Hi, everyone, and welcome to today's lesson.

Today we are going to be planning and writing the first main section of our biography about Harriet Tubman.

In today's lesson, you'll be using your understanding of Harriet Tubman's early life to plan and write a section of a biography.

Here are some key words we're going to use, specific information, subject-specific vocabulary, relative complex sentence, fronted adverbial, text cohesion.

Well done.

Specific information is clear, exact, and particular information.

Subject-specific vocabulary is words and phrases associated with a topic.

A relative complex sentence is a sentence formed of a main clause and a relative subordinate clause.

A fronted adverbial is a sentence starter, followed by a comma.

Text cohesion refers to how text flows to maintain the reader's interest and achieve the text's purpose.

Today we're going to be planning and writing the section about Harriet Tubman's early life.

We're gonna start by planning the early life section, and then we're going to move on to writing it.

Biographical writing often follows the same structure.

So we've got a title, introduction, main sections, and a conclusion.

The introduction is the first paragraph that encourages the reader to read on, the main sections contain paragraphs of information related to a particular aspect of the person's life, and the conclusion is the last paragraph that summarises the key information of the text.

We've already written our introduction, so today we're going to be planning and writing section one, which is all about Harriet Tubman's early life.

The purpose is the aim of the text.

The purpose of the early life section is to do all of these things.

We want to engage our reader, give the reader specific information about Harriet Tubman's early life.

So when we think back to our introduction, we kept our information very general whereas, now that we're onto this first main section, our information is now going to become very specific and detailed about this aspect of her life.

The paragraph in this section is going to give the reader specific information about Harriet Tubman's early life.

We're gonna follow a clear structure in our paragraph.

We'll start with a subheading, then an introductory sentence, specific information, followed by a linking sentence.

The introductory sentence introduces what the paragraph will be about.

Specific information gives the reader detailed information about an aspect of this person's life.

So in this context, we're gonna be giving specific information about her early life, and then finally, the linking sentence links on to the next section.

So we have that lovely cohesion moving through and across our different paragraphs.

Match each part of the early life section paragraph to its function.

Pause the video while you do that.

Well done if you spotted that the introductory sentence introduces the reader to what the paragraph will be about, specific information gives the reader detailed information about an aspect of the person's life, and the linking sentence links on to the next section.

Let's begin by just reminding ourselves of what we've learned about Harriet Tubman's early life in our research so far.

So when we did our research, we had a few things we wanted to find out, when and where she was born, where she grew up, her family, childhood experiences that were relevant and significant, education.

"Harriet Tubman was born around 1820 in Maryland USA as Araminta Ross.

During this time in America, enslavement was legal.

Both of Harriet's parents were enslaved people.

So this meant that Harriet and her eight siblings were also born into enslavement.

However, they were often rented out to other slave owners, meaning that the family was often split up.

Harriet was born as an enslaved person on a plantation.

A plantation is a large farm that specialises in growing one type of crop, such as sugar, cotton, or coffee.

A wealthy owner usually owned the plantation and all the enslaved people who were forced to work there.

At the age of five, Harriet worked as a house servant.

Later, she worked in the plantation fields.

She never received any formal education or schooling.

Here's the plantation where Harriet Tubman and her family worked as enslaved people.

Harriet had a strong sense of justice, and this is illustrated when, at the age of 12, she rushed to protect another enslaved person from being beaten by an overseer.

She was hit on the head with a weight during the incident, and she suffered extreme headaches and narcolepsy for the rest of her life as a result." Match the subject-specific vocabulary to their definitions and pause the video while you do that.

A plantation is a large farm that specialises in growing one type of crop, such as sugar, cotton, or coffee.

An enslaved person is a term used to describe someone held in slavery, including those captured, sold, or born into slavery.

A slave owner is someone who has control or ownership over another human being, the owner of a slave.

When we plan, we use notes.

Notes are concise, and they capture subject-specific vocabulary and information.

