Lesson video

Hello and welcome.

My name is Mr. Santhanam, and this is lesson nine of 10.

In today's learning objective, we are going to be writing our persuasive speech.

And we're going to be really focusing on that middle part of the speech.

Now that we've written the title, the introduction, and the first paragraph.

Before we begin, I wanted to ask you about something to do with the brave little bird story.

We know that sometimes we can use personal accounts and personal experience in our persuasive texts to make it really, really relatable to the audience.

We spoke about how all the little birds friends ran away from her in the fire.

But is there anything else that happened in the story that we could include maybe to really emphasise her point and how difficult it was for her during the fire.

What do you think? Oh, great idea.

I had one learner saying that the part when she was trying to put out the fire with just her little wings and those droplets of water, because she was so panicked and she wanted to put it out.

Maybe she could include that and talk about how desperate she was to put out the fire and save her home.

Great idea, i'm sure there's loads more things from the story that we can include about the burns personal experience.

Let's get started on our lesson now.

So in this lesson, you're going to need your exercise book and some paper, you're going to need a pencil because we're going to be doing lots of writing today.

And you're going to need your brilliant brain because we're going to be generating lots of ideas.

Pause your video now, while you going to get these things.

Fantastic, let's begin.

Here is our agenda for today.

First, we're going to have a look at our grammar focus.

And today we're going to be thinking all about relative clauses, We're then going to review our persuasion toolkit to prepare us for our shared write.

Then we're going to our big shared write after that, which will be our second argument and our third argument.

And finally, we'll do some self reflection and self assessment to really think about how we've done in our writing.

And if there's anything else that we need to improve on.

First of all, let's get started with our grammar focus.

I know that a relative clause adds detail to a sentence, it either adapts, modifiers which means changes or describes a noun, they are subordinate clauses, which means that they're not the most important part of the sentence and they cannot Stand alone in a sentence, they need a main clause to prop them up.

They usually start with a relative pronoun such as "who", "which" or "that".

Let's have a little look at this sentence, can you spot the relative clause? I would like you to read the sentence and I want you to clap, at the beginning of the relative clause, and at the end of the relative clause.

Let's have a little go doing this together.

The little bird, who was the bravest of all the forest animals, never gave up.

Did you spot relative clause? That's right, it's the part in the middle.

And you can always see where relative clauses because it starts with a comma, if it's in the middle, there'll be a comma at the end as well.

Let's have a go at clapping the relative clause together.

The little bird, he was the bravest of all the forest animals , never gave up.

Now, I want you to have a go now at replacing the relative clause.

Remember, your relative clause has to start with "who", "Which", or" that".

How would you rewrite this relative clause? Pause your video now while you write down your new version with your own relative clause.

Wow, I had some great answers then.

One of them was the little bird, who loves her forest , never gave up.

Notice how I've separated the relative clause with two commas, and I've also put it in the middle of my sentence.

It's describing the little bird, saying that she loves her forest and it starts with "who".

Let's see what else we found.

The little bird, who had a lot of loyalty for the forest , never gave up, Amazing.

Again we're describing the little bird saying that she's very loyal for the forest, and she never gave up.

Now it's your turn to write your own relative clause.

Here are some nouns that you could adapt, modify, or describe.

You could talk about the fire in the forest, you could talk about the forest itself.

You could talk about the trees in the forest, or you could talk about the animals.

Don't forget your relative clause can either go in the middle of your sentence, or it can go on the end.

You must separate from the main clause with a comma, and it must begin with "who", "which", or "that".

Good luck, I can't wait to see all the relative clauses that you come up with.

Pause the video now while you write down your own sentence with a relative clause in it.

Let's have a go at reviewing our persuasion toolkit.

Here are the persuasive techniques that we really want to try and use in our shared write today.

The first thing we're looking at is the power of three.

An example of this from the fireman speech is, don't light fires, protect the forest and save lives.

Things are always much more powerful when we say them in threes, that way we can reemphasize our point, and they really stick in people's minds.

Direct address.

This is when we are talking to the person we are addressing.

