Hello there, my name is Mr. Barnsley.

Great to see you today.

We're about to do a deep dive into "Animal Farm," and today we are focusing on clarity.

'Cause what we're gonna be doing is we're gonna be turning our ideas about "Animal Farm" into really clear arguments.

Come and join me in today's lesson.

So let's have a look at the outcome of today's lesson.

So by the end of today's lesson, you are gonna be able to use a range of sentence structures to express your ideas with clarity.

As ever, we are gonna start with our keywords.

So there are five keywords or phrases you can see on the screen.

They are critical, egalitarian, optimistic, subordinating conjunction and correlative conjunction.

And those last two are gonna be some techniques that we're gonna look at using in today's lesson.

So the definitions of each of these five words and phrases are gonna appear on the screen very shortly.

What I want you to do is make sure you read each of them carefully.

Pause the video if you need to, and maybe even jot them down.

Really important that you understand what these words mean so you recognise them when they appear in today's lesson.

And you can potentially also use them in your discussions.

We will, of course, talk through them as they appear in the lesson.

So here are the definitions.

So let's look at the lesson outline.

So today, two parts of today's lesson.

In the first lesson, the first part of the lesson, the first learning cycle, we are gonna be using conjunctions to create nuanced comments.

So we're gonna take some fantastic ideas that we might already have about "Animal Farm," but we are gonna use conjunctions to make them more nuanced, make them more detailed, make them more interesting.

And then our second learning cycle is all gonna be about writing with clarity.

So let's dive straight into our first learning cycle using conjunctions to create nuanced comments.

So let's start with a discussion.

Let's remind ourselves about some of the things that we may have been discussing as we've been reading "Animal Farm" so far.

And I really want us to think about Orwell's message, Orwell's purpose.

Whenever we're analysing a text, it's great if we completely centre our analysis around the purpose of the author, the writer.

And here we have a question about Orwell's purpose.

Why would you say, or why would Orwell say, sorry, it's important that we can read and write well? Okay, if you've got a partner to discuss with, you can talk to them.

If you are working by yourself, just think through this question independently.

Maybe make a couple of notes.

Pause the video, over to you, and press play when you are ready to continue.

I had some really interesting discussions there and well done to people who were flicking through their copy of the novella and trying to find some specific examples to support your theories on what Orwell was trying to teach us about the importance of reading and writing well.

Well done if you said any of these things.

So first of all, it might be to guard ourselves, to protect ourselves against manipulation.

Orwell shows us throughout his novella how easily the animals are convinced to believe the pigs, to follow the pigs.

And this is because they don't, they lack education of their own.

Reading and writing well helps us to think critically, critically being a key word there.

And the animals are really unaware of what's happening around them, because they don't think critically.

They don't question what the pigs are doing.

They don't question the pig's actions.

And we know that reading and writing enables you to communicate effectively.

Think about, like, Boxer and Clover are fantastic examples of characters who really struggle to vocalise their thoughts.

And this is because of their lack of education.

And we have to ask questions about if the animals, you know, particularly someone who could have been such a natural leader like Boxer, if he had the education, if he could vocalise his thoughts.

Like, could the fate of the animals have been different? That's a question we could ask ourselves.

And I could think most importantly, the kind of the overarching message that Orwell is trying to share with us is that language and education are inextricably linked to power.

You can't necessarily separate the ideas of language and education from power.

And we know this because the pigs gain their power because they are the best readers and writers, and it allows them to manipulate the other animals who are not as educated as them.

Well done if you said any of those fantastic ideas on the board.

And of course if you said something different, if you had some extra ideas, that's brilliant too, as long as they are clear and able to be justified through the text.

So now that we have established why it's so important that we read and write well, we are gonna focus on our own essay writing skills and thinking about how we can write well to show our understanding of the reading that we have done about "Animal Farm." Okay, let's do a quick check for understanding.

So true or false, it is just as important to write well in literature essays as it is in creative writing.

Is that true or is that false? Pause the video, have a think and press play when you're ready to continue.

