Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.

Phase 1: Shared reading and familiarisation with the text-type (7 days)

• Teaching content:
• During shared reading, look at examples of paper-based persuasive texts, including posters for films and adverts in magazines.
• Discuss the purpose of the texts and how they are intended to make a reader feel. Draw out language associated with the emotions the texts are attempting to provoke, for example anger, pity, jealousy, excitement. Ask children to support their responses with evidence from the text, describing which elements of the text provoked the responses. Annotate the texts by circling or underlining the features of the written and visual text identified by the children. Record the findings on the IWB frame.
• Return to the shared texts. Unpick the key features of the text structure paying particular attention to the language features and sentence structure. Note the findings on the IWB frame.
• During the independent session, children read a range of other persuasive texts and identify the texts' purpose and key features. Do the texts all conform to the same conventions that were identified during the shared sessions?
• Revisit the IWB frame to revise the structure of paper-based persuasive texts. Explain that you are going to test these key features to see if they apply to film trailers. Watch a trailer for a popular children's film. Discuss the purpose of the text and the emotions it is intended to provoke in readers. Compare the film text to the paper texts. Did they evoke the same responses?
• Divide the class into four groups. Re-watch the trailer and discuss how the soundtrack, sound effects, voice-over and moving images were used to persuade children to go and see the film. Each group has the task of focusing on one of these elements as they watch the trailer. Use jigsaw groups to feed back findings.
• Model how to use the pause button on the control panel of the playback software to watch and discuss sections of the trailer, highlighting evidence of how the sound and moving images act as persuasive devices. Note findings on the IWB frame.
• Working in pairs or small groups during independent reading, children repeat the process with a range of trailers downloaded onto laptops or PCs in the ICT suite. Do the texts conform to the same conventions identified in previous sessions? Note-taking techniques should be used where appropriate. (A wide range of film trailers can be downloaded from film websites or as podcasts. Alternatively, use the DVD software on the computers to watch the trailers found at the beginning of popular children's DVDs.)
• During the plenary, evaluate and grade the trailers. Ask: Which were most successful at persuading a reader to see the film? Ask children to support their opinions using evidence from the written, sound and visual text. Note key findings on the IWB frame for use in phase 2 to support planning.

• Learning outcome:
• Children can express personal opinions to compare and contrast a range of texts using evidence from the text to support their opinion.