I'm talking to you, not your mate, not Bob down the road, you.

That way the reader really feels like they're connecting with you and that you're talking specifically to them and how it relates to them.

So its very important in persuasive writing.

The next one is repetition.

This is when we repeat ourselves again and again and again, to really reemphasize those main key points.

There is not much point in saying things over and over again right after each other, but you might want to introduce something in the beginning of your persuasive speech.

And then at the end, you might want to repeat it.

Or you might even want to repeat it in the middle of your speech as well.

So that when people hear it time and time again, they start to think, ah, I remember them saying that before.

That must be very, very important, and I'm going to remember that.

Evidence to support your point.

This is when we explain ourselves using reasons.

So we don't just say what we think, but we back it up with evidence to really really emphasise our point.

This is what I think, and this is why I think that.

That's why you should believe me.

A great way to persuade people.

a great way to persuade people.

Okay, now let's have a look at what the structure is going to look like.

Can you guess what's going to come first? Of course, before we even begin to think about the introduction, we need to say the title.

Every speech needs a title so that we know what it's going to be about.

Then, we have the introduction.

And again, this is when we save who we are, and we explain what we're going to be talking about.

You might even want to say, why you're going to be talking about it? Why you feel so strongly about it? If it was the little bird giving the speech, she might say, I am the little bird, I'm here to talk to you about forest fires day because of an experience I had.

Next, we're going to have a paragraph for our first argument, then our second argument, another paragraph for our third argument, and then finally, a paragraph for our conclusion, okay.

In today's shared write, we're going to be really focusing on two new paragraphs.

We have done the title, we have done the introduction, we have done the first paragraph, the first argument.

It is now time for us today to really focus on the second argument and the third argument.

So don't forget, we need to explain our point as well and give evidence to support our point.

It's not enough to say, forest fires are bad, we need to give a really concrete solid point for why.

Our first argument, was that the forest is home to lots of animals and plants, and they will die.

Little bird even gave her own personal account of what happened in her forest when the forest fire started.

So now it's time for our second and third arguments.

What are the arguments going to be for that? Can you remember? Oh yeah, the second argument, if I think that's what the fire chief said, is that the forest gives us oxygen which we need to survive, and without them, there would be too much carbon dioxide gas in the world and therefore that is very dangerous for the planet.

The third argument is that even if you are careful, a little spark from a fire can come off it and cause a much greater fire and spread throughout the forest.

So that's what we're going to be writing today.

Your challenge today, is to see if you can include a relative clause in your sentence.

Just one, that's all we need to do.

Remember our relative clauses start with? That's right, "who","which" or "that"? If you would like to include some challenge persuasive techniques, these are ones that we haven't covered very much, but you can try and add them in if you want to.

You could include personal experience, this is when you might include a personal story.

It's not going to be a whole page long story, because we want to make it short and snappy in a speech.

But maybe the little bird might want to talk about her experience of the fire a little bit more.

You might want to include some rhetorical questions.

How would you feel if.

? Will you like it if.

? And you might want to use some emotive language.

This is when the little bird talks about how she feels about the topic as a whole.

She might say something like, my heart was broken when? Or she might say I was completely devastated when? She talks about how the fire has affected her emotions.

Okay, it's now time for our shared write.

So don't forget to get your pencil out, you might want another colour to help you with ideas.

Don't forget to watch me first and then you can have a go at doing your own shared write.

Or you might want to do it at the same time as me, it's up to you, Okay, it is now time for us to start writing our Second and third argument remember, we need to use a different paragraph for these two paragraphs.

So here I've got my persuasion toolkit, and I have got power of three, repetition evidence to support my point and direct address.

Now, the first thing I want to do is begin my paragraph with a time conjunction.

This is my second paragraph, so what kind of conjunction do you think I should use? I think I should use the word secondly.

My first paragraph was firstly, my second will be secondly and I need to put a comma after it, 'Cause secondly.

let's see What did the fire chief say in the second paragraph of his speech? Secondly, living forests, give our planet, oxygen, and trees consume means taken , carbon dioxide, gas.

