Lesson video

Hi everyone and welcome to our lesson today.

My name is Ms. Mullins, and today, we're going to be planning and writing the next section of our essay.

In today's lesson, you will be using your research to plan and write the first section of an essay about the Windrush.

Here are some key words we're going to use, specific information, explanatory sentence, subject-specific vocabulary, relative complex sentence, fronted adverbial.

Well done.

Specific information is clear, exact and particular information.

An explanatory sentence provides the reader with specific information to develop a point.

Subject specific vocabulary is words and phrases associated with a topic.

A relative complex sentence is a sentence formed of a mean clause and a relative subordinate clause.

A fronted adverbial is a sentence starter followed by a comma.

Today we're going to be planning and writing the first section of an essay about the Windrush.

We're going to begin with planning section one and then we're going to move on to writing it.

Essays often follow the same structure and layout, so we have a title which is either framed as an essay question or a statement.

The introduction is the first paragraph that states the argument and introduces the reasons to be explored.

The sections contain paragraphs of information related to the particular reasons that support the argument.

And finally, the conclusion is the last paragraph that summarises the information from the text and restates the argument.

We've already written our introduction and today we're going to be planning and writing section one.

This section is all about why the Windrush generation came to Britain.

The purpose is the aim of the text and the purpose of section one is to do all of these things.

So we want to engage our reader and we also want to give the reader specific information about why the Windrush generation immigrated to Britain.

We can use this visual to help us, remember in our introduction, we kept our information quite general, whereas section one we're gonna move on to more specific details.

The paragraph in this section gives the reader specific information about why the Windrush generation immigrated to Britain.

The paragraph follows a clear structure, so we begin with an introductory sentence followed by explanatory sentences.

And finally a linking sentence.

The introductory sentence introduces what the paragraph will be about.

Explanatory sentences give the reader specific information which explains the point in further detail and the linking sentence links onto the next section.

Match each part of section one paragraph to its function and pause the video while you do that.

Well done if you spotted that the introductory sentence introduces the reader to what the paragraph will be about, explanatory sentences give the reader specific information which explains the point in further detail and the linking sentence links on to the next section.

Let's review what we've learned about the historical and social context of post World War II Britain.

The British Empire consisted of countries ruled or controlled by Britain.

At the peak of its power in 1913, Britain ruled over 412 million people, 23% of the world's population at the time.

At different points in history, the British Empire controlled 56 different countries.

These included India, Canada, Kenya, Australia, and Afghanistan.

After World War I, many countries regained their independence from Britain, so the British Empire began to decline.

However many countries still wanted to have ties with Britain.

So a commonwealth of nations was formed and this is its flag.

The Commonwealth is an association of 56 countries working voluntarily together towards shared goals of democracy, prosperity and peace.

Match the terms to their definitions and pause the video while you do that.

Well don if you spotted that the British Empire is countries ruled or controlled by Britain and the Commonwealth is a collection of countries that voluntarily work together towards shared goals of democracy, prosperity, and peace.

In 1655, many Caribbean islands came under the rule of the British Empire.

We can see them here on the map.

All of the countries that are shaded in red on this world map were in the British Empire at some point in history.

In the 1900s, many of these countries gained independence from British rule, but they became part of the commonwealth.

True or false, all countries in the Commonwealth are still ruled by Britain.

Pause the video while you decide.

Brilliant work everyone.

This answer is false.

Now choose how to justify your answer and pause the video again while you decide.

Well done if you spotted that the correct answer was A, the Commonwealth consists of 56 countries that were once part of the British Empire.

Many of them wish to maintain their ties with Britain despite no longer being ruled by the British monarch.

After World War II, the British government passed a new law to change the definition of British nationality.

This meant that all people who were from a Commonwealth country had the right to work and settle in the UK and to bring their families with them.

The aim of this new law was to encourage people from across the Commonwealth to come to Britain to help with post-war construction.

This means to rebuild the country after the war.

Britain's economy and its infrastructure needed to be rebuilt.

An economy is how a country makes goods and how much money it has.

Whilst infrastructure is the things that support human life such as buildings, transport, and industries, both of these needed to be rebuilt in Britain after World War II.

Match the terms to their definitions and pause the video while you do that.

Well done if you spotted that the economy how a country makes goods and how much money it has.

Whilst infrastructure is facilities that enable and support the running of modern human life.

Now we're going to start planning section one of our essay.

When we plan, we use notes.

Notes are concise and they capture subject-specific vocabulary and information.

The purpose of notes is to help the writer to organise information easily for future use.

