Hello, Mr. Barnsley here, great to see you today, thank you for joining me as we start to plan, work together at planning an essay about "Leave Taking." Okay, you are gonna need a copy of the text in front of you and if you have access to the worksheet, that would be really helpful 'cause it's got a blank plan for you on there.

But don't worry if you can't because you can draw your own plan during today's lesson.

Alright, if you're ready to get started, so am I, let's go.

So by the end of today's lesson, you are gonna be able to develop an essay plan using ideas around stagecraft and setting structure.

So two keywords in today's lesson.

The first is integration, and this is the process of adapting to or becoming part of a new society.

And the second word is commentary, and a commentary is an expression of opinions or offering explanations about an event or a situation.

Let's keep an eye out for them and try and use some in our own discussions and work today.

So there are gonna be three learning cycles in today's lesson as we develop our own lesson plan, essay plans about "Leave Taking." Firstly, we'll be starting thinking about thesis statements and topic sentences.

We'll then move on to discussing how we can use stagecraft and setting to develop our plan.

And we will finish the lesson by writing concluding sentences.

And throughout that lesson we are gonna be building up a really fantastic essay plan.

But let's start by thinking about thesis and topic sentences.

So you are gonna be planning an answer to the question that you can see on the screen.

How does Pinnock use "Leave Taking" as a commentary on integration? But what is this question asking of you? Why don't you pause the video and have a think about this? What is this question asking of you? If you've got a partner, you can share some ideas with them.

Otherwise you can just think through this independently.

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

Welcome back.

Commentary then, we know this is one of our keywords.

What is Pinnock trying to say? Okay, so if we see the word commentary in a question, it's basically saying, what is the author trying to say? And in this case, what is Pinnock trying to say about integration, which is another keyword about the process of adapting to a new society.

So we need to be looking at the play "Leave Taking" and thinking, right, how is Pinnock using the characters in this play, using the plot, using the story, what is she trying to say about integration, the process of adapting to a new society? So, what is Pinnock trying to say about integration? What do you think? Right, you pause the video.

If you've got a partner, you can share some ideas with them.

Otherwise you can just think through this independently.

But let's start to get some of these ideas out there now, what is Pinnock trying to say about integration? Pause the video, have a think, and press play when you've got some ideas.

I hope you're having some really interesting discussions there.

I think there's plenty of different things, messages that Pinnock might be trying to share with her audiences.

I wonder if you agree with any of our Oak pupils who are also having this discussion.

So Lucas said that he thinks one of the main messages is that integration should not require the erasure of heritage.

You should not have to forget your previous life, your heritage, your home, to be able to integrate into a new society.

You can integrate into society and keep hold of your heritage.

That's one of Lucas' interpretations.

Andeep talked about how integration can lead to many second-generation immigrants really facing challenges around balancing these dual identities.

So he was saying that actually integration's challenging and that he focused his thoughts particularly on second-generation immigrants.

So obviously they are people who were born, in this case, born in the UK but from migrant families, so Del and Viv are second-generation immigrants in "Leave Taking." And Sofia said integration can lead to cultural disconnection, particularly in the face of hostility.

So Sofia's argument here is that, actually, if you're kind of pushing yourself to integrate yet you are met with hostility from the country, the community that you're trying to integrate in, actually that can lead to some kind of disconnection.

Perhaps you look like different, kind of separate to what Lucas was saying, perhaps you try and forget your heritage or push your heritage away because you are trying hard to integrate into a different community and perhaps one that isn't always welcoming.

So three very different ideas here.

Do you agree with them all? Can you see these might be different interpretations of what Pinnock's message might be? Why don't you pause the video for a moment and compare your ideas to the ideas you can see on screen? And of course, if you agree with these and you like these but you didn't originally think of these, why don't you make a note of them as well? Alright, pause the video and press play when you're ready to continue.

Alright, welcome back.

Time for you to do a quick check before we move on with today's lesson.

