Hello, everyone.

My name is Ms. Keller and welcome to today's lesson.

I'm so glad that you could join me.

In this session, we are going to be considering and emulating a really important rhetorical device called direct address.

So by the end of today's lesson, we are going to be able to use direct address to structure the opening to a speech in a way that engages the audience.

Today's keywords, then, we have engaging, direct address, personal pronouns, purpose, and call to action.

I'd just like to draw your attention to that word at the bottom there, call to action, because it might be a term that you are not necessarily familiar with.

But a call to action is quite a common thing we would expect to see in persuasive writing, and in fact it appears quite a lot in marketing and advertising.

But what it is is a prompt urging an immediate response or engagement from the audience.

So this could be anything like, "Grab your copy of this today." It is telling the reader to grab themselves a copy of something.

Or it could be something like, "Buy now without delay, make the most of our offers." So I hope you see here how it is a very persuasive technique and in particular how we might expect to see it in marketing and advertising, and perhaps you may spot some examples of it as you go around about your day today.

So how is today's lesson going to look? Well, we're going to start off by thinking about what the purpose of a speech is.

So why do we write speeches and what are we trying to achieve when we do? And then when we've done that, we're going to identify how we can use a direct address for effect.

I'm going to explore what those effects are.

And then finally we are going to emulate it.

So we're going to have a go at using it ourselves.

So I'd like to start off with a discussion.

Where might you expect to see someone giving a speech? So perhaps think about times you might have witnessed people giving a speech or times where you think that people might need to give one.

So pause the video here while you take some time to discuss it with the people around you.

Or if you are working on your own, that's okay.

Just make some notes on your paper, in your exercise book or on your laptop.

Pause the video here and click Play when you're ready for us to discuss it together.

Okay, welcome back.

Let's just whiz through some of the responses that you might have said.

So just like Alex, you could have said at a wedding or another type of celebration.

Speeches are also common in debates.

Also, we might expect to see them in parliament.

Politicians are people that we associate with giving lots of speeches, and also comedians often give speeches in their acts.

So we've actually got quite a wide range there.

My next question then, thinking about these four examples that I wrote the pupils have given us, what is the purpose of each speech below? So have a little think about why in each case that speech is being delivered.

So pause the video here and click Play when you're ready to continue.

Okay, welcome back.

Can hear lots of you thinking really carefully about the purpose of these speeches, so well done.

So let's just whiz through then and have a think about why people might be giving these speeches and what they're trying to aim to do.

So Alex said about a wedding.

So what is the purpose of a speech at a wedding? Well, arguably to inform and to entertain.

Maybe to inform guests about somebody's relationship with the bride or the groom, or whoever it is that they're giving this speech about, but also perhaps to entertain, maybe to tell some jokes or some funny stories as well.

So Jacob then said when MPs are giving speeches in parliament, they are arguably trying to perhaps inform people, raise awareness about societal issues, but also to persuade.

Differently to the wedding guests where perhaps they're not necessarily trying to convince their audience of anything, MPs are trying to convince perhaps us, the electorate, to agree with them, other MPs to agree with them.

Aisha says about speeches in debates then.

So again, we've got a similar idea to MPs' speeches to persuade.

So in a debate you are actively trying to persuade somebody to agree with your argument.

And then also to argue, to perhaps argue against the point that the other side of the debate are raising.

And finally, comedians then.

So a little bit more similar to that wedding guest speech.

So we've got this idea of it being to entertain.

People obviously go to watch comedians because they want to be entertained.

But perhaps, also, there could be a persuasive element there as well, because actually a lot of comedy relies on people perhaps sharing their views or their morals or their beliefs.

So maybe there perhaps might be an element of trying to persuade the audience, even if that's just trying to persuade the audience that this joke is funny.

So now let's think about speech writing.

So over to you again then for two discussion questions this time.

Number one, how are speeches different to other types of writing? And two, how are they similar? So pause the video here while you take some time to discuss it with the people around you or have a think and make some notes.

