Hello there, Mr. Barnsley here.

Fantastic to see you today.

Thank you so much for joining me in today's lesson.

I'm really excited as we continue to look at some non-fiction reading and writing, and today we're gonna be focusing on tone.

We're gonna be comparing how two different authors, two different writers create tone in their writing, tone that is suitable for their audience, for their purpose, and the form that they have chosen to express their ideas in.

Now, you're gonna need two texts today.

These should be texts that you've looked at before, so if you haven't read either of these before, you are gonna need to take some time to read them and properly study them before you start today's lesson.

The first is Emmeline Pankhurst's "Freedom or Death," an extract from a speech, and you can find that in the additional materials.

The second text you are gonna need to source yourself.

This is Chimamanda Ngozi Adichie's "Feminist Manifesto," written in 20 suggestions, but you're looking for the first suggestion.

You're gonna need access to this, the first suggestion from Adichie's "Feminist Manifesto." So do make sure you've got access to that.

Do make sure you've got "Freedom Or Death" from the additional materials in front of you.

And when you've got both those things, then I think it is time for us to start this lesson.

So let's dive in.

Okay, let's have a look at the outcome then for today's lesson.

So by the end of the lesson today, you will be able to identify a writer's use of tone and consider how language is adapted to create that tone.

So there are four keywords that we are gonna be looking out for today, and all of these are gonna be words that are really gonna help us describe tone.

So the first is incredulous, and this is when you're unwilling or unable to believe something.

Defiant is an adjective that describes someone who is showing resistance or disobedience, refusing to follow orders and instructions.

The adjective provocative means something that stirs up strong reactions or emotions.

And authoritative means, well, if you appear authoritative, it means you seem really knowledgeable.

It means you command respect.

So let's keep an eye out for when these words appear in today's lesson, but also we are gonna try and use these ourselves to describe the tone of two writers that we're gonna be looking at today.

So in today's lesson we are gonna be comparing tone and language choices in non-fiction texts.

And as I said at the beginning, we're gonna be comparing the speech from Pankhurst and the letter from Adichie, so do make sure you have copies of those in front of you.

The Pankhurst speech is in your additional materials, but you will have to source access to Adichie's first suggestion.

All right, two learning cycles today.

First we're gonna identify tone, really think about what we mean by the word tone, and then we're gonna zoom in and start thinking about how language has been used to create tone.

So let's start by thinking about that idea of tone then, shall we? So tone in writing refers to an attitude or a feeling conveyed by a writer towards the subject matter and audience.

A tone can be anything from humorous and lighthearted to being really angry and defiant, refusing to follow instructions.

And sometimes a text might have a mixture of the two.

The tone might shift throughout the piece.

Tone can really influence how we as readers perceive the message, and it can really affect how we interpret the content that we're reading.

Now, the best way of conveying tone is through word choice, through sentence structure, through punctuation, and generally overall our language use.

So let's look at a sentence: I can't believe you did that.

Now, I can't believe you did that could be said and interpreted in many ways.

So what I'm gonna do is I'm gonna change the words slightly, but the message is still the same.

I can't believe you did that.

I want you to look at each of these variations and discuss, what tone is created and how did you know? Now, I'm gonna try and read all four of these variations without any tone whatsoever, okay? It could be difficult to do, but I'm gonna try and read them without any tone, just so I can hand it over to you to think, okay, what tone is being created here? Remember, all of them at the base are gonna mean the same message, I can't believe you did that.

So, I find it rather incredulous that you engaged in such behaviour.

Well, aren't you just the model citizen? I'm absolutely furious you went ahead and did that.

I had higher hopes for you than to see you do that.

All right, pause the video.

Over to you.

Look at each four of these example sentences and think, what tone is being created and how do you know? If you've got a partner, you can discuss with them.

But don't worry if you're working independently, you can just think through these by yourselves.

All right, pause the video, have a think, and press play when you think you've got some ideas.

Over to you.

