Hello, welcome.

Thank you so much for joining me today.

I'm Mrs. Butterworth, and I'll be guiding you through the learning.

Now, today's lesson is called Creating Layered Language Analysis, and what that means is we're going to be really focusing on how we can develop our analytical comments so that they're in depth, sophisticated, interesting, and say a lot about a little.

So shall we get started? So in this lesson, you will find the best words in a text to create a layered analysis.

Now, there are some keywords that will be popping up throughout the lesson, so let's just look at what they are, and these will help with our understanding too.

So these words are analysis, evoke, connotation, and rudimentary.

Now, analysis is a really important part of this lesson, and this means to kind of unpick and examine a text in detail considering a writer's choice of language and intention.

And when we come to analyse those language choices, I really want you to think about this idea of unpicking and examining a text in detail.

So really saying as much as you can in as much detail about those language choices.

We then get this word evoke and evoke is about provoking or bringing out a feeling or emotion.

So in today's lesson, we are going to be looking at words that evoke particular feelings.

So words that evoke an emotion from the reader.

We also have this word connotation.

Now, connotations are the feelings or words associated with another word.

So we'll look at that in a bit more depth as we move through the lesson.

And then finally, in the text that we are looking at today, the writer uses this word rudimentary, and rudimentary means basic or not developed.

So as we read through and look through that text, you'll notice that word pop up.

So the outline of our lesson looks like this.

We're going to start by selecting words for analysis and considering what the best words are.

And then we're going to move on to looking at some layered word analysis.

So I'm gonna show you a title.

Let's read it together.

So it's a headline, rats in their digs, jam sandwiches for lunch, and playing in children's boots inside the hidden world of women's football.

Okay, so I'd like you to discuss, please, what do you consider the most important words in this title? And can you explain your choices? So you're gonna need to pause the video so you've got time to discuss your ideas or just quietly think to yourself.

Okay, ready? Pause the video, off you go.

Okay, so I came up with these words, rats, jam sandwiches, children's boots, and hidden.

So perhaps you have something similar.

Now, the reason I chose these words is because they really emphasise the appalling conditions that women footballers endure, and they also reveal how women footballers are viewed and seen as lesser than men.

So if we consider as well where this title is, it appears as the headline or the title of an article.

It's really attention grabbing, isn't it? So the writer has clearly chosen those words to emphasise and grab our attention to say, look at what's happening.

Look at what I've found out.

So it's really effective at doing that, and those words really help with that.

So let's take an even closer look at the important words from the title.

And I want us to consider what makes them good choices.

So I've picked these words, rats, jam sandwiches, children's boots, and hidden.

Now, they are good choices because they reveal a lot about the text.

More specifically, they are words that evoke a feeling, so they create a feeling.

They may create a description or image, and they convey an attitude or perspective.

So they're really effective at achieving those things.

So I'd like you to have a little look at these words in a bit more detail.

And I want you to look at each one and decide, does each word evoke a feeling? So what is that feeling that they create? Do they create an image or do they convey a particular attitude or perspective? Okay, so what I'd like you to do is pause a video and discuss each of those words individually.

Okay? Off you go.

Okay, fantastic.

So lots of you picking up on that imagery that's created of kind of those basic conditions, or the feeling in the word rat, which is almost quite, oh, it's quite creepy, isn't it? And how these words clearly convey quite a negative attitude to the treatment of women footballers.

So there's lots that we can say about these words.

Okay, so which one of the following would not be useful to consider when looking for keywords in a text? So you need to pick A, B, C, or D.

Okay, are we ready for the answer? Okay, fantastic.

And the answer is, has the most syllables, B.

This will not help us to find the keywords in a text.

So remember, we are looking for words that really evoke or create a feeling or reaction from the audience.

Words that create an image or description or words that convey an attitude or a perspective.

So if you keep these ideas in your head, you'll be able to select those keywords.

Okay, so what I would like you to do now is we're going to do what we did with the title, but with the rest of the article.

So I'd like you to quickly scan through the article and pick the best words to use as evidence for this statement.

So the statement is, this article shows how women's football is seen as less important than men's.

So we need to pick the best words to use as evidence for this statement.

Now remember to consider whether the words, whether they evoke a feeling or reaction from the reader or audience, whether they create a description or image, and whether they convey an attitude or perspective.

Okay? So we're scanning through, we're picking the best words to use as evidence for the statement.

The article shows how women's football is seen as less important than men's.

Okay? Everyone got everything they need? Fantastic.

Okay, get ready to pause a video and off you go.

Okay, fantastic.

Should we share some ideas? Okay, brilliant.

