Hello, my name is Ms. Grant.

I'm so glad you've decided to learn with me today.

We're in our modern text unit, and our modern text is "Leave Taking," we are looking at the power of education.

Today, we're gonna look at an essay question, we're gonna annotate it, and then we are going to create a fantastic plan.

So by the end of this lesson, not only will you have a really, really fantastic plan that you can rely on, maybe you want to write up the essay, maybe you want to use it as revision, but you'll also understand how to plan, and this is a skill that you can apply to any of your texts.

I'm gonna be your support and guide as we work through today's lesson together.

I can't wait to hear all of your brilliant ideas, let's get started.

So by the end of today's lesson, you are going to view single-paragraph outlines in order to plan for an essay question.

Now, there are great ways, single-paragraph outlines, to feel really confident in the power of your plan that it will set you up for success if you're going to write an essay.

So it's great that we're going to apply the planning process to an essay on "Leave Taking," but you can also apply this planning process to any text that you are writing about.

Now, there are some keywords, which are gonna help unlock our learning today and help us achieve our objective.

And they are thesis, topic sentence, main quotations, supporting quotations, and concluding sentences, let's have a look at their definitions.

So a thesis is the overarching argument to an essay, supported by the entire text.

Topic sentence, the first sentence of a paragraph, it states the paragraph's main idea.

Main quotations, these are quotations, which support your topic sentence, and that require analysis.

Supporting quotations, these are quotations, which support your topic sentence, but don't require analysis, and concluding sentences, the final sentence of a paragraph, it draws together the main idea in the paragraph and links to writer's intentions.

Now each of these keywords you're gonna find in our lesson, they're really, really important to the planning process.

And by the end of today's lesson, you're gonna have a thesis, three topic sentences supported by main quotations, and supporting quotations, and three concluding sentences.

Our lesson outline for today, so we're gonna start off by looking at thesis statements and topic sentences and planning those.

Then we're gonna plan our main quotations and supporting quotations, and finally, we're going to focus on concluding sentences.

Let's start off with thesis statements and topic sentences.

So you're gonna plan an answer to this question.

How does Pinnock explore ideas around education? So a really exciting question in terms of Pinnock and "Leave Taking," and what is she doing with this idea throughout the eight scenes? Now here, Aisha's annotations, the first step of annotating or planning for any essay is to annotate the question so you know exactly what you're focused on.

And Aisha annotates "How," and thinks about, "Well, I need to explore Pinnock's dramatic methods and education." So she knows she needs to focus on this theme.

Now, Aisha, just like you, has loads and loads of knowledge about "Leave Taking," but she knows that for this essay, she needs to focus all of her ideas on the theme, on the exploration of education.

She cannot just write down everything she knows about "Leave Taking," it needs to be really, really focused work.

So Aisha develops her annotations with some questions, just to make sure she's really firm on what she needs to explore in her essay today.

And her question, her first one is, "Which methods and quotations best help me understand ideas around education? And what are the key plot points?" This is her second question, "Which helped me understand this theme? What is Pinnock's viewpoint?" So some really nice sanitations, and then some really probing questions that Aisha is asking herself before she starts at using those single-paragraph outlines just like we will in order to plan this question.

Now I'd like you to discuss, thinking about Aisha's two questions to herself, the methods and quotations she wants to focus on, the key plot points, Pinnock's viewpoint, how would you answer these questions? So pause the video, and consider these two questions, how would you answer them in relation to education? Pause the video and discuss the question now.

Welcome back, after a fantastic, a really lively discussion about how Pinnock explores ideas around education, I'm really looking forward to seeing these plans, that these are the ideas that you've got already.

So some people really, let's think about these plot points to begin with 'cause that was a nice way to anchor the discussion.

So lots of people focused immediately on the idea that Viv skips one of her A- Level exams in Scene 5, what does that mean in relation to this character? Why does she do it? And what might Pinnock be trying to explore with this plot point? But also thinking about the resolution of her character arc and thinking, "Well, at the end of the place, she does stay in formal education." We know that she goes to university to pursue Black Studies.

And then it was really nice to hear people thinking about the dramatic methods that Pinnock uses to explore this idea of education.

Some people focusing on the idea of contrast.

So the contrast of formal education and informal education, and what is valued in each of those sectors.

And also the idea of foreshadowing.

So anchoring, thinking, "Well I know I want to talk about Viv's rejection of the education system in Scene 5 How was this act, this act of rebellion as she calls it, how was it foreshadowed earlier on?" Another really nice dramatic method.

