Hello everybody, and welcome to our next lesson in the unit "Victorian Childhood." And in this lesson, we are gonna be preparing our arguments.

Lovely to see you all.

Thank you for joining me again for a lesson in "Victorian Childhood Unit." My name is Mr. Barnsley, and by the end of today's lesson, you are gonna be able to create a detailed plan for your speech.

So as ever, let's look at some keywords that we should expect to come across in today's lesson.

These are hook, mirroring, cohesion, elicit, and call to action.

Let's find out what these words mean.

So a hook is a structural technique that we're gonna be using in today's lesson and it is a technique which is used to grab or hook your audience or your audience's interest.

The second technique we're gonna be using in today's lesson is called mirroring.

And this is where a paragraph, usually on an ending or a closing of a text, is designed to remind the reader of an earlier section of your writing.

The third keyword today is cohesion.

So if your work has cohesion, it means that it all works well together.

It means there'll be a clear meaning throughout.

Our fourth word is elicit.

This is a verb and it means to draw out a certain reaction or emotion from a reader or an audience.

And our final word or phrase is a call to action.

Now this is a request to get your audience to act or behave in a certain way.

So look out for those words when they appear in today's lesson.

So our lesson today, "Victorian Childhood: Preparing an Argument," is broken down into three parts.

We're gonna start the lesson by planning the main body of our speech, we're then gonna move into looking at how we can hook our audience in with the opening of our speech, and we'll finish by making sure we have planned a really creative, cohesive conclusion.

So we're gonna start by planning the body of our speech.

So, your task that you're gonna be working on for the next few lessons is that you are gonna imagine that you have been asked to speak in front of the British government in 1850.

You have been asked to persuade the government to do more to support working class children.

Let's start with a discussion, then.

What are the three greatest difficulties you believe Victorian working class children face? I want you to think about the three that you want to draw the British government's attention to.

Remember, if you want to persuade them, you want to elicit, draw out sympathy.

So pause the video, have a discussion.

If you've got someone to discuss with or if you're working by yourself at home, make a few notes on a bit of paper.

What do you think are the three greatest difficulties faced by the Victorian working class children? Pause your video and press play when you are ready to continue.

Fantastic discussions there and some great note taking as well.

I think I was starting to hear a little bit of a pattern.

I was hearing things about poverty and education.

I was also hearing some ideas around working in really dangerous jobs.

And some of you started talking about maybe being tempted into or forced into a life of crime.

So some great ideas that can be really, really useful as we plan the main body of our speech.

So we're gonna move on now to planning the body of our speech.

And we are gonna use a structure called a single paragraph outline to help us plan the draught of our speech.

The single paragraph outline is just a framework to help us organise our thoughts in a really logical order.

It looks something like this.

And this framework, this structure, can be useful whether we are planning our own creative writing or analytical paragraphs.

Because, ultimately, the way we organise our paragraphs will be quite similar.

For instance, we're always gonna start with a topic sentence.

A topic sentence is the sentence which outlines our main argument for that section, that paragraph of our speech.

For example, my topic sentence here will be something around how Victorian children are starving on the streets.

Okay.

That's clearly not a fully fleshed out sentence.

When I come to write that down, I'm definitely gonna build it out more.

But it's a reminder that the whole overarching argument in this part of my speech is gonna be about children starving on the street.

The next part of my plan, the supporting detail, is where I'm gonna remind myself of the things that I want to include to help prove my argument.

Now, in persuasive writing, that is gonna be the rhetorical devices, the language devices, the structural devices, or specific vocabulary that I want to use to support the argument, that I want to use to prove that children, Victorian children, are starving on the street.

So this might look like a rhetorical question I want to use.

How can we stand by and watch children starve? This might remind me of some of the emotive language that I want to use.

Destitute, impoverished.

It might remind me that I'm gonna use direct address.

Britain is responsible.

Notice there I'm using the collective Britain rather than direct address, you are responsible.

Now, again, does that mean that when I write this paragraph up, when I write this section up, am I just gonna say these three things? No.

I'm gonna build them out into more detail.

But these are gonna be a really nice reminder to me of the key things that I want to include in this part of my speech.

