Hello.

Welcome.

Thank you so much for joining me today.

I'm Mrs. Butterworth and I'll be guiding you through the lesson, which is all about planning "Animal Farm" essays.

So hopefully by the end of this we'll have lots of tips and strategies that will help make your responses even better.

So let's get started.

So by the end of the lesson, you'll be able to create topic sentences and plan effectively.

So before we delve in, there are a few key words that I want us to look at that will help with our understanding and also improve our vocabulary.

These are disseminate, dependent, logical, and legitimise.

Read through the definitions.

You may want to pause the video to give yourself more time to do this.

So the outline of our lesson, planning an "Animal Farm" essay looks like this.

We're going to start by looking at those really important topic sentences.

So we'll look at how we can plan for these.

Then we're going to move on to look at how we can use these to create single paragraph outlines.

So let's start with those topic sentences.

So before we start really thinking about how to plan, I want you to think about this statement, "I always plan my essays before I begin writing." So discuss how far do you agree with this statement? Pause the video to give yourself time to consolidate your thoughts and ideas.

There was some very interesting discussions happening there.

I know planning can always be a really contentious point amongst English teachers and students.

So I'm just gonna feed back some of the things I heard.

So some people were like, "I always plan because it really helps me structure a coherent argument," which I'm so pleased to hear.

So planning will mean that all of those great ideas are organised, logical, and relevant.

So well done to everyone that answered that they always plan.

Now there are some of you that answer things like, that sometimes you do, but actually you struggle to know what a plan is or how to plan.

And I will always say that planning is a skill and the more you practise it, the better you will get and the quicker you will become.

So hopefully as we move through this lesson, you will learn those key things that you need to do in order to be an effective planner.

And then finally, I know some of you feel like this, "It's a waste of time.

It's all in my head." Now, actually, a good plan will save you time when you begin writing your responses, I promise.

So if you are in in the disagree camp and you think it is a waste of time, I'm hoping by the end of the lesson you will see how of an important, how much of an important strategy planning is.

So let's have a look.

True or false time.

Planning is a skill that needs to be practised.

Well done everyone who said true.

Now justify your answer with one of these.

Well done.

Well done to everyone.

Notice that planning enables you to organise ideas into a coherent structure.

The wrong answer, planning is a separate skill to writing.

Now, this is a real misconception that we have that they are two different things, but actually planning is such an important part of writing and they go hand in hand.

We're gonna consider this question first.

So how does Orwell use the pigs to explore ideas around control and power? So I would like you to mind map all the ideas that you have about the pigs and more specifically, their methods of control 'cause this will help us answer the question.

Now, in order to do this make points rather than commenting on the writer's methods.

So one way to tackle this would be to think of as many methods of control that the pigs use throughout the novella.

Okay.

Pause the video and I look forward to sharing all of our wonderful ideas.

Wow.

Fantastic work, everyone.

You've got so many ideas and all the possible ways to answer this questions, answer this question.

So let's just share some of those fantastic ideas.

So lots of you commented on the fact that one of the methods of control is that Napoleon uses fear and violence to tyrannise the animals.

Some of you also commented on how the pigs control basic resources to make the animals dependent.

So I can think of an instance where they halve rations and the animals are kind of constantly starving and don't know where their food is going to come from.

And again, the milk and the apples.

So the pigs do this because it makes the other animals really dependent on them for their basic needs.

Another method of control and power is Old Major's use of powerful rhetoric, and the promise of equality to persuade the animals to rebel.

And this is a really interesting point, and I'm really pleased that some of you picked up on this because we very often think about Napoleon, Snowball and Squealer and their use of power, but actually Old Major is equally a powerful pig.

And another method of control is how the pigs use their intelligence to manipulate language, language and disseminate, so that key word there, to spread their propaganda.

So once we have thought about the points that we could make with regards to the question, you will then need to pick your top three.

So what are the two, three or top three points from your mind map? And these will become your topic sentences.

So now I'm going to show you how these three points can be written into effective topic sentences.

So the first point I chose from my mind map is, the pigs use their intelligence to manipulate language and disseminate propaganda.

So in order to make this into a topic sentence, this changes too.

Initially, the pigs use their intelligence to assert authority.

The use of language and the dissemination of propaganda furthers their control.

And here is another example.

So the pigs control basic resources to make the animals dependent.

So here is my topic sentence.

Furthermore, the controlling of basic resources allow the pigs to maintain power by making the animals dependent.

So hopefully, you are starting to see how these points can be made into topic sentences.

And finally, my third point that I picked from my mind map, Napoleon uses fear and violence to tyrannise the animals.

And my topic sentence is, finally, Napoleon uses fear and violence to tyrannise the animals consolidating his power and unchecked authority.

So we have very briefly looked at how those points from our mind maps can become topic sentences.

But I now want to look at that in a bit more depth to really understand what a good topic sentence looks like.

So you'll see here in this slide, I have put those topic sentences underneath each other.

