Hi there, I'm Mr. Buckingham, and I'm so glad you decided to join me for today's lesson.

This lesson is going to be really interesting because we're going to be doing lots of role-play to try and empathise with a passenger on the Windrush.

I think you're going to really enjoy it, so let's get going.

Today's lesson is called Generating ideas for the diary entries of a Windrush passenger, and it comes from a unit called The Empire Windrush: diary writing.

By the end of today's lesson, we'll be able to empathise with a Windrush passenger at different points in their journey, describing our feelings at each point.

Now, the work in this lesson is based on the story that we learned to retell in the previous lesson.

So if you didn't do that lesson, you might want to go and look at it first.

If you did, then you want to make sure you've got the text map of Celia's story in front of you now.

If you're ready, let's make a start.

Here are our keywords for today's lesson.

My turn, your turn.

Text map, diary, and empathy.

Well done.

So a text map is a visual representation of a series of events, where pictures represent events.

It can be used to orally rehearse events to embed them in our memory.

A diary is a book in which you keep a record of events, experiences, and feelings.

And empathy is the ability to understand other people's feelings and points of view.

Here's our lesson outline for today.

We're going to start off by imagining Celia's feelings before arriving in the UK, and then we'll be imagining her feelings after arriving.

So we've heard the fictional story of Celia Roberts, a teacher emigrating from Jamaica to the UK on the Empire Windrush.

Look back now at your text map of Celia's story or use the one below, and this is just for the first half of the story before she arrives in the UK.

So I'd like you now to practise saying the first half of the story aloud, up to the ship leaving Bermuda and heading out to sea.

So we're not quite at Tilbury yet.

So pause the video, and using your text map or mine, the first half of it, can you retell the first half of this story? Have a go.

Well done, great job.

Now, I won't retell the whole thing for you now, but you can go back and look in the previous lesson's video if you'd like to hear the story again.

So we're going to use Celia's story as the basis for writing diary entries in role as her.

Here are some of the features of diary entries that we need to think about when we do this.

They're usually written with no intended reader other than the writer themselves, usually they're private, just for us, the person who wrote them.

And they're usually written in the first person as a result, so we use I, me, my, and mine as the pronouns.

And they can describe present circumstances, situations, and feelings, as well as reflecting back on past events.

Now, we know the events that happened to Celia from our text map, those are the things that happened, but today we're going to think a bit more deeply about her feelings at different points because diary entries tend to cover both events, things that have happened, and feelings, our reactions to them.

So, how is writing a fictional diary about Celia going to be different to writing a real one about our own lives? I want you to think carefully about this one 'cause it matters quite a lot to what we think about when we're writing.

Pause the video and have a think.

Well done.

Good job.

Maybe you thought of some of these things.

We're having to guess, aren't we, or suggest how she might feel about different events, including events we might never have experienced, like leaving our home country.

And we'll be writing in the first person even though we're actually taking on the role of a character.

So we're taking on Celia's role and we're speaking as if we were her.

And for some of us, we're going to be trying to understand experiences which might be difficult for us to imagine, like experiencing racism if that's never happened to us.

And remember, a real diary usually has no reader, it's just for the person who writes it, whereas because ours is pretend, it might actually be read by someone like a teacher or other children in our class.

So there are some quite big differences because we are pretending to be Celia versus if we're writing our own diary as a real person.

So to help us with some of those difficulties we've just described, we're going to try and think hard today about how Celia might have felt about the different events she faced.

So we'll be trying to empathise with her, to put ourselves in her place.

And remember, we can never do this perfectly because none of us has any idea really what it's like to be another person.

But we can try, we can try to think how we might feel in Celia's place.

So, let's help ourselves out by thinking about what Celia is like.

What kind of person would you say Celia was based on the story? Pause the video and have a chat to the person next to you.

Well done.

Good ideas.

Maybe you said Celia is courageous or determined or single-minded or committed or talented.

All of those be great words to describe Celia.

So we can use those to inform what we think her feelings might be at different points.

So let's learn some vocabulary that might be useful in describing Celia's feelings before she arrives in England.