And then we always wrap up a section, we always wrap up a paragraph with a summary, making sure we have kind of summarised the main gist of the argument that we'd be making.

And in persuasive writing, we can be even more specific here.

We can also include a call to action.

This is where we ask our audience to do something really specific, to change their behaviour.

So, for example, here, I might finish with a rhetorical question that summarises this whole argument.

How can we be Great Britain if we leave our children to starve? Summarising that this is a paragraph about children starving.

But I'm gonna add a call to action.

Pay fair wages today.

Make sure parents have more money so they can feed their children.

So that is a single paragraph outline.

And we're gonna use these a lot today to plan our speeches.

Right.

Let's do a check for understanding and make sure we understand how we use a single paragraph outline.

So, a single paragraph outline, the framework is broken down into three sections.

Topic sentences, supporting details, and a summary sentence.

Which part of the single paragraph outline would include my call to action? Is it A, my topic sentence, B, my supporting details, or C, my summary sentence? Select your response now.

Well done if you said summary sentence.

Remember, our call to action is going to wrap up the end of each section.

Which parts of a single paragraph outline would include the rhetorical devices I intended to use? Is that my topic sentence, A, my supporting details, B, or my summary sentence, C? Select your response now.

Well done to everyone who said supporting details.

Of course, that is where we're gonna remind ourselves all the rhetorical devices that we want to use in each paragraph.

Right.

Over to you.

This is your opportunity now to plan the body of your speech.

Remember, you are gonna have to use three single paragraph outlines here, one for each of the three difficulties faced by Victorian working class children.

So, I have given a suggestion here.

You do not need to follow this exactly as I have.

My suggestion might be that your first paragraph could be about lack of education and poverty, your second paragraph could be about that children are forced to do dangerous jobs, and your third one could be about how desperate children are treated like criminals, okay? If you want to mix those up, if you want to use some slightly different ideas, that's absolutely fine.

But for each of those, you are going to want to create a topic sentence, supporting detail, the rhetorical devices you're gonna use, and a summary sentence with a call to action.

So, pause the video now, give yourself enough time that you need to complete this planning grid, and then press play when you are ready to do some self-assessment.

Well done, everybody.

I could see some really interesting details going into those plans.

Great job.

We're now gonna take a brief moment to sit back, reflect, reread our plans, and we're gonna use some coaching questions to assess the quality, and where needed, and it's absolutely okay if we need to, improve the quality of our plan.

So, here are some questions I want you to ask yourself as you look back over your plans.

Firstly, does each of your single paragraph outlines focus on a different difficulty faced by Victorian working class children? We don't want to repeat ourself in our speech.

So we need to make sure that each column in this planning grid is covering different ideas.

Have you chosen to use a range of interesting supporting detail across all three sections? For example, can you look across all three sections and find out where will you use rhetorical questions, for example? Or where will you use emotive language? Where will you use direct address? Where are you gonna use repetition? And where will you use anaphora? Okay.

So look at all three sections and make sure you're using a range of different devices across each different argument.

And, finally, have you got a really clear call to action? Are you encouraging the British government to do something really specific and change their behaviour after each one of your individual arguments? Pause the video, reread your plan, and press play when you are ready to move on with the lesson.

Okay.

We're now gonna move on to the second part of today's lesson and we're gonna start planning our opening, making sure that we are hooking our audience.

Okay.

So I want to start by sharing the opening of my speech with you.

And as I read it to you, I want you to be thinking, how do I try and hook the audience? How do I try and get them interested and engaged in what I have to say? So listen very carefully as I read this to you.

"Is there a more important issue for us, the great nation of Britain, to resolve than children's rights? Each morning, innocent children wake up from a rough night's sleep with nothing more than a pavement for a pillow.

The dawn brings them little hope of bettering their chances.

Each morning, blameless children wake and prepare themselves to climb chimneys, which will cover them in burns and bruises, cripple their legs, and corrupt their lungs.

We have to ask ourselves, is this the life we want for the innocent youth of our city? They know that, without an education, they are destined to remain in a life of drudgery.

Each morning, guileless children awaken and are faced with a life of crime, driven by hunger, desperation, or worse still, the unscrupulous schemes of greedy adults.

