To write a persuasive speech (Part 3)

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 10 of 10 of our persuasion text unit. So it's our final day today and we're going to be doing the last part of our shared write. We'll finish it off and we'll also really reflect on the whole text to really think about whether or not we've done the best job we possibly can and whether or not we've included all the things from our persuasion toolkit. Before we begin, I've got a challenge for you. I'm going to give you some relative clauses that I want you to identify. So I'm going to give you some full sentences and just like we've been doing so far in this unit, I want you to clap at the parts that you think the relative clause begins, and when it ends. So it really separating it from the rest of that main clause. Are you ready? I'll give you an example first of all. I bought a new car that is very fast. So I can see that the main clause is I bought a new car, that is very fast is adding detail onto that sentence, so that is the relative clause. It also begins with that, therefore I know that is the beginning of the relative clause. So if I was going to clap where the comma should be in order to separate it from that main clause, I would say, I bought a new car, that is very fast, end of my relative clause. Okay now you are going to have a go doing it on your own. I live in London, which I really like. Okay, let's do it together this time. I live in London, which I really like. It begins with a which and it's adding detail to where I live, in London. I live in London, which has some wonderful parks. Where is the relative clause? I live in London, which has some wonderful parks. Have you noticed that all these relative clauses come at the end of my sentence this time? I wonder if we're going to get any that come in the middle of the sentence. The house I live in, which is 200 years old, is red and white. Did you spot the relative clause? Okay, let's do it together. The house I live in, which is 200 years old, is red and white. Okay, let's do one more and then move on. I love the chocolate, which you bought for me. Can you spot relative clause? Let's do it together. I love the chocolate, which you bought for me. Fantastic, I really hope you're going to be able to use some relative clauses in your work today and don't forget to use those commas to really separate it from the main clause, let's begin. Okay, let's begin. First lesson you are going to need some paper, you're going to need a pencil, and of course, as always, you're going to need your brilliant brain. Pause your video now while you go and get those things. Oh wow I can tell that you're really excited to start our shared write today, let's get started. Here's our agenda for today. We're going to start off with our spelling activity, we're then going to review our persuasion toolkit, we'll then go to our shared write, and finally, we will do our self assessment of the entire persuasion toolkit that we've done so far. First of all, let's begin with our spelling. This week we have been consolidating and reviewing all the spellings that we've been learning over the past few weeks. Consolidation means that we are reviewing it in order to lock it in our brains and make sure that it never leaves, that way, we can always remember our spellings in future. Here are the spellings we're going to test ourselves on today. Take a moment to write these down in a second. Fetch, fetch the ball. Watch. I bought a new watch. Scratch. I have a scratch from my cat. Unusual. That is a very unusual hat you're wearing. Measure. We need to measure the couch before buying a new one. Division. My favourite thing to do in maths is division. Treasure. Let's bury some treasure. Operation. I need to have an operation on my finger. Portion. I want a big portion of chips. Situation. This is a very sticky situation. Pause your video now while you write down those words ready for your spelling test. I know that a really useful strategy is to look at my world once I've written it down, say it in a sentence so that I understand how to use it, cover the word, write the word next to it, and then, check my spelling. Have a go at doing that now with your spelling list. Pause the video while you do your spelling test. Amazing, I can really tell that loads of those spellings are really becoming locked in your brain. If you're still finding a bit tricky, don't worry, just keep practising . Now it's time for us to review our persuasion toolkit. Persuasive techniques are really important when we're doing a shared write. They are things that we can use in order to help convince people or persuade people to agree with us. One of the most important things is using the power of three. If you remember back to the fire chief speech, he said, don't light fires, protect the forest and save lives. This is when we use three things to really emphasise our point. Direct address. This is all about addressing your audience directly. They know that you are talking to them. I'm talking to you, not your mate, not Bill from down the road, you. This really helps the audience to connect with you so it's so important. Next is repetition, making sure that we're saying the same thing frequently, again and again and again. It's not really helpful to just say the same thing in a row lots of times but if you say something at the beginning, you then repeat it in the middle of your speech, and then you say it once more at the end of your speech, it can really, really help to lock into people's minds. That way they know that that piece of information is really important because you keep repeating it over and over again. And using evidence to support your point. Don't forget to explain yourself with reasons. This is what I think and this is why I think this, this is why you should believe me. All these things are really, really important when we are trying to emphasise our point and really try and get it across to the audience. We're now going to have a little think about our structure. So the first thing we've done is write a title and this should explain what the whole speech is about. Our title was, why you should never light fires in a dry forest. We then have our introduction, which is when we explain what we're going to be talking about, why we feel strongly about it and what to expect in the speech. Then we have our first argument, which is our first reason for why you should believe us. And we explain and expand on that reason as well. Then we have our second, then we have our third