Hello everybody and welcome to the second lesson in the unit Victorian Childhood.

And this lesson is called Ragged Children.

Hello everybody.

My name is Mr. Barnsley.

Really pleased to see you all again today.

So in our lesson, Ragged Children today, the outcome is by the end of the lesson, you should be able to explain how emotive language has been used to discuss poverty in Victorian Britain.

As ever, let's start with some key words that we should expect to encounter in today's lesson.

These words are correlation, illiteracy, destitute, plea, and ragged schools.

Let's have a look what all of these words mean in a little bit more detail.

So our first word is correlation.

And if two things are said to have a mutual relationship or connection, they are said to have a correlation.

Illiteracy means being able to, or really struggling with reading and writing.

Now, destitute is an adjective.

It means extremely poor or unable to look after oneself.

A plea is a noun and it means a request that's been made in a really urgent or emotional manner.

And finally, ragged schools were schools which provided education to children who were too poor to receive it elsewhere.

Let's have a look at the outline of today's lesson.

This lesson is gonna be broken down into three parts.

The first, we're gonna be thinking about the importance of education.

In the second part of today's lesson, we're gonna be reading an article called "A Plea for Ragged Schools." And in the third part of today's lesson, we're gonna do some analysis of emotive language.

We're gonna start today by thinking about the importance of education.

So did you know, in 1842, 5,028 prisoners were examined on their level of education? This was written by an author called Guthrie in 1847.

And these were his findings.

He found that 852 of those 5,000 plus prisoners could not read at all.

A further 2,673 said that they could only read a little bit, which meant that only 1,503 of those 5,028 prisoners said they could read well.

And when it came to writing, almost 3000 of them, 2,882 said they couldn't write at all.

With a further 1,876 of those prisoners said they could only write a little, which meant there were only 270 of those prisoners who said they could write well.

Let's have a discussion.

Why do you think there was such a high correlation between illiteracy and crime? Pause the video, have a discussion, and press play when you're ready to continue.

I heard some really interesting discussions there.

Well done.

Let's have a think though.

Well done to anyone who said that actually, illiteracy can have a really clear link to just a lack of access to education.

In Victorian Britain, not all people went to school.

In fact, it cost money to go to school.

Even some of the cheaper schools would still expect people to pay for maybe their books, and so lots of families just couldn't afford that.

So there was a lack of access to education.

And as a result of that, it meant there was a lack of access to skilled job and skilled labour, which often meant that people found themselves in poverty.

And often families in poverty were more likely to turn to crime.

It doesn't mean people living in poverty would commit crime, but poverty could drive people to committing crime.

And this was actually quite a vicious circle, because families that fell into poverty meant that they couldn't afford access to education for their children.

So it became a cycle where children could not escape from poverty, because they couldn't access education.

And it might mean that more people within these families might end up turning to crime.

Again, really important for us to acknowledge that just because someone lived in poverty didn't mean that they would definitely end up committing crime.

But it's important that we can see there is a link between a lack of access to education and poverty with some of those people who maybe ended up in prison.

Okay, time for a check for understanding.

True or false, there is no correlation between access to education and crime rates.

Make your choice now.

False was correct there.

Well done if you selected that.

Now I'd like you to pick which of these answers A or B best justifies this.

Is it A? "Without an education, the lower classes would have no chance of gaining employment, leading to a life in poverty, forcing them to commit crimes." Or was it B? "Education was not readily available to the working classes, making it harder for the lower classes to access well-paid jobs, creating a cycle of poverty.

Some people in poverty may have turned to crime to afford to live." Make your choice now.

The correct answer there is B, okay.

Just because you didn't have education doesn't mean that you would definitely not be able to gain employment, and it wouldn't mean that you would definitely live a life of poverty, and those things do not definitely mean you will commit crime.

However, it does make it more difficult to access well-paid jobs, and it increases chances of living in poverty.