Without this, the world, would be full, of too much, carbon, dioxide gas.

This would cause, the world, to heat up, and this is, very dangerous for our planet.

I might even use an exclamation mark to make that really powerful.

So I've used some evidence here, to support my point, but I've not directed anything at the audience yet.

I suppose I could use a rhetorical question I could say, how can I make the audience reflect.

on the impact that fires have on forests? I could say.

Do you really want, to burn down, a forest, which is, giving you, oxygen? I might want to use some repetition now.

What can I say about protecting the little bird home, she has said once before protect the forest.

We should, protect these, beautiful, spaces, in nature.

That's a really good point to end my second paragraph on.

Then I'm going to leave a line, I'm going to begin my third paragraph.

So what time conjunction can I use to begin my third paragraph, i wonder.

I used secondly before so now, I think I'm going to use, thirdly.

Thirdly.

Even if you, are careful, a small fire, can produce, a spark, and catch, and spread, to create a much, bigger, fire.

I think I might want to use some personal experience now to really show the audience, about what, could have happened in the little bird story.

I might talk about how maybe this is what happened in my forest.

And what I had to do was, what? Perhaps, this is what, happened, in my forest.

I think i want to use a power of three now.

So I said perhaps once, maybe i'll say perhaps again.

Perhaps, this is why, my home, was destroyed.

So really making the audience, empathise with the little bird now.

Perhaps this is what happened in my forest.

Perhaps this is why my home was destroyed.

Perhaps, this is why, all my friends, had to leave! Use the next exclamation mark there.

So use your power of three here to really emphasise my point.

Perhaps this is what happened in my forest.

Perhaps this is why my home was destroyed.

Perhaps this is why all my friends had to leave! Now, I think I want to end on a rhetorical question.

So, what question could I ask the audience to really help them to reflect.

The question will you help me? Would you like to help me? Lets write down some ideas here.

Will you help me, to stop this, happening, again? Or maybe what will you do? What, will you, do to make, sure this, never happens, again? That's a very powerful way to finish, my third paragraph.

Secondly, living forests give our planet oxygen and trees consume carbon dioxide.

Without this, the world would be too much.

The world will be full of too much carbon dioxide, this would cause the world to heat up.

I forgot to add in my relative clause, this would heat the world, this would cause the world to heat up.

Maybe, I'll turn this into a relative clause and use which.

Which.

This would cause the world to heat up, which is very dangerous for our planet.

Do you really want to burn down a forest which is giving you oxygen? We should protect these beautiful spaces in nature.

Thirdly, even if you are careful, a small fire can produce a spark and spread to create a much bigger fire.

Perhaps this is what happened in my forest.

Perhaps this is why my home was destroyed.

Perhaps this is why all my friends had to leave! What will you do to make sure.

Okay, great job for everyone, i'm so impressed with all the writing that you've done.

We've now got our title, our introduction and our first argument finished.

It's now time to do some self assessment.

If you want to, you can draw a table like this on your piece of paper or you can just think about it in your mind, but it might be really helpful for you to tick things off,so that you understand your progress and how well you're doing.

We're going to think about the persuasive techniques, first of all, and then we're going to think about, have we included them in our speech? If you've got a tick for every single one, you can underline it in your writing, to show where you've done it.

If you've not got it In your writing, then you know you need to include it next time, or you could try and add it in now.

It's time to pause your video now, and reflect on your writing.

Have you included everything from our toolkit? And if you have, maybe try and include some things from our challenge toolkit.

Wow, I've seen so many great things today i saw you practising your relative clauses.

I saw you thinking about personal stories that you could tell about the little bird to include in your speech.

I saw brett, i saw rhetorical questions being used, i saw emotive language being used, i saw you structuring our writing really clearly into all those main key sections.

I can't wait to see what you wrote today, so please do share your work with Oak National.

If you would like to ask your parent or carer to share your work on Instagram, Facebook or Twitter tagging @OakNational and #LearnwithOak.

I'll see you next time.

Bye bye.