I had lots of quotations, people looking to their text, grabbing their text, which is such an important piece of equipment, I guess you could call it, in order to answer any question on "Leave Taking," so really nice to see people flicking through those texts, using their annotations from when they first read the play, and thinking, "Well, this is a key quotation for me." Now Aisha starts by drafting her thesis statement and three topic sentences.

So she annotated the question, she had a discussion just like you did, where she thought of all of her ideas, the things that she wanted to focus on, and now she's thinking, "Well, the first thing I want to do is draught my thesis statement, my overarching argument, and my three topic sentences so that I've got a really secure foundation for my essay." Now, comparing thesis statements to topic sentences can be a really useful way to understand the purpose of each.

And if you understand the purpose of each, you'll be able to write really powerful examples of each.

So a thesis statement is the overarching argument of the essay, whereas, a topic sentence explains the purpose of an individual paragraph.

A thesis statement is supported by the entire text, whereas, a topic sentence can be supported by moments in the text, it doesn't need to be the entire text.

Thesis statements are found in your introduction, and topic sentences are found at the start of each main body paragraph.

So these are two really important keywords.

We looked at them at the beginning of this lesson, and just comparing them side by side can be a useful way to understand the really deep, profound meaning of each of these key terms. So we'd like you to consider the thesis statements in contrast to the topic sentences and discuss what are the differences.

So we went through their definitions, but let's look at some examples and see if we can really understand the differences between a thesis statement and a topic sentence.

So our first thesis statement is, "Pinnock's Primary exploration of education focuses on its transformational powers, in both a formal and informal setting." So that's their thesis statement.

And we can see in contrast, we've got one of their topic sentences.

"Pinnock uses the opening two scenes to establish the importance of education to Enid." Then we've got another thesis statement, "Pinnock's 'Leave Taking' asks its audiences to consider, and perhaps reconsider, what is valued in the education system." And a topic sentence, "Pinnock uses Viv to explore the impact of a Eurocentric British education system." So I'd like you to consider these thesis statements in contrast to the topic sentences, and discuss what are the differences.

Pause the video and discuss the question now.

It was such a pleasure to hear such a careful discussion about these two key terms, really working out, organising in your mind, "Well, what is the difference between these two things, the thesis statement and the topic sentence?" Some ideas you might have had.

So this first thesis statement, the idea that, "Pinnock's primary exploration of education focuses on its transformational powers." This is an idea supported by the whole text.

So you could read all eight scenes of "Leave Taking," and come to that conclusion if you wish to.

It's not the right argument, but it is an argument, which is supported by the text.

Whereas the topic sentence, "Pinnock uses the opening two scenes to establish the importance of education to Enid." That focuses on specific scenes in the text, and indeed, on a specific character, the character of Enid.

So it's not supported by the whole text, it's supported by specific scenes, and it's focusing on a specific character.

Let's look at this next thesis statement, "Pinnock's 'Leave Taking' asks its audiences to consider and perhaps reconsider what is valued in the education system." Again, this is supported by a reading of all eight scenes, the entire text.

And if we look at this final topic sentence, "Pinnock uses Viv to explore the impact of a Eurocentric British education system." This is focused on a specific idea in the text, the Eurocentric education system, so it's not the purpose of the whole of "Leave Taking," it's just focusing on the Eurocentric education system and the character of Viv.

Well done for really thinking, "Okay, well, what is the difference between a thesis statement and a topic sentence?" Using those examples to anchor your discussion.

So a check for understanding, which pupil has crafted a thesis, which answers, how does Pinnock explore ideas around education? So all of the discussion we've just had about what a good thesis statement is and what a topic sentence is, that's gonna be tested here.

So which pupil has crafted a thesis which answers how does Pinnock explore ideas around education? I'd like you to read Laura's response and Jacob's response, and then see if you can identify who has written the thesis statement.

Pause the video and complete the task now.

Well done if you selected Laura, she has written the thesis statement, "Pinnock uses her play to explore the power of education for both good and ill.

Its ability to empower its balance with its ability to oppress." And again, you could look at all eight scenes and think, "Yep, that is a reading of the whole of "Leave Taking." Now Jacob, Jacob's sentence is incredibly good, but it's a topic sentence, it's not a thesis.

So it'll be found at the start of one of his main body paragraphs.

"At the end of the play, Pinnock resolves Viv's character arc by having her pursue Black Studies at university, a course which potentially offers this character a more fulfilling educational experience." So that paragraph is gonna be solely focused on Viv, and Viv's character arc.

So Laura has a thesis statement, and Jacob has the topic sentence.

Now, I would like you to plan and write your thesis statement, and plan and write three topic sentences in relation to this question.