And obviously we know that some people in poverty, not all, may have turned to crime to afford to live.

Okay, what I'd like you to do now for our first task in today's lesson is write a short three sentence persuasive paragraph arguing why everyone should have access to an education.

I'm gonna challenge you here.

I'd like you to include at least one rhetorical question.

An example of that is, "Do you understand the value of education?" I'd like you to include some direct address.

"Imagine if it was your child," speaking directly to the listener.

And I'd like you to include some emotive vocabulary.

"A destitute life of starvation awaits." Pause the video, spend a few minutes writing a very short persuasive paragraph explaining why you think everyone should have access to an education.

Press play when you're ready for some feedback.

Okay, great job.

Let's take a moment to reread our work and assess how successful we've been by identifying the following.

Can you find an example, where have you used a rhetorical question? Can you find where have you used some direct address? And can you find where have you used some emotive language? Pause the video, reread your work and see where you've managed to hit the success criteria of this challenge.

Okay, let's move on to the second part of today's lesson.

We're gonna read an article called "A Plea for Ragged Schools." Okay, so before we dive into reading, we know we should always make predictions, okay.

The skill of predicting before we read is really helpful in helping us tackle really difficult texts.

So we're gonna make some educated guesses about what content we might expect to see.

So first, I'm gonna share the title of the text that we're about to read.

We're gonna read an extract from a pamphlet entitled "A Plea for Ragged Schools." And this was published by a man called Thomas Guthrie in 1847.

So I want us to use the prediction grid below to try and make an educated guess about what the text might be about.

So let's have a look at some of the things we can use to help us make these predictions.

The first is the title or subtitles in the text.

So I want you to think, what words do you recognise in the title "A Plea for Ragged Schools?" Then I want you to think about lesson details.

You can't always do this when predicting, but we are in a lesson now.

So let's think of, do any of the lesson details help us today? So the lesson title, pupil outcome, any of the keywords that we've discussed at the beginning of the lesson, how might they support us to make logical predictions? And finally, any prior knowledge.

Why might someone be pleading for ragged schools? What do I already know about education levels in 1847? Pause the video, have a quick discussion.

What predictions can you make about what this text may be about? Press play when you're ready to continue.

Well done.

I can hear some excellent predicting happening there.

So, here are some of the things that, here are some of the predictions I might make based on the clues I have.

Well, I recognise the word plea, and I know that's an urgent request, and I know that ragged schools are education for poor people.

So I'm starting to think this is gonna be about making an urgent request for more schools for the poor.

And I know that this lesson is about poverty in Victorian Britain, and particularly we've been talking about poor children, 'cause this is a unit called Victorian Childhood.

So that's giving me more evidence to suggest that this is gonna be about text for poor children in particular.

A text about, yeah, making sure that poor children can get access to education.

And I know that actually not all children had access to education in Victorian Britain.

I know that only people who could afford it could access it.

So now I'm starting to feel more confident in my predictions that this is going to be about access to education for the poor people of Victorian Britain.

Now, before we go into that close reading, before we start trying to work out the details of the meaning, let's do one read through the text and try and get the general gist.

Try and make sure we understand what it's about in general.

"Right opposite the stove, with its ruddy light shining full on his face, lay a poor child, who attracted my special attention.

He was miserably clad.

He seemed about eight years old.

He had the sweetest face I ever saw.

His bed was the stone pavement, his pillow a brick.

And as he lay calm in sleep, forgetful of all his sorrow, he looked a picture of injured innocence.

His story, which I learned from the officer, was a sad one, but such a one as too many could tell.

He had neither father nor mother, brother nor friend, in the wide world.

His only friends were the police, his only home their office.

How he lived, they did not know.

I have often regretted some effort was not made to save him.

Some six or seven years are now by and gone, and before now, launched on a sea of human passion, and exposed to 1000 temptations, he has probably become a melancholy wreck.