So you may have found these words, rudimental, (chuckles) rudimentary struggle, inadequate, no catering and substandard.

So you may have found rudimentary, struggle, inadequate, no catering or substandard.

So these are all good words to use as evidence for that statement.

Okay, so for our first practise task, we're going to do something similar to what we have just done, but I want to give you an opportunity to read the article in full.

So the first thing you need to do is to read that article, make sure that you understand it, look up any words that you're unsure of, all of that kind of stuff.

And then what I would like you to do is I would like you to pick three short phrases or words that best show the experience of women footballers.

So it's a slightly different statement to the one we've just practised with.

So that best show the experience of women footballers.

So I want you to remember to find those short phrases or words that evoke a feeling or reaction from the reader or audience.

So where there are words in the article that are shocking or unbelievable, they could be good phrases to pick.

Anything that creates a description or an image.

And finding that anything that conveys an attitude or a perspective.

So are there phrases or words in there that show how appalled the writer is or how badly the writer feels? Okay? So you've got lots of ideas there to get you started.

So pause the video, and I'll look forward to sharing some ideas with you in a moment.

Okay? Off you go.

Excellent.

Thank you everyone.

Now let's just share some feedback.

So Andeep has picked the words, football and women as his choices.

Now, I want you to discuss why might these not be the best words that Andeep could pick? So pause a video so you can discuss why the words football and women might not be the best words to pick for this task.

Off you go.

Wow, excellent.

(chuckles) Some of you straight in there with the answers, that is fantastic.

So, so these are the reasons that they're not the best words.

So the words come from the given statement.

So if you remember, we were looking at the experiences of women in football.

So they come from that given statement.

So they're not the best evidence to support the statement because they're (chuckles) already in the statement.

They're also not specific enough to that statement.

These words don't really say anything about the experiences of women footballers.

It kind of just identifies women and football.

It doesn't say anything about their conditions or their experience specifically as being subpar to men and all of that kind of stuff.

And they don't evoke a feeling, create a description, or present a perspective.

They are just what the article is about.

And that article is really rich in terms of perspectives, feelings, and images.

So I definitely think there's some better words that we can pick besides these.

So now just go back to your own words and short phrases and just check that they are the best words or short phrases that you could possibly find.

Okay? Off you go.

We're moving on to the second part of the lesson.

So keep up the great work everyone, because we are now moving on to our layered word analysis.

We've considered which words to pick for analysis, and now I'm gonna show you what to do with them.

So we have considered the article in full and picked out the most evocative and important words.

So what we can do now is we can now begin to analyse these word choices in more depth.

And we want to aim for a layered analysis.

So what this means is about saying a lot about a little.

So what I want to show you is how much we can say about just single words.

We can really develop and layer our analysis.

So once you have found some important keywords, you can begin to analyse them in a layered approach.

So I'm going to give you an example.

So I picked the word rats from that title we looked at at the beginning.

So the first thing you can start to think about with your word is you might want to be able to identify a word type or a device if appropriate.

So I've chosen to say that rats is a noun.

You then want to start thinking about the connotations of the word.

So does the word have any specific connotations? So for example, with rats, they very often have this connotation of like disease, dirt, poor conditions, creepiness.

So there's all these connotations that we have with the word rat.

So we've identified the word type, we look at connotations, and then we think about this idea about what image, feeling or idea is evoked? So with rats there's this feeling of disgust, fear and distrust.

And they create this real feeling in readers, don't they? That there's a reason that the writer has chosen that word.

And then finally, you want to think about how the word links to the purpose and audience of the text.

So for the word rats, it really reveals the terrible conditions and this emphasises the treatment of women in football.

So I've really linked it there to the purpose and audience of the text.

So how it makes the audience feel and how it's helping the writer to achieve their purpose.

Okay, so I want you to have a go at doing the same with the word hidden.

So look at the word hidden and then discuss each step and let me know what you come up with.

Okay? So you are gonna need to pause the video so you can discuss each of those ideas on that word hidden.

Okay? So get ready to pause the video, and off you go.

Brilliant work.

Thanks everyone.

Isn't it great? Can you see how much there is to say about a single word? So following those steps, those layers really helps you to say a lot about a little.

Okay, so let's just share some of those fab ideas.

So lots of you identified that the word type is an adjective.

Okay? So hidden is inside the hidden world.

So it is describing the world there is an adjective.

Then the connotations of hidden might have been a bit trickier.

So we get this idea of it being invisible, it's concealed, it's secretive.

So those connotations, they're really working to convey a particular feeling and image.

And then you know this, what image feeling or idea is evoked? Well, it's this feeling of dishonesty and mistrust and almost like shameful, like this hidden, hidden world.

