Hello and welcome to the lesson.

Thank you for joining me.

I'm Mrs. Butterworth and I will be guiding you through this lesson, which is all focused on comparative summaries.

So we're going to be using a letter written by the tennis player, Serena Williams, and comparing it to a speech written by Emmeline Pankhurst.

So we're gonna use all of those excellent reading skills that you have to create an excellent comparative summary.

So let's get started.

So by the end of this lesson, you'll be able to structure a comparative paragraph about two writers' viewpoints.

But first, let's look at those keywords that are gonna help us understand the lesson.

These words are sphere, galvanise, empower, succinct, and embedded.

So what do these mean? Let's just have a look together.

So sphere.

Now you may have heard this word in relation to a shape, for example, but in this sense it refers to a specific group or area of influence.

So for example, we could talk about the political sphere, which refers to kind of the area of political activity, okay? Or we could talk about the sporting sphere, for example.

So it's kind of the area where that happens.

The word galvanise, this is a really great word.

So it means to stimulate or inspire action or change.

You can galvanise people into action.

I think it's a really lovely word.

Empower.

Now interestingly this has the word power in it, which should give you some clues about what this word means.

So it means to give someone the power or confidence or ability to do something.

And this usually makes them feel stronger, more confident, so empower.

Succinct, and this is gonna be really key when we're thinking about summaries because this means to express something in a clear and concise manner.

So without adding any unnecessary details or elaboration.

So we want our summaries to be succinct.

And embedded.

So when we're thinking about quotations, which we'll also need to use in our summaries, we need to make sure our quotations are embedded.

And this means that it is included in the sentence, it's woven in, it's part of the sentence, it's not just added on as an extra thing.

So the outline of our lesson looks like this.

We're going to start by comparing two texts, so thinking about the sorts of things that we can compare.

And then we're going to think about elevating our summaries with evidence.

So how we can successfully use quotes and evidence from the text to really elevate and improve our summaries.

So let's start by comparing two texts.

So we're going to focus on how to summarise two texts and compare their main ideas in this lesson.

So the texts that we're gonna be looking at are "A Letter to the Dreamers" and this is written by Serena Williams in 2016, and "Freedom or Death" which is from Emmeline Pankhurst's famous speech delivered in 1913.

So what I would like you to think about is why do you think these two texts make for a good comparison? Now pause the video so you've got plenty of time to discuss or just think about your ideas.

So focus on things like themes, ideas, purpose, all of those great things.

Off you go.

Great, excellent.

Now I want you to think and remember everything we've just discussed in order to look at the next part.

So I want you to again, think about those two different texts and everything you've just discussed.

And I want you to really think about what similarities and differences they contain.

So you can see here I've put a Venn diagram on the screen and this might help you just to kind of think about your ideas.

So what are the differences in Williams' letter to Pankhurst's speech and what are the similarities in that middle circle there? Now you can just discuss this, you may wish to write this down or you can just think to yourself, but really think about what are the similarities and differences that these two texts contain.

Okay, pause the video 'cause you're gonna need plenty of time to think about this, and I look forward to sharing our responses.

Off you go.

Excellent, I love how lots of you are drawing on the previous discussion to really think about those two texts and their similarities and differences.

So let's share those answers, shall we? Okay, so let's start with the similarities.

So the subject is really key and lots of you picked up on that just from looking at the titles.

They're both about this idea of struggling for equality, so we've got that similarity there.

Interestingly, they reach an intended and a wider audience.

So if we think about Williams' letter, it's an open letter.

So although she addresses women directly, obviously other people are going to read that as well.

So there is an intended audience and a wider audience.

And likewise with Pankhurst's speech, she wants to address a specific audience.

However, lots of people will end up listening to that.

So they have really wide-reaching audiences, both of these texts.

They both use direct address.

Excellent similarity there.

And they both use first person pronouns.

So they both use I and deliver quite personal texts.

So let's get onto the differences.

So obviously Williams' letter, the form is a letter which is different to Pankhurst.

Williams focuses on pay inequality, which is slightly different to Hurst.

Williams uses the world of sport as her example.

And there is a frustrated tone.

Now this is different to Pankhurst's speech.

Her form is a speech, whereas Williams' is a letter, so you can how these differences are being drawn out.

Her focus is a focus on the right to vote.

So whereas Williams' is using that pay inequality, Pankhurst's all about the right to vote.

So the political sphere and war used as comparisons.

So she talks a lot about what happens in politics and what happens in war and uses this as a comparison for her speech.

And there's a much more aggressive and angry tone in Pankhurst's speech compared to Williams, which feels a bit more frustrated, a bit more restrained if you like.

So these similarities and differences will become the focus of your summary.

So we have done lots of the hard work already, so let's keep going.

