Hello and welcome to the penultimate lesson in the unit, Victorian Childhood.

And this lesson is entitled Victorian Childhood: Writing Speeches.

My name is Mr. Barnsley and it's great to see you all again today as we tackle the second to last lesson in this unit where we are gonna be writing our speeches.

So the outcome of today's lesson, you will be able to write a well-structured persuasive speech.

So let's look at some keywords that I'm gonna challenge you to use in your speech writing today.

These are destitute, impoverished, desperate, civilised society and implore.

So let's have a look at what these words mean.

Well, destitute is a word we have looked at before in this unit and destitute is an adjective which means extremely poor and unable to look after oneself.

Impoverished again is another word that we have come across.

It's another adjective.

So a person or an area that has been made poor can be described as being impoverished.

So the adjective desperate can be used to describe a feeling or when a person feels that a situation is so bad, it's almost impossible to deal with.

Now, a civilised society is a society which treats people who live there fairly and one of the main ways they do this is by having a fair justice system.

And finally, our last word there is a verb.

To implore means to beg someone to do something.

So in our speeches, we're gonna be imploring the British government to make some significant changes with how they support working class children.

So today's lesson has two sections.

We are gonna start by making sure we understand the success criteria of the speech that we are going to write and then we're gonna spend the majority of our lesson today writing our persuasive speeches.

So let's get started.

I'm making sure we understand the success criteria of the task today.

So this is a task that we have looked at in previous lessons.

If you have not covered the previous lessons, then I think it really is important that you go back and have a look because we've done some planning and we've really thought about what good persuasive speeches look like.

So the challenge or the task that you're gonna be working on today is that you are gonna imagine 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.

How would you expect a successful persuasive speech to be structured? Which rhetorical devices might you find useful to include in your work? So you're gonna pause the video now and if you have got someone to discuss with, then let's do this as a discussion.

If not, if you're working by yourself from home, just take a few moments and make some notes on a bit of paper.

Press play when you are ready to continue.

Fantastic discussions there, folks.

Clear to me that you've been listening over our previous lessons because lots of good ideas about how we should structure these speeches.

So let's just remind ourselves though, shall we, to make sure that we are all on the same page.

We know we need to open our speeches with a hook.

We need to make sure our audience, the British government, are really engaged with our speech and the message that we are trying to share.

We also need to make sure in our opening that we outline the three key arguments that we are gonna be covering in the main body of our speech.

So let's move on to the main body of our speech.

Well, we should have three clear sections and each of those are gonna cover one clear argument.

Those arguments need to be supported by rhetorical devices.

And we've done some fantastic work looking on how we write sophisticated rhetorical questions.

We've also thought about how we can use direct address in a subtle way, and we've done some work on how we can make our vocabulary choices really emotive so we can elicit sympathy from the British government.

We've also talked about structural choices such as connectives and anaphora and we need to make sure we use these so we can create cohesion between each of our paragraphs and each of our arguments.

And finally, we need to make sure we finish with a cohesive conclusion.

This is gonna be the closing of our speech and we want to mirror elements of our opening.

This is gonna really help us to create cohesion so that our whole speech makes sense together and there is a clear message throughout.

Don't forget, you want to end your speech with a really clear call for action.

Right, let's do a check for understanding just to make sure we really do understand the success criteria.

I want you to pause the video and match the clauses on the left with the clauses on the right to create our success criteria for our speeches today.

Pause the video, take a bit of time to do this and press play when you are ready for the answers.

Great job, everyone.

I could see you were really working hard on that task.

Let's check that we all are in alignment of what our success criteria is.

So we are gonna open with a hook which instantly engages your audience with your message.

But don't forget, you also need to outline your three arguments here too.

Then we need to make sure we include three clear arguments which are all supported by a range of rhetorical devices, both language devices and structural devices.

And we are gonna finish with a cohesive conclusion, which mirrors elements of our opening and concludes our speech with a strong call to action.

Okay, I've got one quick task for you before we start our writing just to check that we understand the success criteria.

So I'm gonna read the opening of a speech below.

I want you to label this with EBIs, even better ifs, to help it meet the success criteria.

So I'm gonna tell you right now, this opening is not as great as it could be and it certainly doesn't meet the success criteria that we've discussed so far today.

So I'll read it to you and as I'm reading, I would like you to just quickly think, what could be better about this? Okay, what could be improved? Dear members of parliament, I am speaking to you today to tell you about working class children and their lives.

Children are living in poverty.

Their parents cannot afford to send them to school and this will create a cycle where they cannot escape poverty.

Also, they might turn to crime.

Let's have a look at some of these problems in more detail.

All right, I know you know how you can make this opening more impressive.

So pause the video now and I want you to highlight or label with EBIs, even better ifs, that you would recommend to this person to make their speech, to make the opening of their speech, hit our success criteria.

Press pause and press play when you're ready to continue.

