Hello everyone, it's lovely to see you here today.

My name's Dr.

Clayton and I'm here to guide you through Learning Journey today.

Today's lesson's called, "Romeo and Juliet: Selecting Effective Quotations and Using Context Effectively." We're building on these skills in order to write an effective analytical essay.

So if you're ready, grab your pen, laptop, whatever you use for this lesson and let's get started.

So by the end of the lesson, you'll be able to use context and quotations to write an effective analytical paragraph about honour and violence in "Romeo and Juliet." So we have four words today we're going to be using as our keywords.

They'll be identified in bold throughout the learning material, and I'll try to point them out to you as well so you can see them being used in context.

So our first keyword is "context," which means circumstance in which a text is written and also the circumstance in which text is read.

We're going to be thinking today about how we can use context effectively in our writing.

Our second key word is "patriarchal" which is relating to or denoting a system of society or government controlled by men.

We're specifically going to be thinking about how England being a patriarchal society is contextual information for "Romeo and Juliet" and how we might use this information effectively.

Our third keyword is "generalisation." It's a written or spoken statement which you say or write that something is true all of the time.

We're going to be thinking about how you can avoid generalisations when using context.

Our final keyword is "nuanced," which means has subtle details that make it complex and interesting.

We're going to be thinking about how you can use quotations to add nuance to your writing.

So I'll just give you a minute to write down those keywords and the definitions.

So pause the video, write them down now.

Fantastic.

Let's get started with the lesson.

So we have three learning cycles in our lesson today.

For our first learning cycle, we're going to be thinking about how you can make effective choices when selecting which quotations to use in your writing.

For our second learning cycle, we're going to think about how you can use context effectively and avoid generalisations.

For our third learning cycle, you are going to be taking everything from this lesson and use it to answer the question, "How does Shakespeare present ideas for honour, violence and masculinity in Act Three, Scene One?" Now, using quotations is essential in your analytical writing as it's the evidence for your argument.

When choosing quotations, you need to make sure you're selecting the best possible ones to make your argument convincing.

Now, you might consider which quotation best relates to the point you're trying to make? Which quotation allows you the best opportunity to develop nuanced ideas? So the best opportunity to develop interesting and complex ideas.

So for example, think about these quotations from Act Three, Scene One of Shakespeare's "Romeo and Juliet." "The day is hot." "The mad blood stirring." "Thou art a villain." "Boy, this shall not excuse the injuries." And what I'd like you to think about is which of these quotations would you choose to answer a question on honour and masculinity? Why? Pause the video.

Take a few moments to think about it.

Welcome back everyone.

Now, as Alex says, "the day is hot" and "the my blood stirring" are more concerned with violence and masculinity.

While, "thou art a villain" and "boy, this shall not excuse the injuries" are the most relevant to honour and masculinity.

Now, when you've selected relevant quotations, you need to decide which one allows you the best opportunity to develop your ideas.

So what I'd like you to think about is which word would you zoom in on from each of these quotations to explore honour and masculinity? What are the connotations? So we have "Thou art a villain," "Boy, this shall not excuse the injuries." So pause the video, take a few moments to think about it.

Welcome back everyone, some great ideas there.

Now, you might have said, the zooming in on a "villain" will be the most effective choice for "thou art a villain." And that villain has connotations of someone dishonourable and immoral.

You also might have said, the zooming in on "boy" from "boy, this shall not excuse the injuries" will be the most effective.

And that "boy" has connotations of an immature, youthful man.

Now, given the connotations, you might be tempted to zoom in on a villain because a villain is someone dishonourable and immoral while a boy's just ideas of an immature, youthful man.

So what I'd like you to think about is the question is about honour and masculinity.

Why might zooming in on "boy" offer you more of an opportunity to develop a nuanced argument? So a more interesting complex argument.

Pause the video, take a few moments to think about it.

Welcome back everyone, some great ideas there.

Now, as Laura says, zooming in on "villain" allows us to say that Tybalt feels as if Romeo is being dishonourable.