The purpose of notes is to help the writer to organise information easily for future use.

We use bullet points when we take notes, and they look like this.

We're now going to begin planning the early life section.

Here's what our planning performer looks like.

Now, you're going to complete your task.

You're going to use your knowledge of Harriet Tubman's early life to record notes and subject-specific vocabulary in your plan.

Pause the video now while you complete your task.

Well done, everyone.

Here is my class plan.

Here are a few things that you might have included, but remember, you might not have included everything on here or you might have included some other details, and that's great.

So in my plan, I've included that she was born in 1820 in Maryland in the USA.

She was born as an enslaved person on a cotton plantation, where she lived and worked as a slave.

In the family section, I've mentioned that both of her parents were slaves, and I think that's important because we want our reader to understand that, because her parents were enslaved, Harriet and her siblings were also automatically born into enslavement.

I've mentioned that she had eight siblings and that, although the family all technically lived and worked together, they were often split up due to being rented to other slave owners, and then finally, in my childhood experiences and education section, I've included that Harriet worked as a house servant and in the fields, she had no formal education, and she had severe headaches due to an incident where she protected another enslaved person from attack.

Take a moment to reread your plan, and if you would like to add anything else now, you can do so.

Great work, everyone.

Now that we've planned the early life section, we're now going to move on to writing it.

When we write, we always try to do these things.

We plan and say each sentence before we write it, we use punctuation where we know the rules, we showcase each sentence type we know, we write letters neatly on the line in joined handwriting, we use spelling strategies to spell words accurately, and we check and improve our writing when we think we have finished.

This is the success criteria we're going to use today.

Let's read them together.

I have included specific information about Tubman's early life.

I have used relevant subject-specific vocabulary.

I have used at least one relative complex sentence.

I have used fronted adverbials to enhance text cohesion.

Now let's, before we start writing, just do a quick review of what a relative complex sentence is.

So a relative complex sentence is a sentence formed of a main clause and a relative subordinate clause.

The main clause can be interrupted by a relative clause.

So, for example, let's read this one together.

"Harriet Tubman, who was born in 1820, lived and worked as a slave on a plantation." So here, my relative clause is "who was born in 1920," and it begins with who as my relative pronoun.

We can see here that it's interrupted the main clause, and I've got a pair of commas either side of it to separate it from the rest of the sentence.

But we can also add a relative clause to the end of a main clause.

Let's read this one together.

"Harriet Tubman was born in Maryland, which was a US state that permitted slavery." This time, my relative clause goes at the end of the sentence.

So I've got one comma to separate it from my main clause, and then to finish it, it's a full stop 'cause it's gone at the very end of the sentence.

This time, my relative pronoun is which because my relative clause is all about Maryland, which is a state, so it's a thing.

Identify the relative clause in both of these sentences.

Pause the video while you do that.

Well done if you spotted that, in our first example, "who was one of nine children" is the relative clause, starting with that relative pronoun who because it's all about Harriet, who's a person.

In our second sentence, the relative clause is, "which was a farm that specialised in the growth of particular crops." This time, the relative clause is at the end of the sentence and it begins with a pronoun which, because it's all about the plantation, which is a thing.

Now let's review what fronted adverbials are.

A fronted adverbial starts a sentence, and it's followed by a comma.

So we can see that illustrated here with this sentence scaffold.

Types of fronted adverbial include all of these.

So we have formal fronted adverbials, such as furthermore or however, and they can be used to link sentences together; viewpoint fronted adverbials, such as notably or of particular significance, can be used to show the writer's opinion; fronted adverbials of cause such as as a result or consequently can again be used to link a cause and an effect.

We can also use fronted adverbials of time and place, and this is really important in a biography because we want to tell things in chronological order and in sequence so that our reader understands how one event in Harriet Tubman's life led on to another and that we want 'em to understand that sequencing of events.

