Hello, everyone.

It's lovely to see you here today.

My name's Dr.

Clayton, and I'll be guiding you through your learning journey today.

Today's lesson's called, "Using Inference and Embedded Quotations to Craft Effective Summaries".

Now these are incredibly important skills, 'cause even when we're not talking about literary texts we're still using inferences to make educated guesses about the world around us.

And being able to create an effective summary is an incredibly useful skill because we're always being asked to synthesise information, to relay it to other people in a way that makes sense.

So if you're ready, grab your pen, laptop, whatever you're using for this lesson and let's get started.

So by the end of the lesson, you'll be able to understand and emulate how to use inference and embedded quotations to craft effective summaries.

So we have five words today we're gonna be using as our keywords.

They're identified in bold throughout the learning material, and I'll try to point them out to you, as well, so you can see them being used in context.

So, our first keyword is summarised, which means to express the most important ideas about something in a short and clear form.

This lesson's all about considering how we can use inference and embedded quotations to create effective summaries of non-fiction texts.

Our second keyword is embedded, which when referring to quotations, means it's included in your sentence.

We're going to look at how we can embed quotations to support inference in our second learning cycle.

Our third keyword is inference, which is a conclusion reached on the basis of evidence and reasoning.

We're going to explore what inference means in our first learning cycle and how we can apply it to nonfiction texts.

Our fourth keyword is implicit, which means something's suggested, though not directly expressed.

When we're talking about inference, we're talking about what a writer's implicitly saying rather than explicitly, which is our fifth key word.

It means stated clearly and in detail, leaving no room for confusion or doubt.

So when we're using inference, we're looking at what a writer suggests through their choices, rather than something they've clearly stated.

So, I'll just give you a moment to write down those keywords and their definitions.

So pause the video and write them down now.

Fantastic, let's get started with the lesson.

So we have three learning cycles in our lesson today.

For our first two learning cycles, we're going to focus on one non-fiction text and look at how we can use inference and embedded quotations to craft an effective summary of that text.

For our third learning cycle, we're going to apply those same skills to a second non-fiction text.

But this time, I'm gonna let you be a little bit more independent in your work, because we'll have already modelled how to do it in the first two learning cycles.

So let's begin by just making sure we have a solid understanding of what inference is, because it's going to be a central point of our lesson, 'cause we're gonna be using inferences to further our understanding of nonfiction text.

So, inference is where we reach a conclusion on the base of evidence and reasoning, it's based on implicit rather than explicit ideas.

So it's based on ideas that are suggested, rather than clearly stated.

Now, we're going to practise using inference before we apply it to a nonfiction text.

So what I'd like you to do is look at this image and think about what inferences you can make from the image.

So what conclusions can you reach about the weather, the relationship between the boy and the adult, and where they are, based on what you can see in the image? Now if you went through this with someone else, you might talk where it is with them.

If going through this by yourself, you might just think where it is.

So pause the video, think about what inferences you can make.

Welcome back, everyone.

Now here are some of the inferences you might have made.

You might have said it's a parent and child, you might have said it's raining, that it's winter, or cold weather, there's an outdoor activity park.

Now none of these things have been told to us.

We've reached these conclusions based on things from the image.

Now, just to make absolutely sure we're all on the same page here where the inferences, I'd like you to discuss what is it in the image that helped you reach those conclusions.

So what suggests it's a parent and child relationship? What suggests it's raining? What suggests it's winter or cold outside? And what suggests it's an outdoor activity park? Pause the video, take a few moments to consider.

Welcome back, everyone.

Now, in terms of relationship, you might have said "It feels like a close, protective relationship, because of the fact they're holding hands, and therefore we might infer it's a parent and child relationship.

The fact the little boy and the adult are both wearing Wellington boots suggests it's raining.

We can also see the little boy is wearing a hat and a hoodie, which is warm clothing, and therefore that suggests it's cold weather.

Finally, we can see the log they're standing on has been positioned as a ramp, and was just been put there on purpose, as part of an outdoor activity park, rather than just being a tree in nature." Now, one of the crucial things I want you to take away from this is that these things might not be true, but they're reasonable inferences based on the evidence in the image.

So when we're asking you to make inferences from a text, we're not categorically looking for a right answer, because there might not be a right answer.

We're looking for you to explain how you've reached your conclusions based on the evidence in front of you.

Now, for a quick check for understanding.

I'd like you to tell me whether the following statement is true or false.

So is it true or false? The inferences usually rely on things that have been explicitly stated.

Now, explicitly is one of our keywords, it means that they're clearly stated.

So are inferences based on things that are clearly stated? Pause the video, take a few moments to consider.

The correct answer is false.

Now I'd like you to tell me why it's false.

So pause the video, take a few moments to consider.

Welcome back, everyone.

They might have said, "That inferences rely on things that haven't been explicitly stated, but they've been hinted at or suggested.

They're implicit ideas." So, very well done if you got that right.