That is of course, true.

Let's now justify that statement.

Well, is it that writing well means you can articulate your ideas with clarity? Or is it B, writing well means only using descriptive language? Pause the video.

Which of these is the correct justification? Press play when you're ready to continue.

Yes, of course, that is A.

The reason why it's so important that we write well in our literature essays is because it allows us to express what can often be very complex ideas about text with complete clarity so that the people reading our analysis completely understand our arguments and what we are trying to say.

Well done if you've got that correct.

So we're gonna look, I'm gonna share some methods of using conjunctions to create nuanced comments.

The first is about using subordinating conjunctions.

This is a great way of adding nuance to our points and exploring kind of complexities, like, kind of additional details that maybe change our understanding.

Let's have a look at this.

Let's break this down a little bit.

So we might have an idea, and then we will use a subordinating conjunction.

Here's some examples of subordinating conjunctions.

Despite, although, whereas, and whilst.

And that allows us to kind of add on another sentence, kind of develop that idea further.

Let's have a look at this in action, shall we? So let's take this idea that Boxer is the least educated of the animals.

We could use this subordinating conjunction to turn this into, although Boxer is the least educated.

I'm gonna add an extra bit of detail and add a sentence here.

He still has many leadership qualities, okay? So yes, he lacks education, but we know he's powerful.

We know he's a hard worker.

We know he's respected.

So he has many leadership qualities.

So this subordinating conjunction allows us to explore nuance.

Okay, it'd be really simple to just say, "Boxer is the least educated." Okay, he doesn't have an education, therefore rubbish leader, okay? Actually that's not quite true.

That kind of statement lacks nuance.

It lacks complexity.

The reality is yes, he's the least educated, but he does still have other leadership qualities.

But fortunately, because of his lack of education, he can't make the most of that.

Let's have another example.

So Mr. Jones' presence is felt throughout the novella.

We're gonna practise using the subordinating conjunction "despite" here.

So despite rejecting Mr Jones' leadership, his presence is still felt on the farm throughout the novella.

So that's again, adding this nuance to the idea that yes, Jones is, you know, banished the first half of the novella.

He doesn't appear again in the second half of the novella, but he's still a very important character, because his leadership style is actually adopted by the pigs.

And that's a really interesting nuanced understanding of the connection between Jones and Napoleon.

Another one, Snowball advocates for the education of all animals.

And we're gonna practise using the subordinating conjunction "whereas." So whereas Snowball advocates for the education of all animals, the other pigs use education as a method of control.

So again, this is adding the nuance, the complexity.

It'd be far too simplistic just to say, "Well, all the pigs use education as a form of control," because actually we know that some of the pigs, Snowball in particular, he really advocated, he thought it was a great idea to educate all the animals.

And so we want to show this nuance that not all of the pigs were exactly the same in their style of leadership.

And finally, Benjamin is one of the most intelligent animals at the farm.

We're gonna practise using the subordinating conjunction "whilst." So, whilst Benjamin is one of the most intelligent animals, his apathetic attitude means he chooses not to utilise his power.

So again, if we just said Benjamin was a really intelligent animal on the farm, we wouldn't be wrong.

That's not an incorrect idea.

But it becomes so much more nuanced, and we're basically being critical of Benjamin if we say, "Look, he was very intelligent, but he chose not to use it.

He chose to be apathetic.

He chose to not care about the situation on the farm until it was too late." Okay, some really fantastic examples there of how we can use subordinating conjunctions to take some kind of quite correct but maybe slightly simple ideas and add nuance.

So let's do a check for understanding.

And then which of the following sentences does not use a subordinating conjunction? Is it A, whereas Old Major uses powerful rhetoric to inspire the animals, Napoleon focused on his violence and fear? Is it B, Clover is uneducated and struggles to articulate her thoughts? Or is it C, whilst Squealer is considered the most effective user of language, Snowball also uses rhetorical devices to convince the other animals.

Pause the video, give this a go, and press play when you're ready to continue.