What else could any man who believes in the depravity of human nature, and knows the dangers of the world, expect him to become? These neglected children, whom we've left in ignorance, and starved into crime, must grow up into criminals.

The pest, the shame, the burden." We're gonna do a check for understanding now, just to think after our initial reading.

What do we think this text is about? Which is the most accurate description of the text? So is it, A, Guthrie is trying to elicit sympathies, trying to create sympathy about children who live in poverty and do not have access to education? B, Guthrie is highlighting how kind the police are to homeless children.

Or is it, C, Guthrie is illustrating how conditions in London are not very nice for children? Make your guess now.

Congratulations, the answer is A.

We know this comes from a pamphlet, a leaflet about why ragged schools are needed.

And in this extract, Guthrie is trying to make his reader feel sorry about children who live in poverty, and who do not have access to education.

Okay, let's look at the text now in more detail.

Let's try and work out what some specific words and phrases might mean, and start to try and unpack what Guthrie's purpose is here.

So, "Right opposite the stove, with its ruddy light shining full on his face, lay a poor child, who attracted my special attention.

He was miserably clad.

He seemed about eight years old.

He had the sweetest face I ever saw.

His bed was the stone pavement, his pillow a brick.

And as he lay calm in sleep, forgetful of all his sorrow, he looked a picture of injured innocence." Here's a definition for you, clad means clothed.

And we know that the boy has been described as being miserably clad.

What does this description of the boy's clothing tell us about him? Pause the video, have a very quick discussion, and press play when you're ready to continue.

Well done if you said that this suggests how poor he is.

Miserably is a really negative adjective and it suggests that he has very little clothing, very poor clothing, poor quality, not enough to keep him warm.

Now we notice that "His bed was the stone pavement, his pillow a brick, and as he lay calm in his sleep." I want you to think, why do you think Guthrie uses the words bed and pillow here? Because he's sleeping on the pavement.

What's the impact here? Pause the video, discuss, press play when you're ready to continue.

Some great ideas there.

Well done to people who said this kind of makes the boys seem relatable in the fact that we are used to people sleeping in comfort with a bed and a pillow.

So we are now comparing the thought of a nice comfy bed to the horrible conditions.

So it allows us to, A, compare something that we can recognise, but then it makes it even more shocking when we realise just how the boy is sleeping.

How do you think, and this is kind of, this question here of how would the effect be different if he said the child slept on a floor? I think this kind of creates a more dramatic and at the same time emotive and distressing image, when we think of comparing this uncomfortable sleeping arrangement with a bed and a pillow that we might be so used to.

Let's do a check for understanding now.

Which of the following statements about the boy is not true? A, he was dressed in poor quality clothing.

B, he was young and innocent looking.

C, he was really upset.

Make your choice now.

The correct answer there was C.

The boy was asleep.

Couldn't see what his emotions were.

Okay, so looking at this phrase here, Guthrie uses the the phrase "Injured innocence." What is the name of this language device when we put two contrasting ideas and we pair them together? Pause, discuss, press play when you're ready to continue.

Well done to anyone who said juxtaposition.

These two ideas of injury yet innocence kind of juxtapose there.

And what is the impact then of this juxtaposition? How does this make the reader feel? Pause, discuss and press play when you're ready to continue.

Well done.

Lots of really nice discussion there.

I liked people who picked out this idea of it makes us feel really conflicted, and it makes this emotion feel kind of more challenging.

We're being challenged here.

We're picturing this sweet, innocent child, but then we're hearing this really quite disturbing adjective of injured, and it makes us feel more sympathetic for the boy in Guthrie's pamphlet here.

Let's continue.

"His story, which I learned from the officer, was a sad one, but such a one as too many could tell.

He had neither father nor mother, brother nor friend, in the wide world.

His only friends were the police, his only home, their office." Okay, let's pause for a minute and look at this list here.

What is the effect of this list on the reader? Pause, discuss, press play when you're ready to continue.

