Hello, my name is Ms. Grant.

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

Today we're in our modern text unit and our modern text is "Leave Taking".

We're looking at an intersectional analysis.

Today we're gonna consider how do you plan an exceptional analytical written response.

I'm really excited not only because we get to focus on a really interesting theme in "Leave Taking", but also the idea of planning, this idea of planning that we're gonna look at in today's lesson you can apply to any of your literature texts.

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

Let's get started.

So by the end of today's lesson, you are going to be able to use single paragraph outlines to plan an essay response.

Now I'm really excited to plan an essay response to "Leave Taking".

It's a fantastic text.

I really like exploring all the nuances, all the complexities, and to see such a range of ideas from students about this particular text.

But the reason why I'm also excited about this lesson with you today is that you can apply the planning process to any of your literature texts.

So you're taking away not just fantastic ideas about "Leave Taking", but also a process that you can replicate with any of your literature texts.

There are some key words which are gonna help unlock our learning today and help us achieve our objective.

They are coming of age, intergenerational conflict, internal conflict, dislocation, and intersect.

So coming of age, this is when someone legally becomes an adult, but it's also used to describe when someone matures or develops.

So we're gonna look at Viv and Del and how they come of age, how Pinnock presents that in today's lesson.

Intergenerational conflict, this is tension between younger and older people, often in a family, for example a parent and child.

It's a key theme for "Leave Taking", and obviously we see the intergenerational conflict most obviously between Enid and Del and Enid and Viv.

Internal conflict, this is struggle and difficulty that takes place in your own mind.

And we've seen lots of internal conflict for all of the characters, but particularly Enid, Viv, and Del.

Dislocation, a sense of being out of place or in the wrong place.

Again, a key theme that Pinnock explores in her text, kind of balanced with the idea of belonging, a sense of belonging.

So lots of the characters feel this sense of dislocation, particularly I think, the character of Del, who does not feel quite at home at the beginning of the play in Britain.

And intersect, which means connect, cross, and meet.

And we're going to think about the way in which Del's particular experiences intersect, connect, cross, meet in order to create some quite difficult moments for her during the play.

So we're gonna reference these keywords, key terms throughout today's lesson.

You're gonna become at ease with using them when we get to the end of today's lesson.

Our lesson outline for today, so we're focusing on planning an exceptional written response about "Leave Taking".

And we're first of all gonna plan thesis statements and topic sentences, then we are going to look at main quotations and supporting quotations, and finally, we are going to finish up by planning our concluding sentences.

So let's start off with thesis statements and topic sentences.

Now you are gonna plan an answer to this question today.

How does Pinnock explore ideas around coming of age? So really exciting essay question where there'll be a whole range of different ideas about how Pinnock explores ideas around coming of age.

Now here are Andeep's Annotations, best thing to do when you get an essay question is always annotate it.

It's a quick task, but fundamental in making sure that you focus on the right thing.

Just like Andeep, you will have loads and loads of information, loads of knowledge, loads of ideas about "Leave Taking", but you need to make sure it's focused on what the essay question is actually asking you.

So Andeep, first of all, underlined how and he knows that he needs to explore Pinnock's dramatic methods and then he underlined coming of age, he knows he needs to explore this theme.

Now Andeep develops his annotations with some questions.

So the first is, which methods and quotations best help me understand ideas around coming of age? And the second is, what are the key plot points which help me understand this theme? What is Pinnock's viewpoint? Now I'd like you to discuss how would you answer Andeep's questions? I can already see people reaching for their copies of "Leave Taking" vital to have whenever you are planning an essay on the play.

And I would like you to give this discussion the time it really deserves.

'cause all the ideas you come up with now, they're really going to ground you for your planning of this essay.

So pause the video and discuss, Andeep's first question about the methods and quotations.

And then Andeep's second question about the plot points and Pinnock's viewpoint.

Pause the video and discuss the questions now, Some amazing discussions there with such a range of interesting ideas about this theme, this idea of coming of age, showing your fantastic knowledge of "Leave Taking" and Pinnock's intentions for this text.