Congratulations if you said B, the subordinating conjunction in A is whereas, and the subordinating conjunction in C is whilst.

So well done if you spotted that B was the only one that did not use this.

Okay, we're gonna look at different type of conjunction now, a correlative conjunction, and we can use this alongside comparatives.

And this allows our comparisons to become more nuanced.

Let's have a dive in and look in a little bit more detail what this looks like.

So we need two ideas.

First of all, if we're gonna do any comparisons, we need two different ideas, 'cause we want to compare them together.

And we're gonna use these to create an idea and a comparative.

So let's, again, this all feels a little bit abstract.

Let's put some content in from "Animal Farm" to help make this come alive for us.

So let's take the first idea or the first character.

This is Old Major.

And the second idea, the second character, Squealer.

We're gonna make a comparison between these, and we want to say both of them, we're gonna make this idea that both of them are using powerful rhetoric in their speeches.

However, the comparison here, Squealer is more concerned with manipulation and maintaining control.

Okay, so the comparison here is that we've got two characters who use powerful rhetoric, but one of them is more concerned with manipulation.

So how does a correlative conjunction work in this? Well, the correlative conjunction is gonna go either side of Old Major.

So "both" and "and," they work together to become correlative, or together they are correlative conjunctions.

So both Old Major and Squealer use powerful rhetoric in their speeches.

So that is an example of where correlative conjunctions create this comparison.

We're saying Old Major and Squealer are similar in the way they both use powerful rhetoric.

But then our second sentence is a comparative.

And that is going to add nuance.

It's going to show that, okay, maybe these two characters are similar, but there is a difference here.

They might both be powerful, use rhetoric in a really powerful manner.

But ultimately Squealer uses his for negative, 'cause he in a negative way, 'cause he's concerned about manipulation.

Let's have a look at another example.

So let's change the ideas, okay? We're gonna change the ideas.

So we've got this idea of a character using violence and a character using food rationing.

I think we can make a very sensible guess who this character might be.

I think this might be Napoleon, okay? So we can say that both of these ideas, these techniques, the use of violence and the use of food rationing, they enable Napoleon to employ both overt and covert methods of control.

These both allow him to control the animals.

And then we can add some more detail.

Equally, the animals both fear and depend on him, okay? So they're afraid of his violence, but they depend on him because he has control of the food.

So here is a different correlative conjunction that we can use, not only, but also, okay? So not only in his use of violence, but also his clever use of food rationing, but also his clever.

Let me try that again.

(laughing) I was stumbling over that.

So not only in his use of violence, but also his clever use of food rationing enables Napoleon to employ both overt and covert methods of control.

Equally, the animals both fear him and depend on him.

Okay, this is so much more sophisticated than just saying Napoleon uses violence to control the animals, or Napoleon rations food to control the animals.

What it does, it acknowledges that there are two different ways that Napoleon controls the animals.

And there is a consequence to this.

It means that the animals are both afraid of him, but they need him.

Really, really, really nuanced couple of sentences here.

Okay, and finally we're gonna practise using phrases like more precisely and more specifically, 'cause these are really helpful in developing ideas in a concise manner.

Okay, so let's have a look at a few examples here.

So whilst Boxer is highly respected, he's equally unintelligent.

More precisely, he lacks the education to mobilise his power and he's easily manipulated.

So if I just took the idea on the left of the screen, that Boxer is respected but equally unintelligent, it's a good inference, it's a solid idea.

But by using that phrase more precisely, I can explore that in more detail but still in a concise and clear manner.

Let's look at another example.

Neither does Napoleon nor Snowball want to share a leadership.

Okay, good, clear idea.

More specifically, Orwell interrogates the relationship between ego and power.

So he uses this relationship between, or these differences between Napoleon and Snowball, to really interrogate, like, the idea that a lot of power is ego-driven.

Okay, true or false then.

Correlative conjunctions come in pairs.

Is that true or false? Pause the video.

Give this a go and press play when you are ready to continue.

Yes, well done.

