girls from working underground, together with boys under 10 years. Many owners made the case that families could not manage without the extra income from their small children and wives. The Act was easy to evade as only one Inspector was appointed, but it marked the first recognition that mines had to be controlled.

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Reading comprehension

14b

Name.................................... 1. Why did women and children need to work in mines? .............................................................................................. 1 mark 2.

Were women and children paid: a) more than b) less than or c) the same as ........the men? Tick the correct answer. 3. At what age did the majority of children start work? ............................. 4. What did a ‘trapper’ do? .............................................................................................. ..............................................................................................

1 mark 1 mark

2 marks 5. What was bad about this job? Give three reasons. .............................................................................................. .............................................................................................. .............................................................................................. 3 marks 6.

For how long did women and children usually work? ........................................ 7. Why did the trapper have a very responsible job? .............................................................................................. ..............................................................................................

1 mark

2 marks 8. What did the ‘hurriers’ do? .............................................................................................. .............................................................................................. 2 marks 9.

How much did a full corve weigh? ........................................

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1 mark

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14c

10. Can you think of two reasons why a mine owner would want to employ children? .............................................................................................. .............................................................................................. 2 marks 11. Why do you think that the 1842 Act was a good idea? .............................................................................................. .............................................................................................. 2 marks 12. Why was the Act easy to avoid? .............................................................................................. 1 mark 13. Imagine that you are the father of six children. What are the reasons for and against sending your wife and children down the mine? For Against 1 ........................................ ............................................. 2 ........................................ ............................................. 3 ........................................ ............................................. 6 marks 14. 1 2 3 4

Think of four adjectives to describe life down a mine. ........................................ ........................................ ........................................ ........................................

4 marks Total 30 marks

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14d

Answer sheet

1.

wages/money or to support the family

2.

less than

3.

8 years old

4.

open and shut doors when the corves were pushed by

5.

in darkness/boring/dangerous

6.

12 hours

7.

keep the whole ventilation system going

8.

hurriers pushed and pulled corves (or tubs) from the coal face to the shaft

9.

6–8 cwt. or 300–400kg

10. cheap labour/small to crawl into small spaces/or other sensible answer 11. 2 justifiable reasons 12. only 1 inspector 13. award 1 mark for each sensible reason 14. harsh, dangerous, dull, boring, scary, and so on

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15. Jamie’s Owl

Ye a r 6

Text dedicated to Wynne Burbeck and Chris Eddersaw, PGCE Literacy Tutors, Cheltenham

Aim Children will listen to a story then debate issues in groups. They will follow up the debate by writing up their own opinion. They will need to persuade their friends to their own way of thinking so that the group can come to a consensus. Text Read the text (15a and 15b) to the children or put the story on tape so that they listen to it first. To give them a visual focus whilst listening, display a poster or a picture of an owl where all the children can see it. When the children have listened to the story, give them a copy of the text. Ask volunteers to re-read the story. Divide the children into small groups by ability. Explain that they will be given some questions to discuss. Tell them that they will probably find that they differ in opinion. This does not matter. They must listen to each person’s point of view. Cut photocopy sheets 15c and 15d into strips. Put the strips into an envelope and give the envelope to one person, or leader, in each group. The photocopy sheets differ to suit ability, sheet 15c being for the less able. The groups should debate one question at a time. During the debates, go around each table or group and see how the children are getting on. You may need to prompt more questions or discuss more delicate topics with groups. For example, the issue of dad being angrier than mum, may bring on a discussion about the equality of men and women. Men are not angrier than women. The question of race may come up, as Jamie is part Jamaican. Children may think this fact affected his punishment although there is no reason why it should, as all races should be treated equally. In your assessments, try to see which children have the ability to listen to and respect others’ points of view.

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Plenary After 10 minutes, stop the children. Tell them they must now come to a conclusion. Ask them to provide an answer to the question: Did Jamie deserve the punishment? Let them discuss this issue for a further 5 to 10 minutes. Stop them again and ask each group leader in turn, to give the group’s answer and a reason why. If a debate starts to occur, let this proceed until you can draw it to a conclusion. After the debate children can then write up their own opinions as to whether Jamie got the punishment he deserved. The more able children could try to write a narrative.