And when you're ready for us to feed back together, click Play and we'll continue.

Welcome back, could hear lots of fantastic ideas there.

So let's just summarise some of them in a table.

So we'll start with the differences then.

So speeches are different to other types of writing, primarily because they're listened to, they're not read.

They're also structured differently to other types of text, particularly the written text.

And finally, speeches often use shorter sentences and a more conversational vocabulary and tone.

Similarities then.

So we've got all these common functions and purposes that we were just talking about a moment ago.

So to inform, to argue, to persuade.

There are also some similarities in the methods that are used for effect and to engage the audience.

Actually, rhetorical devices, persuasive devices, and persuasive language are similar across all the different text types.

And then finally, I think this probably goes without saying, but grammar and sentence structure are still very important.

Okay, yes, your audience aren't going to read that physical copy of your text.

However, if we aren't structuring sentences in an interesting and engaging way, A, we're probably not going to allow ourself enough time to pause, which means that the delivery of our speech might seem a little bit rushed.

But also, if we are not thinking really carefully about sentence structure, we might fall into that trap that we were just talking about there with the differences of using these long and rambling sentences that our audience will struggle to follow.

So let's just zoom in on these differences then.

So thinking about how speeches are different to other text types.

So what makes speeches unique? How can we change our writing style to engage the audience? So pause the video here where you take some time to have a think and perhaps share your ideas with the people around you, or make some notes.

And when you're ready for us to feed back responses, click Play and we'll continue.

Okay, really important things to do in speeches then.

Emphasise and repeat key ideas or messages throughout.

The tone or the style needs to be snappy, engaging, and show personality.

Because you have the opportunity to perform a speech which you obviously don't have with other types of written texts, people are just engaging with your words, not you as a person, this is a real golden opportunity for you to get your personality across and seem like somebody that your audience can relate to.

As we were discussing earlier, then it's a good idea to avoid those longer, more complex sentences that are difficult to follow aloud.

And finally, language should be clear and concise.

So really making it so that this speech is inclusive and accessible for all of your audience, so they're not too easily lost in your ideas.

Okay, so now it's time to pause here and check our understanding so far.

So why is it a good idea to avoid longer, more complex sentences when writing a speech? So pause the video here while you take some time to read the four answers, decide which one you think is correct.

And when you are ready for me to reveal the correct answer, click Play and we'll carry on.

Okay, welcome back and well done to those of you who said B.

These sentence types are harder for listeners to follow when read aloud.

So now it's time for the first practise task of today's lesson.

So later on in the lesson we are going to be writing the opening to our own speeches.

So thinking ahead to that task, what I would like us to do now is write three top tips that are going to help you out later on.

So thinking about all the stuff that we've been discussing so far in the lesson, select your three top tips.

Now you know you best, so think of the things that perhaps you might forget.

Think of those traps or misconceptions that you might fall into when you come to write your own speech and try to stop that from happening now.

So things that you might want to consider then.

The style or the tone that you should use for a speech.

How you will convey important ideas to the audience, and what you might try to avoid.

So pause the video here while you take some time to have a really good think.

Do start off doing this on your own independently because these are top tips for you.

But equally once you've come up with your tips, do feel free to take some time to share them with the people around you as well, because there might be some people around you who've come up with some really great ideas that'd be useful for you to remember as well.

So pause the video here and when you're ready for us to feed back together, click Play and we'll continue.

Okay, welcome back.

So here are some of our Oak pupils' top tips for when they come to write their speeches.

So Izzy is going to avoid too many long and complex sentences.

Lucas is going to remind himself to keep repeating or restating those main ideas throughout.

So really reinforcing those key messages.

Laura is going to create a conversational tone that showcases her personality to the audience.

So she's going to try to really come across as a relatable speaker.

And Sofia says she is going to state her argument clearly in the first two sentences.

So she's going to engage the audience straightaway by making that argument really clear.

Okay, so now we've made it to the second part of today's lesson.

We've talked about the purpose of a speech.