You might wanna use this word, optimistic.

Well done.

If you are optimistic, you feel positive about what's going to happen.

So you could say, "I'm optimistic that my team will win on Saturday.

We've been playing well lately.

We think it's gonna happen." Here's another word, yearning.

Well done.

If you're yearning for something, you really, really want it.

So you could use this sentence.

"I yearn to be free from this prison!" cried the criminal.

And finally, we've got a great word, exhilarated.

Well done.

If you're exhilarated, you're really thrilled and really happy.

So you could say this.

"I looked around, exhilarated, I'd made it out of the maze!" I'm thrilled and happy to be out of the maze.

So we've got three really good words we could use there.

So when in the story might Celia feel these emotions? When is she exhilarated? When is she yearning? And when is she optimistic? Pause the video and have a think.

Well done, great job.

Maybe she's exhilarated when she gets that Windrush ticket and she knows that she's going to be going.

Maybe she's yearning when she sees the advert and wishes she could go to the UK.

She's yearning to go.

And maybe she's optimistic when she's setting sail on the Windrush.

So all of these are great words to describe some of the feelings Celia might have at different points.

So we're going to try and say Celia's feelings using the first person and the past tense by empathising with her.

So we're going to speak in role as Celia.

So what might Celia have felt when she first saw that advert? Well, I think her feelings might be excited and hopeful.

So here's what I might say in role as Celia.

"I was exhilarated.

This was my chance to see the world! Could I really have the chance to make a new life in the mother country?" Notice I've used the first person "I," and I've used the past tense "I was exhilarated." Here's another example.

What might Celia have felt when she saw the price? So I'm going to say, well, she felt disappointed at that point.

So in role as Celia, I might say this.

"My heart fell immediately.

I knew there was no way we could ever afford it, not with wages as low as they were." Again, the first person and the past tense.

I've tried to empathise with how Celia might have felt at those points and I've said my feelings in role as Celia.

So now you try.

Can you use empathy to say Celia's feelings using the first person and the past tense at these different points.

Pause the video and have a go for both of these.

Well done.

Great job.

So, what might she have felt when her mother suggested selling the animals? Well, that's going to be excitement, isn't it? "I was stunned! All my life I'd been yearning to see the world, but I knew it would be almost impossible, and now it was really going to happen!" And then as she rode the bus to Kingston Harbour, hmm, here's what I put.

"Although my stomach was churning with anxiety at the thought of leaving my beloved family and my beautiful home, I was optimistic about the future." So I've managed to use both yearning and optimistic in mine there.

Really well done for your ideas.

So let's do our first task of this lesson.

We're going to do some drama.

So we can use drama to help us empathise with a person.

So we're going to work in groups of three, taking on these roles.

If you're doing this on your own, you could be all three roles or you could choose just to be one and practise that role really hard.

So we're going to have three roles, Celia, her mother, and her Uncle Jack.

And I want you to act out the first half of the story, up until the boat is leaving Bermuda and heading out into that open ocean towards the UK.

So the characters are going to be able to speak their thoughts out loud throughout.

So you might say, "I wish," or "I can't believe," or "I always hoped." And I want you to try and use those vocabulary words, yearning, exhilarated, and optimistic.

So, you're going to use your body and your voice to try and show what Celia's doing, what her mother and Uncle Jack are doing, and showing their thoughts by saying them out loud as well, as well as having the actual dialogue and the conversations you might have in this first part of the story.

So, pause the video and enjoy acting out the first part of the story.

Really good job.

I hope you enjoyed that.

So here are some examples of what different characters might have said at different points in the story.

Maybe Celia's mother said this.

"You have to go, Celia! This is your chance to make a better life for yourself.

Don't worry about the money, we'll just have to sell the animals." Maybe Celia said this.

This sounds like a thought that she's having as she leaves on the ship.

"I've been yearning for this my whole life, but I can't believe I'm actually leaving.

Goodbye, Kingston! I hope it's not too long before I see you again." And maybe Uncle Jack would say this.

