To identify persuasive language features (Read as a Writer)

Key Stage 1

English

Persuasion: Why you should never light fires in a dry forest

﻿Hello, and welcome. My name is Mr. Santhanam. And this is lesson seven of 10. In today's learning objective, we're going to think about how we can identify persuasive techniques in our writing. And we're going to be reading as a writer today. So really thinking about the choices that writers make, and why they make them. We've been thinking a lot about persuasive writing recently. We've been thinking a lot about persuasive writing recently. Persuasive writing is really important. Because if we need to be able to persuade someone to believe something that we believe, then we need to be able to use persuasive techniques in order to do that. We're going to pretend that we're in Little Red Riding Hood now. You can play this with a friend, a parent or your teacher. I'm going to pretend to be Little Red Riding Hood's mother. And instead of telling her to go into the woods, and go and see her grandmother, where she's going to get pounced upon by the big bad wolf. I'm going to try and persuade her not to go into the forest. And I need to come up with three things that are going to persuade her not to go in that forest. Because I know the power of three is really, really important in persuasive writing. Little Red Riding Hood. Can you think of any reasons why she shouldn't go into the forest? Ah, I heard loads of really good ideas then. Okay, I'm going to pretend to be Little Red Ridding Hood's mom. Little Red Ridding Hood, you can't go into the forest. There are three reasons why you can't go into forest. Number one, it's very dark in the forest and you might get lost. What would happen if you go into the forest and is dark? You wouldn't know where you're going, you won't be able to find your way back. You don't have a compass. You can't go in there. Secondly, I just bought you those new shoes, and you're going to get them very, very dirty and very worn out if you go walking in the forest in the dark. No, no, no, it won't do. You can't go in there. And number three, most importantly, don't you know, that the big bad wolf lives in there? And he's looking for little yummy girls like you to gobble up in his tummy? No. So in conclusion, it is too dark in the forest, you'll get lost. Number two, you'll wear out your shoes. And number three, the big bad wolf will gobble you up. Okay so if you were Little Red Riding Hood's mom, what would you say to convince her not to go looking into the forest? You can put on a city voice like I have, you could maybe even dress up and you can maybe even do actions to remind yourself. Remember, you need three things to convince Little Red Riding Hood not to go into the forest. Once you're ready, let's begin our lesson. In this lesson, you are going to need your exercise book and some paper. You're going to need a pencil and you're going to need your brilliant brain. Pause the video now while you go and get those things. Amazing. You are so speedy then great job. Let's start our lesson. Okay, so the first thing we're going to do, is our grammar activity. And today we're going to be looking at relative clauses, which can really help to add detail to our work. Then we're going to recap our story map of our persuasive speech to remind us of the order in which it goes. Then we're going to read as a writer. This is when we'll be thinking about the choices that a writer makes and why. After that, we're going to do some writing in order to help us reflect on our persuasion text. Okay, are you ready for our grammar activity? Today we're going to be learning about relative clauses. Relative clauses my turn, your turn. Relative clauses, relative clauses. Now we've heard about main clauses. But what are relative clauses? Hmm. Let's have a look, if you can see where the relative clause is, in this sentence. The little bird, I'm going to do a clap, when I get to a comma, just so that we really recognise where the commas are. Are you ready? The little bird, who was the bravest of all the forest animals, never gave up. Did you notice where the relative clause was? That's right. It was in between the little bird and never gave up. So the relative clause here is who was the bravest of all the forest animals. And you can tell it's the relative clause because it's separated from the main clause by the two commas on either side. There you go, it's right there in the middle. Sometimes it's in the middle of a sentence, and sometimes it's on the end, but we'll look more of that later on. So a relative clause adds detail to a sentence. It either adapts, modifies, which means changes, or describes a noun. And we know that a noun is a... That's right. A noun is a person, place or thing. That means they're not the most important part of the sentence. But again they are adapting, modifying, or describing a noun and adding detail. Relative clauses usually start with a relative pronoun, such as who, which, or that. So as we can see, the relative clause in this sentence is, the little bird, who was the bravest of all the forest