So some examples of fronted adverbials of time could be over the years or throughout her childhood whilst fronted adverbials of place could be in the USA or on the plantation.

These explain when and where things happen.

So they're really important for our reader to be able to piece together different events.

Now match the fronted adverbials to their examples, and pause the video while you do that.

Brilliant work if you find that in addition to this is an example of a formal fronted adverbial, and this is a synonym for and where we're adding on another similar idea.

A fronted adverbial of cause here is as a result, a viewpoint fronted adverbial is of significant note, a fronted adverbial of time is years later, and a fronted adverbial of place is in the fields.

Well done, everyone.

Now we are going to write our early life section.

Firstly, I'm going to show you how to draught an introductory sentence.

Then you're gonna help me check that I've used my success criteria.

Okay, everyone, so I've stuck in my success criteria, and I've also written my subheading, which says "Early Life." Now in my introductory sentence, all I need to do is make sure that my reader understands that this section is about her early life.

I'm also gonna aim to include one or two of these success criteria as well.

I'm actually gonna aim to include a relative complex sentence here.

I want to give some information about Harriet Tubman's experiences in childhood.

So I'm gonna start first with my indentation in from the margin.

I'm gonna refer to her by her full name again because this is now the start of a new section.

"So Harriet Tubman's early life experiences, early life experiences." Now, I want to say that they, you know, really informed her future activism, but I'm gonna give some extra information now about her early life experiences and maybe describe them in some way.

So we know that she, you know, dealt with enslavement.

She dealt with all the discrimination that comes with that.

She dealt with her family being split up.

She dealt with violence.

So I think we could summarise those early life experiences as very traumatic.

"So Harriet Tubman's early life experiences, which were often traumatic, which," making sure I'm spelling which correctly 'cause that's a homophone, "which were often traumatic." So the word trauma is in traumatic.

So if I can spell trauma, I can spell traumatic.

"Which were often traumatic," comma, "had a significant influence on her future activism." Now with this first sentence, I have explained to my reader that this section is about her early life experiences, and hopefully, I've also hooked my reader into wanting to find out what happened on her future activism.

Okay, now I'm going to reread my introductory sentence again, just to double check that it is correct and punctuated.

So "Early Life," subheading.

"Harriet Tubman's early life experiences." Oh, so that life experiences belong to who? Well done.

They belong to Harriet Tubman.

There's only one of her.

The owner is Harriet Tubman.

So this is singular possession, and I need to put in my apostrophe.

"Harriet Tubman's early life experiences, which were often traumatic." Now, this is where I've got a relative clause interrupting the main clause.

It has to be separated by a pair of commas.

I've got one of them, but I forgot the other one, so I need to put a comma before the which relative pronoun as well.

"Had a significant influence on her future activism." Great.

So I've done my introductory sentence now.

I've also included a relative complex sentence.

So I'm really happy with that introductory sentence.

Thank you for your help with that.

Thank you so much for your help just now with drafting my introductory sentence.

Now it's your turn.

So now you're going to use your success criteria and, of course, your plan to guide you to draught your subheading and your introductory sentence.

Make sure to reread and check for any edits and improvements that you can make.

Pause the video while you complete your task.

Great work, everyone.

So now that we have drafted our introductory sentences, just do a quick self assessment.

Did you use your success criteria to help you, and did you use your plan? Here's an example of mine.

It might be something similar to what you wrote, but remember, we're not expecting all of our writing to be the exact same.

We want lots of different ideas.

So let's read through my example together.

"Early Life.

Throughout her early life, Harriet Tubman faced many experiences which shaped the person she later became." So here I have got a relative complex sentence, "which shaped the person she later became." So I can tick that off now in my success criteria.

I've also used a fronted adverbial.

This is a fronted adverbial of time, "throughout her early life." So I can also tick off that one.

Take a moment now to just have a reread of your introductory sentence and spot whether you can tick off any of your success criteria.

Well done, everyone.

So now we've done our introductory sentence.