"Celia, the weather there is atrocious! And the food, goodness me.

You're better off staying here, Young Lady." So we've shown the different feelings, the different characters at different points in the story.

Really great job so far, well done.

So we've looked at Celia's feelings before arriving in the UK.

Now let's think about her feelings after arriving.

So our diary is going to cover Celia's experiences after she arrived in the UK on the Empire Windrush.

So we've got the rest of our text map here for the rest of the story, and you can use mine if you need to.

I'd like you to say the rest of the story out loud, from approaching Tilbury until the very end, where she's laying on her bunk in the shelter.

Pause the video and have a go at saying your text map out loud.

Well done.

Really good job.

Now, again, I won't go through all of that now, but you can look back at the video in the last lesson if you'd like to.

So what are some of the negative experiences Celia has on arrival in the story? So when she arrives in the UK, what are some of the negative things that happen, or her negative feelings about what's going on? Pause the video and have a think.

Well done.

Good ideas.

Maybe you thought of these.

She noticed the grey appearance of the place.

She had that news, didn't she, that she might not be allowed to teach in the UK.

Then the train journey into London past the bombed-out streets and those packed-together houses, and the experience of having all those doors slammed in her face while she was looking for housing with Dorothea.

And then the experience of being accommodated in the underground shelter with all its noise and all the people who crowded in there in the bunk beds.

So lots of negatives that Celia experienced on arrival here.

Really well done for remembering those.

So I've got a graph here showing Celia's emotions during the story.

And you can see that it goes up and down depending on whether Celia is experiencing positive things or negative things.

So what events might be happening at the four points I've shown, at one, two, three, and four? And this is for the whole story.

So pause the video and have a think.

What are these points representing? Well done, really good ideas.

So for one, maybe you said this could be Celia's growing excitement as she prepares to leave Jamaica.

We see the line going up.

Number two, it's going down slightly.

So maybe this could be Celia's concerns when she hears she might not be able to teach.

Then we have quite a steep downhill, don't we? So number three could be her disappointment at what happens on her arrival.

So the way the country looks, but also her experience of having these doors slammed in her face.

And then at four, it's going up slightly at the end, and this could be her hopeful and determined mood at the end of the story after she's imagined what her mother would say to her in her difficult situation.

Really well done for having a go at that.

So let's learn some more vocabulary now to describe Celia's emotions and experiences after arriving in the UK.

We could use this word, deflated.

Well done.

If you feel deflated, you feel a bit let down and disappointed.

So I could say this.

"When I saw the other team, I felt deflated.

There was no way we could win." We could also use this great word, apprehensive.

Well done.

So if you're apprehensive, you're concerned or you're worried.

"I couldn't help but feel apprehensive as I walked into the headteacher's office." And here's another one, tenacious.

Well done.

If you are tenacious, you are stubbornly determined.

So for instance, I could say, "I never give up; I'm a tenacious person." And I'm sure lots of you are tenacious people as well.

So these are great words we could use to describe Celia's different emotions and feelings at different points.

So here we can see our graph again.

At which point in the graph might Celia be feeling each of the emotions I've got listed? Pause the video and see if you can match up the words with the numbers on the graph.

Have a go.

Well done.

Really good job.

So when might Celia feel deflated? Well, that might be when she arrives and things aren't quite as good as she hoped, so I'd say number three.

Optimistic is probably when she's preparing to set a sail, isn't it? So I'm gonna go for number one.

Tenacious, I think, is best placed at the end there when she decides I really need to make a good go at this because I owe it to my mother, I really need to do my best here.

So that's number four.

And apprehensive is probably when she hears that slightly negative news about her maybe not being able to be a teacher, so she's going to start to worry.

She's starting to feel apprehensive at that point.

So number two works really well there.

Great job for matching those up.

Well done.

So again, we can say Celia's feelings using the first person and the past tense by empathising with her at some different points now.

So, what might Celia have felt when she heard she might not be able to teach? And we said she might be apprehensive or concerned.

So here's what she might be thinking.