So which similarities do both articles share? A, B, C, or D? Great, there were two answers there.

They both focus on the struggle for equality and they both use direct address.

Well done, everyone.

Let's keep going.

So when comparing text, it's important to use comparative sentence structures because these will really help to draw out comparisons and make your writing really efficient and really clear and succinct, which is exactly what we need for a summary.

So a comparative sentence structure will present either a similarity or a difference.

And an effective way to construct comparative sentences is to use conjunctions.

And some of you may have heard or used conjunctions before, so this will be a great recap for you.

So comparative conjunctions can be used to compare ideas in a sentence and show differences.

And correlative conjunctions, now these come in pairs and they work together to connect ideas in a sentence.

Now they might sound quite complicated terms, but in a moment we're gonna go through what conjunctions look like and how to use them, and you'll see how simple they are to use.

So don't worry if it sounds really complicated at the moment.

So let's start by looking at comparative conjunctions.

Now these can be used to compare ideas in a sentence and can show similarities and differences.

So let's see how these work.

So we've got our first idea here.

In Williams' letter, she describes her frustration with gender equality, and we've got our second idea from Pankhurst's speech.

In Pankhurst's speech, the rights of women is at the forefront.

So here we have our list of similarity conjunctions, so our comparative conjunctions that show similarity, and we're going to have a go at using likewise.

So you'll see how using this conjunction really clearly and concisely shows that difference, shows that similarity, sorry, it shows that similarity.

So in Williams' letter, she describes her frustration with gender equality.

Likewise, in Pankhurst speech, the rights of women is at the forefront.

Notice where the comma is after that comparative conjunction and you can see how it clearly shows that similarity.

Okay, let's look at another.

So we've got Idea One, Williams aims to empower and galvanise women into action.

A second idea, Pankhurst wants to provoke action and create awareness.

And we're going to use equally this time as our comparative conjunction.

So let's read it all together.

Williams aims to empower and galvanise women into action.

Equally, comma, Pankhurst wants to provoke action and create awareness.

So you can see how using a comparative conjunction is a really efficient way of showing a similarity quickly.

But we can also show differences, so let's look at those now.

So you've got Idea One, Williams focuses on the gender pay gap and its effect on inequality.

Pankhurst's attention is on a woman's right to vote.

So here are are different difference comparative conjunctions, whereas, however, contrastingly.

So let's read the sentence through again, Williams is focused on the gender pay gap and its effect on equality, whereas, Pankhurst's attention is on a woman's right to vote.

Try one more.

Idea One, in Williams' letter, she uses the sporting world to illuminate the issues around gender inequality.

Our second idea is about Pankhurst's speech, that she reveals the inequality present in the political sphere.

And our difference comparative conjunction is however.

Let's read it together.

In Williams' letter, she uses the sporting world to illuminate the issues around gender inequality.

However, in Pankhurst's speech, she reveals the inequality present in the political sphere.

So you can see how these comparative conjunctions a really effective at showing a similarity or difference.

So let's see if you can remember your comparative conjunctions.

So which one of these comparative conjunctions does not, so the word is not, show difference? A, B, C, or D? And the answer is C, likewise.

Likewise is our similarity, one of our similarity comparative conjunctions.

Right, well done, let's keep going.

Okay, so now we're gonna think about correlative conjunctions.

Now these are useful for expressing similarities between texts and they're really good at showing shade and nuance in your similarities.

So they come in pairs.

So we'll look at how to use these.

So we're going to use an idea from Williams' letter, an idea from Pankhurst's speech, and think about how we can join those using correlative conjunctions.

So we're gonna refer to them by name Williams, Pankhurst, and our idea, the similarity is that they both aim to empower and galvanise their audiences.

So watch how the correlative conjunctions work.

We're gonna pop them in here and we're going to use both and and.

So both Williams and Pankhurst aim to empower and galvanise their audiences.

So again, a really efficient way of showing that similarity.

Just by popping in that pair of correlative conjunctions, you have a comparative sentence.

You've already started summarising and comparing those texts simultaneously, which is great.

Should we try another one? So Williams, Pankhurst shy away from revealing the frustration and anger created by gender inequality.

So let's pop in a pair of correlative conjunctions.

So we've got neither and nor, so listen to this now.

Neither Williams nor Pankhurst shy away from revealing the frustration and anger created by gender inequality.

What you'll find as well is the more you start to use these different types of conjunctions, you'll start to get into a rhythm of using similar sentence structures and similar patterns and phrases.

So using these and practising using these will just make your writing become much more efficient and much easier, 'cause you'll know with a comparative response, I need to use those conjunctions, and these create these structures that I can use.

Okay, so select the two sentences which use correlative conjunctions.