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15a

Jamie’s Owl by Paula Goodridge Based on an idea by Wynne Burbeck and Chris Eddershaw, PGCE tutors, Cheltenham

Jamie had just moved into the area. He lived with his mum, a born and bred English women, and his dad, a native Jamaican. Jamie himself was a good-looking seven year old with smooth, dark skin. But having just moved he had no friends and he was lonely. His dad worked all day and his mum seemed permanently busy sorting out the new house. Jamie was due to start school after the summer holidays. One night, Jamie was trying to get to sleep when he heard a tapping on his bedroom window. At first he was scared, but as the noise continued he slowly opened his curtains. To his amazement, there in the darkness of night, tapping on the window with its small golden beak, was an owl, the most beautiful bird Jamie had ever seen. The bird flew off and disappeared. Finally, Jamie returned to bed and slept fitfully. The next night the same thing happened. Tap, tap on the window pane. Jamie carefully managed to open the window. This time the owl did not fly away. Suddenly it flew into Jamie’s bedroom and settled on his wardrobe, and there it stayed for a while, before flying away again. Every night the owl returned and as it got more used to Jamie, it would stay in his room for longer. Eventually the bird got so close to Jamie, he was able to stroke the long feathers on the bird’s wings. This was a miracle to Jamie. Each day he longed for the night to arrive, when he could be with the owl again. For Jamie, the bird was his only friend. Then one night came when the owl did not arrive, then another. A week passed and there was no sight, or sound of the bird. Jamie became sad. Jamie was strolling in his garden one morning when a terrible sight struck him. On the ground by the neighbour’s fence, he saw a bird, not any bird but the owl, his owl. It was lying dead, its wings torn and bloody. Jamie was in a state of shock. He turned at the sound of the neighbour’s cat. The cat, perched on the fence, hissed at Jamie. All of an instant it dawned on Jamie that this cat was the killer of his beloved owl. Without thinking Jamie picked up a big stone and angrily hurled it at the cat. The stone hit the cat on the head, and the poor animal fell off the fence, it too dead.

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15b

What was Jamie to do? He froze with fear at what he had done. An angry voice wailed. It was Mrs Jenkins, the cat’s owner, angry and upset at what she had just witnessed. Jamie’s mother came out at the noise, just as Mrs Jenkins began shouting hysterically, “Your son did this, my cat, my cat.” Jamie was sent inside and his mother took Mrs Jenkins next door in an effort to calm her down. It seemed an age before his mum returned. She looked cross but asked Jamie what had happened. She listened as Jamie told her his story about the owl, then what had happened with the big stone. She calmed down, realizing he was lonely and upset. She told him that he must stay upstairs until his dad came home. It was a long day. When dad arrived his mother told him what Jamie had done. Jamie’s dad was furious. He didn’t stop to hear about why Jamie had acted this way towards the neighbour’s cat. After shouting at Jamie for what seemed like ages, he stomped off next door to see Mrs Jenkins, not only to apologize but to arrange a punishment for Jamie. And boy, what a punishment it would be. When his dad came back he was more calm but very serious. He brought Jamie downstairs to tell him that as a punishment for what he had done, he was to do any jobs, which Mrs Jenkins needed done for the next month. A month! Poor little Jamie! For the next four weeks, he did the washing up, he carried coal into the house, he emptied bins, he cleaned, he polished, he weeded, he mowed, he dug. In fact, he was Mrs Jenkin’s slave! He was exhausted. Strangely enough, he did manage to become friends with Mrs Jenkins, finally bringing himself to explain to her about the owl and his angry moment, which caused the death of her cat. She seemed to forgive him and was definitely pleased when Jamie’s parents bought her a new kitten. But as for Jamie, he didn’t have a new pet. There was no baby owl to come and see him. Jamie never saw an owl in the garden again, but he never forgot his owl.

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✠✁✁✠❣✄☎☎☎

15c ✄

Why did Jamie like the owl so much?

✄

Why did Jamie kill the cat?

✄

Was it fair that dad was so cross?

✄

Should Jamie have been punished?