It's used in a really particular way.

And then finally, how does this link to the purpose and audience of the text? Well, it suggests something is going to be exposed.

So if we think this is written for a newspaper, it's a newspaper article, and we've got that really impressive headline about rats in their digs, it suggests that they're about to expose something, doesn't it? That this article is going to reveal and tell us something that we didn't know.

It's a true or false time.

Exploring the connotations of a word is an effective way to develop a layered analysis of a word.

Is that true or false? Well done everyone, yeah that is true.

Now you need to justify your answer by picking A or B.

Great, yes, it is also useful to identify any word types or devices.

So there is lots to think about when we're analysing our words.

So once you have considered your layers, you can write them up.

So we've sort of thought about this in note form, but let's look at what it looks like written up.

So here is an example.

The writer presents the experiences of the women footballers as unpleasant and horrifying.

The use of nouns such as rats and jam sandwiches effectively emphasises the shocking reality of the women's experiences.

The connotations of rats as dirty and creepy evokes feelings of disgust, which enables the writer to fully convey the terrible treatment and harsh conditions the women face.

So you can see those layers working there in that analytical paragraph, can't you? We've only focused on one.

Well, there's jam sandwiches as well, but it came from that rats idea.

So you can see how much you can say about that word using that step-by-step approach.

So you can see here I've identified that word type.

I've now discussing the connotations.

I've talked about the feelings and reactions created.

And then finally, I've linked to the writer's purpose.

So I've mentioned which enables the writer.

So you always want to think about including the writer in your analysis.

Okay, so we have two pupils here, Sam and Alex.

Now I want you to decide which pupil has offered a layered word analysis? Let's just read the responses together through first.

So the adjective hidden has connotations of secrecy and invisibility, which emphasises how women's football is viewed.

And then B, Alex's response, the word hidden, shows how women's football is not in the public eye and how they are treated differently to men in the sport.

So I'd like you please to pick A or B, which pupil has offered a layered word analysis? Off you go.

Okay, ready? Are we feeling confident? Okay, and the answer is A, Sam.

Yes, absolutely.

So we can see here Sam's identified the words type.

They've talked about the connotations, and they've talked about what it's doing, that it's emphasising how women's football is viewed.

So we can see those layers of word analysis emerging there.

So very well done Sam.

And very well to those who got the (chuckles) answer right.

Okay, so we are now at our second practise task.

So you're going to need to go back to the evidence that you found in task A.

So make sure you've got that.

And what I would like you to do is I would like you to annotate your evidence using those questions to help you.

So you'll need to annotate and make notes around that evidence.

So you'll need to identify any word types or devices, make notes (chuckles) on what the connotations of the words or phrases are.

Make notes about what image feeling or idea is a evoked, and then how does it link to the purpose and audience of the text? Exactly like we have been doing in this second part of this lesson already.

So you now just need to apply that all to your evidence.

And then once you have done that, I would like you to write up your analysis using the sentence starters.

So again, like I showed you can then take those annotations, those notes and create a really beautiful paragraph.

So you've got those sentence starters there, which should enable you to write something fantastic.

Okay? So make sure you've got everything you need.

So we're going to pause the video in a moment and give yourself plenty of time to do the best you can on this task.

Okay? Pause video and off you go.

Great work everyone.

Thank you so much for your hard work.

What I would like you to do now is just use this checklist just to self-assess your analysis.

So just go through your response and check that you've identified a word type or device, that you've identified or talked about the connotations.

You've identified and explained the feelings evoked or the reactions created and that you've linked to writer's purpose.

And then once you have used that checklist to self-assess your analysis, you should give yourself a what went well and an even better if.

So, what you did well and what you need to improve? So use the checklist (chuckles) to help you do that as well.

Okay, and once you've done those things, you may want to spend a bit of time improving your responses, but pause the video so you've got time to check your work and give yourself that what went well? And an even better if.

Off you go.

And we have made it to the end of the lesson.

Well done everyone.

Hasn't that been really insightful? I think it's so interesting that we can say so much about just a single word.

I think very often when we think about language analysis, we think that quotes have to be really long, but we can also do a lot with just a single word.

So hasn't that been fab? Okay, so let's just remind ourselves so single words can provide an opportunity for rich analysis.

To find the best words you should consider if they evoke a feeling, create a description, or present a perspective.

Layering your word analysis means saying a lot about a little, and considering word types, connotations, reader reaction, and writer's intention can help to create a layered analysis.

Thank you so much for your hard work, and I cannot wait to do it all again.

So see me soon in another lesson.

But until then, goodbye.