We've had a think about what might make a good speech in terms of things for us to consider when we come to writing it.

So now let's zoom in on that very specific rhetorical device of direct address, and let's analyse how we can use it effectively.

So in particular we're going to be thinking about how speech writers use direct address, because actually direct address has a real special purpose, a special function when it comes to transactional writing that we are delivering aloud.

So my first challenge to you is this.

Who is describing direct address here? Is it Alex or Jacob? So take a moment to read both of their definitions and decide which one you think is for direct address.

I'll give you an important hint here.

Break down the term into separate words.

So think really carefully about what that word direct means and what the word address means.

So pause the video here and click Play when you're ready for us to discuss it together.

Okay, welcome back and well done if you identified that Jacob was describing direct address.

So he said this method involves speaking personally to another person or group of people, often by name, within a sentence.

So let's break down the meaning of this term, then, into those two separate words.

So we've got that word address, which means to speak or communicate with someone.

If I address you, that means I'm talking to you.

And then we've got that word direct which means aimed in a particular direction, straightforward.

So if you do direct your speech at someone, you are delivering that speech to them.

So when we put the idea together, we get this idea of communicating in that straightforward way, aiming our communication in a specific direction.

So Sofia wrote the following opening to a speech on animals in captivity.

So she says, "The practise of confining animals in captivity poses significant concerns related to the animals' psychological wellbeing.

Scientific investigations consistently indicate unusual behaviours in captive animals, including repetitive pacing and self-inflicted harm.

The disturbance of natural social dynamics only worsens the issue, causing stress and aggression in these creatures." So after listening to her speech, Sofia's teacher suggested that she could make her speech more engaging by adding direct address.

So my question to you is this, how would direct address improve this speech? So we're thinking really carefully about the effect that it could have if Sofia used a few more opportunities here to directly communicate with the audience, how might it change the impact that this part of her speech has? So pause the video here while you take some time to discuss it with the people around you or make some notes.

And when you're ready for us to feed back together, click Play and we'll continue.

Okay, welcome back.

Lots of interesting discussions that I overheard there.

So well done if you were picking up on some similar ideas to this.

That currently, this speech doesn't sound like it's being said aloud by somebody.

It almost reads like a piece of formal writing, and it seems quite impersonal.

We've got lots of, "Scientific investigations consistently indicate.

." These sort of sentence starters, I don't know about you, but they make me think of perhaps a formal report as opposed to a speech which is being delivered aloud.

So here, direct address would actually help to give Sofia's voice, so her authorial voice, the tone and style that she's writing in, some personality, and it can help to engage the reader by including them in the discussion, making them feel like they should consider their own thoughts on this topic.

So direct address makes your speech as engaging as possible.

It makes it seem like you are directly talking to your audience.

It means that they can't really check out of this speech.

They can't perhaps let their attention wander because they feel like you are communicating with them personally.

So over to you again.

Can you think of any examples of direct address that could be included in a speech? So think really carefully about perhaps the types of sentences or the ways in which we might approach direct address in a speech.

So pause the video here and click Play when you're ready for us to feed back together.

Okay, welcome back.

Lots of fantastic examples there.

So types of things that we might have been suggesting.

Fellow students, if we were giving a speech perhaps to our classmates or people in our year group or an assembly.

You and us pronouns are a great way of getting that direct address in, particularly if you don't happen to know the names of the people who you are delivering the speech to.

Us is also great because it helps to show that you, the speaker, and the audience have got a lot in common.

So they should listen to you, they can relate to you.

Members of the audience and those gathered here today.

Got lots of different ways perhaps that we could refer to those groups of people.

The very best use of direct address, it doesn't actually include words and phrases.

It doesn't just include words and phrases, but actually it's woven into the context of the speech.

And what I mean by that is, we can actually really cleverly tailor our use of direct address to suit the type of audience that we are delivering the speech to.

So if we know we're delivering a speech perhaps to local counsellors or MPs, we might want to choose a more formal way of addressing them.