✄ © Paula Goodridge

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15d ✄

Why did mum calm down when she heard Jamie’s side of the story? Why did dad take longer? ✄

Was it right that Jamie should hurt the cat? ✄

Who should have decided Jamie’s punishment? ✄

Was the punishment from Mrs Jenkins too harsh? ✄

Who was the most guilty? Jamie or the cat? ✄

Who was the real victim – Jamie? Mrs Jenkins? The owl? The cat? ✄ Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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16. Wildlife Trade Campaign

Ye a r 6

Aim The aim of this lesson is for the children to understand the content of a persuasive text. They will be able to scan the text for specific information. Activity Give the children a copy of the class text (16a). This is an extract taken from a real publication, ‘WWF Projects Spring 2002’. The text concerns the wildlife campaign against illegal trade which the WWF have set up. The charity has written this article to ask its members to write to their MPs, persuading them to sign the Early Day Motion, a document which will increase present punishments for wildlife traders should it be made law. You may read the text with the whole class and discuss it first or you may choose to give it to your more able children for them to read themselves while you read it to your less able children. Give the children 10 to 15 minutes to study the text then give each child a photocopy of the questions (16b – 16d). Explain that the children need to answer the questions on the sheets. Questions vary from multiple choice, and onto short answers to longer answers at the end. Some answers will be factual, others require a point of view to be given. Tell the children to look at the marks awarded. If a question gives two marks, it is likely that they will need to give two points in their answer. Let the children have about 30 minutes to answer the questions then stop them. Plenary Go over the answers on the sheets (see sheet 16e for answers), either at the end of this session or in another session, depending on the concentration powers of your group. Update Since this article was published, the government has agreed to increase the maximum sentence to five years, making illegal wildlife trade an arrestable offence. You may wish to discuss the benefits of ‘lobbying’ or ‘persuasion en masse’ with your group of children.

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16a

Wildlife Trade Campaign (An article taken from WWF Projects, Spring 2002)

Our latest campaign is aiming to hit the illegal trade hard. The international wildlife trade is a multibillion pound business, a quarter of which is estimated to be illegal. Hundreds of millions of plants and animals are traded globally each year, and this has direct impact on the survival of species in their natural environments. In the UK between 1996 and 2002, Customs & Excise seized more than a million wildlife items, including some of the world’s most endangered species. We are supposedly a nation of animal lovers, but WWF research shows that the UK is a worldwide centre for trade and a major consumer of wildlife and wildlife products. Not only is the trade rife here, but deterrents are negligible. The majority of wildlife crimes committed in the UK go undetected – and when wildlife criminals are caught, they are given minimal fines and short prison sentences. This year WWF is running a Wildlife Trade Campaign with TRAFFIC.* As part of the campaign, WWF is lobbying the government to act now by:

● increasing the maximum sentence for illegal wildlife trade within the UK from two to five years, making it an arrestable offence ● requesting that the Home Office issues sentencing guidelines to magistrates and judges on appropriate penalties for wildlife crime. David Cowdrey, Director of WWF’s Wildlife Trade Campaign, said: “One of the main contradictions in UK law is that you could be arrested for poaching a pheasant, but not for buying or selling tiger skins, ivory or rhino horn. We want to see this changed and wildlife crime become an arrestable offence.” To ensure this happens we would like to ask you to take a few minutes to write to or email your MP asking them to sign Early Day Motion 862 calling for the illegal trade in wildlife within the UK to become an arrestable offence. It is simple to email your MP and takes just a couple of minutes. The WWF website at www.wwf.org.uk/wildlifetrade will even tell you who your MP is and address the letter for you, all you need is your postcode. If you would like a letter writing kit posted to you please call our supporter care team on 01483 426333. *TRAFFIC, the wildlife trade monitoring network, is a joint programme of WWK and IUCN.

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16b

Wildlife Trade Campaign

Name:..................................... 1.

2.

What is this campaign aiming to do? Tick the answer given in the text. A) to ban the illegal trade B) to hit the illegal wildlife trade hard C) to stop wildlife trading

1 mark

What fraction of the multi-million pound business, the illegal wildlife trade, is estimated to be illegal? A) an eighth B) a third C) a quarter

1 mark

3.

What impact does the trading of millions of plants and animals have? .............................................................................................. .............................................................................................. 2 marks 4.

Why is it surprising that the UK is a major centre for the wildlife trade? .............................................................................................. 1 mark 5.

‘Not only is the trade rife here, but deterrents are negligible.’ Explain in your own words what this sentence means. .............................................................................................. .............................................................................................. .............................................................................................. 2 marks

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16c

6. What punishments do illegal traders face at present? .............................................................................................. .............................................................................................. 2 marks 7. What is TRAFFIC? .............................................................................................. 1 mark 8.

