Lesson video

I'm Miss.

Gayle.

And today we're going to continue looking at the short story "Ten Minutes' Musing" by Alice Dumbar Nelson.

Our focus today though, is on analysing the structure of the story we read the last lesson.

Please take a moment to clear any distractions away.

And then make sure you got everything you need at hand.

So you'll need a pen and paper, along with your notes from last lesson if you've got them.

Now I'd like you to write down the title, "Analysing Structure".

Okay, so we're going to begin with a quick recap of the story, just to make sure we're all confident on the plot.

And then we'll recap on what it means to talk about and analyse structure.

We'll then reread the story with a focus on our structural analysis, before we complete that analysis and then go on to the review quiz at the end of the lesson.

So, let's get ready to go.

Now, what is structure? Hopefully, you remember that structure is the sequence of ideas in a text and how they're presented.

And we're not just looking at what happens.

We're thinking about why the writer has made those choices.

So in terms of those choices that writers make, they need to decide who and what to introduce first.

They make shifts between person or place.

They introduced other characters or viewpoints.

They might introduce a complication or change within the story.

And zoom in or zoom out from different perspectives, or different ideas within a larger story.

Often, you'll read a text and it changes perspective from the individual character out to the wider world.

And you have a combination of external actions with internal thoughts and feelings.

And when and why those things happen are the choices writers are making all the time as they're creating their text.

So as we remember from last time, the story "Ten Minutes' Musing" is set in a schoolyard at break time.

Now, I'd like you to begin by drawing this table into your notes.

I'd like you to start with the three columns and then fill in the top headings.

But don't yet close off each row.

Because we don't yet know how much you're going to write in each section.

So you need three columns titled "What", "Writer's decision or technique", and "Why and effect".

Leave "First", "Next", "Then" and "Finally", until we go through it as we read.

So, this is the first section and I'd like you to read it whilst thinking about what is happening in the story first? What choices is the writer making about what to focus on? And why might she be focusing on that? Okay.

So once you've read those two, let's think about what's happening.

And this is what I would be filling in in my table now.

So we need to fill in the first row and write, "First".

Because what we've just read is happening first.

First, the writer introduces a teacher who's rushing outside to stop a mob of boys who appear to be fighting.

So, the focus that the writer has chosen to include in the beginning of the story, is on that teacher.

But why does she do that? And there's a couple of reasons why Alice Dumbar Nelson does that.

Firstly, it establishes the setting.

It introduces the character and the narrator.

But then also it creates a sense of panic and conflict and confusion within the story.

So we're intrigued and we're hooked in as a reader into this world that she's creating.

It's quite a realistic depiction of an everyday playground.

Often you see people charging around.

It's quite chaotic.

And we as a reader, are introduced into that world right at the beginning of the story.

Let's read the next section now.

Again, pause the video and read each section independently.

And then we'll think about what's happening next.

And here's the next step.

So we're still thinking about what is happening in this section of the text.

So, next, I want you to rule off from the first row of your table.

Write "Next" in the "What" column.

I would be thinking about what's happening now.

So the writer has decided that the narrator should describe the "seething mob" in detail.

So we're now focused in and we've zoomed in on the detail of the boys.

So she showing the stronger boys trampling on the weak.

And in this section, I think the effect of that is to emphasise what seems like savage violence.

And she's starting to hint as a writer about ideas about the power.

So it goes from this every day reality of a football match in a playground.

It starts to become a more reflective piece of writing.

We're starting to get an insight now, into the narrator's thoughts and feelings.

And that's really important, given the title of the story "Ten minutes' Musing".

Let's read the next section.

Now the next part is slightly longer.

But again, pause the video to give yourself a chance to read each slide.

Pause the video until you're ready to move on.

Again, pause the video until you're ready to move on.

Read the section and pause the video until you're ready to move on.

And again, restart the video when you're ready to move on.

Restart the video when you're ready to move on.

Restart the video when you're ready to move on.

Restart the video when you're ready to move on.

So then, and in that slightly longer section, the middle section of the text, we see a shift from that external action to the internal thought.

As the narrator realises the boys playing football.

And she starts to use that to reflect on human nature.

So why does the writer to do that? Well, I think the narrator is able to share those musings and reflections on greed, power and human nature with the reader.

And the real purpose of that story is that reflection and that process of reflecting on the world and human nature.

So let's read the final section.

So in that final slightly shorter section, the school bell rings and the story shifts back to the narrator's reality.

The musings are cut short and we return to the narrator's reality.

The musings are over.

But we as a reader, have gained some understanding on the nature of the world.

So you're planning table should now look like this.

You should have a column that explains the writer's decision "First, Next, Then" and "Finally".

And most importantly, you've explained why the writer has done that.

So now we're going to start practising putting all that information together.

And expressing it really clearly in our writing.

So what makes good structural analysis? And what do we need to do to be successful in a question like this? Well, there's three things that are really important.

First, we need to show an understanding of the text and its meaning.

So, we know what the text is about, what's happening, and know which quotations to select as evidence.

We also need to think about the methods and the structural choices being used by the writer.

So things like sequencing, focus, and pace.

Then we need to think about the effect.

And explain how the structural choices the writers made help to create meaning.

So in a moment, you're going to be answering this question.

How does the writer structure the text to create meaning in "Ten Minutes' Musing"? And the sentence stems on the board there to help you.

I'm going to show you a model which you can use to help you with your writing.

So if you wish to have a go without that support, please pause the video now.

And resume once you've finished using the model to check your answer.

If you do feel like you need that little bit of extra help, please carry on and I'll show you the model answer.

In "Ten Minutes' Musing", the writer Alice Dumbar Nelson, explores ideas about greed, power, and human nature.

Through the everyday observations of a teacher in a school yard, as she watches a group of boys playing an intensely passionate game of football.

First, the first-person narrator, a teacher, rushes out onto the playground, because a mob of boys seem to be fighting each other.

There is an initial sense of panic, chaos, and confusion.

Next, the narrator describes the "seething mob" in detail.

Showing the stronger boys trampling on the weak.

And we start to see the narrator's astonishment at this display of anger, desire, passion, and savagery.

The narrator dwells on the description of the "mob" and those who strive for "mastery".

It seems as if the narrator is already thinking about how structures of power and ambition are reflected in the mob of boys.

Then, there was a shift from external action to internal thought as the narrator eventually realises that the boys are playing a game of football.

At this point, the "musing" really begins as she reflects on the parallels between the violent game of football she is watching and the greed for "money" and power in life and business in the real world.

We are given an insight into the narrator's thoughts on human nature and its potential for savagery.

And how the powerful are not afraid to trample on the weak.

Finally, the bell goes and the "ten minutes" hinted by the story's title is over.

The reflections end and we shift focus back to the external world as "mass disorder" turns to "military precision" and the children file back into school.

So you can see there, I've followed the shifts through in the story.

And I've tried to use those shifts to explain the big ideas that the story tries to explore.

Remember, the focus that you're trying to get across, is on how structure creates meanings.

How do the things that the writer focuses on at particular points contribute to the overall meaning of the text? If you've already written your answer, use that to check how detailed your response was.

If you've not yet written your answer, rewind the video to find the pause screen with sentence structures on that you can use to write your answer.

Well done.

And thank you for your focus.

I hope you enjoy the rest of your learning today.

Make sure you complete the quiz at the end of the lesson.