I'd like you to read through them again and I'd like you to discuss what do you notice about the topic sentences.

So similarities, differences, key features, and I want you to think about what have they done well.

So pause a video to ensure you've got plenty of time to read through those topic sentences and discuss your ideas.

Wow.

Well done.

There's some really perceptive ideas happening there.

Some of really noticed what's happening in these topic sentences, so that's great.

So you have noticed that at the start, there is a use of these discourse markers.

So initially, furthermore, and finally.

Now some of you may also have noticed that the way these topic sentences have been arranged is that they have been organised in a logical way.

So they go initially, furthermore, and finally.

So it's almost like first, second, third, or beginning, middle and end.

And that use of discourse markers really helps that.

And what this means is this will really help to create a cohesive and well-structured argument when you come to write up an essay.

So really thinking about, what your first point's going to be, your second and your third can help you create a cohesive argument.

Some of you will have noticed that there is a clear focus on the question.

So you can see the words highlighted here, authority, control, power, and again, authority.

So I've used key words from the question within my topic sentence.

So this means that the topic sentences will support and develop the line of argument.

They will be relevant to the question and they will help keep that argument well structured and clear and relevant.

And also you may notice that the topic sentence uses clear and relevant examples which will allow for development.

So when we looked at our initial mind map, I said about picking specific methods that the pigs use.

And what this means is those specific examples can then be developed through your response.

So here, my first method is that the pigs use their intelligence to assert authority.

So you may remember that point from the mind map.

And another point was the controlling of basic resources.

So it's a really specific example that I can then go on and use quotes and analysis to explore further.

And then my final point is about Napoleon's use of fear and violence, which again, you may recognise from that initial mind map.

Okay.

Question time.

Which language feature helps you to logically sequence your topic sentences Well down to everyone that said, a, discourse markers.

And discourse markers are such an important language feature in the writing of essays.

So we're onto our first practise task.

So here is a question.

How does Orwell use Napoleon to explore ideas around power and corruption? So this is the question that you will be focusing on.

So the first thing I would like you to do is exactly like we did with the other question is to mind map all of your ideas around Napoleon and how he gains power.

So remember, we are looking for points rather than writer's methods.

So specific ways from the novella in which Napoleon, which demonstrate Napoleon gaining power, the methods that he uses.

And then select your best three points and turn these into topic sentences.

So think about everything we've just looked at in terms of the model topic sentences and using your own.

And I will give you a list of discourse markers to help you formulate them.

So it's time to pause the video and I can't wait to read and hear your topic sentences.

Off you go.

Well done, everyone.

I appreciate that turning those initial mind maps into topic sentences.

It's quite a lot to think about, it can be quite tricky, but I promise you the more you practise this process, the easier it becomes and your topic sentences will just flow.

Okay.

So check your own work.

Have you included a discourse marker? And have you used the discourse markers to logically organise your topic sentences? So think about first, second, third, or beginning, middle end.

Have you referenced key words from the question? And finally, have you used those clear and relevant examples that will allow for development? So we are moving swiftly on to our second part of our lesson, which is all about creating single paragraph outlines.

So let's just look at what a single paragraph outline looks like.

So it looks like this.

So it's broken up into three sections, your topic sentence, supporting detail and concluding sentence.

Now we've thought about what topic sentences look like.

So I now really want to focus on the supporting detail.

So when we're planning our supporting detail, we need to remember that it is only a note form that we should write it in logical sequence, that we need to include main and supporting quotes, we should identify methods and any key words underlined.

So what is missing from this single paragraph outline? Yes, of course is that concluding sentence there on that bottom section.

We are now going to look at a single paragraph outline in a little bit more detail.

So we've thought about how to write topic sentences in the first part of our lesson.

Now we're gonna think about planning our supporting detail.

So we know that it should only be a note form.

So it needs to be efficient and quick.

So we don't want lots of writing.

Logical in sequence, so we want to be able to put the quotes in order and the supporting detail in order so that it makes a nice cohesive structure.

You should include main and supporting quotes.

So this means a longer quote or two longer quotes that are going to support your topic sentence, and then some shorter, maybe even one word quotes that will back up these ideas.

Your methods should be be identified and then keywords underlined.

So let's have a look at what this looks like.

So you can see here I've identified one of my main quotes.

So for your sake, we drink that milk and eat those apples.

So I've just highlighted a keyword there, apples, and I've identified the method, which is symbolism.

And then I've just added in note form the things I want to say about this quote.

So it shows control through food and represents luxury inequality.

I don't want to write anymore on this because it is just planning.

So it needs to be quick, it needs to be efficient.

My second main quote is any more animal who absented himself from it would have his rations reduced by half.

And again, a quick note just to remind myself what I want to say about this quote.

So it shows exploitation of labour and control and manipulation.

And then you'll see I've got some shorter supporting quotes.

So food was shorter, insufficient, and received less food.