So it proves the point we're making.

However, zooming in on "boy" allows us to develop nuance by suggesting that Tybalt is specifically insulting Romeo's honour by questioning if he's a man, questioning his masculinity through "boy".

So it offers us more than just proving our point.

It allows us to create a complex argument around ideas of honour and masculinity.

So now for a quick check for understanding.

What I'd like you to do is tell me whether the following statement is true or false.

So is it true or false? The zooming in on "boy" rather than "villain" allows you to develop a more nuanced point about honour and masculinity.

Pause the video.

Take a few moments to think about it.

Now, the correct answer is true.

Now, I'd like to tell me why it's true.

So pause the video, take a few moments to think about it.

Welcome back everyone.

They might have said, the zooming in on "boy" allows us to specifically say that Tybalt is insulting Romeo's honour by questioning his masculinity.

So very well done if you got those right.

Amazing work everyone.

We're now to the first task of the lesson.

So what I'd like you to do is think about these quotations.

"The day is hot." "The mad blood stirring." And answer the following questions.

So question one, which word would you zoom in on from each quotation to answer a question on violence and masculinity? What are the connotations? And question two, which word do you think would offer you the best opportunity to develop a nuanced argument? Why? So pause the video, answer the questions now.

Welcome back everyone, some great work there.

What I'd like you to do is think about Sophia's answers.

How well do they align with your ideas? So question one, which word would you zoom in on from each quotation to answer a question on violence and masculinity? What are the connotations? And Sophia said, "I'd zoom in on 'hot' as the connotations are of anger and tension and blood as the connotations are of pain and hurt." Question two, which word do you think would offer you the best opportunity to develop a nuanced argument? Why? And Sophia said, "I think 'blood' offers the best opportunity as blood is in our veins, so I can suggest that violence and pain are in men's veins.

It's integral to their survival." So pause the video, think about how well Sophia's ideas align with your ideas.

Welcome back everyone.

Now, hold onto those ideas about the quotations.

"Boy, this shall not excuse the injuries," and "The mad blood stirring," because we'll be using them at the end of the lesson in our final task.

Amazing work everyone.

We're now to the second learning cycle where we're going to think about how we can use context effectively.

Now, let's just take a moment to think more broadly about what context is and why it's important before we start thinking about how to use it.

So context of circumstances in which a text is written, but also the circumstance in which a text is read.

Using context and analytical writing is important because it shows your understanding of how the text relates to wider society and perhaps the writer's intentions.

So today we're specifically thinking about the themes of honour and violence in Shakespeare's "Romeo and Juliet." So to consider the context, we might ask the following questions: What was happening at the time the text was written? How may this have influenced the text? What were the shared ideas and values and attitudes of the time? How are these explored in the text? So what I'd like you to think about is how might you answer these questions in terms of honour and violence in "Romeo and Juliet"? So what was happening at the time when the text was written? How may this influence the text? What were the shared ideas, values, and attitudes of the time? How were these explored in the text? So pause the video, take a few moments to think about it.

Welcome back everyone, some great ideas there.

Now, in terms of what was happening at the time, you might have said that England was a patriarchal society.

Men were in control, which may influence how masculinity was perceived at the time.

In terms of shared ideas and values, you might have said that stereotypically, men were supposed to be dominant, powerful, strong.

These stereotypes might affect how the male characters react to situations in the play.

So now for a quick check for understanding, what I'd like you to do is tell me whether the following statement is true or false.

So is it true or false? The fact that Elizabethan England was a patriarchal society is important contextually.

So pause the video, take a few moments to think about it.

The correct answer is true.

Now, I'd like you to tell me why it's true.

So pause the video, take a few moments to think about it.

Welcome back everyone.

You might have said, "The fact that society was controlled by men affects how masculinity was perceived at the time and how men would have been expected to behave." So very well done if you got those right.

So when you are using context in your analytical paragraphs, you want to avoid generalisations, make sure the context develops your point, make sure the context is embedded in your paragraph, and consider how the context helps to better understand the ideas in the text.

