Hello there.

Mr. Barnsley here.

Great to see you today.

Thank you for joining me for today's lesson.

I'm really excited to be reading an extract from "Suite Francaise" with you today.

This is a story by Irene Nemirovsky and it's all about the Second World War.

It was a text originally written in French and is now being translated into English.

And today we're gonna be using it as a springboard to practise some evaluation techniques.

Yes, we are going to become really critical evaluators of the work of Nemirovsky.

So, do make sure you have a copy of the text in front of you.

It is available in the additional materials.

And once you've got it, then it's time for us to dive in.

Let's go.

So let's have a look at today's outcome.

By the end of the lesson, you're gonna be able to evaluate how well a writer achieves certain effects.

So, the first key word we're gonna look out for is evaluate and that means to judge the value or quality of something.

So when we see evaluate in our outcome, it's telling us we're gonna be doing some judging, we're gonna be looking at the quality of the writer's work.

We're also thinking of how we can be critical here and this is to think seriously about something considering what is good or bad about it.

And other words to look out for is signpost and this is showing how something is going to develop.

So if you think of a signpost directing us on a journey, we can also in our work use a signpost to show how something is gonna develop.

And then we're looking out for the phrase evaluative adverbs.

This is a technique we're gonna use.

These are adverbs that express a judgement about something.

So let's keep an eye out for all of these words as we continue through today's lesson.

So today we're gonna be evaluating ideas about a writer's craft and we're gonna be using the extract from "Suite Francaise" which is in your additional materials.

There are two parts to today's learning cycle.

First, we're gonna be thinking about skill of evaluation.

What does it look like before moving on and evaluating opinions about that text "Suite Francaise." So do make sure you have a copy in front of you and let's get started by thinking about the skill of evaluation.

So in this lesson, we are gonna be learning what it means to evaluate and as I said, as a keyword, evaluate means to judge the value of or quality of something.

So, when we are looking at text, there are many different skills that we bring to the fore when we're reading.

We evaluate, we analyse, we understand.

They're all three different things that we want to do when we're reading a text.

Which of these do you think is the most challenging to do, however? Evaluating, analysing, and understanding.

Why don't you pause the videos, if you've got partner you can start by discussing what you think you understand by each of these words.

And then you can start weighing up which of these you think is the most complex and why.

If you're working by yourself, you can either make a few notes or you can just think through this question independently.

Okay, pause the video and decide which of these is the most complex skill.

Press play when you're ready to continue.

Welcome back.

I wonder if you were discussing you came up with anything like this diagram you can see on screen.

Well done if you had evaluate as being the most complex and understanding has been the most simple.

When we think of reading a text, we always start at that understanding.

Do we understand what's happening? Then we move on to analysis.

Why is it happening? And then top of that pyramid, evaluation.

What's the most effective? How good, how effective is this? Let's look at these three terms in a little bit more detail.

So, understanding is making sense of a text.

It's showing that you follow, that you understand what is being said, you understand the key ideas and what is happening.

Analysing is where we start to unpick the text.

We start to explore relationships that occur throughout the text and we finish with evaluating.

This is where we critically, we think very carefully, examine, and make about judgments about the effectiveness of the text in front of us.

So, let's continue thinking about evaluation.

If someone shares their opinion, would you immediately agree with it? Why? Why not? What do you think? Over to you.

Discuss, have a think, and press play when you've got some ideas.

Welcome back.

I heard lots of you saying that you probably wouldn't just automatically agree.

Look at these three Oak pupils.

Jun says, "Personally, I didn't like the opening of "Suite Francaise" because it was boring." Let's look at the responses from Aisha and Andeep.

Aisha says, "What about the text did you find boring?" Whereas Andeep says, "I agree with you, Jun." Now that might be right.

Andeep might agree with Jun, but let's think about why Aisha's response might be a more logical one.

Because asking questions is a really great way to show that you are critically examining something.

Aisha isn't saying Jun is wrong but she's asking a question to try and work out.

Okay, why? What is it about that text that you find boring? So Aisha's question shows that she's beginning to examine the quality of Jun's argument.

And actually Jun's argument isn't particularly strong here.

There's nothing wrong with him not liking a text but to just say it's boring, not really justify his argument means it's actually not a particularly strong argument.

And you can see Aisha is starting to become critical because she's examining, she's starting to evaluate the quality of Jun's argument.

So we can also evaluate how well a writer achieves something in their text.

So let's look at three statements here, three opinions where students or pupils have thought about the writer's purpose and how effective it is being.

So one pupil says, "Nemirovsky successfully creates a hopeful tone in the opening of "Suite Francaise." Another pupil says, "In "Suite Francaise," Nemirovsky's depiction of the more mundane reactions to war is compelling.