We use bullet points when note-taking and they look like this.

Now we're gonna move on to your task.

Use your knowledge of post-World War II Britain and why the Windrush generation immigrated to record notes and subject-specific vocabulary in your plan.

Pause the video while you complete your task.

Great work, everyone.

Here is my plan.

It might have some of the same facts and ideas as your plan.

So in my plan, I've written that World War II occurred from 1939 to 1945.

I think this is a really important relevant fact for my reader so that they understand the time period in history.

Much of Britain, particularly London, had been damaged.

British labour force was needed to be increased to rebuild the economy and infrastructure.

So this is where I've created, I've made my reader aware of the context of what life was like in Britain after the war.

Take a moment to read your post World War II Britain section and does it have some of this key information? If not, you can add it in now.

In the second section of my plan, I'm writing about why the Windrush generation immigrated to Britain.

So I've referred to a new law or legislation passed which enabled citizens of commonwealth countries to immigrate to Britain.

So that's how they were able to immigrate in the first place.

Then also Caribbean citizens were encouraged to move to Britain with their families.

And one of the big things that drew them over to Britain were the promises that they would have many opportunities in terms of their careers and their jobs and they would have better living conditions.

Take a moment now to read the second section of your plan.

Have you included everything that you want to? If not, take a moment now to add in any extra ideas.

Brilliant work everyone.

Now that we've planned our section, we're going to move on to writing it.

When we write, we always try to do these things.

So we plan and say each sentence before we write it.

We use punctuation where we know the rules.

We showcase each sentence type we know.

We write letters neatly on the line in joined handwriting.

We use spelling strategies to spell words accurately and we check and improve our writing when we think we've finished.

This is the success criteria we're going to use today.

Let's read it through together.

I have followed the appropriate structure for this paragraph.

I have used relevant subject-specific vocabulary.

I have used at least one relative complex sentence.

I have used fronted adverbials to enhance text cohesion.

Now, before we move on to writing, let's review what a relative complex sentence is.

A relative complex sentence is a sentence formed of a mean clause and a relative subordinate clause.

The mean clause can be interrupted by a relative clause, like in this example, let's read it together.

Britain which had suffered economic and structural damage during the war, needed to be rebuilt.

So in this sentence, my relative subordinate clause goes in the middle of the sentence and it breaks up that main clause.

But we can also add a relative clause to the end of a main clause.

Let's read this one together.

The government passed new legislation after the war, which meant that Commonwealth citizens could live and work in Britain.

In this example, my relative clause, which begins with the which relative pronoun, is at the end of the sentence and it's gone after the main clause.

Identify the relative clause in both of these sentences and pause the video while you do that.

Great work.

If you spotted that in our first sentence, which included Caribbean countries, is the relative clause and it begins with the relative pronoun, which.

In our second sentence, which would increase the labour force is the relative subordinate clause.

And it also begins with the relative pronoun, which.

Now, let's review what fronted adverbials are.

A fronted adverbial starts a sentence and it is followed by a comma.

We can use this scaffold here to help us.

Types of fronted adverbials include all of these.

So we have formal fronted adverbials such as furthermore or however we have viewpoint fronted adverbials such as notably or have particular significance.

And we have fronted adverbials of cause such as as a result or consequently.

We can also use fronted adverbials of time and place.

So for example, we might use fronted adverbials of time such as after World War II or in 1948, or we might use fronted adv RBS of place, so such as across the Commonwealth or from the Caribbean.

These explain when and where things happened and they're really important to help our reader understand the cohesion and the sequencing of different events in history.

Match the fronted adverbial types to their examples and pause the video while you do that.

Brilliant work if you spotted that a formal fronted adverbial is in addition to this, this is the synonym for and, a fronted adverbial of cause is as a result, a viewpoint fronted adverbial is of significant note.

A fronted adverbial of time is after the war and a fronted adverbial of place is in Britain.

Great work everyone.

Now we're gonna move on to writing section one.

Firstly, I'm gonna show you how to draught the introductory sentence and you are going to help me check that I've used my success criteria.

Okay, everyone, I've got my success criteria stuck in and I'm going to start with my topic sentence.

So the first thing I want to do from just looking back at my plan is I want to restate the time period that this happened in.

So I'm going to go with, first of all, indenting in from the margin.

I'm gonna go with between 1939 and 1945, World War II occurred.

Okay? And I'm capitalising these three because this is the name of the war.

World War II occurred.

Now, occurred is a tricky spelling.

It's one of our key stage two spellings.