"Good afternoon to those of you gathered here today," sounds a lot more formal perhaps than, "Fellow students, it's really important that you listen to me," which is a little bit more conversational and perhaps appropriate for a speech delivered to your peer group.

So let's just zoom in on that second one then, you and us.

Which word class are these words? So pause video here while you have a think and when you're ready for me to reveal the correct answer, click Play.

Okay, welcome back and well done to those of you who identified that they were personal pronouns.

They're words we can use to replace somebody's name.

So personal pronouns can include words like me and I, us, our, we, you.

There are a wide range of different words that we could use.

Often, TV presenters say, "See you after the break" to viewers, which is an example of them using this second person pronoun, you.

Why do you think that they use this second person pronoun? So pause the video while you have a think and maybe take some time to discuss it with the people around you.

And when you're ready for us to feed back together, click Play and we'll continue.

Welcome back.

I hear lots of really fascinating discussions about this.

It's clear that we've heard lots of TV presenters say this, and maybe we've never really given it any thought before, but there is a very clever technique in play.

So by saying, "See you after the break," it makes the audience feel involved in the programme, implying that perhaps the presenters can see them and speak to them directly, that the presenters are there almost putting on a personal show in your living room in front of your telly.

It makes you feel perhaps that, although in your head you know that perhaps there's millions of people watching this show, it makes you personally feel a part of it.

That's a really clever technique used by the media there.

So thinking about that when it comes to our speech writing, what effect do you think these personal pronouns could have on the speech? So pause the video again while you take some time to think and discuss it.

And when you're ready for us to discuss it together, click Play and we'll continue.

Okay, welcome back.

So well done if you were also picking up on this idea that these personal pronouns help to forge a relationship between the speaker and the audience.

The audience feel included in the discussion, and therefore are more likely to engage with the content of the speech.

If you think that something is of personal importance to you, you are more likely to engage with it.

So the more that a speaker can do to really make those audience members feel included, the higher level of audience engagement and participation you can get.

So let's take another look at Sofia's speech then.

So following her teacher's feedback, she redrafted it to use direct address and personal pronouns.

So I'm going to hand it over to you here.

Take a moment to read this speech independently and see if you can identify where Sofia has used direct address and personal pronouns.

So pause the video here and click Play when you're ready for us to feed back together.

Okay, welcome back.

So there were actually lots of examples of direct address and personal pronouns in this speech now.

So just starting with direct address.

We've got ladies and gentlemen, picture this, take action, and then these personal pronouns, our, we, and their.

So we've got that now woven through the opening to this speech.

So now we've identified these examples.

Let's really analyse why it is that this is so engaging.

How are they helping Sofia to engage her audience? So pause the video here where you take each of these examples carefully and really think about what impact it's having on the opening of this speech.

And when you're ready for us to feed back together, click Play and we'll continue.

Okay, welcome back.

So let's explore each of these examples in more detail and look at really how this opening has improved as a result of this direct address and personal pronouns.

So first of all, then, Sofia is going straight in with that direct address, ladies and gentlemen, grabbing their attention straightaway.

And then later on, we've got this, "Picture this," really clever there, not just a word or phrase dropped in but actually woven into the context of the speech.

This imperative encourages active engagement from listeners.

We've got this idea that Sofia is actually telling them to do something.

She's saying, "Picture this." And as soon as somebody said, "Picture this," it's very hard not to actually then start picturing that in your mind.

So it's a great way to get people to engage with what you're saying.

So then we've got these phrases like "We witness" and "It's vital we".

So we've got this plural pronoun here, we, which is grouping Sofia as the speaker and her audience together.

Which is helping them to see her as someone that they can relate to.

They clearly have the same opinions and views about animals in captivity.

So let's explore the end of Sofia's speech in a bit more detail.

So the end of that part there.

So she says, "We witness, with a heavy heart, the disruption of their inherent social structures, resulting in heightened stress and aggression.

It is vital we recognise the gravity of the situation and take action." How does Sofia encourage the audience to actively engage with her words in these sentences? So pause the video here and when you're ready for us to discuss it together, click Play.