Well done to everyone who said that this list is meant to elicit sympathy.

By creating this like long list, we're seeing just how devastating the life of this young boy is.

He has no one to call family or a friend.

"How he lived, they did not know.

I have often regretted some effort had not been made to save him.

Some six or seven years are now by and gone, and before now, launched on a sea of human passion, and exposed to 1000 temptations, he has too probably become a melancholy wreck." Now, let's have a look at these words, sea and wreck.

What do you notice about the pattern of words here? How are they connected? And why might Guthrie use this sea imagery as a metaphor for the boy's life? Pause and discuss.

Some really interesting language analysis going on there.

I loved ideas around how the sea can be so rough and temperamental, and how it's been so difficult for this boy to predict how his life would be.

And ultimately, Guthrie compares his life to a sea, a shipwreck, almost like he's drowned in poverty, and his life has become destroyed, like a ship at the bottom of an ocean.

"What else could any man who believes in the depravity of human nature, and knows the danger the world, expect him to become? These neglected children whom we have left in ignorance, and starved into crime, must grow up into criminals.

The pest, the shame, the burden." Let's do a quick check for understanding here.

Which of the following evidence from the text best suggests the boy has no family? "His story, which I learned from the officer, was a sad one." "He had neither father nor mother, brother nor friend, in the wide world." "His only friends were the police." Select your response now.

Well done.

B of course was the correct answer there.

So I want to dive now in to the end of this extract.

What language device is being used in this quotation? What else could any man who believes in the depravity of human nature and knows the dangers of the world expect him to become? Quick discussion and press play when you're ready to continue.

Well done.

That was of course a rhetorical question.

Now, ask yourself, what was the effect of that rhetorical question? Pause, discuss and press play when you're ready.

Great ideas there.

Well done to people who picked out that he's really imploring, he's pleaing to his reader to think, you know, what do you expect to happen to this young boy, these young children who are left to live like this? He's really asking them to like look inside themselves and thinking, is this a way that we want our children, the children of Britain to live? Now, it's really interesting that he uses this verb "must" here.

Why is this so interesting though? What is this saying, or what is Guthrie saying to his reader? Pause, discuss, press play.

Some really nice ideas there.

I think Guthrie here is suggesting that if we don't do something, there is only one pathway for these children.

They are gonna end up as criminals.

Let's have a look at this final last sentence.

Can you paraphrase, can you put into your own words what Guthrie is saying? Pause the video, give it a go and press play when you're ready to continue.

Okay, we've now looked at the article or the extract from the pamphlet in more detail.

Now I want us to have a very quick discussion.

Why do you think Guthrie writes in such an emotive way when trying to persuade his readers of the necessity and the value of ragged schools? Why does he use so much emotive language? Pause the video, have a discussion and press play when you're ready to continue.

Check for understanding time.

Which of the following is not a technique employed by Guthrie in trying to persuade readers about the value of ragged schools? A, Guthrie mentions basic necessities, like a bed and pillows to illustrate how little the boy has in comparison to the readers.

B, Guthrie uses statistics to illustrate how many young people are affected by extreme poverty and the impact it has on them.

C, Guthrie uses rhetorical questions to suggest that readers, that the readers already know what happens to young people who grow up in extreme poverty.

Make your choice now.

Well done.

Statistics were the only technique there that Guthrie was not using to illustrate the devastation caused by poverty and homelessness.

Right, your second task now is I want you to think about how has Guthrie made deliberate language choices to persuade his readers about the value of ragged schools.

So what I'd like you to do is highlight and label words or phrases from "A Plea for Ragged Schools" where Guthrie does the following.

I'd like you to find any examples where he makes the boy sound lonely and isolated.

I'd like you to find any examples where he paints a destitute image of the boy, so where he makes the boy seem really incredibly poor.

And I'd like you to find any language that illustrates this is a bigger problem than just this one boy.

