Hi everyone and welcome to today's lesson.

Today we're going to be planning and writing the second section of our essay about the Windrush.

In today's lesson, you'll be using your research to plan and write the second section of an essay about the Windrush.

Here are some key words we are going to use.

Cohesive devices, adverbial complex sentence, non finite complex sentence, parenthesis brackets.

Well done.

Cohesive devices are linguistic structures that can enhance text flow.

An adverbial complex sentence includes a meme clause and an adverbial subordinate clause.

A non finite complex sentence includes a meme clause and a non-finite subordinate clause.

Parenthesis is extra information that can be added or removed from a sentence and it still makes sense.

Brackets ere punctuation marks that can be used to add additional information to a sentence.

Today we're going to be planning and writing the second section of an essay about the Windrush.

We're going to begin by planning section two and then we're going to move on to writing Section two.

Essays often follow the same structure and layout, so we have a title which is either framed as an essay question or a statement.

The introduction is the first paragraph that states the argument and introduces the reasons to be explored.

The sections contain paragraphs of information related to particular reasons that support the argument and the conclusion is the last paragraph that summarises the information from the text and restates the argument.

So far in our unit, we've already written our introduction and our section one, which was all about why the Windrush generation came to Britain.

Today we're going to be planning and writing section two, which is all about the Windrush generation's experiences of life in Britain.

This is what we're doing today.

The purpose is the aim of the text and the purpose of section two is to do all of these things.

We want to engage our reader, but we also want to give the reader specific information about the Windrush generation's experiences of life in Britain.

To help us, we can use this visual.

In this section, we are keeping our information specific for the reader.

The paragraph in this section gives the reader specific information about the Windrush generation's experiences of life in Britain.

The paragraph follows a clear structure.

We have an introductory sentence, explanatory sentences, and a linking sentence.

The introductory sentence introduces what the paragraph is about.

The explanatory sentences give the reader specific information which explains this point in further detail and the linking sentence links on to the next section.

Match each part of the 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 this paragraph will be about.

Explanatory sentences give the reader specific information which explains the point in further detail and the linking sentence links on to the next section.

Let's review what we've learned about life in Britain.

When they arrived in post World War II Britain, many of the Windrush generation found that life was not as they had expected it to be.

They had been promised that they would be welcomed to Britain as British citizens, but many of them experienced racism and prejudice.

England's population at the time was primarily white and there was very little multiculturalism.

This meant that many people did not understand Caribbean culture.

Some people welcomed the Windrush generation as a much needed source of labour, but others treated them in a racist and prejudiced way.

They experienced difficulties with finding accommodation, financial exclusion, securing jobs, and being treated fairly.

Many Windrush arrivals found it difficult to secure accommodation for the following reasons.

When they first arrived at Tilbury Docks, there was no accommodation available for people to stay in.

Many of the West Indian immigrants had nowhere to sleep.

The government said that they could use an area shelter in Clapham Common, London as a temporary home.

236 of the passengers spent their first days in Britain in this huge tunnel.

Landlords were racist and they refused to rent properties to members of the Caribbean community.

Property was extremely expensive to buy or rent, and living conditions were very poor and the properties were very cramped.

Why did 236 of the passengers of the Empire Windrush spend their first days and nights in Britain sleeping in an old area shelter? Pause the video while you decide.

Well done if you spotted that the reason for this was that there was nowhere for them to stay.

Despite their contributions to British society, many of the Windrush generation were denied access to financial systems in the form of bank accounts and loans.

Because they did not have credit history in the UK.

Without a bank account or being able to apply for a loan, it was almost impossible for a mortgage to apply for a mortgage to buy a home.

The financial discrimination led the Windrush generation to work together and support each other through a community-based savings scheme called Pardner Hand.

Pardner Hand is where a group of people agree to save money together over a period of time.

The Windrush generation used this approach to collaboratively save so that they could afford housing in the UK.

Match the terms to their definitions.

Pause the video while you do that.

Well done if you spotted that a loan is money lent to you for a fixed amount of time and that you have to pay back, a mortgage is a loan use to buy a house.

Pardner Hand is an informal community-based savings scheme.

Financial discrimination is when an individual or group of people are on fairly denied access to financial systems because of who they are.

Many people find it very challenging to find and secure a job for the following reasons.

There was a very poor selection of jobs available.

Many applicants were overqualified, but they ended up taking lower grade jobs in their qualification.

Many people faced racial discrimination when applying for jobs.