So it is a double C and a double R, occurred in Britain.

And I need another capital for Britain 'cause that's another proper noun.

And I'm going to reread my sentence.

Between 1939 and 1945.

So this is a lovely fronted adverbial of time, but I forgot my comma, so I need to get that in there.

World War II occurred in Britain.

Okay, great.

I've done my topic sentence and I've used a fronted adverbial.

Thank you so much for your help here.

I am going to now move on to the next section of my writing.

Thank you so much for your help just now everyone.

Now it's time for you to use your plan and your success criteria to help you and draught your introductory sentence.

Pause the video while you complete your task.

Great work, everybody.

Now just take a moment to think.

Did you use your success criteria to help you and did you use your plan? Here's my example of an introductory sentence.

Let's read it together.

After World War II, Britain's economy and infrastructure has suffered great damage and needed to be rebuilt.

Here I have used a fronted adverbial of time.

This is telling my reader when the event happened so I can tick off my success criteria four.

Take a moment to reread your introductory sentence and check whether you can tick off any of your success criteria.

I've also used subject specific vocabulary such as economy and infrastructure.

So I can also tick off success criteria number two.

Well done everyone.

Now I'm going to show you how to draught the explanatory sentences and you are gonna help me check that I've used my success criteria.

Okay, everyone, thank you for all your help so far.

Now we're going to move on to our explanatory sentences.

Now I want to explain what happened during 1939 and 1945 and what the impact of this was on Britain and British life.

So I'm gonna go with during this time, so another fronted adverbial of time.

And this time I'm going to remember my comma, time comma, what happened during this time? Much of Britain's economy and infrastructure.

So there's some of that subject specific vocabulary that we were talking about earlier.

Much of Britain's economy and infrastructure and infrastructure.

It's not infrastructure.

Infrastructure, it's quite a tricky spelling.

So infra structure was damaged.

So here now I can get to the end of my sentence, put my full stop and reread.

During this time, much of Britain's economy and infrastructure was damaged.

So I'm happy with the content of this sentence, but you might have spotted, I've made a punctuation mistake.

The economy and infrastructure belongs to Britain and there's only one Britain.

So it is a singular possessive apostrophe that I need.

So I need to put it here.

Now I need to explain what, so this was the cause and what was the effect of this? So I'm gonna go with a fronted adverbial of cause.

As a result.

As a result, Britain's labour force, again, the labour force belongs to Britain.

So an apostrophe S, labour force, we could call it the workforce needed to be expanded or we could say increased, needed to be expanded.

Nice formal term there, so that the country could be rebuilt.

Okay.

So as a result, Britain's labour force needed to be expanded so that the country could be rebuilt.

Nice and clear and concise for my reader.

So now I need to explain what happened next.

So we've got this cause that Britain needed to be rebuilt.

The effect was that, sorry, the cause was that Britain's economy and infrastructure was damaged.

The effect was it needed to be rebuilt.

So what happened next? So now I'm gonna explain about this British Nationality Act.

So when did it happen? I'm gonna go with a fronted adverbial of time.

In 1948, the British government, capital B again for British, The British govern, there's a N that's quite easy to miss in government, government passed a law called, passed a law called, now I'm gonna give it its name.

So I'm gonna put it with capital letters, the British Nationality Act.

Now, I need to explain a little bit about this.

So I'm gonna use a which relative clause to explain what this did.

Which, what did it do? It enabled Commonwealth citizens, capital C for Commonwealth, Commonwealth citizens to settle and work in Britain.

Okay, now I've used a lot of subject specific vocabulary here.

I've got Commonwealth, government, British Nationality Act, labour force.

So I think I can definitely tick off subject-specific vocabulary and I've just used a relative complex sentence here.

Now my final sentence is gonna be specifically about the Windrush generation.

So I'm going to say about how Caribbean citizens were encouraged to immigrate to Britain.

So Caribbean citizens were encouraged, again, a tricky word, en and the word courage.

Encouraged to, I'm not gonna say move to Britain, I'm gonna say immigrate.

Using that appropriate terminology to Britain with their families.

And again, to just tie this all up, I'm gonna explain why.

Why was it that the British government wanted people to immigrate? It was in order, families, in order to expand the workforce.

To expand the workforce.

I could say labour force here, but I'm gonna go with workforce so that it's not too repetitive 'cause I've already used the term labour force.

Let's reread from just our explanatory sentences.

During this time, much of Britain's economy and infrastructure was damaged.

As a result, Britain's labour force needed to be expanded so that the country could be rebuilt.