Name two things which the WWF/TRAFFIC Campaign is trying to get the government to do. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. 4 marks 9.

Why do you think bullet points have been used at the beginning of the second column? .............................................................................................. 1 mark 10. Which contradiction does David Cowdrey point out? .............................................................................................. .............................................................................................. .............................................................................................. 4 marks 11. Why do you think the writer added this quote from David Cowdrey? .............................................................................................. .............................................................................................. 1 mark 12. What is this article persuading the reader to do? .............................................................................................. 1 mark

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16d

13. From where can you get a letter writing kit? .............................................................................................. 2 marks 14.

Write the letter that is suggested in the text, to your MP. You will be awarded marks for telling the MP what to do, why and for how persuasive your language is. Remember to use correct letter format. Plan your letter here then write it on a separate sheet. 7 marks

.............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. © Paula Goodridge

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16e

Answer sheet

1.

B ........................................................................................................... 1 mark

2.

C ........................................................................................................... 1 mark

3.

Impact on the survival of species in their natural environments. ........ 2 marks

4.

‘We are supposed to be a nation of animal lovers.’ ............................. 1 mark

5.

Accept, for example: There is a lot of trade ............................................................................ 1 mark There is little to stop traders/few punishments/no definite punishment nationally........................................................................... 1 mark

6.

Minimal fines – short prison sentences .............................................. 2 marks

7.

Monitoring network .............................................................................. 1 mark

8.

Increasing maximum sentence from 2-5 years, making it an arrestable offence............................................................................... 2 marks Issuing guidelines on sentencing to magistrates/judges .................... 2 marks

9.

For clarity (or sensible reason as appropriate) ..................................... 1 mark

10. ‘you can be arrested for poaching a pheasant, but not for buying or selling tiger skins, ivory or rhino horn.’ ............................................... 4 marks 11. Accept a sensible point of view, eg to make it realistic or more persuasive. ........................................................................................... 1 mark 12. Write or email their MP ......................................................................... 1 mark 13. Ring the Supporter Care Team on 01483 426333 .............................. 2 marks 14. Award marks: Signing the Early Day Motion 862 ........................................................ 1 mark At least two reasons why the MP should do this ............................... 2 marks Correct letter format ........................................................................... 2 marks Persuasive language (bold print, questions, orders etc) .................... 2 marks

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17. Persuasive rap

Ye a r 6

Aim The aim of this task is to produce a rap song using language persuasively. Activity Discuss what the children think of the term ‘rap’. Explain that it is a kind of song with a particular beat, using words in a kind of chant. Read the text (17a) to them in a rap beat. You may have a keen volunteer to do this for you, if you feel happier. Give each child a copy of the text. Ask children what the rap is about. Who may have written it? Who is it to? What does the writer hope to change/improve in Britain today? Ask them to go through the text with you, picking out words or phrases, which show evidence of what the writer wishes to change. Why is the rap persuasive? (The writer points out many negative aspects of society today.) Find the negative points and put them in order of importance. When you feel the group has a good understanding of the text, tell the children that you want them to make up their own rap song in small groups or pairs. They need to decide: ● who the rap is for ● what it is trying to persuade the reader to do ● how will language be used persuasively in the rap. Discuss some ideas. Examples of the recipient could be the headteacher, a local MP, the Prime Minister, parents. Children could be rapping about, for example, banning fox hunting, dropping litter, polluting seas and rivers, changing playtime in some way. Write a list of ideas on the board. Give the groups 10 minutes to plan their rap using photocopy sheet 17b. After 10 minutes, pause and ask for their ideas verbally. Next, give them 20 minutes to write the rap. Plenary Stop the groups and ask for a first run through of their rap songs. As a follow up you may wish to write the raps out neatly after re-drafting, or perform the songs in a music lesson using additional instruments. A performance to the headteacher or another class could be fun!