How does Pinnock explore ideas around education in "Leave Taking?" Now you've come up with some fantastic ideas, that was our initial discussion after Aisha's annotations.

We've looked at the difference between thesis statements and topic sentences, so you've got an incredibly good idea of what a thesis statement should look like and what a topic sentence should look like.

This is the first step of your planning, it's gonna lay the foundations for the rest of your plan, so give it the time it deserves.

Oh, again, I can see people reaching for their copy of "Leave Taking," just to make sure that all of their ideas are completely anchored in the text.

I would like you to pause the video and complete these two tasks, one, plan and write your thesis statement, and two, plan and write your three topic sentences.

Good luck and I'll see you back here shortly.

Pause the video now.

Welcome back, and well done, for writing those really powerful thesis statements and your three topic sentences! You now have such a firm basis for the rest of your plan.

You've actually done the hardest at bit first, so you can feel really confident that you can now move through the rest of this lesson with an incredibly stable foundation.

Now, I'd just like us to do some self-assessment.

We've gotta make sure that that foundation is of a really, really high standard.

We're gonna check our thesis statements and topic sentences.

Now, Aisha has written her thesis, she did her annotation, she embarked on the discussion just like you, she's written her thesis and this is what she wrote.

"Pinnock presents education as a key theme.

Education can be really powerful, especially for Viv and Del at the end of the play." Now having a look at this first draught of the thesis statement, it does not meet the checklist.

So there's not an overarching argument of the entire essay.

I'm not sure what Aisha wants to argue at the moment, except that education is an important theme, and it's not supported by the entire text because Aisha seems to be focused on Viv and Del at the end of the play.

And I need a thesis that focuses on a reading of the entire play.

Now that's absolutely fine, it's a first draught, and writing a thesis statement is, of course, incredibly difficult.

So with that feedback, with this checklist at hand, Aisha does a redraft.

Now let's have a look at this redraft.

She writes, "Pinnock presents education as a means to understanding who you are.

In this way, Pinnock makes her audience consider the impact and importance of education on identity." So a really successful redraft, I would argue, because now we've got an overarching argument of the entire essay.

We know that Aisha wants to focus on education, and its connection to identity, and it is supported by the entire text because rather than referencing Viv and Del at the end of the play, we've now got an exploration of how important it is to each character's identity over the course of the entire text.

So it does meet the checklist, it's a fantastic redraft of her thesis statement.

Now I'd like you to be like Aisha, and self-assess your own thesis using the checklist.

So pause the video and just make sure your thesis is as strong as possible so that you can argue it throughout your essay.

Pause the video and complete the self-assessment now.

Well done for using that checklist, just to sense check your thesis, I saw some people making a few changes, making sure that they've got an argument, which is supported by the entire text, taking out any references to specific scenes, and saving that for your topic sentences.

Now let's have a look at one of Asia's topic sentences, we're gonna self-assess those as well.

We've got, "Pinnock uses the intergenerational conflict between Enid and Viv to explore ideas around education." Lovely topic sentence because Aisha can identify that she has a clear focus, so she wants to focus on the intergenerational conflict between Enid and Viv in one of her paragraphs.

That would be a really rich paragraph, a really rich idea to explore.

And she also is linked to the question because the question is about education, and she has carefully used that word in her topic sentence.

So again, I'd like you to be like Aisha, and check each of your topic sentences has a clear focus and links to the question.

Pause the video and self-assess your topic sentences now.

Well done, for completing that self-assessment.

You can now be really secure in the knowledge that your thesis is powerful, It is supported by the entire text, It's got a really strong argument, and that each of your topic sentences links to the question, and has an incredibly clear focus.

So you are set up for success for the rest of your essay.

So we're gonna move on to our second learning cycle.

We've got our thesis statement and topic sentences, but we need main quotations, and supporting quotations in order to prove that our thesis and topic sentences are valid, stand up to scrutiny, and can be supported by the text.

So let's have a look at main quotations and supporting quotations.

So when writing a main body paragraph, the way you select and write about quotations is key to creating a convincing argument.

Your quotations should: support your topic sentence, come from across the play, and be divided into main quotations and supporting quotations.

Well, what does that mean? Well, main quotations are quotations, you'll analyse in depth, with a focus on dramatic methods.

Whereas, supporting quotations, are quotations you embed in sentences; that don't need to be analysed.

Aisha gathers quotations to support her first topic sentence, which if you'll remember, it is, "Pinnock's of the intergenerational conflict between Enid and Viv to explore ideas around education." She wrote this in learning cycle one.