Which of the following then do you think is an illogical interpretation of Pinnock's views on integration? It doesn't make sense, I don't think we could argue that this is Pinnock's point of view.

Is it A, that integration should not require erasure of heritage? Is it B, that some cultural disconnection should be expected as a result of integration? Or is it C, that both first and second-generation immigrants will face challenges associated with integration? A, B, or C? Pause the video, have a think, and press play when you've got an answer.

Welcome back, that was a tricky one.

Did you spot it was B? Okay, I think this phrase, "should be expected," was the thing that made this illogical.

It's not saying that actually sometimes you do get cultural disconnection as a result of integration.

I think that happens.

We see that particularly through Enid who seems to disconnect slightly with kind of her culture, her home, with Jamaica.

But I don't think we could argue that Pinnock is saying, yeah, you should expect to do that, that's what should happen.

So that one's an illogical interpretation, but I think there is a good idea in there that actually at times cultural disconnection can happen as a result of integration.

But it's not necessarily something we should expect of immigrants, that they should have to disconnect with their heritage, with their culture.

Well done if you got that correct.

Okay, so Andeep is working on his plan and he starts his plan by drafting his thesis statement and topic sentences.

But before we can do that, we need to make sure we understand the differences between thesis statements and topic sentences, and one way we can do that, understand the differences, is by comparing the two.

So a reminder, a thesis statement should cover the overarching argument of your entire essay, okay? It's got to be a nice kind of argument that covers everything you are going to be saying.

Your topic sentences are more specific.

They are gonna explain the purpose of each individual paragraph, so they might have a more specific argument, but all of those more specific arguments will link to this greater overarching argument that covers your entire essay.

So your thesis statement should be able to be covered by the entire text, alright? So if you've got this big argument, I should be able to say, oh yes, I can prove that by something that happens in Scene One, but also something that happens in Scene Four and also something that happens in Scene Eight.

Whereas your topic sentences might be more specific and only about one moment in the play.

So this might be a very specific moment about Scene Three and the death of Mooma, okay? And that's okay because that paragraph can focus on the more specific moment.

Now our thesis statements, we are going to want to find in our introduction, okay? That's the first place we're gonna introduce it, in our introduction, is introducing our argument to the audience.

Of course we are revisiting it because, you know, that argument should be throughout our essay, but we are going to find it most clearly in our introduction.

Whereas our topic sentences are going to be the start of each main body paragraph.

So when we are focusing on a more specific argument, that is when we're gonna see it, we kind of make that argument then we move on to a second argument which will have a new topic sentence.

So let's consider these examples we can see on the screen.

On the left, you can see thesis statements.

On the right, you can see topic sentences.

Let's read them through together and then we're gonna think about what the differences are.

So let's look at the two thesis statements first.

"Pinnock's 'Leave Taking' acts as a commentary on the challenges integration brings for both first and second-generation immigrants." "Pinnock's 'Leave Taking' has a key message at its heart.

Integration should not require the erasure of heritage." Okay, let's look at some topic sentences then.

"Through their different relationships with Jamaica, Pinnock demonstrates the varying challenges faced by her characters in regards to integration." And, "The contrasting settings of Enid and Mai's flats further illustrate the different challenges integration posed for Windrush migrants." Why don't you pause the video now, take a moment.

If you've got a partner, you can discuss with them.

Otherwise you can just think through this independently.

What are the differences between the thesis statements on the left and the topic sentences on the right? Pause the video, have a think, and press play when you're ready to continue.

Welcome back, I wonder if you noticed that on the left, both of those thesises, those thesis statements were supported by ideas of the whole text.

You could find many different moments across the play which supported those ideas.

On the right, that first topic sentence about relationships with Jamaica is a very specific idea.

Yes, I might talk about different characters here.

I might talk about Brod's relationship with Jamaica in comparison to Enid's relationship to Jamaica in comparison to Del's relationship to Jamaica.

But this is a very specific idea and it's the character's relationship with.

It's the character's relationships with Jamaica.