Another Oak pupil says, "Nemirovsky barely makes the air raid seem frightening." Which words in these above statements signpost directors to this skill of evaluation? Which show us that these pupils are starting to make judgements about the effectiveness of Nemirovsky's writing? Pause the video and see if you can pick out at least one word in each statement that you think signposts us, directs us to the skill of evaluation.

Pause the video, have a think.

Press play when you've got some ideas.

Welcome back.

I wonder if you saw the word successfully.

This is a really judgmental word here.

It's saying that the the pupil, the reader thought that Nemirovsky had done a really good job at creating a hopeful tone.

This word compelling in the second statement shows that they are evaluating the effectiveness and saying, actually, by depicting the war in this mundane way, which might not be what we expect from a depiction of war, it makes it really compelling, interesting.

Like I want to find out why is this so different to other descriptions of war that might have read previously? This adverb here barely shows that, okay, I'm starting to evaluate the level of frightening that the air raid seems. Is it incredibly frightening? Or in the case of "Suite Francaise," is it actually just barely frightening? So it's really interesting the vocabulary choices we can make to signpost that we are moving from analysis and actually starting to evaluate.

So evaluative verbs and adjectives can really help us evaluate the writer's craft.

An example of an evaluative adverb is successfully and an example of an evaluative adjective is compelling.

Can you think of any other examples of evaluative adverbs and adjectives that you could use? Why don't you pause the video, have a think, if you've got a partner you can discuss with them.

Otherwise you can just think through independently.

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

Welcome back.

Here are some examples.

You might have said many different words.

Here are some examples of words you could have said.

Cleverly, subtly.

Powerful, memorable.

I wonder if these words were similar to the ones that you selected.

So different words can actually help us signpost the different skills that we are applying to our reading.

So if we said something like in "Suite Francaise" there is an air raid siren.

This really shows that we're understanding.

It shows a real certainty in what we've read.

We know this is true.

An example of analysis might be in "Suite Francaise," the writer uses light imagery which could represent hope.

So action verbs and tentative language can really show that we are analysing.

And then the writer successfully helps us to connect with the characters in "Suite Francaise." Well that use of an evaluative adverb in this case, but it could be adjectives are really helpful to signposting that we're moving beyond analysis and we're starting to make judgements about the text that we are reading.

All right, let's match each sentence to the skill that it demonstrates.

So on the left we've got three sentences.

The first one, Nemirovsky uses the verb wailing to convey the intense, discomforting sound of the air raid.

"Suite Francaise" is set in Paris.

Nemirovsky effectively conveys the innocence of the Parisian citizens at the beginning of the war.

Which of these shows evaluation, which shows understanding, and which shows analysis? Pause the video, match them up, and press play when you think you're ready for the answers.

Okay, great work on that.

Let's see how you did.

So the first one shows analysis.

Those action words of users and convey really show that we are analysing here.

We're analysing the impact, the effect of what the writer's language choices have on us as the reader.

This second sentence is just showing understanding here.

It's a fact that can be proven from the text.

And this final example shows evaluation.

Well done if you selected that adverb effectively.

Effectively conveys, really shows that we're starting to judge just how impactful the writer's choices have been.

Okay, over to you then.

I want you to write three questions that would help a student demonstrate the following skills.

I want you to imagine your partner has been studying "Suite Francaise" and you want to find out how have they understood the text.

What kind of question could you ask them to help them show they understand the text? I want you to test whether your partner can analyse Nemirovsky's methods.

What kinda question might you ask them there? And then I want you to see if your partner can evaluate Nemirovsky's craft.

What kind of question could you ask there? So pause the video now and think of three questions you could ask a partner to check that they can understand, analyse, and evaluate.

All right, pause the video, give us a go.

Press play when you're ready to continue.

All right, some great work there, some really fantastic thinking going on.

I'm gonna share with you some examples and you can see whether your questions were similar or different.

So things you might have written.

So for understanding of "Suite Francaise" what date is the extract taking place? Some analysis.

What does the simile used to describe the wealthy people suggest? And to test evaluation.

How well does Nemirovsky create sympathy for the characters in this extract? All right, really well done.

Now why don't you just pause the video, take a moment to reflect on the questions you asked, and see how they were similar or different to the examples you can see on screen.

All right, pause the video, take a moment for reflection, and press play when you're ready to continue.

Okay, welcome back.

You've done some brilliant work so far thinking about that skill of evaluation, and how it differs from understanding and analysis, two skills that we're used to applying to our reading.

