Hello and welcome to today's lesson.

My name is Ms. Watson and I'm really glad that you have decided to join me today.

We've got a great lesson planned and we are going to be looking at how a writer creates a really dramatic description of a very exciting and really quite dangerous event.

So you are going to need a copy of the prologue to "The Girl with Seven Names" by Hyeon-seo Lee.

It's published by Harper Collins.

You're going to be reading that by yourself later in the lesson lesson.

So when you are ready, we will get started.

So let's look at the lesson outcome.

By the end of today's lesson, you will be able to explain your response to a text and identify how imagery is used both descriptively and thematically.

So let's start with the keywords.

There are four keywords today, all of which are really useful for unlocking your learning.

The first one is a memoir.

And a memoir is a first person written record of a person's own life and experiences.

And if you are autocratic or if a system or a government is autocratic, it demands that people obey completely, doesn't ask for anyone else's opinions and will not tolerate any objection.

And surveillance.

That is the careful watching of a person or place, especially by the police or army, and especially when ordered by the state to do so.

And something that is encroaching is gradually taking away someone else's rights, time, work or privacy.

And surveillance and encroaching are both features of autocratic regimes.

And if you would like a little bit of more time to familiarise yourself with the keywords, please feel free to pause the video and rejoin me when you are ready.

There are two learning cycles today.

We're gonna start by reading and responding to "The Girl with Seven Names." Don't you think that's a great title? I love the title of this book.

And then we are going to be analysing the imagery.

We're going to be reading just the prologue to "The Girl with Seven Names." And then in the second half of the lesson, we're going to analyse the imagery in the prologue.

But first we will start with a bit of a discussion.

So what do you understand by the phrase, "Dramatic account of an event"? And I'd like you really to drill down into that phrase.

I'd like you to consider the feelings that are suggested by the adjective dramatic and what you associate with the noun event and the writing qualities you associate with the word account.

Please pause the video while you have that discussion or if you are working by yourself, pause the video and just make a few notes.

Off you go.

Welcome back.

Let me share with you what the Oak pupils said and I'd like you to think about whether or not your ideas were similar.

So Aisha said that dramatic implies that it will be exciting and full of conflict.

And Andeep thought that an account will be based on real life events.

And Jacob said that an event could be historical or current.

And Jun made this really good point that either way an event is important, whether it's historical or current, it is a significant event.

Were your ideas similar? So now you are going to read the prologue of "The Girl with Seven Names." Just that extract is by Hyeon-seo Lee.

You will need to find your own copy.

It's published by Harper Collins.

And I would like to give you a little bit of context about the book.

Now it is a memoir written in the first person and it details Lee's escape from North Korea and it chronicles her harrowing journey through China and Southeast Asia to South Korea.

She now lives in South Korea.

And it also describes some of the severe restrictions on personal freedom that exist in North Korea.

And it also explains how people were expected to show respect for the North Korea's autocratic leaders, for example, by having their portraits in their homes.

That was expected that they had the portraits of Kim Il-sung and Kim Jong-il in their homes.

So that's the context of the book.

When you're ready, please read the prologue.

I really look forward to hearing what you think of it.

I really, really love it.

This has been one of my favourite reading extracts in this unit.

So when you're ready, pause the video and off you go.

Happy reading.

So when you're ready, you're going to read the prologue to "The Girl with Seven Names" by Hyeon-seo Lee.

You're gonna look for the word prologue.

It begins with Lee being woken by her mother and it ends with the word surveillance.

And as you read, I would like you to ask yourself these questions.

What particular points stand out to you? What ideas or thoughts were inspired by the reading? And at the end of reading the extract, how did you feel about what happened to Lee and her family and any questions you still have to ask about the text? I hope you enjoy reading the prologue as much as I did.

I really, really love this book.

So when you're ready, pause the video and off you go.

And very happy reading.

Welcome back.

Before we go on to discuss the prologue in some detail, I'd like to have a check for understanding.

Which of the following is not true in the account? Is it A, that the neighbours try to help? That B, Lee remembers the sound of the fire? Or C, that Lee's father gets his family out of the house? Or D, that Lee's house is partially destroyed? Which one of those is not true? Did you say D? That's the right answer.

Well done.

Let's move on.

Now what I'd like us to do is think about our responses to that prologue.

Now after reading the extract, Izzy said, "For me, the most effective part was when Lee was waiting for her father to come out.

She and I didn't understand why he went into a burning house and then he comes out and I felt such relief." So I would like you to discuss this.

Do you share Izzy's response? It doesn't matter if you do or you don't because really what I want you to do is to think about her response and how she explained it and then think about which section you find most effective.

Have that discussion and make sure that you refer to the text in your discussion.

If you're working by yourself, just pause the video and make a few notes in response to Izzy's explanation.

So when you're ready, off you go.

Welcome back and what a great discussion.

What interested me most was how you all picked different parts.

Now, before we move on, I would like you to reflect on your discussion and to use these coaching questions to do so.

Number one, did you clearly identify which part of the text you believe is the most effective? And did you give reasons for why you thought that particular part was the most effective? Did you explain how this section impacted on you, like how it left you feeling? Like the way Izzy went from she didn't understand to feeling relief.