The second one, which looked at Enid, comparing Enid and Mai's bedsits, is a very specific element of stagecraft, okay? I am focusing on the setting here.

And yes they are, you know, those settings appear across the play, but the focus is really quite specific there on, you know, on talking about two very specific sets.

Okay, so you can see thesis statements, text as a whole, many different ideas across.

Topic sentences, a lot more focus there.

Alright, let's do a check before we move on to our first task.

I want you to identify which pupil has crafted a thesis and which pupil has crafted a topic sentence for this question.

How does Pinnock use "Leave Taking" as a commentary on integration? Let's have a look at what our pupils said then.

So Laura wrote, "As the play progresses, Pinnock increasingly presents Enid as a character that struggles to reconcile her own expectations for her daughters with their experiences as second-generation immigrants." And Jacob writes, "In 'Leave Taking,' the characters' journeys reflect the complexities of integration as they navigate the tensions between their Jamaican roots and life in Britain." Who's written a thesis and who has written a topic sentence? Pause the video, have a think, and press play when you think you've got the answer.

Welcome back, well done if you spotted Laura's was a topic sentence there.

This has a real specific focus on the character of Enid, okay? So this section of Laura's essay is focusing on the character of Enid kind of in a wider argument.

Jacob's is a much, kind of more overarching argument here about the complexities, the challenges of integration, and it's quite vague there, you know, it's quite broad, we can talk about lots of different ideas, we can talk about lots of different characters to prove Jacob's thesis.

Right, over to you then to write your thesis statement and three topic sentences for the question, how does Pinnock use "Leave Taking" as a commentary on integration? Now if you have access to the worksheet, you will find a plan on there that you can be building in today's lesson.

But don't worry if you can't access the worksheet, you can just draw this, you can draw this plan out roughly on a bit of paper.

So as you can see there, you want your thesis to go across the top of your whole plan because this is an overarching argument and everything that you put in your plan should be supporting your thesis.

Then you want to break this down into three columns underneath.

Each column is going to start with three clear topic sentences, three more specific arguments that might talk about characters, moments, specific elements of stagecraft or setting, okay? They are going to be your topic sentence.

They're the first sentences, your paragraph, they're your paragraph's main ideas.

Alright, pause the video and let's start these plans.

Press play when you are done and you're ready to continue.

Okay, welcome back.

Let's take a moment to reflect then on the quality of the planning that we've done so far.

So Andeep, he wrote a thesis and he said, "Pinnock presents integration as a key theme.

It is really hard, especially for Enid as a first-generation immigrant, at the start of the play." Does this meet our checklist? Is it an overarching argument? Well, I don't think integration is a key theme of the play is an overarching argument.

Is it supported by the entire text? Well no, it's really focused on Enid and the start of the play.

So I don't think it meets either of our two success criteria.

So let's have a look at a redraft.

"In 'Leave Taking,' Pinnock explores the complexities of integration, showing how the characters' unique experience in Britain shape their search for identity and acceptance." Is it an overarching argument? Yes, it is.

Okay, there's lots of different elements of the play that I can use to justify this argument.

And is it supported by the entire text? Yes, it is, okay? It's not too specific here.

So I want you to be like Andeep and I want you to check your own thesis against this checklist you can see on screen.

Pause the video, do a check, and press play when you're ready to continue.

Alright, Andeep is gonna check his topic sentences and we are going to as well.

So, Andeep's topic sentence, he wrote, "Arguably, Pinnock uses the character of Enid to display how an integration at all costs approach can be damaging for migrants, often resulting in cultural disconnection." He has recognised that this has a very clear focus, the character of Enid, and it links to the question about integration here.

So this is a great topic sentence, well done, Andeep, and I want you to be like Andeep and I want you to check that your topic sentence has both a clear focus and links to the question.

Pause the video, do a check, and press play when you're ready to continue.

Okay, welcome back.

It's time for us to move on and continue with our plans and we're gonna really think about now how we can use stagecraft and setting to develop our plans further.