Are you picking A, B, or C? Okay, so who spied the two sentences using those correlative conjunctions? Absolutely B and C.

So in B, we've got the correlative, the pair of correlative conjunctions, both, and, and in C, it's whether, or.

So well done to everyone that said B and C.

We have reached our first practise task.

What I would like you to do is I would like you to write two comparative sentences using conjunctions.

So thinking about everything that we've looked at, and the examples that we've seen, I want you to write two of your own comparative sentences using conjunctions.

There are some sentence starters to help you, and I've also given you some key ideas to help you construct those sentences.

So you've got everything that you would need to create some really excellent comparative sentences, okay? Ready to pause the video? Off you go.

Okay, so I just want us to think about our comparative sentences and just do a little stop to have a chance to check them.

So Jun here has very kindly offered us his sentences, and I just want you to read them and I want you to decide what has Jun forgotten to do in his sentences? So shall we have a look? So it says, Pankhurst not only wants to empower women, but she also wants to reach a wider audience and create awareness.

Williams also to galvanise her audiences.

So what has Jen forgotten to do here? Absolutely right.

He's made some lovely points and even used some of our key words, so empower and galvanise, but he's forgotten to use those all-important conjunctions.

So I just want you to think, looking at these sentences, can you help him? What conjunctions would you use? So pause the video so you can discuss this question or just think quietly to yourself.

Off you go.

Okay, so let's share some ideas as to how we can help Jun.

So he has rewritten his sentences and he has included both correlative and comparative conjunctions.

So he has now written both Pankhurst and Williams aim to empower women.

Likewise, they both want to reach a wider audience, perhaps those who are unaware, and galvanise them into action.

Wow, this is really fantastic work, Jun, 'cause if we look before, we had two separate sentences that were quite long.

Whereas now by using these conjunctions, Jun has been able to make direct comparisons between the two text simultaneously, which is an excellent way to write those comparative summaries.

So well done, Jun.

Okay, so we've thought about how we can compare, we've started using some conjunctions and now we really want to elevate those summaries and think about how to use evidence effectively.

So when writing summaries, quotes are used to provide evidence to support a point of comparison you have made about the text and to show your understanding of what you have read.

So they should be embedded within your response.

So remember this was one of our key words, and what that means is that they should become part of your sentences.

So we need to practise and get into the habit of just weaving those quotes and that evidence into our sentences, embedding that evidence.

So embedded quotes also need to be short, so ideally, no more than three words.

Remember particularly for this lesson, we're focusing on a summary.

So you want the evidence to be as short as possible, and that means they need to be precise and relevant to your point.

So we have a conversation here between two students.

So we're just going to read it.

And what you'll see is how they help each other to really improve and embed quotes.

So Alex says, Jacob, can you help? I'm really struggling to keep my summary short and succinct.

I struggle with this too, Alex.

I have been told that my quotes are too long, and I'm not sure what to do.

So Jacob very kindly says, Don't worry, Alex! This is easily sorted out.

And he agrees that you must use short, embedded quotes to keep your summary succinct.

So Jacob asks Alex for an example, just so we can see what he needs to do and to help him.

So let's look at Alex's example here, and perhaps you too can think about what Alex needs to do to improve this.

So Pankhurst and Williams reveal the struggles of their cause.

Pankhurst states that, "I am not only here as a soldier temporarily absent from the field at battle" and "We were called militant, and we were quite willing to accept the name." Williams talks about how her fight began.

So quite long quotes in there.

So Jacob offers a really good top tip.

He says, My first top tip is to find the most relevant words.

What are the most important words in these quotes? So if we look at Alex's really long quotes here, what are the most important words? So Alex has gone back and he has decided that soldier, battle, militant and fight are the most important words.

And quite rightly, Jacob has pointed out that this has reduced the quotes down to four words.

So if you remember, we had two really long quotes before, and now we just have four words.

And now Jacob says about making links.

So he says, What links these words and what can we infer? So what do we think? Soldier, battle, militant, fight.

They all kind of link in a way, don't they? And Alex has created a really lovely list here of what links these words.

That they all suggest conflict, absolutely.

They can suggest that the fight is tough and brutal.

So some lovely inference there.

Alex says he confers that the movement uses extreme tactics in order to get their demands heard, and all reveal the continual struggle for equality.

So we can see that by just using four keywords from that quote, there is so much to say about them.

And Jacob agrees that this is already so much better, and we're going to write it up now.

And he offers some advice here, make your first sentence, make sure your first sentence is comparative, and then weave your evidence in with your inference.

And he's quite rightly says, You've got this! and we have got this because we have already practised our comparative sentences, and now we just need to think about the next part of that comparative summary.

So, oh, we've got some correlative conjunctions here.

So neither Williams nor Pankhurst shy away from the challenges associated with rallying for gender equality.