In 1948, the British government passed a law called the British Nationality Act, which enabled Commonwealth citizens to settle and work in Britain.

Caribbean citizens were encouraged to immigrate to Britain with their families in order to expand the workforce.

Thank you so much for your help everybody.

Thank you so much again, everyone, for all of your help.

Now, reread the specific information on your plan and using your success criteria to guide you, draught your explanatory sentences.

Make sure to reread and check for edits and improvements that you can make.

Pause the video now while you complete your task.

Great work everyone.

Did you use your success criteria to help you? And did you use your plan? Well done if you did.

Here's my example of explanatory sentences we could use.

Let's read this through together.

Consequently, the British government needed to boost its labour force.

In 1948, it passed the British Nationality Act, which altered the definition of British nationality.

This enabled citizens from commonwealth countries to immigrate to Britain leading to an increased British workforce.

Citizens from across the commonwealth, including the Caribbean, were encouraged to immigrate to Britain with promises of wider job opportunities and better living conditions.

As a result, almost 500,000 people known as the Windrush generation immigrated from the Caribbean to Britain between 1948 and 1970.

So in these explanatory sentences, I've used a range of different fronted adverbials.

So I've got, consequently in 1948, and as a result, I've also used lots of subject specific vocabulary such as the British Nationality Act, nationality, Commonwealth, immigrate, Britain, citizens, Caribbean, Windrush generation.

I've also used a which relative clause, which altered the definition of British nationality.

So in my explanatory sentences, I have met following criteria, I've used subject specific vocabulary.

I've used a relative complex sentence and I've used fronted adverbials to enhance text cohesion.

Now we are going to finish off my writing and I'm going to show you how to draught a linking sentence with your help.

Your going to help me check that I've used my success criteria properly.

Okay, everyone.

And now we have done our introductory sentence and our explanatory sentences.

All that's left is now our final sentence, our linking sentence, which links onto the next paragraph.

And the next section is all about the Caribbean immigrants experience of life in Britain when they arrived.

So I'm going to give that as a little bit of a link now in my linking sentence.

So I've just finished off by talking about how people from the Caribbean were encouraged to immigrate to Britain.

Now I'm going to go with a formal fronted adverbial, a but formal fronted adverbial 'cause I'm gonna show a contrasting idea here.

So I'm gonna go with despite this.

So even though they were encouraged to immigrate to Britain when they arrived, arrived, comma, many of the West Indian immigrants, the West Indian immigrants find that life in Britain was not what they expected.

So found that life in Britain was not what they expected.

Okay, now I'm gonna reread the entire piece of writing to make sure it is cohesive and it meets the text's purpose, which is to inform the reader.

Between 1939 and 1945, World War II occurred in Britain.

During this time, much of Britain's economy and infrastructure was damaged.

As a result, Britain's labour force needed to be expanded so that the country could be rebuilt.

In 1948, the British government passed a law called the British Nationality Act, which enabled commonwealth citizens to settle and work in Britain.

Caribbean citizens were encouraged to immigrate to Britain with their families in order to expand the workforce.

Despite this, when they arrived many of the West Indian, oh, I've left out a word, many of the the West Indian immigrants, I can edit that in, find that life in Britain was not what they expected.

Great, so now I think I have followed an appropriate structure.

I can tick this off and I've met all of my success criteria and thank you so much for your help.

Thank you for your help, everyone.

Now you're going to use your plan and your success criteria to help you draught your linking sentence.

Make sure that you reread your sentence as you write and check for edits and improvements that you can make.

Pause the video now while you complete your task.

Well done everyone.

Here is an example of my linking sentence.

However, their experiences of life in Britain were not always as expected.

In this final sentence, I have now followed the appropriate structure for the paragraph because I've got an introductory sentence, explanatory sentences, and now I've done my linking sentence.

I've also used a fronted adverbial.

This is a formal but fronted adverbial.

So I can tick off this success criteria.

Take a moment to reread your writing and double check which of your success criteria you can tick off.

Great work everyone.

That now brings us on to the end of our lesson, where today we've been planning and writing the first section of an essay about the Windrush.

The purpose of a section in an essay is to give the reader specific detailed information about a particular aspect of the essay's subject.

Text cohesion can be achieved through use of fronted adverbials and relative complex sentences.

Subject specific vocabulary can be used to write factually incredibly about a subject.

Plans should be written in note form and contain concise, clear information.

When writing, we should use our plans and success criteria to guide us.

Well done.

I'm really, really impressed with all of your hard work in our lesson today.