So let's think about how to avoid generalisations.

A generalisation is a written or spoken statement in which you say or write something that's true all of the time.

So for example, you might write something like, "All men were violent in Elizabethan England." So what I'd like you to think about is why you think generalisations are unhelpful.

Pause the video, take a few moments to think about it.

Welcome back everyone.

Some great ideas there.

They might have thought that using generalisations can fuel biases and misinformation because it can create the idea that something's true of everybody at the time, and that can affect how we see other people.

It also doesn't add any nuance to your argument.

If we say that something's true all of the time when it's not true, it doesn't add any complexity to our argument, it makes it very one note.

So to avoid generalisations, it might be helpful to think in terms of stereotypes.

So for example, you might say something like, "Stereotypically, men might have been expected to react to situations with violence in order to demonstrate their masculinity." By thinking in terms of stereotypes, we're acknowledging the statement doesn't apply to everyone.

We're also allowing ourselves room to develop our point by saying whether the writer is conforming or subverting the stereotype and why.

So now for a quick check for understanding.

What I'd like you to do is tell me whether the following statement is true or false.

So is it true or false? That using generalisations is helpful when considering context.

Pause the video, take a few moments to think about it.

The correct answer is false.

Now, I'd like you to tell me why it's false.

So pause the video, take a few moments to think about it.

Welcome back everyone.

We might have said that using generalisations can fuel misinformation and doesn't add nuance to your argument.

So very well done if you got those right.

Now, importantly, you need to make sure use of context develops your point.

So a non-example would be, "Shakespeare's 'Romeo and Juliet' was first published in 1597 when England was a patriarchal society." Now, that offers us factual information but doesn't add anything to our argument.

However, if we say, "Since 'Romeo and Juliet' was published when England was a patriarchal society, men stereotypically would've been expected to be in control of situations and exert their dominance through aggression and violence." Then it lets us know how men will be expected to behave.

Then we can look at whether or not Shakespeare's conforming or subverting those stereotypes.

Now, you also want to consider how the context helps to better understand the ideas in the text.

So for example, you might think about how living in a patriarchal society might help us understand actions of the male characters in the play.

How stereotypes of masculinity might affect how male characters in the play react to situations.

I always think it's helpful to think about context through questions.

What can the context tell us about the text? How does it help us understand the text? What does it tell us about society? So now for a quick check for understanding.

So which use of context is more effective? Is it a, "Since Elizabethan England was patriarchal, stereotypes around masculinity may have caused men to act more violently," or b, "since Elizabethan England was patriarchal, all men would've acted violently and aggressively all of the time." So pause the video, take a few moments to think about it.

Now, the correct answer is a.

Now, I'd like you to tell me why it's a.

So pause the video, take a few moments to think about it.

Welcome back everyone.

You might have said.

"The first example considers how it might have affected men's behaviour while the second example offers a generalisation." So very well done if you've got those right.

Fantastic work everyone.

We're now to the second task of the lesson.

So what I'd like you to do is read Izzy's paragraph on honour and masculinity in Act Three, Scene One of "Romeo and Juliet." So Izzy said, "Throughout Act Three, Scene One, Shakespeare creates links between honour, violence, and masculinity.

At the time, England was a patriarchal society, which means that stereotypes around masculinity would've affected the way men reacted to situations.

By suggesting that to walk away from a challenge was a 'vile submission' Shakespeare implies that to submit or yield to someone else's authority was considered to be morally despicable, physically repulsive.

Furthermore, by equating being calm with being dishonourable, Shakespeare may have been suggesting that to act peacefully is to act shamefully.

Thus through Act Three, Scene One, Shakespeare's suggests that honour was something that men were supposed to fight to protect." So what I'd like you to do is give Izzy's paragraph a "what went well" and an "even better if" for her use of context.

Remember that context should avoid generalisations, make sure the context develops your point, make sure the context is embedded in your paragraph, and consider how the context better helps to understand the ideas in the text.