"Could it really be true? Teaching was my passion and I was good at it! What else could I do in London? What jobs would I have to do?" So we can see that apprehension in the thoughts she's expressing there.

And notice I've used the past tense and the first person again.

Here's another one.

What might Celia have felt when she had doors slammed in her face? Well, I think she'd feel deflated, but also a bit defiant.

She knows that she hasn't done anything wrong, so she feels strong even though she's had a bad experience.

So maybe this might be the thoughts we'd say.

"I kept my head held high, knowing that these people were simply ignorant, but I couldn't help starting to wonder if I would ever find a place." So we've shown Celia's thoughts and feelings again in the first-person past tense.

So now it's your turn.

Can you use empathy to try and say Celia's feelings using the first person and past tense at these two different points? Pause the video and have a try.

Well done.

Really good job.

So what might Celia have felt heading back to that air-raid shelter? Well, maybe she could say this.

"What a long day it had been! I never expected it to be so disheartening.

At every turn, it felt like I was not wanted here." And then as she imagined talking to her mother, maybe we could say this.

"I knew that I would succeed, whatever happened.

I wasn't a quitter.

I was tenacious! I decided that the next day I would find myself a job and a room." Really well done for having a go at thinking what Celia's thoughts might be at those different points.

So let's do our final task for this lesson.

We're gonna do some role-play now to try and empathise with Celia again at the end of the story now.

Now, in 1948, long-distance phone calls from the UK to Jamaica would have been impossible, but we are gonna pretend that they could happen.

So we're going to work in a pair this time.

One of you can be Celia and one her mother.

If you're doing it on your own, you can do both parts.

And I want you to role-play a phone conversation between Celia and her mother from the air-raid shelter at the end of that first day.

So I want you to try to ask and answer questions in character, imagining that Celia has not been able to speak to her mother since leaving Kingston several weeks earlier and describing her journey since then.

And you want to show how speaking to her mother might give Celia a new perspective on her situation.

So in our story, Celia just imagined speaking to her mother, but we're going to pretend now they could actually speak, which would not have been possible in real life, and we're going to role-play that conversation.

So, pause the video now and have a go at role-playing the conversation between Celia and her mother.

Really well done.

So here's an example of how the first part of the conversation might have gone.

I won't say the names, I'll just speak in role.

"Is that you, Celia? You sound so far away!" "Oh, Mother, you have no idea how good it feels to hear your voice!" "And you too, Celia.

I can't believe it's been a month since you left.

I miss you so much." "Oh, Mama, I miss you too.

I miss everything.

It's so grey here and so dull, and everyone looks down when they see me." "Ah, never mind them.

Have you found a place to live?" And here's the rest of the conversation.

"No, Mother.

I'm sitting in a rotten old air-raid shelter underground.

That's where they've put us 'til we find a place to stay." "Underground? Dear me.

How about work? Have you found a nice school yet?" "I only arrived today, Mama! People are saying we might not be able to teach here.

I don't know what I'm going to do." "Celia Roberts, don't you dare get disheartened already! You go out there tomorrow with your head held high, do you hear me?" So I've tried to show there how Celia's mother, in this imaginary conversation, might be convincing her to be tenacious and to continue fighting hard for her new life in the UK.

Really well done for your role-play there.

Remember, we can't know exactly what people will think, so we've tried to put ourself in their place and we've done our best to imagine how we might feel in that situation.

We can't know for sure, and that's okay.

Really well done for your effort here.

So let's summarise our learning in this lesson.

We've learned that immigrants arriving in the UK on the Empire Windrush and after this did so because they hoped for better wages and living conditions and because many were invited to work in the public services.

We learned that when they arrived, many faced discrimination in jobs, housing, and other areas.

We know that we can try to understand these experiences by trying to empathise with the people they happened to.

But when we do this, we should remember we're only imagining, their real experiences could be very different to the ones we imagine.

Really well done for your effort in this lesson.

I hope you enjoyed it, and I hope you've got lots of inspiration for what you'd like to write in your diary entries now in role as Celia.

I'd love to see you again in a future lesson.

Goodbye.