Welcome back, some really great discussions there, and it was fantastic to hear you really zooming in on individual words to support you with your inferences.

So let's look at that, this first one.

I find it rather incredulous that you engaged in such behaviour.

Well, there seems to be a real formal tone here.

There's a use of sophisticated and authoritative language in those words incredulous and engaged.

Well, aren't you just the model citizen? I wonder if any of you said that there was some sarcasm there.

There's this use of a rhetorical question, so that use of punctuation.

Ultimately, I don't think this person's a model citizen, so the question is definitely rhetorical.

And the use of the word just there kind of really adds that overall tone.

It almost feels quite mocking.

Aren't you just the model citizen? I'm absolutely furious that you went ahead and did that.

If you picked up there was some real anger in there, that adverb absolutely is really emphasising the word furious there.

Well done if you picked up on that.

And I had higher hopes for you than to see you do that.

Well done if you said there was an element of a disappointed tone here.

That phrase higher hopes suggested, you know, I had higher expectations for this person, so they've let me down.

So you can see, even though the message behind each of these four sentences, I can't believe you just did that, I've created a very different tone depending on the the words, depending on the punctuation, depending on the sentence structures that I chose to use.

Really fantastic discussions there, great job.

All right, let's pause for a moment then and do a quick check for understanding to see how we are getting on.

Which tonal word do you think best describes this sentence: it's unbelievable that you would assume the worst of us! Is it A, introspective, is it B, incredulous, or is it C, neutral? Pause the video, have a think, and press play when you think you've got an answer.

Welcome back.

Well done if you said B, incredulous.

There seems to be this real sense of injustice here, this sense of frustration and anger.

Why would you assume the worst of us? Introspective would suggest that this person was looking at themself and thinking, yeah, maybe I've done something wrong here, whereas this person is definitely accusing the person they're speaking to.

And neutral, well, would suggest that they are not really blaming themselves or blaming the person who's speaking to them.

And I really do think there is this sense that the person who's said this is at fault here, or at least the speaker feels that the other person is at fault and they're quite incredulous about this.

So well done if you selected B.

So when we're considering tone, it's really useful for us to consider the purpose, the audience, and the form.

They're really gonna help us think about, okay, well what tone might an author want to create? So writers will need to ensure that they adapt their language and tone so it's suitable for the purpose, the audience, and form.

If my purpose is to persuade a friend to join me on a holiday, I'm probably not going to have an incredulous, angry tone.

I can't believe you don't want to come on holiday with me! 'Cause I don't know about you, but if someone sent me a letter or spoke to me like that, it's not gonna convince me to change my mind.

So I'm really gonna want to try and match my tone to the purpose and the audience, and of course the form.

So, I want you to discuss the following questions now.

And we're gonna be thinking about the two texts, "Freedom or Death," Emmeline Pankhurst's speech, which you can find in additional materials, or the "Feminist Manifesto" that was written by Chimamanda Ngozi Adichie, and you are gonna have to find this yourself.

You are going to want to look for the first suggestion from this "Manifesto." Now, you should have already read both of these texts before, okay? This shouldn't be the first time you are seeing both of these texts, but if it is, then you are gonna want to give yourself a bit of extra time to read each of these texts very carefully before you attempt these questions.

All right, let's have a look at the questions that you are gonna discuss.

So firstly, you're gonna think about the purpose.

What is the purpose of both of these texts? Is it the same for both Pankhurst and Adichie? Who is the audience in each of these texts? Are Adichie and Pankhurst addressing the same people? And what is the form? Why would Adichie a choose a letter/manifesto and why would Pankhurst choose a speech? Okay, over to you to think through these questions very carefully.

Again, if you've got a partner, you can discuss these with them, but don't worry if you're working by yourself, you can just think through these independently or even make a few notes if you wish.

All right, pause the video, talk through each of these three questions, and press play when you think you're done.

Really well done there.

It was fantastic to see you looking at the text so clearly and finding evidence to support your arguments.