So a few ideas I had in terms of the methods and quotations that people want to look at in terms of coming of age, lots of people headed straight for scene eight where we are looking at Del and Viv and their kind of hopeful resolution to the end of the play.

It was nice to hear some people wanting to focus on these stage directions, particularly for Del that present her as really feeling more grounded at the end of the play.

And then in terms of the key plot points where we see through the character arc of Viv that she has some difficult moments in the middle of the play where she rejects the education system, potentially Brod has pushed her to question her education system.

And then at the end of the play when she decides to pursue Black studies at university, this might represent the idea that she has matured, developed, and she's thinking about, well what is my place in British society? How am I going to find that? Well, I might find it through my formal education if I pursue this course Black studies, I might see myself reflected in that more than I have done in my schooling.

And Pinnock's viewpoint.

While lots of people said she's really exploring that the idea of coming of age is difficult for any person, the idea of becoming an adult, it can be full of internal conflict, but it might be particularly difficult for Viv and Del because they are second generation immigrants and it does seem that Pinnock wants to explore this idea in her text.

These were just a few of the ideas that people came up with some really, really interesting ideas from all across the play.

All of those ideas should be annotated down on your essay question or noted down so that you can rely on them when we come to write our thesis statements and topic sentences, which is the focus for this learning cycle.

Now Andeep starts by drafting his thesis statement and three topic sentences and comparing thesis statements to topic sentences can be a useful way to understand the purpose of each.

So a thesis statement is the overarching argument of an entire 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 is supported by moments in the text.

A thesis statement is found in your introduction, whereas a topic sentence is found at the start of each main body paragraph.

So it's really important to know the differences between a thesis statement and topic sentence because they are the foundations of any essay.

You've got a great thesis and great topic sentences and your essay is going to be much simpler to write because you're gonna have some really foundational ideas that you can jump off from.

Now I'd like you to consider the thesis statements in contrast to the topic sentences and discuss what are the differences.

So we've looked at the differences, but here are some examples and that's gonna deepen your understanding of the differences between these two foundational parts of an essay.

So the first thesis statement we've got is Pinnock's depiction of coming of age is explored in relation to her character's identities as this new breed of Black British woman.

And the topic sentences, Pinnock uses the intergenerational conflict between Enid and Del to explore the challenges of coming of age.

Then we've got our second thesis statement, which is Pinnock's "Leave Taking" asks its audiences to consider what it means to come of age in Britain as a second generation migrant.

And the topic sentence is Del, sorry, Pinnock explores how Del's status as a second generation migrant and a Black British citizen intersect and destabilise her sense of self as she comes of age in 1980s Britain.

So I'd like you to pause the video, look at these examples, two thesis statements, two topic sentences, what are the differences between them? Pause the video and discuss the question now.

Welcome back after a really clear discussion showing off your knowledge of the differences between these two aspects of your analytical essay writing.

So some ideas you might have had, but the thesis statement, we've got Pinnock's depiction of coming of age is explored in relation to characters' identities as this new breed of Black British woman.

So of course this is supported by the whole text.

It's not looking at any specific moment, but you could read all eight scenes and say yeah, that idea is supported by the whole text.

Whereas the topic sentence is looking at intergenerational conflict between Enid and Del.

So it's focused on a specific idea in the text.

We've got our second thesis statement.

Pinnock's "Leave Taking" us its audience to consider what it means to come of age in Britain as a second generation migrant.

Again, we could read all eight scenes of "Leave Taking", say yes, that is an argument that stands up to a reading of the whole text.

Whereas Pinnock explores Del's status as second generation migrant and a Black British citizen intersect and destabilise her sense of self as she comes of age in 1980s Britain, let's focus on one character and the idea that these two aspects of her characterization intersect to destabilise her sense of self.

So it's focused on a specific character and that is why it is a topic sentence and not a thesis statement.

So check for understanding.

We've really got to be secure in this idea of what is a thesis statement, what is a topic sentence? We've got Lauren and Jacob, they both written an idea down which one is a thesis statement, which one is a topic sentence? They're both answering in relation to the idea of how does Pinnock explore ideas around coming of age.

So pause the video and consider which student has written a topic sentence and which student has written a thesis.