So, now we're going to apply inferences to a nonfiction text.

The nonfiction text we're going to focus on is "My Struggle with a Tiger" by Charles Jamrach in "The Boy's Own Paper," Vol.

I, no.

3, and it was published in February the 1st, 1879.

Now the text is a firsthand account of when one of Jamrach's tigers escaped and he had to physically force the animal back into its cage.

Now, before we look at the text itself, I just wanna take a moment to consider why we might use inference when reading a nonfiction text.

I always think it's important to ask yourself why? Because understanding the purpose of a task will help you to complete it more successfully.

So pause the video, consider why we might want to use inference when reading a nonfiction text? Welcome back, everyone.

Now inferences are all about looking at what a writer suggested, rather than clearly stated.

So as our Oak pupil, Izzy, says, "Looking at inferences might help us to unlock the writer's attitude towards a particular subject or theme." And that's exactly what we're gonna do with Jamrach's text.

Now, in terms of specific folks of this lesson, we're going to look at what inferences we can make about how Jamrach treats his animals.

So what conclusions can we reach by how Jamrach treats his animals based on evidence? We're gonna focus our attention on small quotations to really zoom in on the language and what that language suggests to us.

So, our first quotation is, "A van load of wild beasts, which I had bought the previous day from a captain in the London docks." And what I'd like you to do is answer the following questions to make inferences about how Jamrach treats his animals from that quotation.

So, question one, "What can we infer from a van load?" Question two, "What can we infer from the fact he bought them the previous day?" Question three, "What can we infer from the fact he bought them from a captain at the docks?" Now, what conclusions can we reach about how Jamrach treats his animals based on those questions? Now, if you're going through this with someone else, you might talk where it is with them.

If going through this by yourself, you might just think where it is.

So, pause the video, answer the questions now.

Welcome back, everyone.

Let's talk through what you might have said.

So by calling it a "van load of animals", that's just the animals have been crammed into the back of a van and there's not a lot of space because a load means a lot of things.

So you might have for the animals are crammed together with not a lot of space.

By saying "he bought them the previous day from a captain on the docks", we might reach the conclusion it was a spontaneous purchase, he bought them on a whim, and from that we might draw the conclusion he's unprepared for these animals because it hasn't given him a lot of time to create a suitable enclosure, or to buy the right food or the right toys for the animals.

Now, for a quick check for understanding.

So which Oak pupil's interpretation of how Jamrach treats animals is the most appropriate for the text? So, Laura says, "I think the idea of Jamrach buying the animals the 'previous day' means he's really excited about owning the animals." And Sofia said, "I think the idea of Jamrach buying the animals the 'previous day' means he's unprepared to care for the animals properly." So pause the video, take a few moments to consider which of those interpretations is the most appropriate for the text.

Welcome back, everyone.

Now, as we said before, the idea of buying them on the previous day, just perhaps he's bought them on a whim, rather than properly thinking about it, and, therefore, Sofia's idea that it means he's unprepared to care for the animals properly is the most appropriate.

So, very well done if you got that right.

Amazing work so far from one of the first task of the lesson.

We're going to take what we've just done with one quotation, and you're going to have a go at making inferences from three more quotations.

So, quotations are, "full of people watching the arrival of this curious merchandise," "the iron bars in front of the den," and "hit the tiger three tremendous blows over the eyes." So what I'd like you to do is look at what conclusions we might reach for how Jamrach treats his animals based on the information of those three quotations.

So, pause the video, take a few minutes to complete your inferences.

Welcome back, everyone, some great work there.

Let's talk through what you might have said.

So, in terms of the first quotation, you might have looked at the image of a lot of people watching the animals.

It's just that that means those animals are an attraction.

Jamrach sees them as something that will entertain people, therefore we might infer he sees them as a means to profit, rather than animals that need care and attention.

In terms of second quotation, we might look at the iron bars and the animal's enclosure, And think that that's just a prison-like environment.

There's no information about the animal's sleeping conditions or enrichment activities.

Therefore, we might infer that Jamrach doesn't actually care about the animal's comfort, only they're secured in their dens.

Finally, Jamrach's statement that he "hit the tiger" suggests to us he doesn't care about the tiger's physical wellbeing 'cause he's willing to use excessive force on the tiger.

So, now that we have our inferences, we're going to spend the next learning cycle looking at how we can embed quotations in order to support our inferences, and create a summary of how Jamrach treats his animals.

You're all doing amazingly well so far, everyone.

We're now at our second learning cycle.

We're going to look at how we can embed quotations in order to support our inferences and create effective summary.

Now in order to turn our inferences into a summary, we need to embed quotations into our sentences as evidence for our inferences.

Now embedding quotations means we're including quotations in our sentence.

They make grammatical sense as part of our sentence.

This is an essential skill for any time you write about any text because we always use quotations as evidence for our points.

Therefore, we're always gonna wanna embed quotations into our writing.

