Lesson video

Hello everyone.

How are you?

Hope you're doing well today.

My name is Ms. Afzal and I'll be a teacher for this lesson, which I'm feeling very pleased about.

I think it's gonna be an interesting one.

Today we're looking at layered language analysis.

The title of our lesson is Creating Layered Language Analysis.

It comes from the unit of work, Women's Rights Across the Ages, Nonfiction Reading and Writing.

So I hope you're intrigued by this lesson title.

I hope you're interested.

And if you have some focus, energy, and enthusiasm, we'll begin our lesson now.

The outcome for today's lesson is I can find the best words in a text to create a layered analysis.

I hope that sounds interesting to you.

Let's dive into our lesson.

We have some keywords in this lesson, and I'd like us to go through them one at a time, saying them out loud.

My turn, your turn.

Analysis, evoke, connotation, rudimentary.

Good to hear those keywords.

Let's find out what they mean.

Analysis is to unpick and examine a text in detail, considering a writer's choice of language and intention.

Evoke, this is to provoke or bring out a feeling or emotion.

Connotation, the feelings or words associated with a word.

And rudimentary, basic or not developed.

So these are our keywords.

Analysis, evoke, connotation, and rudimentary.

Pause here and share with someone, had you heard of any of these keywords before?

Did you already know what these words mean?

Thanks for sharing.

Let's look out and listen out for these keywords.

Let's think carefully about them.

They'll be coming up in today's lesson.

Our lesson today is called Creating Layered Language Analysis, and it has two learning cycles.

First of all, selecting words for analysis, and next, layered word analysis.

Let's begin by selecting words for analysis.

So we have an article that we'll be looking at in this lesson.

I'd like you to find the title of that article that we're looking at in this lesson.

Pause here while you get hold of the article and identify the title of the article.

Okay, now that you have the article and you found the title, I'd like you to discuss what are the most important words in the title and why?

Pause here while you discuss this with someone nearby.

Thanks for having that discussion.

I wonder what words you came up with.

You may have discussed these words, "Rats", "jam sandwiches", "children's boots", and "hidden".

These words may emphasize the appalling conditions that women footballers endure and also reveal how women footballers are viewed and seen as lesser than men.

Let's take a closer look at the important words from the title and consider what makes them good choices.

So we have "rats", "jam sandwiches", "children's boots", and "hidden".

Pause here and share with someone what makes these words good choices?

Thanks for sharing.

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

More specifically, they are words that evoke a feeling, create a description or image or convey an attitude or perspective.

I'd like you to have another discussion now.

How does each word evoke a feeling, create an image, convey an attitude or perspective?

Let's remind ourselves of these words, "rats", "jam sandwiches", "children's boots", "hidden".

What feeling does each word evoke or image does each word create?

What attitude or perspective is conveyed?

Pause here and discuss this with someone.

Thanks for having that discussion.

Let's have a check for understanding.

Which one of the following would not be useful to consider when looking for keywords in a text?

a, evokes a feeling or reaction from the reader or audience.

b, has the most number of syllables.

c, creates an image or description.

d, conveys an attitude or perspective.

Pause here while you decide which one of the following would not be useful to consider when looking for keywords in a text.

Well done, if you selected answer b, indeed has the most number of syllables is not really very useful for looking for keywords in a text.

However, evokes a feeling or reaction from the reader or audience, creates an image or description and conveys an attitude or perspective are all useful to consider when looking for keywords in a text.

And now I'd like you to return to the article, scan through the article and pick the best words to use as evidence for this statement.

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

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

So scan through the article and pick the best words to use as evidence for this statement.

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

" Pause here while you do this.

So how did you get on with scanning the article and picking the best words to use as evidence for this statement?

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

" You may have found these words, "rudimentary", "struggle", "inadequate", "no catering", and "substandard".

Pause here and compare with someone nearby the words that you each selected as you scanned through the article.

Did you have similar words or did you each find some different ones?

Thanks for sharing.

And now it's time for your task.

I would like you to read the article, "Rats in their digs.

.

" and pick three short phrases or words that best show the experience of women footballers.

Remember to find short phrases or words that evoke a feeling or reaction from the reader or audience, create a description or image, convey an attitude or perspective.

So pause here while you have a go at this task.

Read the article and then pick three short phrases or words that best show the experience of women footballers.

I'll see you when you're finished.

It's good to be back with you.

How did you get on with that task?

I hope you managed to find some words or phrases that best show the experience of women footballers.

Andeep has picked the words "football" and "women".

I'd like you to discuss why might these not be the best words that Andeep could pick?

Pause here while you have this discussion.

Why are "football" and "women", perhaps not the best words to show the experience of women footballers?

Perhaps you said something like this.

"The words come from the given statement.

They're not specific enough to the statement.

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

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

They're just what the article is about.

" Have another try, Andeep.

And now I'd like you to check the words or short phrases that you have chosen and make sure that they are specific to the statement they're saying something about the experiences of women footballers, and just check, do the words or phrases you've chosen evoke a feeling, create a description, or present a perspective?

Pause here while you check this and share your words and short phrases with someone nearby.

Well done for having a go at this task.

And now we're onto our next learning cycle, layered word analysis.