That is of course, true.

Let's justify that.

Is an example of this either/or, or is an example of this, however or therefore? Which of these is a correct example of a correlative conjunction? Yes, well done if you said an example of that is either/or.

Okay, I'm gonna hand over to you now to a discussion, and we're gonna put everything that we have learnt into practise just verbally for now.

So the question for you is, how does Orwell explore the theme of leadership in "Animal Farm?" You should have lots of ideas for this.

You should have discussed lots of different characters and different ways that Orwell presents the theme of leadership.

What you are gonna do now is practise using the conjunctions on the screen to help you do this, to help you verbalise these ideas in a really nice clear and coherent manner.

So let's have a look.

So subordinating conjunctions.

An example of this might be, despite being one of the most intelligent on the farm, Benjamin refuses to engage in any political struggles.

We're gonna use correlative conjunctions.

Not only is Benjamin presented as cynical but also apathetic, which prevents him from taking on any kind of leadership.

Comparative conjunctions.

Contrastingly, the pigs use their intelligence to take control of the farm and the other animals, and develop your ideas more specifically, they use their mastery of language to manipulate the animals.

Over to you now.

If you've got a partner, let's practise discussion.

If you're working by yourself, you can think through this and think about some of the sentences that you might say if you had someone to discuss with.

All right, pause the video, over to you, and press play when you're ready to continue.

Okay, welcome back.

Some fantastic discussions there.

I hope you could hear how much more nuanced and interesting your ideas were because of you using these conjunctions.

Okay, I'm gonna share another example with you.

Of course, you could have said many, many, many different things about the text, but it's just always really nice for you to see some model answers.

And of course, whilst I'm doing this, you can check off to yourself, "Did I manage to use all of these different conjunctions?" So another example, what might be, whilst Old Major seemingly represents equality, he still perpetuates hierarchical structures.

Whether it's the raised platform he sits on, or the way he instructs the animals, there is a sense that he's above them.

However, Old Major doesn't exploit his power like the other pigs.

More precisely, he relies on the already gained trust and respect of the animals.

So all of this is a really nice connective.

You can see how all of these ideas connect together to create a really nuanced understanding of the character of Old Major and the role and his style of leadership.

All right, we've done some really interesting thinking about conjunctions here and how they can help us develop our arguments.

We've verbally worked through what this might look like.

In the second part of today's lesson, we're gonna start writing with clarity.

So my Oak pupils have been giving this a go.

Let's have a look at how they have put into practise some of the things that we looked at in learning cycle one.

So Lucas has got this fantastic idea.

He said, "Orwell uses the pigs, Squealer in particular, to express his disgust at how political leaders manipulate language to exploit the working class." Okay, Lucas has written the sentence in an essay.

It's great.

He's asked Izzy for some help though, how to make it even better.

And Izzy says, "It's already a great sentence, but have you tried using the sentence structure 'more precisely?'" Izzy finds it really helpful in developing her ideas in a clear and concise way.

So Lucas says, "Amazing.

Thank you, Izzy.

I've changed it and it now looks like this.

Orwell uses the pigs to criticise political leaders.

More precisely, Squealer is used to express Orwell's disgust at how political leaders manipulate language as a means of exploiting the working class." Wow.

Okay, great idea at first.

But can we see how this is now much more nuanced just by adding that structure or using that structure "more precisely?" Well done, Izzy and Lucas, there.

Okay, Alex's idea then.

"Old Major's dream of an egalitarian utopia were optimistic but could have become a reality if the pigs had followed the agreed commandments." Now Alex has written this sentence in an essay and he's asked Sofia for some help.

And Sofia says, "Well, wow, Alex, this is great.

Your use of keywords and vocabulary is amazing." However, Sofia remembers that being told a subordinating conjunction can elevate your writing.

So she suggested that Alex tries starting the sentence with "whilst." Okay, so Alex has given it a go.

He's done a rewrite and he says he's happy with how it sounds.