Okay, welcome back.

So well done if you came up with a similar idea to this.

So Sofia's personal pronouns create a bond between her and the audience.

So by using these personal pronouns, we and us, she frames animals in captivity as a significant problem, one that she and the audience can solve together.

So her call to action here at the bottom, "It is vital that we recognise and take action," provides these tangible things that listeners can do.

So she's saying we all disagree with this problem, we all have the same views about animals in captivity.

So let's work together to solve this problem, and here's what you can do.

Okay, so let's pause and check our understanding.

So which of the words below are examples of personal pronouns? Pause the video while you have a think and when you're ready for me to reveal the correct answer, click Play.

Okay, welcome back and well done to those of you who said B and C.

They and me are both examples of personal pronouns.

So now it is time for our second practise task of today's lesson.

So what I would like you to do is have a go at reading Lucas's speech and then give him some feedback.

So a what went well and an even better if.

And then when you've done that, I would like you to use your even better if to help him redraft the speech to make it more engaging for the audience.

Really thinking carefully about where he could be using direct address and personal pronouns.

So pause the video here while you take some time to give this a really good go.

And when you're ready for us to feed back together, click Play.

Okay, welcome back.

So what feedback could we have given and then how could we have redrafted to improve? So first of all, then, if I was marking this speech, this is the what went well I'd have given.

I think that Lucas does use personal pronouns and direct address to forge that connection between the speaker and the audience.

He's starting to do that.

We've got this direct address there straightaway in this phrase, "I stand before you." However, I think that he could have used some sentences or phrases were a little bit long.

He could have shortened some of these sentences down to improve clarity, and also he could have redrafted some phrases so that they were more impactful.

So I've highlighted some there, contentious yet nuanced.

He might lose people there.

Or by humans embracing the responsibility of safeguarding endangered animals within controlled environments.

We've got lots of quite complex vocabulary there.

So we could perhaps keep some of it, but look for ways that we could perhaps also remove some to make it a bit easier for people to understand when they're listening aloud.

So yeah, it does help to add detail, that complex vocabulary, but actually too much of it can be difficult to follow.

So here's how Izzy redrafted Lucas's speech using that even better if.

"Fellow citizens of planet Earth, a beautiful landscape full of diverse creatures, I stand before you today to shed light on a contentious yet nuanced topic.

We need to address the role of zoos and animal captivity in preserving our planet's biodiversity.

With majestic animals like polar bears and elephants on the edge of extinction, we must reconsider our stance.

We must acknowledge the role of zoos in preventing the irreversible loss of species through strategic breeding programmes.

Only by embracing our collective responsibility for safeguarding the endangered animals can we begin to defy the ominous threat of extinction." So she began by shortening that opening sentence there, keeping the impact of the language, but engaging the reader more directly now.

And then later on, she was continually linking to that main idea throughout the opening, reminding listeners of what her main argument was.

And then she was also emphasising the importance of that argument, using language linked to urgency.

So we've got this idea of on the edge, we must, the ominous threat.

And she also added lots more examples of direct address and personal pronouns to encourage listeners to feel responsible for helping to solve the issue.

So really including the audience there.

So now we've made it to the final part of today's lesson.

So we've thought about what the purpose of a speech is.

We've identified why direct address can really help your speech to be more impactful.

So now it is time for us to practise using it ourselves.

So we're going to need to put our knowledge of direct address and personal pronouns to the test here.

We're going to be writing the opening to our own speeches, responding to the following statement.

"All zoos should be closed down, other species have rights to." So the most important thing we need to do to start off with is think really carefully about our initial response.

So what is your initial response to this statement and why? You can choose any of these four options here, but I'd like you to avoid sitting on the fence.

So I don't want any neither agree nor disagree.

I would like you to choose one side of the debate or the other.

So pause the video here and when you've made your mind up, click Play and we'll carry on.

Okay, welcome back.

What I would love to see as a teacher is an opportunity for discussion when we don't necessarily all agree.