This made it very difficult because unskilled jobs were poorly paid and there were few opportunities for promotion.

This added to the pressure of trying to afford rent and the expensive cost of living in Britain.

During the 1940s and 50s, tensions between black and white communities became more pronounced.

The teddy boys were a group of young, white working class men.

There were not many opportunities for these men at the time due to a lack of housing and jobs.

On the 29th of August, 1958, a small group of teddy boys attacked an interracial couple.

The woman was white and her partner was black in Notting Hill in London.

By the evening, the group of Teddy boys had grown to 300 to 400 during what became known as the race riots, which followed, black people and their houses and their shops were targeted and attacked.

The rioting continued until the 5th of September in 1958.

During the riots, many people were arrested including black people for carrying weapons.

However, many felt that this was unjust because they were acting in self-defense.

The rioting caused a breakdown of trust between the police and the UK's African Caribbean community.

Many people from this community felt that prior to the riots, the police had not taken their fears seriously.

They also argued that many black people who had been arrested for carrying weapons during the riots were only acting in self-defense.

After the riots, many Afro-Caribbean decided to return to their home countries as they could not live with the racism and discrimination in Britain.

Now we're going to use this knowledge to help us plan our section two of our essay.

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 note taking.

They look like this.

Now it's time for your task.

Use your knowledge of the Windrush generation's experiences of life in Britain to record notes and subject specific vocabulary in your plan.

Pause the video while you complete your task.

Great work everyone.

Here is my class plan you.

This will have some of the same facts as yours I'm sure, but there will also may be some different things.

You can magpie some of my ideas and add them to your plan now if you wish.

In the accommodation section, I've included that when they arrived at Tilbury docks, there was no accommodation for the Windrush passengers.

236 of them slept in Clapham Common Station.

Racism and prejudice meant that landlords did not rep properties to Caribbean community and the properties were expensive, but the living conditions were very poor.

Under financial exclusion, I've defined what it actually is, so the Windrush community were denied access to loans and bank accounts.

They could not save or apply for mortgages, and so they resorted to using Pardner Hand to overcome this issue.

In the job section of my plan, I've included that there was a per selection of jobs available.

Many immigrants were overqualified for the jobs they applied for, many face racial discrimination when applying for jobs and low wages and lack of career progression opportunities meant further financial pressure.

And finally, in the race riot section, I've included that these were instigated by Teddy boys, a group of white working class young men.

They attacked an interracial couple in Notting Hill in London.

The riots lasted from the 29th of August to the 5th of September, 1958, where black people, their homes and businesses were targeted and this inspired black activists and led to the creation of the Notting Hill Carnival.

Now that we have finished planning section two, we're going to move on to writing our second section of our essay.

When writing about this section of our essay, we need to consider text cohesion.

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

We can use a range of cohesive devices to improve text cohesion.

For example, we can use fronted adverbials, subject-specific vocabulary, relative complex sentences, adverbial complex sentences, non-finite complex sentences, parenthesis demarcated using bracket.

Well done.

Now, we've already used fronted adverbial, subject specific vocabulary and relative complex sentences in previous sections of our essay.

So let's start now by matching the cohesive devices to their definitions and pause the video while you do that.

Great work everyone.

So a front and adverbial is a sentence starter followed by a comma.

Subject specific vocabulary are words and phrases associated with a topic and a relative complex sentence is a sentence formed of a mean clause and a relative subordinate clause.

Now let's move on to looking at the next three cohesive devices.

So we're gonna learn now about adverbial complex sentences, non finite complex sentences and parenthesis demarcated using bracket.

We're gonna focus on these in this lesson.

Adverbial complex sentences are sentences that include a mean clause and an adverbial subordinate clause.

Let's read this example sentence together.

Although the Windrush generation were promised many career opportunities, they found that well paid professional work was scarce.

In this sentence, my adverbial subordinate clause is although the Windrush generation were promised many career opportunities, and this I know this because it begins with a subordinating conjunction, although.

So, an adverbial subordinate clause begins with a subordinating conjunction, and this forms an arb complex sentence.

Now, the subordinating conjunctions that we may find appropriate for an essay would be, although, because, after, before.

Well done.

Non-finite complex sentences are sentences that include a mean clause and a non-finite subordinate clause.

Let's read this one together.

"Arriving in England, many of the immigrants find that they had nowhere to stay." In this sentence, my non-finite subordinate clause is, arriving in England.

I know this because it begins with the word, arriving.