I want, when you are labelling, I want you to make sure you use subject terminology as well.

So don't just find examples, try and explain what language Guthrie is using.

Things you could look out for, use of determiners and use of pronouns.

Uses of emotive adverbs and adjectives.

And any metaphors that Guthrie uses.

So pause the video, give yourself enough time to highlight and label any words or phrases that stand out for you in this text.

Press play when you're ready to continue.

Okay, great job.

Let's have a look at some of the things I found and you can compare them to what you highlighted in your text.

So at first you can see Guthrie uses, makes use of the determinant "a" and the pronoun "he." And for me, this really suggested that this boy has no identity.

It's not about one specific boy.

There are many, many children out in the streets of Great Britain who are living life like this.

Adjectives like "poor" and "miserably" help paint this image of a destitute life the boy is living.

Furthermore, this metaphor that his bed was a stone pavement, his pillow was a brick.

Again, it suggests the boy has nothing.

Again, this helped prove that he's living a destitute life.

The use of the negatives "neither" and "nor." These really reiterate that this boy is very isolated, he's lonely, and this all takes place in a list as well.

And we have this metaphor at the end when the boy's life is presented as being a melancholy wreck, like a ship wreck.

It suggests this boy's life has been destroyed by poverty.

And then we have these harrowing, disturbing adjectives at the end, like "neglected." Suggest that the fault of this is society.

It's not the young boy's fault.

Okay, moving on now to the final part of today's lesson.

We've identified some of the emotive language that Guthrie uses, now we are going to analyse it.

I would like you to read the following response to this question.

How has Guthrie made deliberate language choices to persuade his readers about the value of ragged schools? I want you to give the analysis of what went well and an even better if.

Here's my example.

"Guthrie creates sympathy for the poor child through the use of determiners.

He does this by describing the boy as a poor child.

The determiner 'a' suggests that the young boy has almost lost his identity as a result of his poverty, because the word 'a' shows that he is one of many poor children." Pause the video and give this a what went well and an even better if.

Okay, I can see you came up with lots of ideas.

Here are some of the things that you could have said.

So I would've said what went well, this uses good use of correct terminology.

I've identified that Guthrie has used determiners, and I really like that.

I've also embedded my quotation.

It's well selected, it's short, it proves my point.

I also like that I've made a really clear inference here about the impact of the language.

I think this is a really nice, clear inference.

Let's have a look then at some EBIs.

Well, first of all, my topic sentence focuses on the terminology not the effect, and that hampers me.

It stops me from being able to write about lots of different things.

It means that in this paragraph, all I can write about is the use of determiners.

And I've only offered one interpretation, one inference, and that's because I forced myself, through my topic sentence, to only talk about determiners.

So it meant that I could only make one inference.

Okay, now I want to look up a second response, and I want you to think about why this response is more successful.

"Guthrie elicits sympathy for the poor child by describing how neglected and lonely he is.

Guthrie describes him as a poor child with the determiner 'a' suggesting that he is one of many such children, and therefore has little hope of rescue.

The boy is later referred to using the pronoun 'he' but never by name, which again reinforces the idea that he has lost his identity and become almost invisible to society.

Additionally, Guthrie laments that the boy has neither father nor mother, brother nor friend.

The repeated use of negative words 'neither' and 'nor' reinforces the sense of the boy's isolation, and makes the reader pity him even more." Pause the video and discuss why this response is better than the last one.

Okay, there's some really interesting ideas there.

Let's have a look at some of the feedback I might give this paragraph.

Now you can see here that my topic sentences focuses on the effect, allowing analysis to focus on a range of language devices.

Rather than saying "I'm gonna speak about determiners in this paragraph," I've said, "I'm gonna speak about how the poor boy has been described as being neglected and lonely." That means I can analyse lots of different language devices, different language devices which show that the boy is being neglected and lonely.

