﻿Hello and welcome to lesson 7 of 10 from our discussion unit. My name is Mr. Santhanam and our learning objectives today is to identify features of a discussion. So we're really going to think about what makes discussion texts really special and different from other kinds of texts. Before we begin, I want to play a game with you. I am going to tell you the discussion piece that we've been looking at which is all about, should animals be kept in zoos? When I'm telling the discussion, I want you to fill in the blanks. So I'm going to say a sentence, I'm going to miss out a word, and I want you to fill in the missing words. Are you ready? First, let me explain what a zoo is in case you have never seen one before. Zoos are places where animals are kept in... Cages, that's right. And they are locked in. In a zoo, you might see animals like lions, tigers, giraffes, and... What's the last animal? Elephants. That's right. Okay, next line. Secondly, it is not fair for animals who are used to hunting, they are just given their food instead of having to hunt it. And this makes them... Can you remember what it is? That's right. This makes them sad and lazy. Okay, we're going to do one more now. Firstly, some animals are endangered. This means that if one type of animal all dies out, they become extinct. Zoos help to... Can you remember what it is? That's right. Zoos help to look after those animals so that they can survive. Okay, let's do one more. Thirdly, some people believe it is not fair to make animals suffer just to make humans happy. Oh, fantastic. I can tell that you know the discussion really, really well, and that is going to help you when we get to retelling the discussion, because it will all be up in your brain and ready for you to write down. Okay, let's begin our lesson. Okay, so in this lesson, you are going to need some paper, a pencil, and your brilliant brain. Pause the video now while you go and get those things that you need. Wow, gold star for you, you got that really, really quickly. Now let's begin our lesson. In this lesson, the first thing we're going to do is we're going to start with a grammar activity. We are then going to recap our story maps so we can remember what happens in the discussion text. Then we're going to read as a writer and we're going to try and pick out or identify the features that we always see in discussion texts. Finally, we're going to have some reflection time to really think about the discussion piece that we have been looking at. Okay, let's begin with our grammar activity. I wonder what it will be today. Okay, so the first thing we're going to be looking at today, is we're going to try and spot the odd one out. We have been looking at coordinating conjunctions. Can you explain what a coordinating conjunction is? Pause the video now while you think about what a coordinating conjunction is. Wow, I heard some great explanations then. A coordinator conjunction is a word which can link two sentences together to create one big sentence. But those two sentences must be able to stand on their own. They must be strong enough to stand on their own and make sense on their own. So when we use a coordinating conjunction, those two sentences or main clauses are brought together and they create one big sentence. We'll have a look at some later on. But first, I've got a question for you. Which one of these is not a coordinating conjunction? The words here that we've got are, "And", "To", "But", or "So". Which one is not a coordinating conjunction? What do you think? Pause the video now if you need to have a think about it. That's right. The word "To" is not a coordinating conjunction. I would not be able to use that in order to link two main clauses together. I can use "And", "But", or "So" to link two main clauses together. Hmm, let's have a think about what coordinating conjunction would fit in this space. "I had a terrible cold", "I did not want to go to school." So which of these coordinating conjunctions could I use? Would it be "and", "but", "so", or "or"? What do you think? Try and use the coordinating conjunction in your head and put those two sentences together to see if it makes sense. I used "so" in this sentence. I said, "I had a terrible cold so I did not go to school." The "so" is explaining why I did not go to school. "I had a terrible cold so I did not go to school." Let's have a look at the next one. "I want to play a game", "no one will play with me." Those are two main clauses and I want to link them together. Which coordinating conjunction would you use? Remember, say the whole sentence in your head with the coordinating conjunction and see if it makes sense. I used the coordinator conjunction "but". "I want to play a game", which is a positive thing, "but no one will play with me.", a negative thing. So I'm combining a positive with a negative. And to do that, I need to use the conjunction, "but". How 'about this one? "My cup is nearly full", "soon it will overflow." What coordinating conjunction would you use? Remember, say the whole sentence in your head and think about whether it makes sense or not. I used the coordinating conjunction, "and". "My cup is nearly full and soon it will overflow." It's adding two ideas together. Now, let's have a think about this