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17a

Dear PM I am rapping to you on this sunny day As there are several things I need to say There are many things to change you see To make this planet a great place to be First, you must stop air pollution All these fumes, you gotta find a solution! The railways are a mess with lots of delays And the traffic’s too fast on the motorways You need to stop drugs and theft and other crime I know you are busy but find the time! With wars going on you’ve GOTTA find peace Talk to the other leaders, at least What is happening to the farmers’ land? With growing demands, you gotta take a firm hand Us citizen folk want a clean place to live Safe and sound, that’s not much to give Stop people being bad and treat races the same All this fighting is such a great shame! For sure, you have a lot to do As the PM, I couldn’t be you Please hear this rap to improve our state Give peace a chance at any rate I speak as one from a great population Come on, sort out this nation!

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Rap planner

17b

Your names .............................................................................................. .............................................................................................. .............................................................................................. Who are you trying to persuade? .............................................................................................. Why? What do you want changed/improved/stopped? Ideas/factual information? Quotes from other people? Changing negative situations for positive ones?

.............................................................................................. Persuasive language checklist: Can you use italics, bold print, underline, capital letters? Can you use orders? (STOP! You must...) Exclamation marks? Questions? Positive words (eg fantastic)? Negative words (eg horrendous)?

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18. Advertising challenge

Ye a r 6

Aim The aim of this activity is for the children to produce an estate agency flyer, which will persuade a potential viewer to go and look at a property. Activity Each pair of children will need a real flyer from an estate agent. Read the text together (18a). Discuss: what sort of information is this? Where did it come from? Who wrote it? Why? Go over what an estate agent does. Explain that estate agents receive a percentage fee for selling a property so it is in their interest to sell properties. Go over the text once more asking the group how the writer is persuading you to go and see this property. You can use use sheet 18b. What are the good points of the property? What are the bad points? What sort of terms are used by estate agents to dismiss the bad points? For example, ‘in need of TLC’ (tender loving care), or ‘in need of some repair’ – these could really mean that a lot of work is to be done and a lot of money needs to be spent on the property. A ‘wild’ garden may mean overgrown, neglected and in need of a lot of work. Give the children 10 minutes to scan their estate agents’ adverts for good selling points and for language which may mask the bad points. As a class discuss what they have found. Next, set the task. The children are estate agents, and they need to advertise an old cottage to a potential buyers’ market. The cottage is neglected and in need of some repair. The interior needs redecorating, the garden is very overgrown with weeds and there are some problems with the exterior too. The chimney stack is falling down and roof tiles need replacing. A lot of work needs to be done on this property, so how will the children market it? Can they think of positive points? For example, old charm, good location, character or real fire place. Get the children to work in pairs to plan their advertisement. Plenary Bring the class together again and ask volunteers to share their work. Discuss their ideas and how they could improve them. Next session children can re-draft their work, improve it and then make a neat copy complete with an illustration of the cottage. Advertisements can be displayed. Which property would you buy?

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18a

BLAKES ESTATE AGENCY Property: No.2, Millhouse Apartments, Shiptown, Ableshire Location: Near local shops and amenities, bus route to town centre and railway, near M7, ideal for travel to nearest cities. Description: A lovely modern apartment, recently redecorated, suit professional couple or single. Property must be seen!

pic of house

Bedroom: A large, spacious room with fitted wardrobes and minimalist décor, carpeted Bathroom: Super en-suite, modern fittings, bath, shower, basin and toilet, linoleum Lounge: A light airy room, spacious, modern cupboard fittings and spot lighting, wood flooring Kitchen/Diner: A large ‘L’ shaped room, modern kitchen design, large cooker Other: Gas central heating throughout apartment, off road parking, beautiful shared garden.

Price: £175,000 Due to high demand this property will sell quickly so phone us now on 0783 647836 to book a viewing! © Paula Goodridge

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18b

Looking at estate agency advertising Good points ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. Negative points ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. ●.............................................................................................. Persuasive language – Words? Phrases? .............................................................................................. .............................................................................................. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

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19. Junk mail challenge

Ye a r 6

Aim In this set of activities the children study real examples of ‘junk mail’ and write their own, thus giving them an understanding of how writing is used to persuade the reader to act. Activity There are several parts to this chapter, in the form of three activities: a) Firstly, write the term ‘junk mail’ on the board. Ask the children if they have any idea what it means. Get feedback from them and write their answers on the board. Prompt questions may include: ● ● ● ● ● ●

What is junk mail? Who writes it? Who is it for? Are there different kinds of junk mail? What does junk mail try to do? (most of it is trying to get the reader to part with their money) From where do companies get people’s addresses? (databases are built up and passed on, etc)

