Hello, and welcome to today's lesson.

My name is Miss Watson, and I'm delighted that you've decided to join me today.

We are going to be continuing looking at non-fiction, and today we are having a very skills-focused lesson.

We are going to be looking at the reading strategies that are really helpful when you are looking at non-fiction texts.

So when you are ready, we'll get started.

And the outcome of today's lesson is that you will be able to use titles for context and language to determine the purpose, form, and audience of different texts.

We're going to start by looking at the keywords.

We have five keywords today.

The first one is indigenous, and that means the original inhabitants of a country.

They are known as the indigenous population.

And if something is memorable, you are unlikely to ever forget it.

Regret.

Now, if you regret something, you are sorry you did it or that it happened.

And being commissioned to do something means being asked or told to do it.

Didactic.

A person who is didactic likes to teach, particularly in an authoritative way.

Now if you would like a little bit more time to familiarise yourself with the keywords, just pause the video and do that and then rejoin the lesson when you are ready.

So there are two learning cycles today.

We are going to start by using the titles and context and think about how we can use them to make predictions.

And then we are going to be using the opening paragraph to make predictions.

And in that section of the lesson, we'll be looking very closely at language.

Now we are going to start with just a quick discussion about when we talk about non-fiction texts, what do we mean by form, purpose, and audience? And a supplementary question is, why do they matter? So pause the video while you have that discussion, or if you are working by yourself, just pause the video and make a few notes.

Welcome back.

What a great discussion.

You have remembered a lot about form, purpose, and audience, and you've got some really good ideas about the importance of those three things.

Let me share with you some of the things that the Oak pupils said.

Now, Aisha said that form means type of text and she's given examples, letter or speech.

They are both forms of texts.

Purpose is why the text was written, for example, to argue.

And Andeep's quite right and the purpose is often phrased as a verb, to argue, to inform, to explain, to persuade.

And Jacob talked about audiences, which is who is going to receive that text, who is it intended for, and said that a text is for a specific audience, may be students.

And Jun had this really nice simile which is that form, purpose, and audience, they're like keys that open the text for us.

And you can use the title and context to identify the form, purpose, and audience of a text.

So the title, just recap what we mean, that's the name given to the text.

It could be a headline or it could just be a description.

And the context is the who, what, where, and when of the text.

Who wrote it, when they wrote it are probably the two most important aspects of the context.

So below is the title and context of a specific text.

And I'm going to read it to you.

And then I would like you to use the title and context to make predictions about the form, purpose, and audience.

So the title is "Apology to Australia's Indigenous People".

And this is the context.

On the 13th of February, 2008, Kevin Rudd, the then prime minister of Australia, made an apology in parliament to Australia's indigenous population.

He especially focused on the abuse suffered by children, many of whom had been taken from their homes and parents to be brought up by strangers in the care system.

They became known as the stolen generation.

So have a think.

What can you tell about the form, purpose, and audience from the title and context? Pause the video and have a discussion about the form, purpose, and audience of that text.

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

So let's look at what you could have inferred about the form, purpose, and audience from the title and context.

Now, the text appeared on a specific day, 13th of February, 2008, which suggests that it is important, it is memorable, not just any old text.

It happened on a particular day.

And it's by a politician who is the then prime minister of Australia, suggests it is of national significance.

And the text is formal and it's probably a speech, it took place in parliament.

And what predictions could we make about the purpose? That it's to show understanding of the damage caused.

He uses the word abuse in the context.

And to explain the government's regret.

It's an apology.

And to acknowledge the wrong done to children, it uses that really powerful word stolen.

And the audience, other MPs in parliament, but also to the indigenous population of Australia, that's who the apology is directed to, but also to the entire population of Australia.

It is like a targeted apology that everybody should listen to.

And that might include anyone who is interested in issues of social and historical injustice.

Really good thinking there.

Well done.

So let's have a check for understanding.

So here is a grid and here are some definitions.

And I would like you to decide which of the following words from this list, form, purpose, audience, title, and context, should be written next to which of the definitions.

You can pause the video while you work that out.

And then when you are ready, I'll reveal the answers.

Okay, so let's check your answers.

The who, what, where, and when of the text is the context.

That's right.

Why the text was written, that is the purpose.

The person or group being addressed by the text, that is the audience.

The name given to the text, that is the title.

And the type of text, for example, letter or speech, that is the form.

Well done if you got those right.

Let's move on.

So now it's over to you to make predictions independently.

Below is the title and context of another specific text.

And I would like you to use the title and the context to make predictions about its form, purpose, and audience.

I will read the title and context to you.

Please follow along.

So the title is "Advice to Youth" by Mark Twain.

And the context is this: "Advice to Youth" was written in 1882 by Mark Twain, the author of "Huckleberry Finn".

He wrote it in response to a request to say something to young people in America.

Topics included how to behave towards your parents, lying, and getting up early.

So when you are ready, pause the video and use the title and context to make predictions.

Off you go.

So welcome back.

What great focus you showed there.

I'm going to share some ideas with you, things you might have written.

If you have written something different, that's fine.