animals, never gave up. Let's look a little bit closer at this sentence and try and think about what a relative clause really means. Which part adds detail to the sentence? Hmm. I can see it says the little bird who was the bravest of the forest animals. So we're adding detail about the little bird. But we know that the little bird never gave up. But we now also know that she was the bravest of all the forest animals. This part I want you to do. Where is the noun that is being described? Pause your video here while you decide. Where is the noun that is being described? I saw that some people noticed that there is a forest in the sentence and I know that forest is a place. So that must be the noun. I heard some learners saying that, the little bird is the noun. Hmm Well, I know that who was the bravest of all the forest animals is not described in the forest. It's describing the little bird. So the little bird is the noun. If you've got that right, give yourself a pat on the back. Now, where is the main clause in this sentence? What is the most important part of this sentence? Pause your video now while you decide. What did you think the main clause was? Ah, some people said that the bird being brave is the most important part of the sentence. And some people said that the bird never giving up is the most important part. So the commas actually separate the subordinate clause, the relative clause from the main clause. The main part of the sentence is, the little bird never gave up. And I know that's the main clause because those two parts of the sentence, could exist on their own. But their subordinate clause, which means it's not as important, could not survive on its own. Who was the bravest of all the forest animals cannot be a sentence on its own. But, the little bird never gave up. That can be a sentence on its own. Therefore, that is the main clause or the dominant clause. Lets have a think about it. Hmm that's a little bit confusing, though. Let's have a think about does this make sense? The little bird never gave up. Does that make sense? Yes, of course that makes sense. We can understand that. But does this makes sense? Who was the bravest of all the forest animals Absolutely not. That doesn't make sense to me. So that must be the relative clause because it can't stand alone on its own. I know that most relative clauses start with who, which or that. Does the relative clause start with who, which or that? Aha it does, it begins with who. So therefore, I know that part is the relative clause. Okay, we're now going to do a relative clause clap. Just like I did. I want you to clap where you see the commas. And that way you know that it separates the relative clause from the main clause. Are you ready? You're going to clap on your own, not me. So make sure you're reading the sentence and clap when you see the relative cause Forest fires, which are very dangerous, can cause a lot of damage. How did you do? Let's do it together this time. So you know, when the relative clauses is. Forest fires, which are very dangerous, can cause a lot of damage. Well done Oh, here's another one. Trees are very important because they give us oxygen, which we need to survive. Trees are very important because they give us oxygen, which we need to survive. This time the relative clause is on the end of the sentence. So sometimes it's in the middle and sometimes it's in the end. Even if you are very careful with fire, which you always should be, a spark could create a bigger fire in the forest. How did you do with that one? Let's give it a go together. Even if you are careful with fire, which you always should be, a spark could create a bigger fire in the forest. Okay. Now it's time for us to recap our story map. This way we can remind ourselves of what's going on in the speech. Okay I'm looking back at my story map or my box of that version. Doesn't matter which one, to really remind me of the flow of what happens in the speech. This way if I know it really well, I can really, really focus on the language and the persuasive techniques that the fire chief is using in his speech. Remember, when we come to do this, we are going to tell it from the perspective of the little bird. But if we know it really well in our minds and we've committed it to memory, then we can really, really improve on our words and our language. Have a look through mine if you don't have yours. And that will help prepare you to read as a writer in a moment. We're really going to think about the language choices a writer has made, in order to create a perfect persuasion text. Let's remind ourselves of some of the persuasive techniques that we can use in our writing. There is the power of three. Don't light fires. Protect the forest and save lives. Things are always much more powerful when we say them in threes. Direct address this is when I'm speaking directly to you. So you know that you have to pay attention to this. Not your mate, not Bob down the road, you. Repetition. This is when I repeat my most important parts again and again and again so that you know that the emphasis is on those key points. Evidence to