And you'll notice I've highlighted the key words in there because they linked to my identified method, which is adjectives.

And again, a quick note, continually shows the decline in conditions.

So by planning my supporting detail, I know that when I come to write, I know exactly what it is I want to say, and it will help my writing to be clear and well structured.

Okay.

So thinking about that textual detail, what is missing from this success criteria? Excellent, well done to everyone that noticed that include main and supporting quotes.

So we've thought about our topic sentences and we've thought about supporting detail, we now need to think about that final part of our single paragraph outline.

And this is our concluding sentence.

So we want to think about what an effective concluding sentence should do.

So let's read one through together first.

Thus Orwell reveals the continued exploitation of the animals through the control of basic needs, which enables the pigs' continued rise to absolute power.

So what has this concluding sentence done well? So we've got our discourse markers again, but this time it's a conclusive discourse marker.

So we have thus.

You could also use therefore, ultimately, or in conclusion.

I've also referred back to the topic sentence.

So in this case I'm talking about the exploitation of the animals and the control of basic needs.

So it links back to my initial point.

I've also got keywords in there from the original question.

So I've got control and power.

And then finally this closing, this concluding sentence concludes the arguments and the ideas in my paragraph.

It just brings it all together and summarises those key points.

So look at these sentences, which of these is not a concluding sentence? Yes, well done everyone that noticed that c is not a concluding sentence.

Now I wonder if anyone can explain why it's not a concluding sentence.

Excellent, yes, it's that initially.

So yes, it has a discourse marker, but that's one that starts a point.

Whereas consequently and therefore in a and b are our conclusive discourse markers.

The one in c suggests you are about to start something, not finish it.

So, well done.

Thank you for your answer.

So you have reached the final practise task.

Well done, everyone.

So what you are going to do now is you are going to reverse plan a response.

So in a moment we're going to look at a model paragraph and you are going to need to complete a single paragraph outline to go with it.

So in particular, your single paragraph outline should identify the topic sentence.

So think about everything we looked at in those topic sentences and see if you can find it in the model paragraph.

Also, our supporting detail.

So that will need to follow the success criteria.

And you'll also need to find the concluding sentence.

So our single paragraph looks like this.

So let's just read through the model response together before you start the task.

Here it is.

Initially the pigs use their intelligence to assert authority.

The use of language and the dissemination of propaganda furthers their control.

Squealer's ability to turn black into white showcases his mastery of language and propaganda, a pivotal aspect in the pigs' initial assertion of authority.

His effective use of rhetoric manipulates the animals and this is exemplified in the continued use of rhetorical questions.

"Surely comrades, you don't want Jones back?" As the pigs consolidate power, the manipulation of language goes even further with the changing of the commandments, most poignantly, the final change of, "Some animals are more equal than others." The continued modification and addition of clauses legitimises the pigs' privilege.

Consequently, all while's warning about the power of language and its role in control and manipulation is fully realised.

Okay.

So now it's over to you.

Pause the video so you can reread that model paragraph and complete your single paragraph outlines.

I can't wait to see what you produce.

Well done, everyone.

Some really great single paragraph outlines emerging there.

So let's just feed back an example of how this task could be completed.

So most of you will have picked out that topic sentence from the very start of the paragraph and some of you may even have spied that nice discourse marker at the start, that initially, to show it's our first point.

So initially, the pigs use their intelligence to assert authority.

The use of language and the dissemination of propaganda furthers their control.

So there's a really interesting example there that will later be developed in the response.

Now let's look at the supporting detail.

So we've got our quotes, "turns black into white," and then a note there just to remind us about what's going to be written in the response.

So show Squealer's ability to manipulate language and control animals.

The next two quotes, you'll notice that the methods have been identified.

So we've got that rhetorical question and the adverb.

So you may have noticed those quotes in the model response, and now we're putting them here with that supporting detail and labelling them with the methods.

And again, a note there to remind us what is being written in the response.

So this supporting detail really follows that success criteria of an efficient, logical plan.

And then finally, our concluding sentence.

Well done for everyone that noticed that conclusive discourse marker there.

So consequently, Orwell's warning about the power of language and its role control and manipulation is fully realised.

That's a lovely concluding sentence, isn't it? And we can see it's linking back to that topic sentence as well as using those key words.

So well done, everyone.

We have reached the end of the lesson and some really fantastic work happening there.

So hopefully you can see how useful planning is.

And it's not just a waste of time.

And again, like I always say, the more you practise this process, it will become so much quicker and you will see your responses really start to improve, I promise.

So let's just remind ourselves of everything we've looked at.

So planning topic sentences is an important part of the writing process.

Topic sentences are structurally important in supporting your overarching argument.

Using discourse markers at the beginning of a topic sentence can help you logically sequence your response.

Single paragraph outlines are an effective way to plan paragraphs.

And conclusive discourse markers are an effective way to begin concluding sentences.

Again, thank you so much for your hard work.

I can't wait to see you all in another lesson.

Goodbye.