I'm not gonna show you how to draught the specific information sentences.

While I'm doing that, you're gonna help me check that I've met my success criteria.

Okay, everyone, thank you.

So now we're going to move on to writing the specific information sentences.

So I'm not taking a new paragraph.

This is all the same paragraph.

So I've got my introductory sentence.

Now I'm going to give some more specific information about Harriet's life, okay? So I'm gonna start with the year she was born.

So I'm gonna go with, "Born in 1820 to two enslaved, enslaved parents," comma.

Now, I could refer to her as Harriet Tubman with her full name, but I've already done that in the previous sentence, so I'm just gonna refer to her by her surname.

So that gives a book a formal tone.

"Tubman and her eight siblings." So I'm giving quite a lot of information here in one sentence.

So I've told my reader when she was born, that her parents were enslaved people.

She had eight siblings.

"Tubman and her eight siblings were also born into enslavement." Okay, so here I've given quite a lot of specific information about her early life.

So I can tick off this success criteria.

Now I want to show like a contrasting point here.

So I'm going to say that she and her family lived and worked on the same plantation, but they were often split up.

I'm actually gonna do that using an adverbial complex sentence.

So I'm gonna go with although.

Just because it's not in my success criteria, it doesn't mean I can't do it.

So, "Although the family lived and worked on the same plantation, lived and worked on the same plantation," comma, 'cause I separate my adverbial subordinate clause from my main clause, "they were often, often split up." Now I want to use a fronted adverbial of cause to show the impact of this.

So the cause is that they were split up.

Actually, I've forgotten to do a really vital thing.

I've forgotten to reread my sentences.

So let's do that now, starting from up here.

"Born in 1820 to two enslaved parents," comma, "Tubman and her eight siblings were also born two enslavement." So I'm happy with that sentence.

"Although the family lived and worked on the same plantation," comma, "they were often split." See, this is why we reread our sentences.

I've missed that word.

"They were often split up," full stop.

Now I want to show a link between cause and effect here.

I'm gonna go with, you know, the effect of this is that they often didn't see each other for really long periods of time.

So I'm gonna go with a fronted adverbial of cause.

I could do consequently.

I'm gonna go with as a result.

So, "As a result." Now whenever I use a fronted adverbial, it's a sentence starter followed by a comma.

"As a result," comma, "Harriet often did not see," and I wouldn't write didn't because it's too informal.

So, "did not see members of her family for prolonged," or extended.

I could go with either of those words.

I'm gonna go with prolonged.

"For prolonged periods of time," full stop.

Now let's just do a quick success criteria check.

Now I've got fronted adverbial here.

I can tick off this success criteria.

I've also used words like plantation and enslaved.

So I can also tick off subject-specific vocabulary.

So look, I've met all of my success criteria, which is brilliant.

I'm just going to include one final sentence to really sort of hone in on this point about how she had often very traumatic experiences of childhood.

So I'm gonna give another fronted adverbial.

This time, I'm gonna go with a fronted adverbial of time.

"Throughout her childhood." I'm gonna explain what she did in her role.

So, "Throughout her childhood, Harriet worked as a, as a house servant and in the fields, fields where she witnessed and endured violence." So endured means experienced it herself, "and endured violence," full stop.

So now I'm gonna reread all of my specific information section in one go.

"Born in 1820 to two enslaved parents," comma, "Tubman and her eight siblings were also born into enslavement.

Although the family lived and worked on the same implantation, they were often split up.

As a result," comma, "Harriet often did not see members of her family for prolonged periods of time.

Throughout her childhood," oh, well done if you spotted a mistake I've made.

I've forgotten my comma after my fronted adverbial of time.

"Throughout her childhood," comma, "Harriet worked as a house servant and in the fields where she witnessed and endured violence." Okay, so I have now met all of my success criteria here, and I feel like I've given some really clear specific information.

Thank you for your help, everyone.

Well done, everyone.