Show the children some examples of junk mail. Discuss what the different pieces are about. For example, you could show them: ● a letter from a company selling credit cards. Explain how banks make money from them. ● a letter from a charity, which asks for donations or membership joining fees. Ask the children if it is good that charities approach the public in this way? Is any junk mail useful? Something that seems like junk mail to one person, might be an interesting offer for someone else. For example, a single man living on his own wouldn’t be interested in a voucher giving £1 off his next purchase of nappies. However, for a mother with a newborn baby this might be very helpful. Explain that companies who send junk mail refer to it as ‘direct marketing’. It is an incredibly effective way of marketing and selling things, provided the list of names and addresses the company uses is accurate. Choose one item of your junk mail and give each pair of children a copy of it. If you are not able to photocopy it, the company might be prepared to send you extra copies. Ask the children to scan the text. Who wrote the text? Who is is for? What is the text trying to persuade the reader to do? © Paula Goodridge

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Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

Next, ask the children to highlight or circle the ways in which the writer persuades the reader to part with his/her money. Does the writer use pictures? Adjectives? Special offers? Free gifts? Slogans? Big print? Bold type? Capital letters? After 15 minutes stop the children and discuss their findings as a group. Can you conclude with a summary of what junk mail is and what it tries to do? b) Ask the children to collect any junk mail their family receives for one week. Get them to bring their piles in the following week. At the start of your session, ask the group if they were surprised by how much they collected. Why? Is it all junk mail? Is anything useful? After a brief recap of the concept of ‘junk mail’ give the children the Photocopy sheet 19a. Explain that this is a questionnaire about their collections. They should fill in as much as they can. After 20 minutes go over some examples of their answers. Did children living near to each other have similar junk mail? Did one child in the class have a lot more junk mail than others? Why might this be? Next, explain to the children that you would like them to produce their own piece of junk mail, as individuals or in pairs. This is not to be an advertisement for one product. Discuss the difference between advertising and other types of mail at this point if necessary. Prompt questions could be: ● What kind of junk mail? (Charity letter? Bank letter? Work offer?) ● Who is it aimed at? (Elderly? Children? Housewives? Men?) ● What persuades the reader to act? (Slogans? Free gifts?) Use the rest of the session to start planning the texts. Photocopy sheet 19b may be used here. c) At the start of the session ask the children to talk about their ideas to get them focused. What will be their junk mail piece? Discuss some ideas then let the children write. Give them about 20 minutes to produce a piece of junk mail. You may spend another session redrafting these for a neat display if you think appropriate. You could even let the headteacher in on the secret and get the children to post the pieces to him/her. The head could then judge which pieces are the most persuasive. Make a display of real junk mail and the children’s work. Label the display ‘Junk mail challenge’. Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds

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Junk mail collection questionnaire

19a

Name:..................................... 1. 2. 3.

How many pieces did you collect in a week? _________ Was this more or less than you thought you would get? _____________ Make a tally chart of the pieces below: Texts from charities Companies offering services (eg window cleaning) Banking/financial offers Advertisements for shopping Games cards/pools, etc. Estate agents’ publications Holiday companies Other

4.

Give examples of how the writers persuade the reader to act (eg free gifts).

........................................................................................................................ ........................................................................................................................ ........................................................................................................................ 5.

Which is the most persuasive piece of writing in your opinion?

........................................................................................................................ ........................................................................................................................ 6.

Why?

........................................................................................................................ ........................................................................................................................ 7.

Are most of your pieces aimed at adults or children?

........................................................................................................................ 8.

Why?

........................................................................................................................ ........................................................................................................................ © Paula Goodridge

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Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

19b

Junk mail planner

Name:..................................... Aim What are you trying to persuade your reader to do? Buy? Sell? Join? Donate? ........................................................................................................................ ........................................................................................................................ Who is your target reader? ........................................................................................................................ How How will you persuade them? Slogans? Free gifts? Prizes? ........................................................................................................................ ........................................................................................................................ Layout Will you use titles? Subtitles? Bold type? Capitals? Exclamation marks? Fonts? Colours? Pictures? Letter format? ........................................................................................................................ ........................................................................................................................ Draw a rough layout here:

Brilliant Activities for Persuasive Writing: Activities for 7–11 Year Olds This page may be photocopied for use by the purchasing institution only.

© Paula Goodridge

79

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