Now I want us to take a moment to start thinking about how we can evaluate our own personal opinions about "Suite Francaise." So here is Aisha's opinion on the opening of "Suite Francaise." She says, "In my opinion, the writer makes the air raid seem extremely frightening, yet the end of the extract is hopeful in tone." In order to evaluate how much we agree or believe Aisha's opinion, we need to consider the following things.

How does Nemirovsky describe the air raid? What was your initial response to the air raid? Was it similar or different to Aisha's? Did you feel a sense of hope when you were reading this text? If so, at what point? Are there any key ideas that you feel that Aisha has neglected to see? So why don't you pause the video.

If you've got a partner, you can work through these questions together and think about how you respond similarly and differently.

If you're working by yourself, you can just do these independently.

But pause the video and think about your responses and start to think, does this mean you agree with Aisha's opinion? Does this mean you disagree with Aisha's opinion? Does this mean you agree to a certain extent? All right, pause the video, work through these questions, and then start to think about whether you feel the same as Aisha.

All right, over to you.

Press play when you're ready to continue.

All right, welcome back.

Izzy, one of our Oak pupils, gave this a go as well and she agreed with Aisha.

But I want you to think about Izzy's statement and see if we can make it show a little bit more effective evaluation.

'Cause Izzy just said, "Yes, I think the air raid seems frightening too." Which you know, shows that she agrees, shows to you, understands Aisha's opinion but it doesn't show any of those evaluative skills that we were first working on earlier in today's lesson.

So Aisha could have said something like this.

"Yes, the writer's description of the wealthy people makes the air raid seem frightening." Here Aisha is, Izzy is adding evidence to show that she's made her own judgement as well.

She's built on Aisha's too.

However, by adding this evaluative adverb, Nemirovsky successfully creates tension and fear in the reader when describing the wealthy people's reactions.

We see that now she's moved from agreeing with Aisha, understanding Aisha, to analysing, bringing some of her own evidence to analyse that judgement.

She's moved up to evaluating because she's used those adverbs to signpost her judgement on the writer's craft.

So which of these words then do you think conveys that you are evaluating the writer's craft? Is it A, shows, B, successfully, or C, conveys? A, B, or C? Pause the video, make your choice, and press play when you think you've got an answer.

Well done if you said B, successfully.

Okay, over to you then for our final task of today's lesson.

You are gonna annotate the diagram which is about to appear on screen to show how much you agree with Aisha's statement.

"The writer makes the air aid seem extremely frightening, yet the end of the extract is hopeful." So you are gonna make sure that you are using evaluative adverbs and adjectives to evaluate the writer's craft.

You also want to make sure you're justifying your reasons with evidence from the text.

So using this line from one end, completely disagree with Aisha to the other end, completely agree, decide whereabout you fit, whereabout, like to what extent do you agree? And then I want you to explain your reasons but showing that you are evaluating the writer's craft as you do.

All right, pause the video, over to you, and press play when you think you're done.

Welcome back, it was fantastic to see you using those evaluative skills in your work.

Let's have a look at Jacob's response, then we can compare our work to his.

He said that he fundamentally disagree, didn't completely disagree, but he disagreed with Aisha.

And this was his justification.

The writer is unsuccessful at making the air raid seem extremely frightening 'cause she uses the word calm despite an air raid occurring the night before.

The dialogue also makes it seem that the people were not entirely frantic or panicked by the air raid.

However, if you wanted to agree, you might have said something along the lines of this.

Nemirovsky effectively conveys a sense of hope at the end of the extract, the way the days, the birds emerge and move as day breaks.

There's also a sense of hope from the very beginning using light imagery such as golden, glimmers, and shone.

How does your own evaluation compare to Jacob's two different ideas? Are you more similar to his first where he disagreed? Are you more similar to his second set of ideas? Pause the video, take a moment to reflect, reread your work, and compare it to Jacob's.

And of course if there are any of ideas from Jacob's work that you would like to use in your own work, now is the time to do so.

All right, pause the video, take a moment to reflect, and press play when you're ready to continue.

Okay, that's it.

We've reached the end of today's lesson.

Some fantastic work on evaluating.

Really, really well done.

On the screen is a summary of all the learning that we have covered today.

Let's go through this very quickly together before you move on to your next lesson.

So we've learned that evaluation requires you to critically examine something.

Thus it is more complex than understanding and analysis.

We've learned that using evaluative adverbs and adjectives is a good way to signpost your evaluation.

We've also learned that evaluative adverbs show you are able to comment on how well a writer does something.

And finally, we've learned that you should use evidence from the text to support your evaluative comments.

All right, great work today.

Thank you so much for joining me in today's lesson.

I do hope to see you again in one of our lessons in the future.

All right, have a great day with the rest of your day however you choose to spend it and I hope to see you all soon.

Bye-bye.