I just think it's really useful to have a set of ideas that you can use to compare yours with.

So you might have said about the form that it's a speech, and you picked out the words "say something" and that he was asked to write it, it's a request.

So it might be an article, he might have been commissioned to do it.

And the purpose, to advise young people on how to live better lives.

It is called "Advice to Youth".

And to pass on what he has learned about important issues.

And it's to talk about family.

These are some of the issues that are included in that, family, lying, and getting up early.

So the audience is young people, and I think probably the parents of young people and the editor who commissioned the article.

The editor who commissioned the article is actually going to be the very first reader of this article.

And probably his fans.

He's already well known as the author of "Huckleberry Finn".

So you can see, I hope, that an audience for a text might be several people or several different groups of people.

Let's move on.

So now after looking at title and context, we're going to move on and focus on the opening paragraph to make predictions.

So now we are going to be looking at identifying and exploring language in the opening paragraph and appreciating how it supports our understanding of the text's form, audience, and purpose.

And as we read that opening paragraph, the things to look out for are: formality or informality of the language.

That gives you a lot of clues about who the audience is and the relationship between the reader and the writer.

And then anything that indicates who the writer is addressing.

Remember, there can multiple audiences.

And also the tone used.

That's a really strong indicator of the purpose of the writing.

And remember, there can be multiple purposes.

So what I would like you to do now, work with me to use the language of the opening paragraph here to clarify, to support our understanding of the form, purpose, and audience of "Apology to Australia's Indigenous People".

I'm gonna read it to you.

Please read along with me.

"I move that today we honour the Indigenous peoples of this land, the oldest continuing cultures in human history.

We reflect on their past mistreatment.

We reflect in particular on the mistreatment of those who were stolen generations, this blemished chapter in our nation's history." And looking at the language, you might pick out that it is formal language, it's a public text.

"I move" is the language of public speaking, parliamentary speaking.

And it's very dignified language, "we honour".

And thoughtful language, "we reflect".

That is to show the sincerity of what he's saying.

And you can see that there is that "our nation's history" is inclusive language and there's also the inclusive language of "we", so as if he is addressing everyone.

Let's have a check for understanding.

Which phrase below uses respectful language to acknowledge the dignity of indigenous people.

Is it A, "Our nation"; B, "I move"; or C, "We honour"? Have a think.

Make your choice.

Did you say "We honour"? That's the right answer.

Well done.

Let's move on.

So now it's over to you to practise the same task with the other text.

So what I want you to do is to use the language of the opening paragraph to clarify the form, purpose, and audience of "Advice to Youth".

And I'd like you to annotate the text with your thoughts.

I'm going to read the paragraph to you and I'd like you to follow along.

"Being told I would be expected to talk here, I inquired what sort of talk I ought to make.

They said it should be something suitable to youth, something didactic, instructive, or something in the nature of good advice.

Very well.

I have a few things in my mind which I have often longed to say for the instruction of the young.

First then I will say to you, my young friends, and I say it beseechingly, urgently, always obey your parents, when they are present." That's a really interesting piece of writing I think, don't you? So when you are ready, I'd like you to pause the video and to annotate that text with your thoughts about the language that Mark Twain uses and what that tells you about form, purpose, and audience.

Off you go.

Well done.

And I'm really impressed with your focus there, the way you really leaned into the text, the amount of underlining and annotation and really thoughtful work that went into unpicking the language and considering what it would tell you about form, purpose, and audience.

So I'm gonna share with you some of the things that you might have noted.

Like I said before, I'm not saying that these are perfect notes or that you have to have done exactly this.

I'm sharing these ideas with you so that you have something that you can compare your notes with.

So you could have noted that the form is a speech.

He talks about being expected to talk here.

And the purpose is to teach.

And you notice that he says didactic.

So that is to teach in quite an authoritative way.

So he's been invited to teach in a very I know best, listen to me type way.

And his audience is young people.

And I think you could also say that he is also hoping and intending to be humorous because this last line, "Always obey your parents", which is something you would expect a didactic, constructive adult to be, is then sort of undermined by "when they are present".

So I think we could expect, we could make a prediction from his use of humour that this speech is not necessarily going to be straightforward telling to young people of how they should behave.

Now, if you would like to take a little bit of time to add anything to your annotations, please do that now and then rejoin me for the end of the lesson.

Off you go.

So that brings us to the end of the lesson.

But before we say goodbye, I would like to summarise what you have been learning today.

You have been learning how important it is to be clear about the form, purpose, and audience of a non-fiction text.

And you've been learning how to use the title and context to determine a text's form, audience, and purpose.

And you've also learned that identifying the language used in the opening of the text can also help us identify the form, purpose, and audience.

And when looking at the language of that opening paragraph, we should look to see if the language used is formal or informal.

And also it's really important to identify the tone that is being used.

Now, I would just like to say thank you again for coming to the lesson.

It has been a real pleasure to teach you today.

I'd like to express my appreciation for your hard work, for your focus, for your discussions.

Have a brilliant rest of the day, and I look forward to seeing you again in another lesson about non-fiction teenage kicks.

Bye for now.