And that means I can start to track patterns across the text.

So when I want to say that the boy is just one of many, and he's almost become invisible to society because he doesn't really have an identity, I can see that the author has done that, not just by using the determiner "a" but by using the pronoun "he." So I'm spotting a pattern.

And because my paragraph is not just about using determiners, it's about being neglected and lonely, I can use both different pieces of evidence in this text.

It also allows me to make an additional or a further interpretation, because my topic sentence has now been fully supported, because I've used three different bits of evidence, the determiners, the pronouns, and the negative words in a list.

True or false? When answering a question about a writer's language choices, your topic sentence should focus on the subject terminology used.

What do you think? Think about which was my most successful answer.

Make your choice now.

Well done if you selected false.

Let's think about why.

A topic sentence should focus on the effect.

This makes sure you're answering the question and not just listing language devices.

B, a topic sentence should focus on the effect.

Not only does this mean you will stay focused on the question, but it also gives you the opportunity to make connections between different language devices the author uses.

Both of these are correct.

Which is the most successful justification for saying why we should not just focus on subject terminology in our topic sentences? Select your response now.

Well done if you picked B.

I think you should focus on the effect in your topic sentence because it allows you to say focused on the question, but it also gives you the opportunity to make connections between different language devices.

Right, it is now time for you to have a go at writing your own paragraph about Guthrie's writing.

So we're gonna be answering the question, "How has Guthrie made deliberate language choices to persuade his readers about the value of ragged schools?" Now, I have given you some sentence starters in the success criteria grid to help you.

So, we're gonna start with a topic sentence.

"Furthermore, Guthrie paints a distressing image of," and remember here we want to focus on the effect of Guthrie's writing.

There's no need for us to mention any subject terminology here.

Then our second sentence, "Guthrie uses a language device when he writes, illustrating." Here is where we want to embed our quotations, and this is where we're gonna start to name and discuss the effect of terminology, subject terminology.

Additionally, Guthrie uses further, sorry.

Additionally, Guthrie further highlights, effect, when he states, quotation, the language device implies.

So here I'm gonna offer an additional interpretation.

I'm gonna offer additional evidence to help prove my topic sentence.

So here, I will want to embed a quotation, but I'll also want to discuss, name and discuss the effect of terminology here.

So I want you to pause the video and give yourself plenty of time to write, and write yourself a second paragraph explaining the impact of Guthrie's language choices.

Press pause and press play when you are ready to continue.

Well done for giving that a go.

Fantastic those of you who really pushed yourself to make sure you included all the success criteria and use those sentence starters for effect.

Right, what I'd like to do now is take a moment to reread, reflect, and see how well we've done today in comparison to our success criteria.

So reread your work and I'd like you to assess your work by identifying the following.

Where have you included a topic sentence which focuses on the effect of the language, rather than spotting subject terminology? Where have you embedded a well-selected quotation? Where have you used correct subject terminology and linked it to the effect? And where have you offered an additional inference, including a second embedded quotation? Pause the video, reread your work, and see how well you've done.

Right, that's it.

We've reached the end of the lesson.

Well done on some really great work today.

Some great discussions and some really good analysis to end the lesson there.

Let's do a quick summary of what we've learned in today's lesson, Ragged Children.

Well, first of all, we learned that there was no compulsory education in Victorian Britain.

This meant that education was actually a luxury and only the rich could afford.

We also found out there was quite a strong correlation between access to education and avoiding poverty.

We learned that ragged schools were designed to provide education to the poorest in society.

We also looked at some language analysis, and we learnt that when we are analysing author's language choices, topic sentences should focus on effect rather than subject terminology.

And finally, we learnt that topic sentences which focus on effect give us the opportunity to make connections between different quotations from across a text.

Great work today.

Don't forget to give the exit quiz a go to check that you've understood everything in today's lesson.

And I really look forward to seeing you in future lessons in this unit, Victorian Childhood.