So when you are writing a main body paragraph, the key to creating really convincing arguments is making sure you're selecting appropriate quotations to support your ideas.

So your quotations should improve, should, sorry, your quotations should always support your topic sentence.

They should come from across the play.

You don't want to make sure all of your quotations across your essay are only based from one section.

And you should divide your quotations you use between main quotations and supporting quotations.

Our main quotations are the ones that we're gonna analyse in depth.

They've got loads of dramatic methods in them, they're really analyzable, really juicy, you can zoom in on individual words and say lots of things about them and think about how they might make an audience feel.

We love main quotations for analysis.

They really help kind of develop our argument.

But there is also a time and a place for supporting quotations.

These are the ones that help prove what we are saying is true and they help support our argument, but they don't necessarily have anything that warrants kind of in detail analysis.

So we might occasionally take some short quotations, one word, a couple of words, embed them into our sentence to show, hey look, we know this text well, we know lots of quotations from it, but at this point I'm just using this quotation to support my argument, I'm not gonna do any analysis here.

So, true or false? All quotations should include a dramatic method that can be analysed in detail.

Is that true or is that false? Pause the video, have a think, and justify your answer.

True or false? That is of course false.

Why? Well, some quotations may just be used to support your arguments.

They often will not require deep analysis.

So, Andeep asked, "Does this mean that all quotations when you're analysing a play should be character dialogue, should be the things that characters are saying?" What do you think? What advice would you give to Andeep here? Pause the video, have a think in pairs or by yourself.

What advice would you give to Andeep here when he asked this question? Welcome back, I wonder if you gave similar advice to Jacob here who said, "Actually, when you're analysing a play, you should definitely use things like stagecraft and setting as part of your evidence as well.

So you can quote stage directions and use these to support your analysis." Think about when you are analysing a novel or a poem, that you might analyse structure and you still use quotations there to analyse the structure.

This is exactly the same.

But in a play we will take some of those stage directions and use those to enhance our analysis.

So here are some of the elements of stagecraft and setting, just some of them that you might have been discussing as you've read and analysed the play.

You might have talked about the setting of Enid's flat, the setting of Mai's bedsit and how they are similar or different.

You might have talked about how Jamaica is not a set that we see on the stage but it's something that is referenced to.

You might have talked about temporal ellipsis, so events that happen offstage that we the audience don't get to witness, but the impact, the aftermath, that we do get to witness.

You might have also talked some structural elements like turning points and significant turning points.

So I want you to think then, how might any of these be really useful as evidence to support your argument about how Pinnock uses "Leave Taking" as a commentary on integration? Okay, so you might have thought about the characters, you might have thought about the plot so far, but how might any of these be really useful in talking about Pinnock's messages? Pause the video, have a think in pairs or by yourself, and press play when you've got some ideas.

Welcome back, I hope you had lots of ideas there because we're really starting to bring together our knowledge and understanding of the play.

Okay, do you agree with any of these ideas from our Oak pupils? Lucas said that you could talk about Mai's bedsit as a transient space and it highlights her personal struggles with integration, she's kind of stuck somewhere between Jamaica and Britain.

You could talk about this turning point in Enid's reaction to Mooma's offstage death, so that's some temporal ellipsis as well and how that is a turning point.

We see how her focus on integration has led to this cultural dissociation.

She's kind always pushed kind of Jamaica from the back of her mind, pushed her mother to the back of her mind, and it's only after her death that she starts to realise this.

You might have talked about the lack of cultural artefacts in Enid's flat, another example of how she is starting to disconnect from her Jamaican heritage.

Did you get any similar ideas to the Oak pupils? Of course you might have had different ideas as well and that's fantastic.

If there are any ideas that you can see on the screen that you didn't think about but you thought, "I do like that," now is the time to note those down.

Alright, let's do a quick check before we move on.