All right, let's share, let's shine a spotlight on some of the things that you might have said then, shall we? So for purpose, you might have said something similar to Sam, who said, "I think both want to raise awareness of gender inequality and inspire change," so there's a real similarity there.

However, Pankhurst really focuses on political reform, advocating for fundamental societal shifts, whereas Adichie is really emphasising personal empowerment.

She's challenging norms and encouraging us to challenge those norms. What about the audience? Well, Jun said, "Pankhurst addresses both men and women in order to really galvanise action.

It's almost quite confrontational in tone.

As a speech it's really trying to reach as wide an audience as possible whereas Adichie is addressing her friend Ijeawele.

However, this has also been published as a manifesto," so it's kind of almost got two purposes.

It's got this real personal approach in its initial purpose as a letter to a friend, but once published as a manifesto, it reaches a wider audience, and therefore it provokes different audiences depending on kind of when we are thinking about how it was released.

And then Sofia said when talking about form that "speeches are traditionally quite emotive.

They're given to try and really incite action.

They create a lot of interest in the cause.

So Pankhurst has chosen a speech really to ensure maximum impact.

Now, Adichie's original aim was to write a letter to her childhood friend, and that gives the text a real personal tone.

However, once it was published as a manifesto, actually it suddenly starts to become more political, more instructional in its tone." I wonder if you said anything similar to what our Oak pupils said.

Really well done if you did, because there was some great ideas there.

Of course, you might had slightly different ideas as well, and that's absolutely fine, as long as they are logical and supported by the text.

Well done on those discussions there.

All right, now I really want us to think about tone.

We've thought about purpose, we've thought about audience, we've thought about form, but now I want us think about which tonal words do you think would be best to describe Adichie's "Manifesto" and Pankhurst's "Freedom or Death" speech? I put some words on the screen there; amused, angry, bitter, confident, defiant, you know, angry, wanting to fight back, wanting to ignore instructions.

Cynical, desperate, encouraging, friendly, hopeful, insulting, judgmental, malicious, optimistic, outraged, pessimistic, negative, resilient, sympathetic.

There are just some of the words that you could use.

I want you to to pause the video now.

Discuss with a partner or think independently, which tonal words might you use to describe each of these texts, Adichie's and Pankhurst's bits of persuasive writing? All right, pause the video, have a think, and press play when you've got some ideas.

Welcome back.

I heard lots of you saying that Adichie's is generally encouraging and friendly because of the personal tone of writing to a friend, whereas there's a real defiance in Pankhurst's speech.

There's something quite resilient, but there's also a sense of outrage in the way that women have been treated and this inequality.

So of course, you might have said some different things and you might have used some adjectives, some tonal words, tonal adjectives of your own, and that's absolutely great as well.

Now I want us to think about, how have the writers ensured their tone is appropriate for their purpose, audience, and form? So we've thought about the tones.

Now let's think about how the writers have ensured their tone is appropriate for their purpose, audience, and form.

Pause the video, have a quick think, have a quick discuss, and press play when you've got some ideas.

Welcome back.

Really well done if you thought back to the beginning of the lesson and you started saying things like their language choices, their punctuation choices, their sentence structures.

Basically, language and structure are really, really useful ensuring our tone links to our purpose, audience, and form.

All right, over to you then for our first task in today's lesson.

I would like you to write a summary of Pankhurst and Adichie's use of tone.

I've got some sentence starters on the screen and some tonal words there to help you.

All right, pause the video, read everything on the screen to help you.

You don't need to use it word for word.

You can just use it as a guide, or you can use it to help you more clearly structure your response.

But let's write a summary of Pankhurst and Adichie's use of tone.

You are gonna need your copy of both texts in front of you to do this as well.

All right, pause the video, give this a go, and press play when you're ready to continue.

Fantastic work there, it was great to see you writing with such confidence about tone.

Right, before we move on, I want us to take a moment to pause and reflect on the writing that we've done.

We are gonna do that by comparing our work to a model paragraph, an example paragraph.

