Archives for Language

UPDATE: Create a T.V. Advertisement for a known product (optional)

In class this term we have been doing a lot of work with Persuasive Writing. For the holidays, if you want, I have a wonderful task for you to try that will help show your persuasive skills.

Create a 30 second advertisement  for a known product. Make sure you think about the persuasive techniques you can use to help influence your target audience.

Bring your advert to school when we return from the holidays and I will organise time for them to be seen by the class. They will be uploaded to the class blog if you do not use names that identify you/friends/family during the advert or in the credits.

Names

If you would like your video displayed on this blog, make sure that you do not use names that identify you during the advert or in the credits.

Tips:

Put People in Your Commercial
People relate to other people. Putting people into your commercial can help draw your target audience in as opposed to a 30 second shot of a building’s interior, exterior and the parking area. Be careful about having people waving at the camera or standing there smiling. Have them doing something that relates to your product so your commercial doesn’t look like a photo that’s come to life.

Plan Out Your Video
It’s important not to cram a bunch of video scenes into the small amount of time you have for your commercial. Your video should tell the story about what you’re advertising even if a customer has their volume turned down. If you want to create a very simple advert with little or know editing then make sure it is only one scene. 

Writing the Script
Make sure your commercial’s script times out to 30 seconds. Use short sentences that grab your potential customer’s attention. You’ve got a very limited time frame to capture your audience and you need to get your message across quickly. Don’t get wrapped up in long sentences. Keep them short and punchy. Your audio should also tell the customer what you’re advertising even if the customer is in another room and can’t see the TV when your commercial airs.

Update:


Tongue Twisters – Alliteration

Alliteration is the repetition of the same consonant sound in the beginning of multiple words in a sentence. In Latin, alliteration means “putting words together”.

Several rules must apply before a phrase is considered to contain alliteration. In each word, the first sound or the first stressed syllable must be identical. The letters used in the word are not taken into consideration. Therefore, “city” and “care” in a phrase would not alliterate, but the words “city” and “safe” do.

Each word must also come right after the other, or with only a few words separating them. Some examples are “Sally saw seashells” and “good children get many grapes.” A minimum of two words must meet these requirements.

The function of alliteration in speech is to be both attention getting and memorable. Advertisers and politicians use alliteration frequently for catchphrases, slogans, and jingles.

Go to TONGUE TWISTERS FOR KIDS and try saying a few tongue twisters. Start saying them slow and then speed it up as you get better at it.

Task: 

In the comments, write your own Alliteration tongue twister that includes Onomatopoeia (words that imitate an actual sound such as woof,  meow, tweet, slither, hiss, sizzle or slurp).

Example: The snake slithered through the slimey sludge of the swamp.

 

The video below is of a girl speed reading ‘Fox in Sock’s by Dr Suess. Fox in Socks contains both Alliteration and Onomatopoeia.

Click below to try read the text as fast as you can.

Read the rest of this entry »

Radio play: The Three Sillies

We received our new Orbit books today and after just the first read of ‘The Three Sillies’ we were ready to record. This has to be the quickest and best radio play so far, with everyone trying their best to perform their part.

The Three Sillies is a play by Sue Murray, and is an adaptation of this English Fairy Tale.

You can find our other radio plays on the Podcast page.

(click on the picture for the silly photo :mrgreen:

Dr. Seuss’ The Lorax: I won’t let you down – Whaaa!! (persuasive taglines)

Taglines (often called slogans) are catchy short phrases used by marketers and film studios to advertise and sell a movie, and to sum up the plot, tone or themes of a film. Many films have multiple taglines. Composing  for posters and trailers is generally the first step in marketing a film and setting a strategic direction for the product. These ‘sound-bite’ epigrams are often placed on either film posters (above or below the film’s title) or on the merchandise itself (DVD, movie trailer, etc), to reinforce what the film is all about.

In the following trailer there are several persuasive taglines.

When created persuasively, a tagline can become a memorable phrase that can repeatedly draw the audience to your product – lifting your brand message from the ordinary to the memorable. Its objective is to provide understanding of a product in less than seven or eight words.

Task 1 (optional): What movies are the following taglines from?

  1. There are 3.7 trillion fish in the ocean. They’re looking for just one.
  2. You won’t believe your eye.
  3. Let the magic begin.
  4. One dream. Four Jamaicans. Twenty below zero.
  5. A long time ago in a galaxy far, far away.

Task 2: Memorable Taglines

  1. List 3 memorable taglines you know from TV shows, movies, adverts, etc.

Task 3: Book Taglines

  1. Create at least two taglines for a book you have read or are reading? (Don’t forget to include the book title.)

Taske 4: The Lorax

  1. After watching the trailer, provide three reason why you would or would not want to see this movie.

Red Dog

Re-read the first chapter of ‘Red Dog’ by Louis de Bernières and then answer the questions below.

Questions for Chapter One:

  1. What talent did Tally have that could earn the family millions, if he was paid for it?
  2. Why did Maureen say ‘Don’t light any more matches, he’s done it again.’?
  3. What food did Tally eat?
  4. When Jack said ‘Run Time’, where were they going?
  5. Why did Jack like his orders to be obeyed?
  6. Why was Tally like a cat?
  7. What created the shadow that Tally chased and pounced on?
  8. What words are use to help describe the heat in February (Summer)?
  9. Why did Jack set his stopwatch to zero?
  10. What do you think the words ‘gone bush’ mean?
  11. What do you think Tally did during those three days away from the Collins family?

Recount: The Great Aussie Bush Camp

Congratulations to everyone on your fantastic efforts at last week’s excursion at the Great Aussie Bush Camp. If you took a camera, it would be great to bring the photos in to class so that we can share them with everyone.

 

 

This week in class we will be writing a recount about the camp.  To help you with your recount you should use the following scaffold.

Orientation:

  • when did we go
  • who went
  • where did we go

Series of main events:

[You should also add other things of interest that happened and place them into the appropriate position in the series of main events]

Day 1

  • leaving home/parents
  • bus trip
  • arriving
  • lunch
  • activity 1
  • activity 2
  • dinner
  • challenge night
  • camp fire
  • going to bed
Day 2
  • waking up
  • breakfast
  • oval games
  • rainforest walk
  • sand dunes/ Middens site
  • lunch
  • activity 3
  • activity 4
  • dinner
  • county fair
  • camp fire
  • going to bed
Day 3
  • waking up
  • packing and cleaning
  • breakfast
  • activity 5
  • lunch
  • souvenir shop
  • leaving camp/bus trip
Conclusion:
  • your opinion about the camp
  • how could the camp be made better?