Which of the following would be really useful evidence to support the argument that Enid appears to be a character whose drive for integration has led to her disassociating with her Jamaican culture? Is it A, Mooma's offstage death? Is it B, the lack of cultural artefacts in her flat? Or is it C, her reaction to Viv walking out of her exams? A, B, or C? Pause the video, have a think, and press play when you've got some ideas.

Welcome back and well done if you said B.

So that is setting, so we can use setting there as evidence to support this argument.

So you should add comments about stagecraft and setting to the supporting details section of your plan, so let's look at an example.

Let's imagine this is our topic sentence, so a specific argument that we're going to use in our wider, to support our wider overarching thesis.

And this argument is about how Pinnock uses Del's journey in becoming an Obeah woman to demonstrate the complexities, the difficulties, the challenges of integration specifically for second-generation immigrants.

So let's think about some of the details we could use to support.

"Mumbo-jumbo nonsense." This is dialogue.

So you know, I'm not saying don't use dialogue.

Here you can see how I'm going to use dialogue to support this argument, 'cause at first we see that Del rejects some of the cultural rituals of her heritage.

Yet later we see her move from Enid's flat, which we could argue is a real symbol, a real representation of British integration, and she moves into Mai's bedsit, and we could argue this place represents her culture, it represents safety to her, but it could still represent this kind of transient space between two cultures.

Here, this is a very specific point and evidence that we are using that links to setting.

And by the end we see that she examines Enid's palm.

This is stage directions, so it's not dialogue, it's stage directions.

She looks into her mother's eyes.

Again, stage directions, not dialogue.

But these two acts really show that she has got closer to her mother and she has integrated into her culture and community.

So interesting that we always think about integration and we might always think about integration as being integration into British culture and community, but here we see Del integrating into her Jamaican heritage, into her Jamaican culture and community.

So you can see across all of the details that I want to use, the evidence that I want to use, I have got some dialogue, but I've also used kind of other elements of stagecraft in the the stage directions and the setting to help support this argument.

Right, now we are gonna continue writing our plan for this question, how does Pinnock use "Leave Taking" as a commentary on integration? You're gonna want to make sure you've got your copy of the text open, okay? Because you're gonna be looking for evidence from the text, but you are gonna be developing the topic sentences that you've already written on your plan.

So you've done your topic sentences, now time to write your supporting detail.

A reminder that you want to make sure all of your evidence is supporting those specific topic sentences, so everything should be building into your thesis but in each box the evidence must support that topic sentence, okay? Also, always writing in note form here, okay? We don't wanna be writing in full sentences, but you want to be collecting some of those quotations that you're gonna use as main quotations, the ones you're gonna analyse in detail, but also some of those supporting quotations that you're gonna kind of pepper in there, embed into your sentences just to support your arguments.

But a reminder, those quotations can be a combination of dialogue, okay? Things that the characters are saying.

But I really want to see you challenging yourself today to also use stagecraft and setting and structural elements to also support your arguments.

Alright, copy of the text, copy of your plan, pause the video and give this a go.

Welcome back, I hope you managed to find loads of really great evidence there to support you with each of your topic sentences.

Before we move on, let's take a moment and check all of our evidence was really well selected.

So check each bit of evidence you put on your plan.

Do they support each of your topic sentences? Do they come from across the play? So across your whole plan, you should have covered many different sections and many different scenes in the play.

Have you divided them, have you worked out which are the ones your main quotations for analysis and which are just your supporting quotations? And the challenge in today's lesson, have you used references to stagecraft or setting? Alright, pause the video, take a moment to reflect on the evidence that you've chosen so far, and press play when you're ready to continue.

Okay, we're now moving on to the final part of today's lesson, we're gonna be writing concluding sentences.

So let's have a look at a section of Andeep's plan here, so this is just one topic sentence.

So for his topic sentence, he said, "Through the character of Brod, Pinnock illustrates how hostile treatment of immigrants by society can lead to a growing sense of disconnection, separation, and a lack of desire to integrate." Okay, so interesting topic sentence here, showing that Brod is a good example where a character may step back from integrating because they've been treated so badly by the society, by the community that they're trying to integrate in.