Now her main quotations, the quotations she wants to analyse.

The first one is from Scene 3, when Enid says, "Is paradise for rich American tourists," she's talking about Jamaica there.

But for the rest of us.

Go to university." And then another main quotation she wants to look at is when Enid says in Scene 6, "They can't take you education away.

I worry she [Del] a go destroy herself." So those are the two quotations she wants to form the main part of her analysis in her essay, or in this particular paragraph.

Her supporting quotation.

She's just selected one, and she wants to look at when Viv says, "Loads of people take a year off." So she doesn't want to analyse that for Aisha, there are no methods in there that are particularly interesting in order to support her topic sentence, but she does want to reference it because it is important in terms of her argument.

So you can see her main quotations come from across the play, one from Scene 3 and one from Scene 6, and they are rich in methods, I can see she might want to refer to metaphorical language in there, she might want to look at sentence structure, she might want to look at contrast.

So Aisha has done a really good job in terms of getting that clear topic sentence, obviously, now she has supported it with main quotations and supporting quotations.

So again, you can see she's building up her plan, so she's got a really, really strong argument in order to answer the question, how does Pinnock explore ideas around education? Now we check for understanding, just so we have a really secure knowledge of what a main quotation is and what a supporting quotation is.

I've got a paragraph on the board.

It has got main quotations and supporting quotations.

I would like you to read through the paragraph and see if you can identify, well, which is the main quotation? Which are the supporting quotations? So pause the video, read through the paragraph, and then select which are the main quotations? Which are the supporting quotations? Pause the video and complete the task now.

Well done, for reading through that paragraph so carefully, showing off your fantastic knowledge of these two key terms, main quotation and supporting quotation.

So the main quotation is "I come from the dirt," from Scene 4, and you can see that this pupil has explored the metaphorical language there.

The supporting quotations, "fail you" from Scene 4, and "They can't take your education away from you." Scene 6, they've decided not to explore the methods in these quotations for their particular paragraph.

So we're still with our question, how does Pinnock explore ideas around education? And we are building our plan.

You have got your thesis, you've got your topic sentences, and I'd like you to continue creating your plan by selecting your main quotations and supporting quotations for each of your three topic sentences.

So just like Aisha selected her main quotations and supporting quotations, I would like you to do that for each of your topic sentences now.

So I can already see people reaching for a "Leave Taking," of course, this is going to be so important when you are selecting your main quotations and supporting quotations.

Get ready to complete this task, give it the time it deserves, so you've got incredibly strong evidence to support your powerful topic sentences.

Pause the video and complete the task now.

Welcome back, and well done, for continuing to build that plan.

Your thesis and topic sentences are now supported by fantastic references to the text, and you know which ones you want to analyse, your main quotations, and which ones you're just going to embed into sentences.

It was really interesting to see the range of quotations that people want to rely on.

For some people, a main quotation was for other people, a supporting quotation, it would just really depend on what your topic sentence was.

Of course, self-assessment before we move on to our final learning cycle.

So I want you to use these three questions to guide your self-assessment.

Do all of your quotations support each of your topic sentences? Do they come from across the play? You cannot just select quotations from one particular scene, they need to come from across the play, and are they divided into main quotations and supporting quotations? This will really help you when you start to write the essay if you choose to write the essay because you'll know the ones that you wish to analyse, and the ones you wish just to embed into your sentences.

So pause the video and complete the self-assessment task now.

Well done, for holding yourself to a really high account.

I saw a few people changing some of their main quotations` thinking, "Well, actually there's not a method here that I particularly want to look at, maybe I'm gonna move this into a supporting quotation." And people just checking the accuracy of their quotations since checking them against their script.

Okay, we're gonna move on to our final section of our lesson, we're gonna get our concluding sentences, and then we are going to have a really beautifully built plan with thesis statements and topic sentence from learning cycle one, main quotations and supporting quotations from learning cycle two, and then the strong concluding sentences from learning cycle three.

So let's have a look at a section of Aisha's plan.

Just like you, she is building up her plan to ask this question about Pinnock's messages, or views, or ideas around education in "Leave Taking." Now her topic sentences, "Pinnock uses a character of Del to explore the importance and value of informal education." And she's got her supporting detail there, and quotations from Scene 5, Scene 8, two from Scene 8, one stage direction.

Now her concluding sentence to this section of her plan, to this single paragraph outline is, "In this way, Pinnock asks us to broaden our ideas, not only about what is valued inside a formal setting, but also outside, with Del only feeling secure in who she is, and her place in the world, because of Mai's guidance." Now, I'd like you to discuss, what is the purpose of Aisha's concluding sentence here? So read through it again, have a look at that single-paragraph outline in its totality, and have a think.