Pause the video and read through their responses and then identify which has written a thesis and which a topic sentence pause the video now.

Well done if you identified that Laura has written a topic sentence and Jacob has written a thesis.

So Laura wrote, "Pinnock uses the resolution to Dale's character arc to reveal how she has matured and how it is her relationship with her cultural roots that has allowed for this maturation." A really nice topic sentence there where Laura is clearly going to focus on the resolution to Dale's character arc and look at scene eight in that paragraph.

Whereas Jacob has got a thesis, "Pinnock's "Leave Taking" is an ultimately hopeful comment on the internal conflict that must be faced and resolve when coming of age." A lovely thesis where you could look at all eight scenes and say, yep, Jacob has read the full text and come to a really nice argument.

I really like how he's used a keyword, a key phrase, internal conflict and made it clear that he's focused on the question because he's used the phrase coming of age.

Now I'd like you to plan and write your thesis statement and I'd like you to plan and write your three topic sentences.

Our question of course is how does Pinnock explore ideas around coming of age? We've looked really closely in this learning cycle, what makes a really good thesis and what makes a fantastic topic sentence.

So you are more than equipped to complete this practise task.

Get your pen, paper, your laptop, whatever it is you are going to write on and pause the video and complete these due tasks now.

Welcome back.

It was fantastic to see people thinking so, so carefully about what they wanted their overarching argument for their essay to be.

And then see three clear topic sentence which support that overarching argument.

Now Andeep, just like you wrote his thesis statement, here's his first draught, "Pinnock presents coming of age as a key theme, coming of age is really hard, especially for Viv and Del at the beginning of the play." So that's his first draught.

Now it does not meet the checklist because there isn't an overarching argument of the entire essay.

I'm not sure Andeep is gonna argue so far and it's not supported by the entire text because he seems to be focused on the beginning of the play.

Now he redrafts 'cause he thinks I haven't quite met the checklist, so I need to redraft this.

And he writes, "Pinnock explores coming of age in the context of 1980s Britain, making a social comment on a country that doesn't always reflect or respect this new breed of Black British woman." Now we've got an overarching argument of the entire essay.

Absolutely he wants to look at coming of age in relation to 1980s Britain and Pinnock's social commentary and it's supported by the entire text.

He's not just now focusing on the opening scenes, but actually this could be, this is an idea that could be supported by the entire text.

So I'd like you to be like Andeep and self-assess your own thesis using the checklist.

So pause the video, read through your thesis and make sure it meets that checklist.

Pause the video now.

Fantastic to see people completing that self-assessment so carefully and just editing bits of their thesis statement to make sure that it does indeed, is indeed supported by the entire text and it is an overarching argument that they can rely on for the entire essay.

So one more bit of self-assessment.

Here's one of and Andeep's topic sentences.

"Pinnock uses the intergenerational conflict between Enid and Viv to explore ideas around coming of age." Now he identifies that he has a clear focus.

He's looking at the intergenerational conflict between Enid and Viv and it links to the question because he's used that phrase coming of age.

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

Pause the video and check your three topic sentences now.

Well done for completing that self-assessment.

It was really nice to see some people adding that phrase coming of age to a few of their topic sentences just to make sure they're showing they're really, really answering the question and really interesting to see the different ideas that people want to focus on for particular paragraphs.

So some people looking at the intergenerational conflict between Enid and Viv, some people looking at the intergenerational conflict between Enid and Del and some people looking at different ideas in terms of the idea of coming of age, maybe accepting aspects of your cultural identity or having to go through a moment of crisis like Viv does when she skips one of her A level exams. So really nice range of ideas there.

Now we've got our thesis statements and topic sentences.

We are set up for success for the whole essay.

We now need to select our main quotations and supporting quotations in order to make sure that we can prove our topic sentences are valid.

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.

Main quotations being quotations you'll analyse in depth with a focus on dramatic methods and supporting quotations being quotations you embed in sentences that don't necessarily need to be analysed.

Now Andeep gathers quotations to support his first topic sentence, which was, "Pinnock uses the intergenerational conflict between Enid and Viv to explore ideas around coming of age." Now his main quotations are, Enid from scene three, "Is Paradise for rich american tourists, but the rest for the rest of us go to university." And then scene four, Viv saying, "Spend my life bent over books that have nothing to do with me." So he wants to analyse those in depth in his main body paragraph, but he's got some supporting quotations as well.