Some of the supporting details, some dialogue from Brod here.

"All my life I think of myself as a British subject." "Call me an alien." "I make sure my Jamaican passport is up to date." But here's some kind of setting here, he finds safety in Mai's bedsit when he's kicked out by Enid, so again Mai's bedsit being this kind of symbol of culture and safety.

And then his concluding sentence.

"Through Brod's journey, Pinnock demonstrates how a lack of integration can be the result of experiences of discrimination, which shatter a sense of belonging.

Ultimately, in Brod's case, they drive him to reaffirm his Jamaican identity as an act of resistance and survival." So we're gonna think about, what is the purpose of this concluding sentence? I'm just gonna make it a little bit bigger for you there.

So what is the purpose of this concluding sentence? Pause the video, have a think with your partner or by yourself, and press play when you've got some ideas.

Welcome back, so you might have said that concluding sentences should, first of all, make it really clear that this paragraph, this idea has reached its conclusion.

They should focus on the writer's intention.

Okay, what is Pinnock trying to do here? Well, Pinnock's trying to show how sometimes, you know, migrants don't integrate because they have had really negative experiences of discrimination and this makes them feel like they don't belong, so they think, "Well, why should I keep trying to make, you know, force myself to belong in a community that doesn't appear to want or value me?" And it links to but it does not repeat the topic sentence.

So we know that this was a paragraph that focused on Brod, that focused on the negative experiences he's had.

And so my concluding sentence here, well, Andeep's concluding sentence here really revisits these ideas but doesn't just repeat them word for word.

Alright, let's do a quick check then.

Which do you think would serve as the strongest concluding sentence for a paragraph about integration? So you're gonna have to do some weighing up here about which one you think is the strongest concluding sentence.

Is it A? "Definitively, all my quotations prove that Brod experiences hostility, especially in Scene Two when Pinnock shows his rejection of British values due to his treatment." Is it B? "Contextually, we know that Pinnock's experiences as part of the Windrush generation influence her exploration of integration through Brod's character." Or is it C? "Perhaps Pinnock is asking us to consider that, when different immigrants experience society in fundamentally hostile ways, it results in a loss of sense of belonging and a resistance against integration." A, B, or C? Which do you think is the best at a concluding sentence? Pause the video, have a think, and press play when you've got some ideas.

Welcome back and well done if you said C there, this one really focuses on what Pinnock's intentions were.

Well done if you got that right.

Right, I bet you can predict what our final task of today's lesson is.

Yes, you are gonna be finishing your plan by writing three concluding sentences.

So you've already written your thesis, you've already written your topic sentence, you've already chosen your supporting details.

Now I want you to write a concluding sentence for each paragraph or each kind of main body paragraph here.

So make clear that the paragraph has reached its conclusion.

Make sure you're focusing on what Pinnock's pin's intentions are.

And link back to but do not repeat your topic sentence.

Alright, pause the video and finish your plan, good luck.

Okay, welcome back, well done.

How does your finished plan look? Are you proud of it? I hope so.

Okay, before we finish today's lesson, let's just do a very quick final piece of self-assessment thinking about our concluding sentences.

Alright, I want you to use the model you can see on screen, there's a topic sentence, a concluding sentence, and think, have you made it clear that each of your paragraphs is reaching a conclusion? Have you focused on writer's intentions? And have you linked your concluding sentence to your topic sentence? Alright, pause the video, reflect on your concluding sentences, and press play when you are done.

Right, that's it, we've reached the end of today's lesson.

You've done some fantastic work today.

On the screen, you can see a summary of today's learning.

We've learned that a thesis statement is an overarching argument.

We learned that topic sentences are more specific and they introduce the ideas of each paragraph.

We've definitely challenged ourselves to use stagecraft and setting as evidence to support our arguments.

And we've done some concluding sentences that should always focus on writer's intention.

Alright, great work today and I hope to see you in one of our lessons again in the future.

See you all soon, bye-bye.