support your point, not only am I explaining my point, but I'm also giving you a reason and evidence to why you should believe it. An example might be, we need trees to survive, because they give us oxygen and they get rid of all the carbon dioxide gas in the world. And that means that our planet can stay healthy. Okay, here's the speech that the fire chief made the other day. I want you to think if you can pick out repetition, the power of three, direct address and evidence to support your point. I'm going to read and I want you to read along with me. Are you ready? Let's start with the title. Why you should never light fires in a dry forest. "Hello. I am the fire chief. I am here today to tell you about fire safety, so that you will know what to do, if you ever find yourself in a hot dry forest in summer. Our message is simple, remember, don't light fires, protect the forest and save lives. So repeat after me. Don't light fires, protect the forest and save lives." Did you find anything from our toolkit then? Let's have a look. Oh, I see some people, found that there was some direct address when the fire chief said, "I am here today to tell you about fire safety." Again, he's not talking to your mate, he's not talking to Bob down the road he's talking to you. I also saw that some people found the power of three. Don't light fires, protect the forest and save lives. I also saw that some people noticed that there was some repetition in there. He even says, "repeat after me." He makes you repeat yourself once more. So those three things really get locked in your brain. Now let's read the next part. "Now, let me explain why. There are three important reasons why you should never light a fire in a dry forest. First, the forest is home to millions of plants and animals, which will all die if you start a forest fire. Not only that, but humans can get killed too. So don't light fires. And you will save many lives." I'll give you some time now to have a look and see if you can see any repetition any power of three, any direct address or any evidence that supports your point. Have you found anything? Let's have a look. Ah, I saw some people noticed that there's evidence to support his point there. He says "now let me explain why." He's going to explain his reasons. He's giving us evidence to why we shouldn't light fires He then says "there are three important reasons why you should never light fires." He's using the power of three again, three important reasons. I've also seen that there's some repetition, down below in the green. It says so don't light fires. He's already said that loads of times, but he's saying it so many times throughout his speech that it's really starting to lock into my brain. I now know that that is the most important number one rule ever. I can also see in the pink, that it says you will save many lives. Not us, not just anyone, you that's really empowering to hear. As a reader. This is about me. This is about something I can do to help others. Now that we've had a look at the fire chief's speech, we're going to have a think about how we can reflect on it, and maybe think about what was really good. But also what could maybe be improved. Don't forget, we can always reflect on our writing to make sure that it is the best we can possibly make it. Even the fire chief isn't the best writer. So we can always add things to make it even more impressive and even more persuasive. How would you improve the fire chief's speech? Would you tell a personal story or an anecdote which helps you to connect with the reader? Would you ask a rhetorical question? These are questions that don't necessarily need to be answered. They're simply there to emphasise your point. And it's to help the reader to reflect. A rhetorical question might be something like, how would you feel if? Or would you like it if your home was? And we can also use emotive language. This is where we show our emotions in our persuasive speech to really help our readers connect and empathise with us and really understand how we are feeling about the situation. Your challenge now is to think about, what would you add to the speech to make it even more persuasive? Or maybe what would you change about it altogether? Pause your video now, while you complete your task. Don't forget to write down your ideas and keep them safe so that we can use them for our shared write. Amazing. I think we're really starting to get the idea of how to use persuasive techniques in our writing now. I would love to see your ideas about what you want to add to your persuasive writing. Getting ready to write our shared write. If you'd like to share your work with Oak National, please ask your parent or carer to share your work on Instagram, Facebook or Twitter tagging @OakNational and #LearnwithOak. Can't wait to start our shared write next time. See you soon. Bye bye.

To identify persuasive language features (Read as a Writer)

To identify persuasive language features (Read as a Writer)

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UnitEnglish / Persuasion: Why you should never light fires in a dry forest

English