Off his speech.

Secondly, living forests, give our planet, oxygen, and trees, consume means taken, carbon dioxide, gas.

Without this, the world, would be full, of too much, carbon dioxide gas.

This would cause, the world to, heat up and this is, very dangerous, for our planet.

I might even use an exclamation mark to make that really powerful.

So I've used some evidence here to support my point.

But I've not directed anything at the audience yet.

I suppose I could use a rhetorical question I could say, How can I make the audience reflect on the impact that fires have on forests? I could say.

Do you really want, to burn down, a forest which, is, giving you, oxygen.

I might want to use some repetition now.

What can I say about protecting the little bird home.

She has said once before protect the forest.

We should, protect these, beautiful, spaces, in nature.

That's a really good point to end my second paragraph on.

Then I'm going to leave a line, I'm going to begin my third paragraph.

So what time conjunction can I use to begin my third paragraph, I wonder? I use secondly before, so now I think I'm going to use thirdly.

Thirdly.

Even if you, are careful, a small fire, can produce, a spark, and catch, and spread, to create a much, bigger, fire.

I think I might want to use some personal experience now to really show the audience about what could have happened in the little bird story.

I might talk about how maybe this is what happened in my forest.

And what I had to do was, what? Perhaps, this is what, happened, in my forest.

I think I want to use that power of three now.

So I said perhaps once, maybe I'll say perhaps again.

Perhaps, this is why, my home, was destroyed.

So really making the audience empathise with the little bird now.

Perhaps this is what happened in my forest.

Perhaps this is why my home was destroyed.

Perhaps, this is why, all my friends, had to leave! I might even use an exclamation next mark there.

So use a powe1 of three here to really emphasise my point.

Perhaps this is what happened in my forest.

Perhaps this is why my home was destroyed.

Perhaps this is why all my friends had to leave! Now, I think I want to end on a rhetorical question.

So what question could I ask the audience to really help them to reflect.

The question, will you help me? Would you like to help me? Let's write down some ideas here.

Will you help me, to stop, this happening, again? Or maybe what will you do? What, will you, do to make, sure, this never happens again? That's a very powerful way to finish my third paragraph.

Secondly, living forest give our planet's oxygen and trees consume carbon dioxide.

Without this, the world will be too much.

The world will be full of too much carbon dioxide.

This would cause the world to heat up.

I forgot to add in my relative clause.

This would heat the world.

This would cause the world to heat up.

Maybe I'll turn this into a relative clause and use which.

Which.

This would cause the world to heat up, which is very dangerous for our planet.

Do you really want to burn down a forest which is giving you oxygen? We should protect these beautiful spaces in nature.

Thirdly.

Even if you are careful, a small fire can produce spark and spread to create a much bigger fire.

Perhaps this is what happened in my forest.

Perhaps this is why my home was destroyed.

Perhaps this is why all my friends had to leave! What will you do to make sure? Okay, great job for everyone.

I'm so impressed with all the writing that you've done.

We've now got our title, our introduction and our first argument finished.

It's now time to do some self assessment.

If you want to, you can draw a table like this on your piece of paper, or you can just think about it in your mind.

But it might be really helpful for you to tick things off so that you understand your progress and how well you're doing.

We're going to think about the persuasive techniques, first of all, and then we're going to think about have we included them in our speech.

If you've got a tick for every single one, you can underline it in your writing to show where you've done it.

If you've not got it in your writing, then you know you need to include it next time, or you could try and add it in now.

It's time to pause your video now and reflect on your writing.

Have you included everything from our toolkit? And if you have, maybe try and include some things from our challenge toolkit.

Wow, I've seen so many great things today.

I saw you practising relative clauses.

I saw you thinking about personal stories that you could tell about those little birds to include in your speech.

I saw rhetorical questions being used.

I saw emotive language being used, I saw you structuring our writing really clearly into all those main key sections.

I can't wait to see what you wrote today.

So please do share your work with open national.

If you would like to ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @Oaknational and #LearnwithOak.

I'll see you next time.

Bye bye.