He wants to look at Viv when she says, "What if I don't want to go to university?" Now he doesn't want to explore that.

He doesn't think it's particularly rich in dramatic methods for his particular argument, but he wants to include it as an example of the intergenerational conflict between Enid and Viv.

And you can see his main quotations come from across the play scene three and scene four and are rich in methods.

Now a check for understanding just before you gather your main quotations and supporting quotations.

So you have a really clear idea of the purpose of each.

Here we've got a paragraph which is looking at the idea of coming of age and I'd like you to read through it and then identify the main quotation and supporting quotations.

So pause the video, read through the paragraph, and then tell me what are the main quotations and what are the supporting quotations.

Pause the video and complete the check now.

Well done for reading through that paragraph really carefully and correctly identifying that the main quotations are, "Peace with yourself, you at home, anywhere," that's from scene six and the supporting quotations, "Even a little bit British," from scene six and, "Bottom of the pile," from scene six as well.

You can see that this student has explored, "Peace with yourself, you at home, anywhere," by looking at the idea of metaphor and exploring why Mai says this to Del.

Now I would like you to return to your plan where you've got your great thesis and your topic sentences and I want you to continue creating your plan by selecting your main quotations and supporting quotations for each of your three topic sentences.

So you're gonna pause the video, I can already see people reaching for their copies of "Leave Taking", exactly the right first thing to do because obviously if you want quotations, if you want references, you are going to find them in the text.

You're gonna pause the video and populate your plan, develop your plan by getting those main quotations and supporting quotations.

Pause the video and complete the task now.

Well done for so carefully pinpointing the quotations that you would like to use in your main body paragraphs.

And not just getting those quotations but saying which ones do I want to analyse and which ones do I want to just embed in two sentences? a quick self-assessment before we move on to our concluding sentences.

So I'd like you to self-assess your quotations using these questions to guide you.

Do they support each of your topic sentences? Do they come from across the play? Are they divided into main quotations and supporting quotations? Pause the video and complete the self-assessment now.

Really nice to go around and hear the range of quotations that people want to use.

I saw some people just thinking actually would I want to analyse this quotation in depth and maybe changing one of their main quotations to a supporting quotation and just making sure that all of these quotations and references are completely accurate in terms of the words and in terms of the reference to which a particular scene in the play.

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

We are gonna complete our plan in this third learning cycle by looking at concluding sentences.

Now here is a section of Andeep's plan.

We've seen him write his thesis.

We know one of his topic sentences and we're gonna look at a full section of Andeep's plan.

So topic sentence here.

His second one is, "Pinnock uses a character of Mai as a catalyst Del's coming of age." So his first topic sentence was about intergenerational conflict and his second topic sentence is about the character of Mai, a catalyst for Del's coming of age.

Now he's got his supporting detail.

"Mai, anytime you need to talk, you need someone to talk to.

I'm always here," from scene one.

"You at peace with yourself, you at home, anywhere," from scene five.

"Haven't you been watching me, listening to my consultations, reading my books?" Scene eight and then finally, "Del looks in the mirror.

She moves back into centre stage," scene eight.

I really like how Andeep's references the supporting detail come from across the play.

He's also got a nice stage direction in there as well.

Now his concluding sentence is, "In this way Pinnock asks us to consider the importance of embracing and being supported to embrace your cultural identity as a significant factor in coming of age for second generation migrants." And I'd like you to discuss what is the purpose of this concluding sentence? Pause the video and discuss the question now.

A really careful discussion.

They're really unpicking this concluding sentence.

It's just one sentence, but it does a lot of work and you can tell that Andeep has put some serious thought into writing it.

So some ideas that you might have had.

So the concluding sentence begins with, "In this way," and this makes it clear that the paragraph has reached its conclusion.

So he's about to draw an end to this particular paragraph and then he'll be able to move on to his other main body paragraph.