I can hear some really fantastic debates taking place there.

So well done if you were really arguing for your point of view, because this has already helped you to think of ideas for the opening of that speech.

So now you've decided what your initial response is.

That's going to form your central argument.

So you're going to keep that argument going all the way through the opening to your speech.

When we think about the speech that Izzy wrote earlier then when she was redrafting Lucas's, she actually used a really effective four-part structure for this part of the speech.

So she began by engaging the audience and grabbing their attention with that direct address there at the beginning.

And then when she got their attention that was when she stated her argument really clearly, so that initial response.

She laid down what her central argument was.

Then when she'd done that, she gave some brief reasons which helped to support that argument.

And then finally, she summarised why the listeners should care about the issue.

So this was where she had that call to action, what she wanted them to do with it.

So let's pause and check our understanding one last time.

Can you remember how to structure an effective opening? So we're thinking of that four-part structure that Izzy was just using.

Can you remember those missing words? So pause the video here while you think of what those missing words could be.

I've given you the first letter to help you out.

And when you think you've thought of them, click Play and I'll reveal the correct answers.

Okay, welcome back.

So let's see how to fill in these gaps.

So number one, engage your audience and grab their attention.

Number two, state your argument clearly.

Number three, give brief reasons to support your argument.

And finally, end by summarising why your readers should care about this issue.

How did you do, did you manage to remember all those missing words? Well done if you did.

So that brings us on to the final practise task of today's lesson.

So as we discussed earlier, we are going to be writing the opening to a speech.

So here's a reminder of that statement.

"All zoos should be closed down, other species have rights too." And then a reminder of what we need to be including.

So your opening should be clear and concise.

Should use direct address and personal pronouns to engage the reader.

And then we've got a reminder here of just some examples of direct address and personal pronouns.

These are not the only examples, so feel free to use any others that you've got in your toolkit already.

And also, one final reminder, double-check the top tips you set yourself at the beginning of the lesson before you get going.

So you've got them clearly in your mind as you start writing.

So pause the video here while you give this a really good go.

And when you are finished and you're ready for us to feed back, click Play and we'll continue.

Okay, welcome back.

How did you find that activity? How did you find using direct address and personal pronouns? Hopefully, you felt a bit more confident than you did at the beginning of today's lesson.

So now we've finished writing the opening to our speech.

It's time to self-assess our own work.

So asking yourself the following questions.

Have you used personal pronouns and direct address to engage the reader? You might want to highlight them or underline them.

Did you use that four-part structure to ensure your ideas were logically organised? Remember beginning by grabbing the reader's attention, stating your argument, giving your reasons, and then using that end of the opening to say why your readers should care and what you want them to do, that call to action.

Did you state your argument clearly? Is it clear whether you agreed or disagreed? Remember we're avoiding sitting on the fence, so having a strong argument.

And finally, did you use clear and concise language that was easy to follow when heard aloud? So remember steering away from those overly long sentences that may confuse our audience when they're listening.

So just take a moment to go back and review your work, perhaps with a few different coloured pens, really annotating the great what went well stuff that you did, and even better setting yourself a target for next time.

So if you didn't manage to meet any of these questions, that's fine, make a note of it now, and the next time you come to write a speech you'll have that in the front of your mind.

So pause the video here while you do that and click Play when you're ready to continue.

Okay, so we've made it to the finish line of today's lesson.

And a massive well done for all your hard work today.

So let's just summarise what we've covered in the lesson.

A speech is different to other types of writing since it is designed to be delivered aloud.

Speech writers should aim for a conversational tone that is clear, concise, and engaging for the audience.

Direct address can make the audience feel included in a speech and increase engagement.

Personal pronouns help to forge a connection between the speaker and the audience.

And finally, effective speech openings begin by grabbing the reader's attention and end by summarising why the issue is important.

So thanks again for joining me in today's lesson.

I hope that you've enjoyed it as much as I have.

Have a fantastic day, and I look forward to seeing you all again soon.