So a really lovely comparative sentence there.

So let's keep going.

So Pankhurst compares herself to a soldier.

Likewise, another conjunction, likewise, Williams references the fight which reveals a brutal and enduring conflict.

Both see the move towards gender inequality as a battle.

Can you see how much more efficient that is, using those embedded short and precise quotes? And Alex goes on, Pankhurst describes the movement's actions as militant, which implies that in order to be heard, they have to become extreme.

So this is a really great improvement.

So what Alex has done, if you remember from Alex's first response, it was mainly all quote, he hadn't been able to explain or infer anything from the quotes.

He had just used them.

Whereas here we can see he has picked out the most important parts of the quotes, he's embedded them into the sentences, and then he's explained and made inferences from those key words.

And he's created a much more succinct and focused summary, which is really fantastic and what we should all be aiming for.

Okay, so complete this sentence using A, B, or C.

An embedded quote should be.

Okay, well done to everyone that got C.

An embedded quote should be short, precise, relevant, and part of the sentence.

So we definitely know that now.

Okay, so let's look at this summary task.

So it says, both texts explore gender inequality, write a summary, exploring the similarities and differences of the writer's experiences.

So we're really focused on the different experiences of Pankhurst and Williams. So even though they are both about gender inequality, they have different experiences.

So what I would like you to do is in relation to this task, what would be the most important words in the following quotes, I'll show you them in a moment, and what do they suggest? So the first quote is this, "It is necessary to explain why women have adopted revolutionary methods in order to win the rights of citizenship." So it's a very long quote.

So what are the key words in that quote that link to this idea of similarity and difference in the writers' experience? So pause a video so you can just briefly pick out those keywords and what they suggest.

Off you go.

Okay, so let's just see if you agree.

I have picked out revolutionary methods and rights of citizenship because this really reveals the extreme measures that the women have turned to.

Revolutionary methods sounds quite radical, doesn't it? And it does kind of allude to the fact that people view them as radical and it suggests that the demands are linked to basic rights.

So in terms of experiences, it's slightly different to Williams, isn't it? Because there's this sense that it's very extreme, it's radical, and they're fighting for these kind of basic rights of citizenship.

Okay, so let's look at this quote.

"As we know, women have to break down many barriers on the road to success." So again, what are the most important words in this quote, and what does it suggest? Pause the video and we'll feed back our answers in a moment.

Off you go.

Okay, so I picked out break and barriers because I think those are the most important words.

I think lots of you picked out that too, so well done.

And I think like Pankhurst, this suggests a powerful or assertive actions are needed.

You know, break, barriers, it's quite powerful language.

And again, it reveals the continued struggles and challenges faced.

So we can see by these quotes that their experiences, although there are some differences, there are also some similarities too.

So it's a really good idea to get into the habit of reducing those long quotes into those keywords to make your summaries nice and succinct and concise.

Okay, we have reached the second practise task.

So what you are going to do is using your sentences, those lovely comparative sentences from task A, you are going to write a summary of the texts, including embedded quotes and inference.

So you're going to explain those quotes as well, exactly like we have done for the second part of this lesson.

So I've given you some sentence starters there to help you.

So just make sure you are using those sentences from task A and thinking about everything that we have discussed in the second part of this lesson, and you will write a beautiful summary, I'm sure.

Okay, so are you ready to pause the video and get ready to do some work? Okay, off you go.

Great.

Fantastic work, everyone.

Well done for really having a go at that task.

Summaries can be quite tricky, especially when you have to start bringing in quotes and inferences, but you really seem to be understanding that, so that's great.

So what I would like you to do is now look at your work and we have a checklist here, and I would like you just to go through that checklist and see what you have done.

So make sure you've used comparative sentences.

Have you used comparative conjunctions? Have you used correlative conjunctions? Have you included short quotes? Are they embedded? And have you included inference to explain the evidence? So go through that checklist to create your What Went Well, and any that you haven't done this time round, you can make your Even Better If, and you can make sure that you do it next time.

So pause the video so you've got time to use that checklist and give your work a WWW and an EBI.

Off you go.

Well done, everyone, and thank you so much for your hard work.

Comparative summaries can actually be quite tricky, but hopefully now we've got some strategies to help make them a little bit easier.

So let's remind ourselves of everything we have done.

When comparing articles, look for points of similarity and difference.

A comparative sentence needs to make the link between the text clear, for example, through a comparative conjunction.

Correlative conjunctions can be used to create close comparisons.

Within a comparison, the quotations chosen from each text must be linked by a point of similarity or contrast.

Use precise and embedded evidence to support each idea and elevate your summaries.

Excellent work, all, and I hope to see you again soon in another lesson.

Bye-bye.