I'd like you to have your ears listening.

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

We can now begin to analyze these word choices in more depth.

We want to aim for layered analysis.

This means saying a lot about a little.

Once you've found some important keywords, you can begin to analyze them in a layered approach.

Let's look at an example.

"Rats".

So you identify the word type or device.

"Rats" is a noun.

What are the connotations of the word?

Pause here and share with someone, what are the connotations of the word "rats"?

Thanks for sharing.

Perhaps you said something like disease, dirt, poor conditions.

Next, what image, feeling, or idea is evoked by the word "rats"?

Pause here and share with someone.

Thanks for sharing.

Perhaps you said, "It evokes feelings of disgust, fear, and distrust.

" And how does it link to the purpose and audience of the text, the word "rats"?

Pause here while you consider this and share with someone.

Thanks for sharing.

Perhaps you said, "It reveals terrible conditions to emphasize the treatment of women in football.

" So you can see here all the different components of our layered word analysis.

Thus, we're identifying the word type or device.

Then we consider what are the connotations of the word, what image, feeling or idea is evoked, and then how it links to the purpose and audience of the text.

Now let's do the same with the word "hidden" and discuss your ideas with somebody.

So first of all, pause here and share with someone.

What is the word type or device with the word "hidden"?

Perhaps you said that "hidden" is an adjective.

Next, what are the connotations of the word?

Pause here and share with someone.

Thanks for sharing.

Perhaps you said, "Invisible, concealed, secretive.

" And what image, feeling, or idea is evoked by the word "hidden"?

Pause here while you discuss this.

Maybe you said, "A feeling of dishonesty and mistrust, shameful.

" And finally, how does it link to the purpose and audience of the text, the word "hidden"?

Pause here and share about this.

Perhaps you said it suggests something is going to be exposed.

Well done for carrying out a layered word analysis for the word "hidden".

Let's have a check for understanding true or false.

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

Pause here while you decide, is this statement true or false?

Well done if you selected true, and now I'd like you to justify your answer by choosing from one of these two statements.

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

Or b, it's also useful to give the definition of a word.

Pause here while you decide which of these statements justifies your earlier answer.

Well done if you selected statement a.

Indeed, it's also useful to identify any word types or devices.

This statement justifies your earlier answer.

Once you've considered your layers, you can write up.

Here's an example.

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

Use of nouns such as "rats" and "jam sandwiches" effectively emphasizes 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 a harsh conditions the women face.

" So we can see in this write-up that the word type or device has been identified, use of nouns such as "rats" and "jam sandwiches".

The connotations have been identified.

The connotations of "rats" as dirty and creepy.

Feelings evoked have been identified, evokes feelings of disgust, and links to the writer's purpose have been included, which enables the writer to fully convey the terrible treatment and the harsh conditions the women face.

A really fantastic write-up of the layered word analysis.

Let's have a check for understanding.

Which pupil has offered a layered word analysis?

Here's Sam.

"The adjective "hidden" has connotations of secrecy and invisibility, which emphasizes how women's football is viewed.

" And Alex.

"The word "hidden" shows how women's football is not in a public eye and how they are treated differently to men in the sport.

" Which pupil has offered a layered word analysis?

Sam or Alex?

Pause here while you decide.

Well done if you selected Sam.

And can you explain how Sam's analysis is more layered?

Pause here while you do this.

Perhaps you mentioned how Sam has included the connotation of the word "hidden".

This gives more layering to the analysis.

And now it's time for your task.

I would like you to annotate your evidence from Task A using the questions to help you.

So I would like you to identify the word type or device.

What are the connotations of the word?

What image, feeling, or idea is evoked?

And how does it linked to the purpose and audience of the text?

Pause here while you have a go at this first part of your task.

I'll see you when you're finished.

And next, I'd like you to write-up your analysis using the sentence starters.

"The writer presents the experiences of the woman footballers as.

.

" "The use of.

.

" "effectively.

.

" "The connotations of.

.

" "This evokes feelings of.

.

" "The writer has done this to.

.

" So pause here while you now write up your analysis using these sentence starters.

I'll see you when you're finished.

Well done for having a go at that task, and now I'd like you to use the checklist to self-assess your analysis.

Did you identify a word type or device?

Did you identify connotations?

Did you identify and explain feelings evoked?

And did you link to the writer's purpose?

Pause here while you self-assess your analysis using this checklist.

Well done for having a go at this task and self-assessing your analysis.

So now you've self-assessed your analysis, can you give yourself a what went well and even better if?

Pause here while you do this and perhaps share them with someone nearby.

Well done for having a go at this task.

In our lesson, Creating Layered Language Analysis, we've covered the following.

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.

Considering word types, connotations, reader reaction, and writer's intention can help to create a layered analysis.

Well done everyone for joining in with this lesson, I thought it was so interesting to explore how is it that we create layered language analysis and quite shocking to hear those details of the way the women footballers have been treated from that article.

I thought it was really interesting to explore how can we say a lot about a little, how can we dive deep into the meanings of words, the connotations, the impact.

I've really enjoyed teaching you and I hope you enjoyed this lesson too.

I look forward to seeing you at another lesson soon.

Bye for now.