This is an example of a progressive tense verb with the -ing suffix.

This forms a non finite complex sentence.

Match the complex sentence types to their definitions.

Pause the video while you complete your task.

Well done if you spotted that a relative complex sentence is a sentence formed of a mean clause and a relative subordinate clause.

An adverbial complex sentence is a sentence formed of a mean clause and adverbial subordinate clause.

A non-finite complex sentence is a sentence formed of a mean clause and a non finite subordinate clause.

Parenthesis is additional information.

It can be removed from a sentence and the sentence will still make sense.

Brackets can be used for parenthesis in nonfiction texts.

Let's read this sentence together.

"Many of the Windrush community used Pardner Hand to enable them to afford living costs." In this sentence, I might want to explain to my reader a little bit more about what Pardner Hand is.

Pardner Hand is a community saving scheme which involves saving money as a group.

Let's see what happens when I add this parenthesis to my sentence.

Many of the Windrush community used Pardner Hand, a community saving scheme, which involves saving money as a group to enable them to afford living costs.

Now I've got my parenthesis added to my sentence, but I need to separate it from the rest of the sentence so it doesn't become confusing for the reader.

This is where it's important to use the brackets for parenthesis to demarcate that parenthesis and separate it from the rest of the sentence.

Which of these sentences uses brackets for parenthesis correctly? Pause the video while you decide.

Well done.

If you spotted the correct answer is B.

As they had nowhere to sleep, the government said that they could use an area of shelter in Clapham Common as a temporary home.

Here we can see how the parenthesis not being included in the sentence still makes sense.

So adding in the word London within bracket that's parenthesis is correct here.

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've finished.

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

Let's read it together.

I have used parenthesis within brackets to share facts.

I've used relevant subject specific vocabulary.

I have used all three types of complex sentence.

I have used fronted adverbials to enhance text cohesion.

Here's the planning format we're going to use for section two.

So we're going to write about accommodation, financial exclusion, and jobs all as one paragraph, and then our second paragraph of this section is going to be dedicated to the race riots.

So take a moment now to reread through your plan Before we begin to write.

So we read familiarising yourself with what you wrote in your accommodation section, financial exclusion section, and your jobs and race rights section.

When you've done that, we are ready to begin with our writing.

Using your success criteria and plan to guide you, draught your first paragraph, pause the video while you complete your task.

Well done if you have completed your first paragraph.

Did you use your success criteria to help you and did you use your plan? Here's an example of the first part of the paragraph.

Let's read it together.

When they arrived in England in 1948, many passengers of the empire Windrush find that life in Britain was not as they had expected it to be.

Docking at Tilbury Docks, Essex, many of the West Indian immigrants found that they had nowhere to stay.

As a result, the government allowed them to sleep in an old area shelter in Clapham Common London during the first weeks of their lives in Britain." Now that we've done our first paragraph, now we're going to move on to writing the second paragraph.

Using your success criteria and plan to guide you, draught a second paragraph of your section two.

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

Pause the video while you complete your task.

Great work, everyone.

Take a moment to think.

Did you use your success criteria and did you use your plan? Remember, those are keys to success.

Here is my full second paragraph.

Let's read it together.

"In the 1940s and 50s, tensions between right white and black communities escalated, culminating.

In the 19 eight Notting Hill race riots.

The Teddy Boys, who were a group of white working class young men, attacked an interracial couple in Notting Hill, London.

In the riots that ensued, black people, their homes and their businesses were targeted.

This civil unrest lasted from the 29th of August until the 5th of September, and it resulted in many arrests of both white and black people.

After the riots, many black people left Britain because of the racial discrimination that they had faced.

One positive outcome of the race riots was the establishment of Notting Hill Carnival, which is a celebration of Caribbean culture that takes place every year." Take a moment to reread through your writing and check which success criteria you have met.

In my whole section, I've met the following success criteria.

I used brackets or parenthesis within to share facts, I use relevant subject specific vocabulary.

I use all three types of complex sentence and I use fronted adverbial to enhance tax cohesion.

Complete the final reading of your writing using your success criteria.

Well done everyone.

That now brings us to the end of our lesson where we've been planning and writing the second section of an essay about the Windrush.

Information in the sections of an essay should be specific and detailed.

When writing an essay, we should draw upon research to ensure that facts are accurate and information is credible.

Using a range of cohesive devices maintains the reader's interest and enables our writing to flow.

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

I hope you're feeling really, really successful after our lesson today and proud of the writing that you have produced.