Hi everyone, this is Mr. Chandrapala here, and I'm really looking forward to working with you today, writing up some incredible essays for Lord of Flies.

Hopefully in the previous lesson you would've planned out a response to a question on human nature for Lord of Flies.

Don't worry if you haven't, we'll be going through that question a little bit today, but this is a really good opportunity for you to bring all of that incredible knowledge that you've developed over the course of this unit and your own studies, to really show how widely you understand this text.

Let's dive in.

So our outcome for today's lesson is to be able to write clear analytical response about human nature in the novel.

Our key words for today's lesson include the phrase, writer's intentions.

The writer's intentions are what they hope to achieve through writing the text.

We're gonna be looking at redrafting, which means to make changes and improvements to an existing piece of writing, and we're also gonna be thinking about the word, synonym, a noun, a word, which means a word that has the same or nearly the same meaning as another word.

For example, we have the word fun and enjoyable, so those are synonyms for each other.

We're gonna start off by writing our first draught.

So let's just recap.

What does the phrase human nature mean? Pause the video, talk to the person next to you.

Hopefully this is really quick.

We've gone through this a couple of times in the unit.

What does the phrase human nature mean? And when you are ready, hit play.

Really good work there everyone.

So human nature is used to refer to behaviour that is natural instinct to that and innate in human beings.

So our question that we will be planning response to in today's lesson is, how does Golding present human nature in the Lord of the Flies? Now what are the most important question words here? What are you being asked to do? You may want to check back in previous notes if you've already planned this question, or if this is new to you, you may wanna write it down on your paper and then start breaking it down for yourselves.

We'll be going through it very shortly, looking at what those key words are.

Once you've done that, hit play.

Well done everyone, some really interesting ideas.

Let's just quickly recap.

So for the question, how does Golding present human nature in Lord of the Flies? We've got that word, how.

And how is really making me think about, well, what methods is the writer using? So we know we need to be thinking about Golding's use of methods.

We also know that the big idea, the big theme, that we're looking at, is human nature.

This is the key theme we're looking at in today's essay question.

So let's start off by thinking, what do we think Golding's suggesting about the true nature of man? What is his big message? Pause the video, have that discussion with the person next to you, maybe try writing it out for yourself if you're working alone, and when you're ready, hit play.

Excellent work there everyone.

Let's take some ideas.

So it's really important to understand what kind of views our writer held or what person they lived in, but why is that the case? It's no good just knowing that, why is it so important? Pause the video, have that discussion with the person next to you, or just have a moment to think, and when you're ready, hit play.

So there's plenty of reasons why it's really important.

As Sam points out, "It gives us the why for the text.

So we can think not only just about how a writer does something, but what the purpose of it is, why they might have done it.

This forms part of our analysis".

Alex argues, "Well, understanding the writer's views can give us a much deeper understanding of their intentions in writing a novel, it means we know what they're trying to achieve".

Both Sam and Alex are absolutely on the money here.

We want to be able to understand the views our writer held and how they're reflected through the text.

And that's why understanding the message is so important and understanding the context that sort of produces that message is so important.

When writing an analytical response, you should always have the question of why right there in the back of your mind.

Here's some questions you should be asking yourself as you write.

You may want to take a note of these for future use.

So you may want to ask, well, why did the writer create that character? Or why did that writer use that word there? Or why did the writer make that particular allusion? Why did the writer write the text in the first place? All of these can start from being quite small questions to really quite big questions.

That question on why did the writer use that word, is maybe looking at a specific extract or a specific quote.

Well, why the writer wrote the whole text is really thinking about it on a much bigger macro level.

Both of those questions are really important though, and we need to constantly be coming back to it.

So I'm gonna practise answering some of these questions.

I'm gonna show you all the questions and I'm gonna ask you then to pause and then discuss the one that you are most interested in.

So some of your possible questions are, why did Golding create the character Jack? Or why does Golding use the word 'golden' to describe Ralph's skin? Why did the writer describe his hair as being fair? Or why does Golding make the allusion to the Garden of Eden story in the first place? What's he trying to show us? And finally, why does Golding write Lord of the Flies? Which experiences might have inspired the novel? Pause the video and have that discussion.