sentence. "I will make a sandwich", "cheese in it." Can I use a coordinating conjunction here? Which one would you use if you could? And if you think we can't use a coordinating conjunction here, why not? That's right, we can't use a coordinating conjunction here. Uh uh. We can't because, "I will make a sandwich" is a main clause, it's a full sentence. But, "cheese in it." is not a full sentence, it is not a main clause. So I cannot use a coordinating conjunction here. "cheese in it" is not a full sentence. If I did want to use a word to link those two together, I could say, "I will make a sandwich with cheese in it." That would make sense. Okay, it's time for us to recap our story map and to remind ourselves of what happens in the discussion text. Remember, we want to think really carefully about the order in which we say things. So, should animals be kept in zoos? First, I have got my introduction. Why not try and tell the discussion with me? You could do the actions to help you, and you can say it in a proud, powerful voice. Are you ready? Let's get started. Today I am going to be talking about, I am going to be talking about an important question. Should animals be kept in zoos or not? This is a tricky question which has no right answer and no wrong answer. Some people think it is good and some people think it is bad. First, let me explain what a zoo is in case you have never seen one. A zoo is a place where animals are kept in cages for humans to look at. In a zoo, you might see lions, tigers, giraffes, and elephants. Some people think that zoos are not good places, and there are three reasons for this. Okay, we're now going to say the arguments against. So if you remember my friend, Arnold, who's always against things, then you will remember these three reasons that he gave. Some people. Firstly, some people believe that zoos are cruel and that it is not fair for animals to be locked in cages. They want animals to be free. Secondly, animals who are used to hunting cannot do this in a zoo. They are just given their food which makes them sad and lazy. Thirdly, some people believe it is not fair to make animals suffer just to make humans happy. Now it's time to say the for arguments. So the arguments that say that zoos are good. And if you remember my friend, Fiona, she always says that things are good and is in favour of things. So let's see what Fiona would say. Some people think that zoos are a good thing. Firstly, they believe that zoos look after endangered species. These are animals that are nearly all dead, and we call this extinct. They believe zoos help to look after these animals and help them survive. And secondly, some people believe that zoos help people to care about nature, which is an important thing. So after leaving a zoo, people will take better care of nature. Thirdly, a zoo is a relaxing trip and it makes people happy. Now it's time for our conclusion. This is where I gave my opinion, but you are going to get a chance to say your own opinion when you get to your shared write. In conclusion, I think zoos are okay. They help people to take care of nature. And as long as the zoos look after their animals and they have a happy life, I think it is okay. What do you think about zoos? And that's it, that's the end of our story map of our discussion. So now we can really start to think about the features in a discussion and what makes discussion pieces special and unique. Okay, here are our discussion features. These are all the things that are really important to have in every single discussion. Let's take a look. The first one is Introduction. My time, your turn. Introduction. Introduction. This is when we explain what is going to be discussed. And we introduce an idea. Today, I am going to be talking about zoos. The next thing is a Conclusion. Conclusion. Conclusion. This is when the writer, the person who's writing the discussion piece, gives their opinion after they've said, these are the reasons that are good, these are the reasons that are bad, we make up our own opinion. We look at it, we think about which one we think, which one we believe in, and we make our own decision. Sometimes you don't have to choose one. Sometimes you can choose both. The next one is Arguments For. This is when we talk about the arguments that agree with the topic. So this is what Fiona would be saying. Zoos are good and these are the reasons why. We also need to have the Arguments Against. So this is where Arnold will be talking now, and he would say why he disagrees, this is why zoos are bad. Let's have a look at some of the discussion piece. I want you to think about what feature this would be in a discussion piece. Are you ready to read along with me? Okay. "Today, I am here to discuss an important question. Should animals be kept in zoos or not? This is a tricky question with no right or wrong answer. Different people have different opinions about this. Some people think zoos should be closed. They say this for three reasons:" Okay, so now you need to decide, do you think this part would be the introduction, the arguments against, the arguments for, or would it be the conclusion? What do you think and why? So, I see that this writing is now teal, so I can see that this is the introduction. This is when