Hello and welcome to today's lesson.

My name is Ms. Watson, and we are going to be looking at how we evaluate writing.

We're gonna be reading two texts on the same topic, very different points of view, and we're going to be evaluating how the writers take a stand.

So let's get started! So the outcome of today's lesson is that you will be able to evaluate how two writers take a stand in their writing.

As ever we will begin with the keywords.

They are, empathy, authority, contentious, strategy, and tactics.

Let's look at what they mean in more detail.

Now, the empathy is the ability to share someone else's feelings as if they are your own.

Sometimes it is described as putting yourself in somebody else's shoes.

Now, if you have authority, you have the power to influence each others, and that might be because you have specialised knowledge and everyone acknowledges that, or it might be that you have a kind of superior status, which means that people accept that they have to do what you tell them.

Something that is contentious is likely to cause disagreement or argument.

Another word might be controversial.

Now, if you have a strategy, you have a plan of action that is designed to achieve a long-term or an overall aim.

And you use tactics to get there.

So these are the smaller individual actions that will help you conduct your strategy, so that you achieve your aim.

Now, if you'd like a little bit of time to familiarise yourself with these words, you can pause the video and return when you are ready.

So let's take a look at the outline of today's lesson.

There are gonna be three learning cycles.

We're gonna start by just recapping what we mean when we say taking a stand.

And then you are going to read two texts where writers take a stand and then we are going to practise evaluating texts.

Okay, so let's start with recapping taking a stand.

So what do you remember? What do you know about when writers take a stand? This is what the Oak pupil said.

Now, Jacob said that he defined "To take a stand as to assert your point of view on a topic." And he went on to say that "You can use personal experience to make your opinion more relatable and that creates empathy." And Izzy said, "Comments from experts and politicians can also create a sense of authority, and it gives you that the impression that the issue matters at a national level." Well done, Jacob.

Well done, Izzy.

So they've discussed what it might taking a stand might include, and then they went on to talk about what techniques a writer could use.

This is what they said.

Jacob remembered that "You can use a motif, which is an image or an idea that is repeated across the text." And the reason for using a motif is "It holds your writing together and adds symbolic power," which is exactly right.

Well done, Jacob.

And Izzy said that "Aristotle's triad of logos, which is the appeal to reason ethos, which is the appeal to authority and pathos, which is the appeal to emotions, means that you can speak to your reader or to your listener in a range of ways." Really good ideas from both Jacob and Izzy.

So Oak students identify the key elements of writing that takes a stand.

And here's a list, but one is missing from the list.

So I would like you to take some time to read them over and then tell me which one is missing.

You can pause the video while you have a think.

Okay, the one that is missing is ethos.

Well done.

Let's move on.

So now is your opportunity to show your understanding of what taking a stand means in a little bit more detail.

I'd like you to do it in this way.

I'd like you to write a guide for a student who wants to write with passion when they're taking a stand on the topic of their choice.

And I'm gonna give you some sentence starters to help you write that guide.

Here we go.

When you want to take a stand in your writing, you can strengthen your writing by.

An effective technique is a.

And remember Aristotle's triad of.

Now you can pause the video while you use those sentence starters to explain to a student how to write with passion when they take a stand.

Off you go.

So well done.

Welcome back.

You might have written something like this that when you want to take a stand in your writing, you can strengthen your writing by including content like personal experience, expert views and formal politics.

And each one of those elements adds a different element, creating a point of view that will appear relatable, authoritative, and important.

And an infective technique is a motif.

It helps to link your text together and also adds symbolic significance to your ideas.

And you could have said, remember Aristotle's triad of logos, ethos, and pathos.

Between them, they appeal to the reader's emotions, their sense of reason, while also establishing credibility.

That's fantastic sentences.

Well done.

So let's move on.

So we've looked at taking a stand and now we are going to read two texts where writers take a stand.

Now, they're called text A and text B.

Text A is called "My Suffragette grandmothers are now seen as heroes.

Today's climate protestors will be too." And that article is by Helen Pankhurst and it was published in "The Guardian." And text B is called "Just Stop Oil protestors are incapable of winning hearts and minds." And that article was by Tom Gomez and it appears in "The Speaker." You'll need to find both articles and read them.

I'd like to remind you of how to read interactively.

One, circle key vocabulary.

Two, underline important words and phrases.

Three, use square brackets to draw attention to important paragraphs.

Four, put a star next to a key idea.

Five, write margin notes or annotations to help remember key inferences and ideas.

You can pause the video while you read.

And I look forward to seeing you back here when you are ready.

Off you go.

Welcome back.

I hope you enjoyed reading those texts.

It was really good to see you reading with such focus and really good to see you using the interactive reading strategies.

So let's have a quick check for understanding.

I'm going to put up a series of statements and the question is, "Do the following statements apply to Text A, Text B, or both?" So here are the statements.

One, discusses the use of contentious tactics by climate protestors.

Tactics are the actions you take to achieve your aim.

And remember, contentious means likely to cause disagreement.

Two, mentions attacks on works of art.

Three, describes a climate crisis as a feminist issue.

Four, says Just Stop Oil's present strategy doesn't work very well.

Or five, suggests some form of activism may harm the reputation of the environmental movement, may actually be counterproductive.

Have a think about whether you think those statements are true of Text A, Text B, or both.

You can pause the video while you have a think.

Okay, what did you think? Number one, that's true of both.

Yes, well done.

Number two is also true of both.

And number three is only true of Text A.

And four is true only of Text B.

And both of them consider the possibility that maybe some forms of activism are not as good as other types of activism.

Very well done if you've got those right.

Let's move on.

So now is the opportunity to, for you to show your understanding of the two articles in a little bit more detail.