It says, "Whilst Old Major's dreams of an egalitarian utopia were optimistic, it could not become a reality as the pigs were deceptive about the agreed commandments and what they stood for." Okay, well done to Alex for improving his sentence there.

So Sam says, "Boxer's lack of education means he does not have the power to think critically or the ability to notice changes to the commandments." Now, Andeep has been reading through Sam's essay, and he spots that this sentence, but he has some advice to offer Sam.

He says, "This is a really solid point about Boxer.

However, the sentence is a great opportunity to use a correlative conjunction." Sam says, "Great advice, Andeep.

Hang on a minute though.

What is a correlative conjunction?" And Andeep says, "Well, these are used to draw out nuanced similarities and differences.

For example, 'either/or' and 'both/and.

'" And he says, "But I want you to try 'not only/but also' for this statement." So Sam improves their sentence and says, "Not only does Boxer's lack of education leave him without the power to think critically, but also he's unable to acknowledge the changes to the commandments." Thanks, Andeep.

What a much improved sentence.

Okay, so over to Jacob who says, "Squealer's excellent use of rhetoric and mastery of language makes his speeches both compelling and convincing, and he is able to manipulate and control the animals." So some fantastic ideas about Squealer expressed here by Jacob.

Over to you now to give the advice.

Okay, what advice would you give Jacob, and what sentence structures could he use to improve his work? Pause the video, have a think, have a discussion, and press play when you are ready to continue.

Well done.

Some lovely discussions there.

Great job.

Well done to anyone who said there were different things you could do, certainly, but well done to anyone who said it's a great opportunity to use a pair of correlative conjunctions.

And even if you suggested specific ones, like not only/but also.

Let's see how Jacob uses this to improve his work.

"So not only does Squealer's excellent use of rhetoric and mastery of language make his speeches both compelling and convincing, but also he is able to manipulate and control the animals." We can see this just makes Jacob's idea from his initial idea just much clearer.

So well done if you gave Jacob that advice.

You might have also said that Jacob could try and use "more specifically" or "more precisely." So well done if you suggested that for Jacob.

Let's see how that improves Jacob's work.

Well, Jacob said, "Squealer's excellent use of rhetoric and mastery of language make his speeches both compelling and convincing.

More specifically, he's able to manipulate and control the animals." So again, same idea, slightly different structure, but adds clarity to Jacob's earlier response.

Okay, check for understanding now.

Which of the following is not a subordinating conjunction? Although, whereas, despite, precisely.

Pause the video, give this a go, and press play when you're ready to continue.

Yes, congratulations, if you said D, precisely is not a subordinating conjunction.

All the others are.

Right, it's onto our final task now, and it's over to you to do your own writing.

I would like you to write four sentences or statements about how Orwell explores the theme of leadership in "Animal Farm." I want you to use a sentence structure from each of the columns on the grid.

So you're gonna practise using those three different types of conjunctions, and those "more specifically," "more precisely" structures to develop your ideas.

Right, so it's over to you now.

Best of luck.

You're gonna do this independently.

I'll see you all on the other side.

Pause the video and press play when you're ready to continue.

Wonderful job there, everybody.

And a special well done to everyone who before they finished, just read over all their work, double checking spelling, punctuation, and grammar.

Super important.

We should always be doing that.

Okay, on the screen, you've now got some feedback.

First of all, I want you to go through each column and check that you've used at least one from each column.

Really important as you reread your work.

And then you can also compare your work to my model answer on the screen.

You may even want to note some of my ideas down, 'cause they may be helpful for you in future.

So pause the video, have a look at my model on the screen, and check that you've used all the four different columns.

Okay, press play when you're ready to continue.

Right, that's it.

Well done.

You've done some fantastic work today.

On the screen you can see a summary of all the key learning that we have covered today.

If you need to, pause, read through these four bullet points very carefully.

It's really important that you feel confident in all of these four things before you move on from the end of today's lesson.

So lovely having you join me today.

Thank you so much for all of your hard work.

Have a fantastic rest of your day, and I hope to see you all soon.

Goodbye.