we're introducing what the discussion is going to be about, we're explaining, this is what you're going to be hearing about, and there are going to be two different sides of the story, and there are going to be two different sides of the argument. Let's have a look at the next piece. "Firstly, they think it is cruel because animals are locked in. They want animals to be free. Secondly, they argue that animals which usually live by hunting cannot do this in a zoo. They are just given food which makes them lazy and sad. Thirdly, people think that it is wrong to make animals suffer just to make humans happy." Now I know this can't be the introduction because we've already talked about that. Do you think this is the arguments against, the arguments for, or is it the conclusion when we give our final thoughts and the writer gives their opinion? What do you think? I can see that the words are purple now which means that these are the arguments against. It's saying all the negative, bad things about zoos. Let's have a look at the next one. Next part says, "Firstly, many animals are in danger of dying out. We call this becoming extinct. The zoo helps to keep these animals alive. Secondly, when people see animals in zoos, they care more about looking after nature which is so important so they take better care of nature. Thirdly, a trip to the zoo is relaxing and makes people happy." What do you think this is? Hmm, I know this can't be the introduction 'cause we've done that already. I know this can't be the arguments against. So do you think it is the, do you think these are the arguments for, saying the good things about zoos? Or do you think it's the conclusion, when the writer gives their opinion? That's right, it's the arguments for. It's saying all the good things about zoos. Okay, there's a little clue here to give you a clue about which part, which feature of the discussion this is. "In conclusion, I think it's Ok to have zoos because it's a good way to make people care more about nature and then do something about it. But zoos should be run well so that the animals there can live a happy life." Which part do you think this is? Do you think it's introduction, arguments against, arguments for, or the conclusion? Of course, it's the conclusion. And we can tell that because at the beginning it says, "In conclusion". I can also tell that it's a conclusion because it says, "I think". In all the other parts it's been saying some people think, some people argue, there are people who feel, there are people who argue. But this part is saying, "I think", me. So that shows that it is the writer giving their opinion. And when we get to doing our shared write, you are going to be able to have your own voice and say what you think. Now it's time to have some reflection time. So you'll need your pencil for this part. What do you think you are going to say in your conclusion? You can start with saying, "In my opinion, I think..." Do you think zoos are good or do you think they are bad? Or do you think they're maybe in the middle somewhere? You then need to give a reason. Why do you think that? I think zoos are good because... I think zoos are bad because... And if you really want to challenge yourself, you can even provide an example. Can you think about a story or a scenario or a situation why they might be really good, or why they might be really bad? Have you seen something happening in a zoo that you thought was really great? Or maybe you've seen something in a zoo you thought was really bad. Do you know any facts about animals that you think you might be able to use as an example? Like when I said that animals who need to hunt get lazy and sad when they're not able to hunt. That was an example I gave. Pause your video now while you write down what you will say in your conclusion. You don't have to decide right now. When we get to doing our shared writing, you could change it if you'd like, or add to it. This is just to help you reflect on the discussion as a whole. So pause your video now while you think about what you will say in your conclusion. Oh my goodness, I have seen so much fantastic work today. I have seen reflection on what we've read, I've seen you identifying the features of a discussion text, and I've seen you work on your grammar, thinking about coordinating conjunctions. I'm sending you lots of Mr. Santhanam shine right now. I'm very, very proud of your hard work. I can't wait for us to get to doing our shared write so you can retell the discussion all by yourself. Don't forget to share your work with Oak National. If you'd like to, please ask your parents or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and #LearnwithOak. I'll see you next time. Bye-bye.

Video: To identify features of a discussion (Read as a Writer)

Lesson summary: To identify features of a discussion (Read as a Writer)

In this lesson we will explore the different features of a discussion text and identify them. We will also think about what opinions we want to introduce in our writing.

English

To identify features of a discussion (Read as a Writer)

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Lesson summary: To identify features of a discussion (Read as a Writer)

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