"Pinnock asks us to," and there's a real focus here on writer's intentions and Andeep has ensured that by using Pinnock's name and thinks well what were her intentions in presenting the character or characters in this particular way? And finally, the whole concluding sentence links to but doesn't repeat the topic sentence.

We know we were looking at Mai as a catalyst for Del's coming of age, and then at the end Andeep returns to this idea but focuses on Pinnock's intentions, thinking you've got to embrace and be supported to embrace your cultural identity.

Obviously Mai really helps Del to do that and that's a significant factor in coming of age for second generation migrants.

And I really, really like how Andeep also put in coming of age in his concluding sentence, just reminding his reader that that is the focus for the essay question.

So a quick check for understanding before you write your own concluding sentences.

So a pupil has written a paragraph exploring ideas about coming of age, which would serve as the strongest concluding sentence? Now I'd like you to read through A, B, and C and then select which you think would be the strongest concluding sentence.

Pause the video, read through, and then select your response.

Pause the video now.

Well done if you selected C.

Perhaps Pinnock is asking us to consider that if your identity isn't reflected in the education system, it's yet harder to understand who you are and ultimately who you want to be.

I like the nice light touch way that the student has made it clear that they're coming to the end of their paragraph by saying perhaps their focus on Pinnock's intentions by using Pinnock's name and then exploring what Pinnock's intentions are.

This student's obviously focusing on the character of Viv, particularly.

If we look at B contextually, we know that Pinnock wanted to be an actress when she came of age, and so is reflecting her internal conflict in Viv.

Using that adverb, contextually, and bolting context onto the end of a paragraph is not the most skillful way to end a paragraph.

It is more skillful to look at Pinnock's intentions rather than just adding a bit of contextual detail as an isolated fact.

Then if we look at A, "Definitively, all my quotations prove that Brod is indeed a catalyst for this coming of age." Although it is of course important to include quotations and references throughout an essay, you should not use the word quotations itself.

You don't need to name or state the fact that you have used quotations and this adverb definitively, it's presenting the idea that there is only one idea and actually there are so many different ideas, different ways you could interpret "Leave Taking".

So being a bit more tentative in your approach as the student has in answer C, where they say, "Perhaps Pinnock is asking us to," is a more skillful way of putting forth your interpretation rather than saying definitively, because of course there will be lots and lots of different arguments about "Leave Taking" and what Pinnock is asking us to consider.

So I would like you to complete your plan by writing three concluding sentences.

We're still focused on Pinnock exploring ideas around coming of age.

You've written your thesis, you've got three fantastic topic sentences.

You've got all of your supporting detail.

We now just need three concluding sentences and I've got the checklist to make sure that your concluding sentences are really powerful.

So making sure the paragraph has reached its conclusion, focusing on writer's intentions and linking but not repeating the topic sentence.

So pause the video, harness all your energy to make sure you complete this plan with the same, bigger drive you did at the beginning of the lesson.

Pause the video and write your three concluding sentences now.

Welcome back, it is fantastic to look around and see all of these completed plans with such great thesis statements, topic sentences, a range of different references to the text in order to support those topic sentences.

And now these really powerful concluding sentences.

A quick self-assessment before we celebrate the work, all the work that you have done today.

So just have a look at your concluding sentences and think, have I made it clear, each paragraph has reached its conclusion? Have I focused on writer's intentions and have I linked my concluding sentence to my topic sentence? A reminder that these concluding sentences should be written out in full so that you can really rely on them if you were to come and write the essay.

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

Well done for completing that final bit of self-assessment and you should feel so proud.

You are now looking at a fantastic rock solid plan that you would be able to use to write this essay on the idea of coming of age.

Now you might choose to write the essay up since you've got all of these fantastic ideas.

You might be absolutely bursting to write this essay and test all of those ideas, but you might just think, I want to rely on this plan.

I might want to return to it.

If I were writing a different essay question, there might be some ideas here that might suit it or I want to return to it if I'm revising the idea, the theme of coming of age in Pinnock's "Leave Taking".

So keep that plan incredibly safe, celebrate it, be really, really proud of all the work that you put into it.

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 writer's intention and draw your paragraph to a close.

It has been such a pleasure to work to build your plans with you today, and I look forward to seeing you next time.