I want you to write a comparative summary.

Now, a summary means that you have to pick only the most important details.

And the comparatives means you are saying what the similarities and differences are.

So I'm gonna give you a little bit of support with that task.

I'd like you to include the following, what you be really clear about, what is the stand taken in each? You need to be looking at the different points of view.

You need to be explain the reasons behind the stand they are taking.

And here is some support with how you write this.

I'd like you to use conjunctions for similarities and differences.

For explaining similarities, both, equally, also.

And for explaining differences, I'd like you to use in contrast, alternatively, and whereas.

Now, pause the video while you do that and off you go.

Well done.

Welcome back.

Now before you look at your own work, I'd like you to look at what Izzy wrote.

She wrote this, "The writers of both Text A and Text B are taking a stand on climate activists who practise rebellious behaviour to get their message out.

Also, they both refer to the damage done to artwork." So Izzy started with the similarities, which is a really good approach and she uses the word both there.

She uses it twice to show that she is writing about similarities.

"The writer of Text A believes that the environment is a feminist issue and that we will one day recognise the activists as heroes." That is very much a point that only Text A believes in.

So well done for picking that out, Izzy.

"And the writer of Text B, on the other hand, thinks that Just Stop Oil activists are spoiling their cause with actions that the public dislikes." Really good piece of writing there from Izzy.

Now what I would like you to do is to compare her paragraph with yours.

Did you refer to content in both Text A and Text B? And did you use conjunctions for writing about similarities and differences? Take a little bit of time to do that.

You can pause the video while you are comparing paragraphs.

So we were having a really good lesson.

We've already looked at two learning cycles and we're gonna bring it together by looking at what evaluation means and how we evaluate texts.

Okay, let's move on.

Now, when we evaluate, we make a judgement about the content and the quality and the validity of text.

Content means what is in the text, what is it? What aspects are, what elements are in the writing of the text? Quality is how good is it.

And validity is how true is it.

Now, this is what the Oak pupil said, Jacob said, "That it means we have to think about whether we like the text and if it's useful to us and well written." And Izzy said, "That means we have to make a judgement against specific criteria.

And that way we give reasons for our evaluation." And I want you to have a think about, which statement you agree with, which is correct here.

Have a think.

So well done, if you said Izzy.

She's right, you it isn't.

Evaluation is more than just about whether we like it or whether we find it useful.

We have to know what we are comparing it with and that's where the criteria and specific standards comes in.

So let's move on.

Now for taking a stand, the criteria could use, include use of the following.

Personal experiences, a motif, logos, formal politics, pathos, expert comments.

All of those could be go to make good, writing on taking a stand that takes a stand.

Now, I want you to think back to the text we've read.

Which of the two text used the following? Was it Text A? Was it Text B? Was it both of them or was it neither of them? You can pause the video while you have a think.

Okay, let's think.

Personal experiences, Text A.

Motif, neither of them used a motif.

Logos, they both use logos.

Formal politics, Text A.

Pathos, neither.

Expert comments, Text A.

And ethos, Text A.

So they actually included very different elements in the way they went about writing.

They went about the writing.

So let's move on.

So I would like us to have a check for understanding to see that we are really clear about what we mean by specific criteria.

So which of the following uses specific criteria? Text A is very well written and the writer is clearly well informed about the issues, b, Text B seems very passionate in its objection to the tactics of some climate activists, c, Text A combines personal anecdote and expert views in order to express strong views about environmental activists.

And both texts are about environmental activism.

What do you think? Which ones actually include specific criteria? Have a think.

If you said, c, you are right.

Well done.

The personal anecdotes, the expert views, that's the content, that's the specific criteria that is being used.

Very well done.

Let's move on.

Now, how we're gonna finish this lesson is by you having a discussion.

I want you to choose either Text A or Text B and discuss how and how well does the writer express their point of view.

And while you're doing that, you should do this.

You should refer to how they use this criteria of personal experiences, comments, politics, and Aristotle's triad of logos, ethos, and pathos.

Now, you are going to need to pause the video while you have the discussion, and off you go.

Now, before you evaluate your work, I just want you to listen to what Jacob said.

He said that "The writer of Text A balances personal anecdotes, historical context and opinions from a charity to support her position on climate activism.

The fact that she is a descendant of suffragette campaigner Emmeline Pankhurst adds credibility to the stand she is taking.

Employing logos in this way, shows that she is taking the long view of the situation and supports her opinion that the behaviour of the activists may be controversial now, but history will be on their side." So let's look in more detail at what Jacob said there and why that is a good response to the task.

So he identifies the types of contacts there, the anecdotes, the context, the historical context, and the opinions from the charity.

And he refers to the specific technique of logos.

So that was a really, really good piece of discussion.

Well done, Jacob.

Thank you for sharing that.

Let's move on.

I want you to assess your discussion.

I'd like you to use Jacob's response and the following coaching questions.

Have you identified the types of content used? Have you identified specific techniques used? And have you explained how content and techniques support the writer's position on the issue? This last one is probably the most important because you need to be able to show how content and techniques work together to really support the writer stand on the issue.

So take a little bit of time to think about the discussion and whether or not you did all these things.

You can pause the video while you do that.

So before we say goodbye, I'd like to have remind you about what you have been learning today.

When writers take a stand, they often include elements such as personal anecdote, experts, and politics.

Using Aristotle's triad of logos, ethos and pathos can help strengthen a point of view.

When we evaluate texts, we need to measure them against specific criteria.

And evaluation means looking at the validity of the content and the quality of the writing.

Your attitude to your learning today has been fantastic.

It has been a pleasure to teach you.

I'd like to wish you a very good rest of the day and I look forward to seeing you in another lesson on writers taking a stand.

Bye for now!.