Choose a particular level of question that you think is most interesting, and have that discussion in your power or in your group.

And when you're ready, hit play.

I'm so pleased to hear the range of ideas we've got here.

I had so many people looking at that question on Jack and thinking about actually, Jack is an exploration of how savagery can be developed or when people are put into difficult situations and how actually the golden skin of Ralph and his fair hair is meant to represent that actually he's meant to be this great hope potentially, it is meant to be this idea that he is meant to lead these children.

That allusion to the Garden of Eden is there to remind us that the children have strayed, they have transgressed against social and moral codes.

They too are committing some kind of sin just as Adam and Eve did.

And in terms of why Golding wrote the text, and how his experiences might have influenced the novel, we know that he was a person who had fought in the Second World War, he had seen terrible atrocities and therefore he was incredibly influenced by that and wanted to warn his audience about what could happen to even good, ordinary people in the most difficult situations.

So we're gonna see how this works in a response now.

So it may begin with, "In Golding's Lord of the Flies, the character Simon is used as a foil to the character Jack.

While Jack's treatment of the littluns is cruel and punishing, Simon prioritises their care and treats them kindly".

Andeep points out "Well, here we have said what the writer has done.

Golding has used Simon as a foil character".

Andeep is right here, we've identified a method.

But what do we do next now? Pause the video, have that discussion with the person next to you, and when you're ready, hit play.

So after we've identified the method, we really need to be moving on and we need to give an example and explain how this example shows Simon's innate goodness.

So we could say, "We see this most poignantly when he selects the choicest fruit and gives it to the hungry littluns in chapter three".

So we've now got to ask ourselves why Golding uses that word 'choicest', which is a superlative.

So take a moment, discuss with the person next to you, maybe draw a mind map if you're working alone, thinking about the connotations of that word 'choicest', what does it show us about Simon? When you've done that, hit play.

A really interesting range of connotations there.

Hopefully that'll be mirrored in what we're about to see in the model answer.

So "Golding's use of a superlative here shows that Simon gives the littluns the best, most ripe fruit and is prioritising their care on the island".

That's fantastic.

The only other word that I may have used is the word selfless.

It shows that he's prioritising them instead of himself, which shows that he's making a sacrifice in some way.

So we now need to ask ourselves why Golding created the character of Simon.

So, here we can say "Simon's character is highly significant as he perhaps serves as a reminder to the reader that good human beings are also possess an innate goodness and benevolence as well as an innate evil.

Perhaps Golding is reminding us through the character of Simon that our actions and our behaviours are our choices.

And that regardless of our innate predisposition to sin, we should strive to be good and kind".

Notice here how long this explanation is.

It's not just a single sentence, but really developing it further.

So I want you just to complete this check for understanding here.

True or false.

I want you to ask yourself the question of why, sorry, asking yourself the question of why ensures you are maintaining a focus on the writer's intentions.

Pause the video and select true or false and when you're ready, hit play.

Really good work, everyone.

That is absolutely true.

But can we justify it? Is it because A, the writer's intentions are their aims or the reason as to why they wrote the text and crafted it in a specific way? Or is it because B, maintaining a focus on the writer's intentions is important because it helps us to understand how the text becomes popular and widely read.

Pause the video, select A or B, and when you're ready, hit play.

Really good work there everyone.

It is A, the writer's intentions are their aims and the reason as to why they wrote the text and crafted it in a specific way.

So we're just gonna ask you now to put this all into practise.

I want you to write your response to the essay question using your notes and plan to help you.

How does Golding present human nature in Lord of the Flies? To do this, you need to follow this success criteria, which includes an introduction, three analytical paragraphs embedded quotes, analysis, a focus on Golding's intentions and accurate key use.

Once you've completed writing the essay question, I want you to hit play and we'll take some feedback.

Fantastic work there everyone.

I'm just so pleased with how many of you were looking back at your plans, looking back at your copies of your notes, looking back at your text, and really trying to develop your analysis.

It's really gonna help you in the long run, and I was so impressed even by how many of you were thinking back to the discussions that we've already had this lesson.