Okay, good job on that.

Let's see if you picked out some similar things to me.

So first of all, I notice that this doesn't open with a hook.

We go straight into the purpose of the speech and actually a fairly vague purpose of the speech at that.

And we know we want to open with a hook.

I also only mentioned two arguments here, one about living in poverty and one about turning to crime.

So I need to really clearly mention the three clear arguments which are gonna make up the body of my speech.

And here at the end, when I say let's have a look at some of these problems in more detail, that's not really being very explicit, very clear about what my purpose is.

My purpose isn't just to look at some problems, it's to implore, to urge the members of parliaments to do something about these problems. So I really do want to make sure my final line is very very explicit, very, very clear about what the purpose of my speech is.

And whilst I think it's really important that we do use terms like members of parliament or honourable members of parliament, I think by starting with dear members of parliament, this actually doesn't feel very appropriate for a speech.

This might feel more appropriate for a letter, for example.

So I really want to make sure and remind myself as I'm writing today that all of what I'm writing has been designed to be said out loud, okay? So I really need to make sure that it sounds like I'm speaking to someone, not that I'm writing to them.

Right, it's time for us now to move on to the second part and the main part of today's lesson, which is writing our speeches.

Right, I have got a top tip for you before you start writing.

And my top tip is that, even though your speech is being designed to be listened to rather than being read, it's still really important that you write with precision and accuracy.

So let's have a think why this might be the case.

So I want you to have a quick discussion.

Why do you think it's so important that you use accurate punctuation and sentence structures, grammatical sentence structures, when you are writing your speech? Even though no one's gonna be reading it, they're just gonna be listening to it, why is that so important? Pause the video, have a discussion or make some notes on a bit of paper and press play when you are ready to continue.

Fantastic, I heard some great discussion there.

Well done to people who were saying that actually punctuation and grammatical sentence structures are really gonna help us kind of the way that we deliver our speech, okay? It's gonna make sure we deliver our speech clearly.

It might help us with pace, how quickly we move.

It will remind us where we pause.

So writing with precision and accuracy is still really important because it will impact the way that we deliver our speech.

So let's just do a very quick check for understanding there.

True or false.

You need to use accurate punctuation when writing your speech, even if it is not going to be read.

Make your choice now.

Of course, that is true.

Let's justify why that is true.

Is it because, A, punctuation gives clues to tone as well as helping us pace our delivery or is it B, that punctuation separates my arguments into clear sections? That is A, punctuation will help us give clues to tone, pace, pausing, all of those things.

It will really help us with our delivery.

It's our paragraphing, which is also really important, that will help separate our arguments into clear sections.

Right, we've been building up to this moment and now it's over to you.

You are gonna write your speech that is gonna be delivered to the British government in 1850.

Remember, you've been asked to persuade the government to do more to support working class children.

We have a success criteria, which I know you are capable of meeting.

So you need to make sure that you have a clearly structured speech which uses structural devices to create cohesion.

You need to make sure that you are opening in a way which hooks your audience.

You need to make sure you have three clear arguments and each of those arguments need to be supported with rhetorical devices.

And of course, you need to make sure you have that cohesive conclusion to your speech.

And I want you to make sure you've got some really clear calls to action that you want the British government to follow.

Don't forget to use plans that you may have already created, particularly if you've done some of our previous lessons.

I'm really, really looking forward to seeing what you produce here.

So pause the video, take as much time as you need.

This will take plenty of time, this is a long task, and press play when you are ready to continue.

Fantastic work, everyone.

I am so proud of the amount of focus you put into writing those speeches.

I'm sure you have done a brilliant, brilliant job.

Let's just take a moment, however, before we wrap up today's lesson to reflect on the work that we've done by rereading our speech and assessing our own work by identifying the following.

I want you to find examples of where you have used structural devices such as connectives and anaphora to create cohesion across your speech.

I want you to find examples where you have used rhetorical questions to hook your audience.

I want you to see where have you used rhetorical devices such as rhetorical questions, direct address and emotive language to support your arguments.

And I want to see if you can spot where you have used mirroring to create a cohesive conclusion.

And of course, finally, where have you included a call to action? Okay, that is it.

Well done for writing your speech.

Let's quickly summarise what we have learned in today's lesson.

So firstly, we know that we should always open a speech in a dynamic way to engage our audience.

We also know that rhetorical devices should be used to support arguments in persuasive speeches.

We know if you are trying to persuade a listener, it's really important to include a call to action so they can make a tangible change, so they can know that there is something different that they can do to make a difference.

We know that punctuating speeches accurately will always help us support with the delivery of our speech.

Well done today.

I'm really, really pleased with the work that has gone into creating these speeches.

Do make sure you complete the exit quiz to check your understanding of what we've covered in today's lesson.

And please join us for the final lesson in the unit of work, Victorian Childhood.

Thank you for joining me today.