Each morning, when we wake from a night of undisturbed rest, we should ask, how can we claim to be a civilised society when we allow such unspeakable crimes against humanity to occur before our eyes? Honourable members of Parliament, I urge you to do more to support the children of Britain." Pause the video and have a quick discussion now.

How did I try and attempt to hook the audience in the opening of my speech? If you're doing this at home, feel free to make a few notes on a bit of paper.

Press play when you are ready to continue.

I heard some brilliant discussions there.

Loads of great ideas on how I tried to hook the audience.

Let's see if you managed to pick out some of these things.

So, did you notice how I opened with a question, a rhetorical question, to hook my audience? So I didn't say, "I am standing here today to say." I went straight in with a question to get them thinking, draw their thoughts to get 'em thinking and get 'em thinking about this really important topic.

Did you notice how I indicated what the three difficulties that I'm gonna address in my speech are going to be? Now, I didn't say, firstly, I'm gonna talk about this, secondly, I'm gonna talk about this, finally, I'm gonna talk about this.

I carefully wove each of my three arguments into this kind of emotive description.

So, first of all, I'm gonna talk about children sleeping rough or not having a home, then I'm gonna talk about the dangerous jobs they do, climbing chimneys, finally, I'm gonna talk about being faced with a life of crime.

So three clear arguments and they're all in my opening there.

And finally, did you notice how I addressed my audience directly and made the purpose of my speech clear to them? So I do at some point explain to them what I'm gonna talk about.

The purpose of my speech is to urge them to do more to support the children of Britain.

But notice that I don't open my speech in that.

If anything, that's gonna be the last line of my opening.

Before I move on to the main body of my speech, I'm gonna explain what I'm here today to do.

True or false now.

The following is an effective way to start my speech.

"I am here today to tell you about the difficulties faced by working class children." Is that an engaging way to start my speech? True or false? What do you think? If you said false, well done.

Okay, yes, that might be the purpose of my speech, but I'm not sure it's the most effective way to start my speech.

Why? Let's justify our response.

Is it A, because it does not mention the title or the names of the people I'm speaking to? So, for example, I don't say honourable members of Parliament.

Or is it B, because it does not hook the audience and encourage them to engage with my presentation? Which do you think is the best justification for that? Make your response now.

Yeah, it's B.

I don't think this is the most effective way to hook an audience.

So over to you now and you are gonna have a go at planning the opening of your speech.

Again, we're gonna use a single paragraph outline to help us.

So our topic sentence here is gonna be the rhetorical question to hook our audience in.

So is there a more important issue for us? You don't have to use that.

That's just a little bit of a kind of a starting point if you want to, if you're struggling, but you can use any rhetorical question, any sophisticated rhetorical question you wish.

In our supporting details here, we need to make sure in our opening that we mention what our three arguments are going to be.

We've already decided what they are in the first section of our lesson.

So do make sure you use those three arguments that you are gonna use in the main body of your text.

And your summary sentence, your final sentence, in an opening persuasive paragraph is gonna be where you address your audience and make sure it's very clear why you are talking to them today.

So, honourable members of Parliament, and then I will let you finish that by explaining why you are talking to them today.

So, you don't need too long on this, but pause the video now, complete your single paragraph outline for the opening of your speech, and press play when you are ready to continue.

Well done, everybody.

I can see there's some really, really lovely ideas.

I'm looking forward to hearing these openings of your speeches.

You are now going to use some coaching questions to assess, and if needed, improve the quality of your plan.

So I want you to look over your plan and think, where have you used a rhetorical question to hook your audience with your opening line? Where have you referenced, in the supporting details of the plan, the three difficulties you'll be focusing on in the main body of your speech? And does your opening end with direct address to your audience and an explanation of the purpose of your speech? So read back over your plan, check that you are doing these three things, and if you are not, don't worry.

Make those improvements now.

Press play when you are ready to continue.

Right.

We're gonna move on now to the final section of our lesson, and we are going to plan some cohesive conclusions.

We're gonna use a technique called mirroring in our final paragraph.

And a reminder, this is where a paragraph, usually one of the ending or closing of a piece of writing, is designed to remind the reader of an earlier section of the text.