Great job.

So we're gonna just assess our work by identifying the following.

I want you to underline where you have included an introduction that explains your argument, or actually just bracket it off, so we know exactly what you're hoping to prove.

I want you to underline where you have used your clear topic sentences.

I want you to circle your embedded quotations.

I want you to square bracket any moment where you have analysed specific methods or words, and described what Golding is trying to achieve or explain rather.

And I want you to star where you have mentioned Golding's warnings about humanity and where his concerns come from.

Pause the video now and make sure you're doing each of those five things and then hit play.

Really well done everyone.

This feedback process is so important, it's really gonna set us up for success in the second part of this lesson.

Before we go any further though, I just want you to highlight any key vocabulary you might have used.

So this is vocabulary that includes human nature, inherent, evil, the Garden of Eden allusion, anything like that, which is linked to our key vocabulary for the unit, because that's really gonna help us again as we move through over the redrafting process.

Pause the video and make sure you read through, making sure to highlight for those key vocabulary pieces and once you've done that, hit play.

Well done everyone.

Let's keep moving.

So we're now going to focus on redrafting your work.

Your earlier writing was not your completed essay, it's just the first draught.

We're going to work together on writing a second draught in this lesson as well.

Laura thought this was quite confusing.

She said, "I thought that redrafting was only for creative writing.

I thought the point of redrafting was to make better vocabulary choices.

We don't make vocabulary choices in analytical writing".

I need you to discuss here why is Laura mistaken, and why is it important to redraft analytical writing as well as creative writing? Pause the video, have that discussion with your partner and when you're ready, hit play.

Really fantastic work there everyone.

Laura is sadly mistaken here.

Redrafting is a really crucial way of improving our work and also just refining our ideas.

So it's really important for us to be able to do that.

"You still make vocabulary choices in analytical writing.

These choices allow our work to be clear and concise and actually the second draught of that work means that is the best it can possibly be".

So we're gonna show Laura how to redraft her work successfully.

Here's part of Laura's first draught.

She wrote, "In Lord of the Flies Golding explores the cute idea of human nature through the character of Jack.

We see Jack's nature in his red hair.

Golding's use of colour symbolism shows us how dangerous Jack is and gives us a glimpse of his true nature.

Similarly, the way he treats his choir in chapter one also gives us an insight into his true human nature as he shouts at them to be still".

Well, we're gonna praise Laura here.

We're gonna provide her with what went well, but we're also gonna think about what she could do to improve and give her an EBI.

Think about the success criteria that you used earlier in this lesson to look at your own work.

Think about how we can use that to both praise and critique Laura's work, and think about how she could improve it.

Once you've done that, hit play.

Really excellent work there everyone.

Lots for us to discuss.

Izzy and Sophia were tasked with the same task as you just did, and they gave some feedback to Laura.

Sophia said, "Well, I actually think that you deserve a lot of praise.

Well done for using the embedded quotations in the novel, Laura.

I think you chose a great quotation that shows Jacks brutality and poor leadership even".

Izzy though was a little bit more critical.

She pointed out, "I think your work would be even better if your explanations had more depth.

You make reference to human nature a lot, but you never say what Golding thinks true human nature is.

You don't clarify what Jack's nature is like either".

Laura was really pleased with that feedback.

She realised how important feedback was to improving her work and developing it for herself.

So she thought she'd have another go using Izzy's ideas, her EBI to prove it.

So Laura redrafted the section of her work using her EBIs from Izzy and noted, "In Lord of the Flies, Golding explores the idea that human nature harbours an innate evil and wickedness through the character of Jack.

We see Jack's dictatorial destructive nature in his red hair.

Golding's use of colour symbolism shows us how dangerous Jack is, and arguably represents the blood lust that Jack exhibits later in the novel.

Similarly, the way he treats his choir in chapter one also gives us an insight into his dictatorial leadership style, and his inherent cruelty, as he shouts at them to be still, showing that he has an innate desire for control.

Through Jack's character, Golding suggests that this impulse to dominate and destroy may be innate in human beings".