And really importantly, in a discussion, did you listen carefully and acknowledge other people's point of view? So just pause the video while you reflect on your discussion.

And then when you're ready, we'll move on to the second half of the lesson.

So a reminder of the lesson outline.

We are now going to look at imagery in the prologue to "The Girl with Seven Names." So here are three images, three pictures that are imagery that is used to describe the fire.

And I have put some questions that I would like you to use to guide your exploration of the language that is being used to explain the effect of the writer's word choices.

So the first paragraph, what is the fire described as doing to the walls? And then in the third paragraph, what similarly is used to describe the fireball? And in the third paragraph, what sound is the smoke making? So find the references and then explain the effect.

You're going to need to pause the video while you do that.

So do that now and off you go.

So welcome back.

Let's look at some of the things that you might have said.

That the fire is described as licking and that makes it sound like a greedy animal that is eating up the house.

And you know, we lick an ice cream.

It's almost as if not only is it a greedy animal, it's really enjoying eating up the house.

And in the third paragraph, it is described as a chrysanthemum.

The fireball is described as a chrysanthemum.

And that is a really strange comparison I think because a chrysanthemum is beautiful, it's a flower.

Is the writer trying to say that the fire has a surprising beauty, a damaging beauty, but nonetheless a beauty? And in the third paragraph, it also says that the fire is belching.

And I think that relates to the licking and the greed of the fire.

It's as if eating the building has given the fire indigestion.

Now I think what you have thought about imagery in the prologue is really, really interesting.

And what I want to do now is push the imagery a little bit further and see how it can link to the themes and ideas of a text.

Because in literature, images are often more than just descriptions.

They can also symbolise.

By that, I mean represent, stand in for larger ideas or themes.

Now a reminder about Lee's memoir, it is about her escape from North Korea.

An autocratic country is a place where the media is strictly controlled and state surveillance of individuals is commonplace.

Her father at the end of the extract is under surveillance.

Now, I would like you to have this discussion.

How might the imagery of fire licking the building link to the power of the state of North Korea? Remember all the things we said about the fire, that it is gobbling up the building, it is enjoying eating the building.

So I'd like you to pause the video while you have that discussion.

Or if you are working by yourself, then pause the video and just make a few notes.

Well, we might analyse the imagery and link it to the themes in this way.

We might say something like this, that the verb licking emphasises how the flames are encroaching on the building.

If you're licking something, you're getting too close and it's pushing into and destroying the family's personal space.

And this could be seen as similar to the way in which the North Korean government interferes with every aspect of people's lives.

The flame is also made to sound greedy, making us think about how the state wants to own every aspect of North Korean society.

So there's a nice clear explanation there.

And I would like to draw your attention to these phrases in green.

This could be seen as similar to the way in which, and making us think about.

These phrases are used to link the imagery with the theme and the context and other phrases you could use are "might reflect" or "might symbolise." Let's have a check for understanding.

Is it true or false to say that you can analyse imagery at many levels? It's true, well done.

But why is it true? Have a think about why it is true and what are the levels at which you can analyse imagery.

Well, you might say something like this, that you can start by thinking how it, that's the imagery, works visually or hourly.

What does it look like? Does it look like a fire bomb? Does it sound like belching? And then you can look at the words on another level, not just their connotations, and consider how their imagery might link to the theme or context.

Very well done.

Let's move on.

Now I would like you to have a discussion in response to this question.

How could the imagery of the fireball and the smoke link to the context and themes of the text? I'd like you to think about these points.

Explosion and danger, heavy concealing smoke, ugly, unhealthy sounds.

Remember all the context that you have been given and learned about North Korea.

And I would like you to use these phrases.

"Could be seen as similar, makes us think about, might reflect or might symbolise." Pause the video while you have that discussion or if you are working by yourself, just pause the video and make some notes.

Gather up all your thoughts and ideas, and off you go.

Welcome back and what excellent focus you showed there.

Very, very well done.

Before we end the lesson, I would like you to self-assess your discussion and use these questions to reflect on your discussion.

Did you select specific words or phrases from the text? Did you explain their connotations? And then did you go on to explain how the imagery might link to bigger themes such as control or danger? Just have a think about your discussion.

Is there anything you would like to add if you could do it again? Is there something you missed? What did you do that was particularly strong in terms of your explanation? Pause the video while you self-reflect, and then join me for the end of the lesson.

Now, before we end the lesson, I would like to summarise what you have been learning today.

You have been learning that a dramatic account is likely to be full of emotion, danger, and conflict.

You've also been learning that we tend to expect an account an event to be fact-based and significant.

When talking about our response to a text, it is important to reference details and explain how the text affected us.

Analysing language means looking at what it suggests or it implies, what its connotations are.

But we can also link the writer's choices to the wider themes and ideas.

I'd like to thank you again for joining me for today's lesson.

It has been a real pleasure to teach you.

I look forward to seeing you in another lesson on nonfiction teenage kicks, and I wish you a really good rest of the day.

Bye for now.