argument and we explain that argument as well, and finally, we have our conclusion. This is when we repeat anything important that we want to say, we give our final thoughts and we really leave the audience to reflect on what we've said. In today's shared write, we're going to work really hard on our conclusion. Our conclusion does not need to be a very long paragraph, it's got to be short, snappy, and to the point, and we want to really emphasise our main key point, might want to repeat ourselves again, using repetition. Think about how we can summarise our points and make our final statement that we want to leave the audience with. And after we do that, we're going to review our shared write as a whole and think about what we might need to improve. Don't forget, if you really want to push yourself and challenge yourself, you can use some challenge persuasive techniques. These are things that we haven't worked on a lot, but you can try and add those in as well if you want to really make it an effective persuasive speech. These are things like; personal experience, maybe talking about what the little bird went through in her own experience. This can really help to make the audience connect and empathise with the person who's giving the speech. So for example, she might say something like one day I was sitting in my tree when, what happened? We don't need to tell the entire story with all the detail, but we want it to be factual and we want it to be personal. Rhetorical questions. These are questions that of course don't need answers. They are simply there to emphasise our point and to really help the readers and the audience to reflect on what you're saying. So for example, you could say, how would you feel if? Would you like it if? Those questions are just there to help people reflect, then they do not need to be answered. And finally, emotive language. This is all about how the person who's giving the speech feels. If we explain our feelings and our emotions and how we are affected by this issue, the audience are much more likely to sit up and listen and empathise with you, which means, really understand how you're feeling. For example, this could be, my heart was broken when, or I was completely devastated when, we talk about how the fire affected the little bird, then maybe that might make the audience really understand. And you're therefore able to persuade them more. Okay, it's time for our shared write, so remember this is the last shared write we're going to be doing from this unit, so we're going to be finishing up our writing with a conclusion. You can wait until after I'm finished if you'd like, or if you like to do it at the same time as me, you can. Don't forget to include your own ideas as well, you do not have to copy me. But now that we know the fire chief speech really well in our heads, we are able to tell it from the perspective of the little bird, good luck. Okay, it's finally time for us to write our final paragraph. This paragraph is our conclusion. So I've done my introduction, I've done my first paragraph, my second paragraph, my third paragraph, I've given her all the reasons why, so I can kind of tick off this one, all my reasons for why you should not light fires has been included already. So now all I need to worry about is wrapping up my ideas. So I'm going to start with, what would the little birds say to repeat her points? She might say something like the fire chief. So, next time you are in one of our, how would she describe the forests? What emotive language might she use? She might say that the forests are beautiful, she might say that the forests are breathtaking, or she might say because the forest is so important to her, she might say precious. So next time you are in one of our, hm, I think I'm going to go with precious because that really shows just how important it is to her and that makes it quite emotional and quite personal to her. Next time you were in one of our precious forests, remember the damage fire can do. Don't forget, and I'm going to put a colon because I'm going to make a list now and I want to use my power of three and I also want to use my repetition because I've said this before, but we need to repeat ourselves to really emphasise the point. Don't light fires, 'cause we are in a list, protect the forests, and save lives. Brilliant. So my last paragraph is a conclusion paragraph. I just need to repeat my point, make sure that I use the power of three, have I included direct address? Next time you are in our process forest so I have talked directly to the audience. Amazing, and now I finished my persuasive text. Okay, it's now time for you to do a self-assessment of the whole speech as a whole. Pause your video now while you finish yourself assessment. Now that you've had a go at writing your first persuasive speech with me using the fire chief and the little bird speech to help you, what other kinds of things would you like to persuade people of? You've got the tools now and you've got the power and you've got a really powerful voice to be able to change things and persuade people of things that you strongly believe in. So, is there maybe a law in this country that you don't agree with? Have you heard anything on the news or anything that's going on right now that you don't agree with? You can always write to your MP or your prime minister about those things and that is how we can create real change of things that we believe strongly in. Is there something in your school that you want to change? Maybe there's something you don't agree with or you want to improve, you could write to your teacher or your head teacher to persuade them to change something. Or maybe there's something that you want to take part in. Maybe you've got a passion that you really feel like you want to be involved in this that you can change anyone's mind if you really want to using your persuasion text. Pause the video now while you think about what other kinds of things would you like to persuade people of? I have seen so much fantastic work and effort and determination being put into this writing. So I'm so proud of you and I'm sending you lots and lots of teachers shine. I would love you to share your work so that we can celebrate you more. Don't forget to share your work with Oak National. If you would like to, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak. I'll see you next time, bye.

To write a persuasive speech (Part 3)

To write a persuasive speech (Part 3)

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

English