Here we can clearly see that Laura has listened to Izzy's EBIs and is really trying to work on her explanations, and she's trying to clarify what Golding thinks about human nature.

What do you think though of Laura's redraft? Do you think she's met those EBIs? Where do you think she's met those EBIs? Pause the video now, see if you would agree with my assessment of it, and when you're ready and when you think you've found why she's met it, hit play.

Again, some excellent work there everyone, it's really careful reading and some thoughtful consideration of what she's done well here.

So Izzy had a look at this and said, well, "Laura's explanation has much more depth because she has explained what Golding thinks of human nature, what human nature looks like by using synonyms like inherent and innate and nuance to her argument".

And we can see that, can't we? Even in the topic sentence, we've got that word 'innate' and Laura even returns to it in her concluding sentence.

So, just a quick check for understanding here.

How can you add depth to your explanations? Is it A, to give a counterargument to provide an alternative view? B, to use synonyms for the question word to bring nuance to your explanation.

C, to repeat the question word so that you're clarifying your position, or D, to make your explanations longer and therefore more detailed.

Pause the video, select your options, and when you're ready, hit play.

Well done everyone.

We can see that the correct answer is B.

We don't really want to give her a counterargument because actually we want to make sure that our idea is clear.

If we're arguing against ourselves, that could muddy the waters a little bit.

And if we just repeat the question word, we're not actually going to be clarifying our position.

We may actually make the term seem a little bit meaningless and really if we just make the explanation longer, again, we may lose that clarity of argument.

So using those synonyms for the question word that allows us to reshape and reshape the argument bit by bit.

So we're now gonna put all of this work to practise.

I want you to swap first draughts with somebody else and you'll go both going to read one another's responses.

I want you to use the checklist that's about to appear to give your partner at least one what went well, which is something that they did really well in the tags that you were really pleased with, and two EBIs.

I know two can feel a lot, but remember you're reading a peer, a friend's work even.

And so you're doing an act of kindness by sharing say an element of improvement.

It's really important that you're able to share that because it's the thing that's going to structure that.

Remember the work we did with Laura, you're doing exactly the same for each other.

So you should be having a look at the checklist, which includes short embedded quotations, a depth of explanation using words like because and shows, focus on Golding as the writer and his use of methods, the discussion of those different methods such as symbolism, allusion, and allegory, and use of tentative language.

Pause the video now, read through your partner's work, provide them a what went well and two EBIs, using that checklist to provide those moments of praise and moments for targets.

And when you're ready, hit play.

Really nice work there everyone, I'm so pleased.

Really quite proud of you all for how seriously you took that.

Being able to give really good feedback is not only really important for the other person who is getting the feedback, but really important for yourself because it helps you understand actually what you can do better, but also what this should look like.

Snap evaluation is so important, and I'm so impressed by the level of detail you went through with that.

I want you now to swap your responses back and I want you to read the what went well and EBIs you have been given.

I want you to use the EBIs to redraft just a section of your work from earlier in the lesson, making sure that you act on your partner's feedback.

You can use Laura's redraft as a model if you are struggling.

So pause the video, I want you to work through that independently, and when you're ready, hit play.

Fantastic work there everyone.

Really committed, really diligent work and I was so pleased to see so many of you really using Laura's work to almost inspire that development, to really think about how we could push our work forward.

So let's summarise our writing a response to Lord of the Flies lesson today.

We've covered how it's important to consider the first version of our work as a first draught and not the finished essay.

And we know that redrafting your analytical writing is just as important as redrafting your creative writing.

A clear and concise essay focuses on the writer's use of methods and an interesting and successful essay offers a comprehensive explanation and exploration of the effects of the writer's methods.

Asking yourself why, crucially at each stage of the writing process, helps you to maintain and focus on the writer's intentions.

You have all been absolutely fantastic today.

Could not have asked for any more from any of you.

I've been so impressed and you've shown such a wealth of knowledge and a resilience to be able to go back to the well and really improve your own work.

And I'm so pleased with the way that you've been able to offer that feedback to others.

Really great work today, everyone.

Well done on today's lesson, and I look forward to working with you again soon.

Bye for now.