So what I'm gonna challenge you to do is try and mirror your final, your closing paragraph to the opening of your speech.

And that will create cohesion.

So I want you to look at how I mirror elements of the opening of the speech that we've just looked at and I'm gonna show you, give you some indication of what I might include in my closing to create cohesion.

So you might remember I started with a rhetorical question.

Is there a more important issue for us, the great nation of Britain, to resolve than children's rights? So, I might include a sentence in my closing paragraph that mirrors that.

"Members of this great British Parliament, I am certain that you know there is no issue more important today than children's rights." Okay.

I can feel more confident in the closing of my speech 'cause they've listened to me talking about all the difficulties Victorian working class children face.

So now I feel confident that they definitely know that there is no greater issue.

So I might open my closing with that line.

You might remember, I use this anaphora each morning quite a few times in my speech.

So one of the senses I used was, "Each morning, innocent children wake up from a rough night's sleep with nothing more than a pavement for a pillow." So I might want to mirror this anaphora in my closing and I might say, "Each evening, let's make sure that innocent children can go to bed with their head on a pillow and a shelter over their head." So I'm gonna mirror that each morning in my closing by talking about each evening.

But this time, rather than talk about problems that may be faced by working class children, I might suggest some solutions or some of the calls to action that I want the British government to put into place.

"Honourable members of Parliament, I urge you to do more to support the children of Britain." So that was the summary sentence of my opening.

So my final line and my closing might look something like this.

"Honourable members of Parliament, I urge you to make these changes and show your support to the children of Britain." So I'm reminding them that I want 'em to make the changes that I have suggested.

So, which of these, then, of the following is the most appropriate definition of mirroring? Is it A, when writing reflects an earlier passage in an effort to create cohesion? Is it B, when writing, usually the ending or closing of a text, reflects an earlier passage in an effort to create cohesion? Or is it C, when the ending of a text repeats the opening of a text? Select your response now.

Well done if you said B.

It's where writing, and I said this usually happens in the ending of a closing or a text.

It doesn't always have to come at the end, but it reflects earlier passage in the writing or to create cohesion.

Right.

Finally, over to you.

Time to plan the closing of your speech.

You're gonna use a single paragraph outline to support your planning here.

So, your topic sentence, I would like you to try and mirror your opening rhetorical question.

So I said, is there a more important issue for us, the great nation of Britain, to resolve in children's rights? So members of this great British Parliament, let's try and mirror you some of that similar vocabulary that I used in that opening rhetorical question.

In our supporting detail, we want to make sure we turn our three arguments into three calls to action.

So I want to make sure that those calls to action are all included in my closing.

And finally, my summary sentence.

I want to mirror the fact that I address my audience, but instead of saying what the purpose of my speech is, I am gonna make my final demands.

So honourable members of Parliament, what is it that I wish for them to do? Pause the video now and give yourself enough time to create the plan for the closing of your speech.

Press play when you are ready to continue.

Good job, everyone.

Some great ideas there and some wonderful mirroring.

Really looking forward to seeing these being built out.

Okay.

Let's just take one final moment to use coaching questions to reread our plan and assess and improve the quality of our plan if we need to.

So ask yourself, where have you mirrored your hook to summarise your argument? Where have you referenced the three difficulties that you focused on in the main body of a speech? And where have you turned these difficulties into calls to action? And finally does your closing end with direct address to your audience and your final demands of them? Okay.

Pause the video, reread your plan, and make any changes if you need to.

Right.

That's it.

That's the end of today's lesson, "Victorian Childhood: Preparing an Argument." Quick summary then of what we've learned today.

So topic sentences should always outline the specific argument that will be covered in the main body of your speech.

And when you're planning a speech, make sure you use the supporting details section to remind yourself of the rhetorical devices, the structural devices, and the vocabulary you wish to use.

A hook will grab the listener's attention whilst also focusing them on the subject of the speech.

Mirroring is a great technique and you can mirror your opening and closing to create a sense of cohesion in your writing.

Thank you for joining us today.

Please remember to do the exit quiz to test your knowledge and understanding of today's lesson.

And I really hope to see you in the remaining lessons of the "Victorian Childhood Unit." Goodbye.