Thank you so much for your help just now.

Now that we have drafted some specific information together, it's now time for you to do your own.

So firstly, take a moment to reread the specific information on your plan.

Then use your plan and your success criteria to guide you in drafting your specific information sentences.

Make sure that you reread and check for edits and improvements that you can make.

Pause the video while you complete your task.

Great work, everyone.

So now that we've written our specific information sentences, take a moment to think.

Did you use your success criteria to help you and guide you with knowing what to include? Did you use your plan? Remember, those are the keys to successful writing.

Here is an example of some specific sentences you might have written.

Now, of course, you're not gonna have written everything on here word for word, but this is just an example.

Let's read it through together to begin with, and, while we're reading it, keep on taking a look at your success criteria and see whether you can spot if I've met any of them here.

"Harriet Tubman was born in 1820 in Maryland USA to two enslaved parents.

Due to this, Harriet and her eight siblings were also automatically classed as slaves.

Harriet, her parents, and siblings lived and worked on a cotton plantation.

However, they were often rented out to other slave owners, which resulted in the family regularly being split up.

Throughout her childhood, Harriet worked as a house servant and in the fields.

On one occasion, Harriet intervened when an overseer attacked another enslaved person, and Harriet suffered a severe head injury, which resulted in her experiencing headaches and narcolepsy for the rest of her life." I wonder whether you can spot any success criteria I've met here.

In my specific information sentences, I met the following success criteria.

I included specific information about Harriet's early life, and I gave lots of details and it described a couple of incidents, I use relevant subject-specific vocabulary, I used at least one relative complex sentence, and I used multiple different fronted adverbials to link sentences together and show cohesion between different events.

Now we're on to our final part of our section.

This is now our linking sentence, remember, which links onto the next part or the next section of the biography.

I'm going to draught my linking sentence now with your help.

Okay, everyone.

Now we are nearly at the end of writing our early life section.

We've done our introductory sentence and our specific information sentences.

Now we are finishing off with our linking sentence, which links onto the next paragraph or the next section in this case.

Now our next section is all about Harriet Tubman's activism and her adult life, so I'm just gonna give a really concise, clear final sentence to give my reader that cohesion onto the next section.

So I've talked about the traumatic experiences she had in childhood.

So now I'm just going to sum this up with, "These experiences," so nice cohesion from my past sentences.

"These experiences, experiences shaped the person she later became, shaped the person she later became and motivated her future activism." So my linking sentence does not need to be really long or really wordy.

It just needs to link on to the next paragraph.

Thank you for your help, everybody.

Thank you so much, everyone, and now it's your turn.

So you're gonna use your plan and your success criteria to help you with drafting your linking sentence, and when you've done that, make sure to reread your sentence as you write it and check for edits and improvements that you can make.

Pause the video now while you complete your task.

Well done, everyone.

So did you use your success criteria, and did you use your plan? Those are two really, really key things to be using.

Here's my example.

Let's read it together.

"Tubman's experiences of slavery in her childhood had a huge impact on her activism and involvement in America's Civil War later in her adult life." So here with my linking sentence, I've given my reader a clue that, up next, we're going to be talking about her adult life, her activism, and the Civil War.

So in this sentence, I have used some subject-specific vocabulary to help with that cohesion and that formal tone.

Take a quick moment now to reread your linking sentence and double check which success criteria you have met.

Well done, everyone.

That now brings us on to the end of today's lesson where we've been planning and writing the section about Harriet Tubman's early life.

The purpose of a section in a biography is to give the reader specific detailed information about a particular aspect of the person's life.

Text cohesion can be achieved through use of fronted adverbials and relative complex sentences.

Subject-specific vocabulary can be used to write factually and concisely about a subject.

Plans should be written in note form and contains concise, clear information.

When writing, we should use our plans and success criteria to guide us.

Well done, everyone.

I am really hoping that you're feeling so proud of the early life section that you have planned and written today.