So let's look at this together and then we'll see if this is similar or different to our own.

So Adichie creates a personal and encouraging tone in order to create a manifesto that inspires and motivates change.

And Adichie is also writing a letter to a friend, hence its friendly and hopeful tone.

It sounds intimate.

Adichie achieves this in her use of gentle direct address and anecdotes.

So two language devices that we have found in Adichie's text which create this sense of intimacy, create this friendly and hopeful tone.

Contrastingly, Pankhurst creates a tone that is defiant and authoritative, which enables her to convey the urgency of her message and her commitment to the movement.

This is reflected when she refers to herself as a soldier and determined.

All right, let's take a moment to reflect on this.

What similarities and differences can you find in your own paragraphs? Whenever we're comparing our work to model answers, they're the two things I ask; how is my work the same and how is my work different? And a bonus little thing you might ask yourself, is there any ideas in here that I would like to use in my own work? Because as you're reflecting and you think, I could improve my own summary here using some of the work that I can see on screen, well, now is the time to do it.

All right, pause the video, take a moment to reflect, and press play when you're ready to continue.

Welcome back, some fantastic work so far really thinking about tone, and now we're gonna move on to think about how language is used to create tone.

So writers will make really specific choices about language in order to create specific tone.

They also want to make sure that their language choices are appropriate for their audience, purpose, and form.

So for example, a writer crafting a letter to a friend may use colloquial language.

They may use anecdotes, stories that create this kind of friendly tone.

So let's examine how Pankhurst uses language to create a specific tone.

So we know this creates a real urgent tone.

There's a real urgency in this speech.

One example of this might be, "You have to make more noise than anybody else, you have to make yourself more obtrusive than anyone else, you have to fill all the papers more than anybody else." Now, this is a real call to action.

She uses a rule of three; you have to, you have to, you have to.

And she uses direct address, speaking directly to her audience, you.

This really adds emphasis in order to galvanise the audience.

These are imperative sentences, they're commands, they're commanding.

They leave the audience with no doubt of what is expected from them.

Let's have a look at another example.

To present her message, Pankhurst creates an authoritative tone.

She presents herself as extremely knowledgeable.

And she does this when she writes, "I am here as a soldier who has temporarily left the field of battle." Now, this declarative sentence reveals Pankhurst's assertive and defiant tone.

The imagery of battle really conveys the urgency of the issues and the aggressive methods required to fight for societal change.

It makes her sound like an authoritative figure because it feels like she has battled this.

She's already done this, she has been a soldier in this war and she has left momentarily to tell us all how we too can be soldiers, how we can act like she does.

Now, I want to hand it over to you to see if you can do something similar with Adichie's "Manifesto." I want you to try and find three quotations that match the descriptions below.

So firstly, you're gonna find a quotation that matches this, and I want you to think about, how has Adichie used language to achieve this specific tone? So can you find an example where Adichie creates a personal, intimate tone? Can you find an example where, to present her message, Adichie creates an encouraging but also assertive tone? And can you find an example where Adichie is lighthearted, which is appropriate for the form and audience of the text, writing to her friend? Why don't you pause the video? You can do this in pairs if you've got a partner or you can just work through this independently.

But now let's look at that "Manifesto," let's look at Adichie's letter and see if we can find some examples, some really great examples of where she's used language to create this really specific tone.

All right, pause video, over to you, and press play when you think you've found some examples.

Okay, welcome back.

Some really excellent exploration of the text there.

I want to pause and do a quick check for understanding here, quick question to see exactly kind of what we were finding there.

So I want you to answer this question for me.

Which sentence best describes Adichie's use of direct address? Is it A, it creates an urgent and an authoritative tone to galvanise the audience into action? Is it B, it's used gently to maintain a connection with the reader, whilst being encouraging and guiding them towards change? Or is it C, it's purposely provocative, aligning with the radical nature of the speech? It's really trying to provoke emotion.