So pause the video and give Izzy's paragraph a "what went well" and an "even better if".

Welcome back everyone, some great work there.

What I'd like you to do is think about Jacob's "what went well" and "even better if" for Izzy.

How well did they align with your ideas? So for what went well, Jacob said, "Izzy has made a link between a patriarchal society and the expectations on masculinity." And for even better if, Jacob said, "Izzy hasn't specified how the stereotypes around masculinity might affect ideas of honour and violence." So pause the video, think about how well Jacob's ideas align with your ideas.

Welcome back everyone.

Now, I'd like you to think about what sorts of ideas you could add in to extend Izzy's use of context.

Pause the video, take a few moments to think about it.

Welcome back everyone.

Some great ideas there.

Now, you might have said, we could think about stereotypes of masculinity and how men were supposed to be dominant, in control, strong, and how this just their honour was linked to their violence and their aggression.

Fantastic work everyone.

We're now to the third learning cycle.

We're going to take all of our ideas from this lesson and use them to write an analytical paragraph to answer the question, "How does Shakespeare present ideas of honour, violence, and masculinity in Act Three, Scene one?" So when writing analytically, you want to choose quotations that best relates to the point you're trying to make, choose quotations that allow you the best opportunity to develop nuanced ideas, avoid generalisations when talking about context, make sure the context develops your point, make sure the context is embedded in your paragraph, and consider how the context helps to better understand the ideas in the text.

So now for a quick check for understanding.

What I'd like you to do is fill in the gaps of the advice on analytical writing.

So choose quotations that best relate the point you're trying to make.

Choose quotations that allow the best opportunity to develop ideas.

Avoid when talking about context.

Make sure the context develops your point.

Make sure the context is into your paragraph and consider how the context helps to better understand the ideas in the text.

So pause the video, fill in the gaps now.

Welcome back everyone.

Now, the correct answers are, choose quotations that allow you the best opportunity to develop nuanced ideas.

Avoid generalisations when talking about context, and make sure the context is embedded into your paragraph.

So very well done if you got those right.

Amazing work everyone.

We're now to the final task of the lesson.

So what I'd like you to do is think about the following two quotations and the contextual information.

So we have the quotations, "Boy, this shall not excuse the injuries" and "The mad blood stirring." And we have the context that England was patriarchal.

And that stereotypically, men would have been expected to be dominant, powerful, strong, and in control.

I'd like to write an an analytical paragraph to answer the question, "How does Shakespeare present ideas of honour, violence, and masculinity in Act Three, Scene One?" Now, remember to choose quotations that best relate to the point you're trying to make, choose quotations that allow you the best opportunity to develop nuanced ideas, avoid generalisations when talking about context, make sure the context develops your point, make sure the context is embedded into your paragraph, and consider how the context helps to better understand the ideas in the text.

So pause the video, write your paragraph now.

Welcome back everyone.

That's fantastic work there.

What I'd like you to do is read back over your work and reflect on the following.

So did you choose which quotation accurately reflected which point you're trying to make? Did you zoom in on words that allowed you the best opportunity to develop nuanced ideas? Did you avoid generalisations when talking about context? Did you make sure the context develops your point? Did you make sure the context is embedded into your paragraph? And did you consider how the context helps to better understand the ideas in the text? So pause the video, read back through your work now.

Welcome back everyone.

Now, we've specifically looked at answering a question on "Romeo and Juliet" throughout this lesson, but you can take these ideas about selecting quotations and using context and use them in any analytical writing you do going forward.

You all did amazingly well today everyone.

Here's a summary of what we covered.

Always remember to select the most relevant quotation to your point.

Try to choose quotations that will allow you the best opportunity to develop nuanced ideas.

Try to avoid generalisations when talking about context.

Ensure the contextual information develops the point you're making.

An effective answer considers how the context helps to better understand the ideas in the text.

I really hope you enjoyed the lesson everyone.

I hope to see you for another lesson soon.

Goodbye.