"Well, what is the purpose of this concluding sentence?" Pause the video and discuss the question now.

Some really fantastic discussions there, showing off a great knowledge of another one of our keywords, this idea of the concluding sentence.

Now here's some ideas that you might have had.

So Aisha starts her concluding sentence with this phrase, "In this way," which makes it clear the paragraph has reached its conclusion.

So she's coming to a conclusion for this particular paragraph.

"Pinnock asks us to," and this focuses on writer's intention.

So by using Pinnock's name in that final sentence, Aisha's really showing that she understands Pinnock's intentions in the play "Leave Taking." And finally, Aisha links to, but doesn't repeat her topic sentence.

So we know that this paragraph is focused on the character of Del and the importance of informal education.

And now we can see that Aisha's referencing again, the idea that we should consider what is valued inside the formal setting, but also outside.

So linking to, but not repeating that topic sentence.

Now check for understanding.

We've just looked at concluding sentences.

Let's make sure we're completely secure in our understanding of what they do.

So a pupil has written a paragraph exploring ideas about education, which would serve as the strongest concluding sentence.

I'd like you to read through the three responses, and then select the one which you think would prove the strongest concluding sentence, using all the knowledge we've just talked about, we've just discussed in this learning cycle.

Pause the video and select your response now.

Well done if you selected B.

'Ultimately, Pinnock illustrates the importance of seeing yourself reflected in some of your educational experiences." So this phrase ultimately, showing that the student has come to the end of their paragraph, using Pinnock's name to explore writer's intentions.

You can see that in C, this pupil has written, "All my quotations prove, then, education is an important theme in the play." Now you must include quotations in your analytical essays, but you don't need to use the word quotations.

And rather than just saying, "Education is important to Pinnock," you need to refine that idea like the pupil has in B, where they've said, "Pinnock illustrates the importance of seeing yourself reflected in some of your educational experiences." So I would like you to finish off your plan, we're still on this question, how does Pinnock explore ideas around education? And I want you to finish creating your plan by writing three concluding sentences.

Now, you've already written your thesis, you've got three really powerful topic sentences.

You've got your supporting detail, now it's time to finish off those paragraphs by thinking about the concluding sentences.

And I've just reminded you that your concluding sentence should make clear the paragraph has reached its conclusion, focus on writer's intentions, and link, but not repeat your topic sentence.

So pause the video and complete this final aspect of your plan so you have a watertight answer in response to this question, how does Pinnock explore ideas around education? Pause the video and complete the task now.

Welcome back, and well done, for completing not only that task, but your plan on how does Pinnock explore ideas around education? It is amazing to see the range of arguments that people have got, lots of different evidence to support those arguments, and then a really nice exploration of Pinnock's intentions with those concluding sentences.

Now, before we celebrate your fantastic plans, let's do a final piece of self-assessment, just making sure those concluding sentences are as powerful as they need to be, we're gonna use the model to guide us.

So we've got Aisha's model again, "In this way, Pinnock asks us to broaden our ideas, not only about what is valued inside a formal setting, but also outside, with Del only feeling secure in who she is, and her place in the world, because of Mai's guidance." And remembering that "In this way," that makes it clear that the paragraph has reached a conclusion, so have you made it clear that each paragraph has reached its conclusion? Have you used Pinnock's name so that you are focusing on writer's intentions? And have you linked your concluding sentence to your topic sentence? So you wrote some really fantastic topic sentences in learning cycle one, just make sure that your paragraph remains focused on that topic sentence throughout.

So pause the video for the final time, complete that self-assessment, making sure that your concluding sentences are as powerful as they need to be.

Pause the video now.

Welcome back, and well done! You are now looking at a fantastic completed plan with a thesis, topic sentence, supporting detail, and concluding sentences.

You've had some brilliant thoughts about ideas about education, and now you have a really, really stable, really strong plan that you could use to write up the full essay.

You also have a very intricate knowledge of what it means to plan for an essay question, which you can apply to a different essay question on "Leave Taking," but also to any essay question that you are answering about any of your literature texts.

In summary, a thesis statement is a clear overarching argument.

Topic sentences give focus to individual paragraphs.

Select main quotations and supporting quotations to include in an essay.

Main quotations should be analysed; supporting quotations don't need to be analysed.

Concluding sentences can focus on a writer's intention and draw your paragraph to a close.

It has been such a pleasure to watch you build such incredibly powerful plans in answer to the essay question on education in "Leave Taking," and I look forward to seeing you next time.