Which do you think feels like the correct or the most logical inference to how Adichie uses direct address, A, B, or C? Pause the video, have a think, and press play when you've got an answer.

Welcome back.

Well done if you said B.

Yes, I think direct address, speaking directly to the reader, here really maintains this connection.

It makes it feel really personal, makes it feel really encouraging, and ultimately it's guiding them towards change without being, say, as urgent and an authoritative as Pankhurst's speech was.

Okay then, over to you then for our final task in today's lesson.

I want you to transform and rewrite the opening paragraph of Pankhurst's "Freedom or Death" speech into a letter or a manifesto in the style of Adichie.

So we're gonna soften this, create a more personal tone, create one that's more kind of gently encouraging.

A reminder that Pankhurst's "Freedom or Death" speech is in your additional materials.

You will really need to consider the tone carefully and think how you're gonna transform Pankhurst's idea.

Things you may wish or techniques you may wish to use, methods you may wish to use are direct address, a personal anecdote, and maybe even little bit of humour.

Now, if you're struggling to get started, on screen, you can see there is kind of a little start there.

Dear all.

Be the change.

If you want things to be different, then you have to challenge those in power; politics may not want us, but it needs us.

So you can see already a slightly softer tone there, changing this into a letter.

All right, over to you there to see if you can really play around with tone, use language, use sentence structure, use punctuation to create a slightly softer, more personal, more intimate, more encouraging tone to Pankhurst's "Freedom or Death" speech.

All right, pause the video, give this a go, and press play when you think you're done.

Okay, welcome back.

Fantastic to see you feeling so confident writing in that specific tone there.

That was really great to see.

Now, before we finish today's lesson, let's take a moment of reflection, and, again, we're gonna look at the work of some of our Oak pupils and think how this relates to the work that we've created.

So Alex gave this task a go and he said, "Listen, I'm willing to fight you all in the battlefield of politics.

It's time for you to listen.

It's time for you to act.

It is time for you to make a change." Do you think Alex's tone matches the form of a letter or manifesto and the style of Adichie? What do you think? Pause the video, have a quick think, and press play when you think you've got an idea.

Welcome back.

I heard lots of you saying that Alex really needed to consider the use of listen.

It doesn't really adhere to this form.

Its an imperative, it sounds quite commanding.

Alex also uses this rule of three, and that can feel a little bit confrontational.

You know, he's really, like, pushing his message, but almost too hard perhaps, too forcefully.

So I think the tone that Alex has created here feels quite defiant, it feels quite provocative.

It doesn't feel like it's been softened like I'd asked in that task.

It feels like it needs to still be a bit more encouraging and friendly.

So Alex has had another go.

Let's have a look at what he said.

He said, "Dear friend, I know you are with me in challenging the system.

Perhaps, like when we were three, it's time to grab our wooden swords and take a stand." Here you can see Alex has use humour and an anecdote.

He's linked it back to this personal story between his friend and him from when they were young children.

And it sounds much more personal, it sounds much more lighthearted.

Okay, why don't you take a moment now to pause the video and check your own work and ensure that the tone of your speech has properly been transformed.

All right, over to you.

Pause the video, give this a go, and press play when you're ready to continue.

Right, that's it.

We've reached the end of today's lesson.

You have done an absolutely fantastic job today.

It's been so exciting seeing you play around with tone and be creative, particularly in that final task.

That was great to see.

On the screen you can see a summary of all the learning that we've covered today.

Let's go through that together so you can move on with confidence to your next lesson.

We've learnt that tone in writing refers to the attitude or feeling conveyed by a writer towards the subject matter and audience.

Tone is conveyed through word choice, sentence structure, punctuation, and overall language usage.

Writers will ensure their tone is appropriate for their text's purpose, audience, and form.

And writers will adapt specific language features and rhetorical devices to match the tone of their writing.

Okay, fantastic work today.

Thank you so much for joining me.

I hope you have a great day with whatever you choose to do with the rest of the day and I hope see you in one of our lessons again soon.

Goodbye now.

Have a great day.