Now, embedded quotations should be relevant to your point, part of the sentence and short, ideally no more than three words.

So, an example of that might be the image of the tiger gaining his "liberty" through his "strength" alone, implies the tiger wasn't held securely.

Here we've used two words from the text and they make grammatical sense within the sentence.

They're part of the sentence rather than being separate, they're relevant to the point and they support our inferences.

Now, let's look at a non-example.

"Exerted his full strength to push with his back against the boards behind, and thus succeeded in gaining his liberty," shows the tiger wasn't held securely.

Now here, while the quotation's relevant to the point, it's too long to be an effective embedded quotation because you aren't zooming in on words explaining how they support your inferences, like the first example does.

Now, let's work through an example together.

We're going to return to our earlier example.

The quotation was, "A van load of wild beasts, which I had bought the previous day from a captain in the London docks." Our inferences were that the animals were kept in cramped conditions.

that Jamrach bought the animals on a whim, and was unprepared.

So, what I would like you to do is think about which word or words would you take from the full quotation as evidence for each of our inferences.

Remember we want no more than three words to support each inference.

Pause the video, take a few moments to consider.

Welcome back, everyone.

Now, to show the animals were kept in cramped conditions, you might have chosen the words "van load", because the image of them loaded into the van, it shows they crammed as many animals into the van as possible, and it's not comfortable for the animals.

Our second inference was that Jamrach bought the animals on a whim and was unprepared, and the evidence for that might be "previous day" and "captain", because "previous day" shows he hadn't had a lot of time to prepare for the animal's arrival, is therefore likely unprepared.

And the moniker "captain" suggests he didn't know this captain personally, it was a purchase made in a whim, rather than a planned purchase.

So let's consider how we can turn those ideas into a summary of how Jamrach treats the animals.

So, summary is where we express the most important ideas about something in a short and clear form.

So, if we were to summarise how Jamrach treats his animals based on that quotation, we might write, "Jamrach refers to a 'van load' of animals, which implies the animals were kept in cramped, unsuitable conditions; furthermore, they idea he bought them on the 'previous day' from a 'captain' alludes to the idea that the animals were bought on a whim, he was unprepared to take care of them properly." So, in terms of what makes this an effective summary, we have short, embedded quotations as evidence for our inferences.

We also have the use of words such as "implies" and "alludes" to prevent an over-reliance on "suggests" or "shows".

So, for example, we might also use illustrates, depicts or hints.

You want to prevent an over-reliance on words because it shows your skill as a writer and it stops your work from feeling repetitive for the reader.

Now, for a quick check for understanding.

So, which of the following examples includes an embedded quotation? Is it A, "A van load of wild beast"? This suggests the animals were in cramped conditions.

B, "The depiction of the transportation as a 'van load' implies the animals were in cramped conditions.

Or C, "The imagery used suggests the animals were in cramped, unsuitable conditions." Pause the video, make your selection now.

Now the correct answer is B because the quote "van load" has been inserted into the sentence, whereas the quotation sentence, A, has been added as a separate sentence before the inference.

Therefore, the aren't part of the same sentence, and sentence C hasn't actually used quotations, but mainly refer to the imagery.

So, very well done if you got that right.

Fantastic work so far, everyone.

We're at the second task of the lesson, where we're gonna bring everything together from our first two learning cycles, and create a summary of how Jamrach treats his animals, based on the following three quotations and our inferences from them.

So, our first quotation was, "Full of people watching the arrival of this curious merchandise," and from that we inferred that Jamrach sees the animals as an attraction, he sees them for profit.

Our second quotation was "the iron bars in front of the den." And from that we infer that Jamrach doesn't care about the animal's comfort or their enrichment.

Our third quotation was that Jamrach "hit the tiger three tremendous blows over the eyes." And from this we infer that Jamrach doesn't care about the tiger's physical wellbeing.

Now, when you're writing your summary, remember to embed your quotations and try to use words such as "implies", "illustrates" and "hints", to avoid saying "suggests" and "shows" all the way through.

So pause the video, write your summary now.

Welcome back, everyone.

Now, let's take a look at one of our Oak people, Sofia's, summary, and once we've read it through, I'd like you to give it a What Went Well and an Even Better If.

So, Sophia said, "'full of people watching the arrival of this curious merchandise' shows that Jamrach sees the animals as mainly an attraction he can make money from.

Furthermore, 'the iron bars in front of the den' shows the animals are kept in prison-like conditions and no thought is given to their comfort or enrichment.

Moreover, 'hit the tiger three tremendous blows over the eyes' shows that Jamrach doesn't care about the physical wellbeing of the animals." So, pause the video, gives Sophia's summary a What Went Well and an Even Better If.

Welcome back, everyone.

Now, for What Went Well, you might have said, "That Sophia has included inferences from the quotations." For Even Better If, you might have thought that "Sophia hasn't embedded the quotations, and she's repeated 'shows' throughout the summary." So, what I'd like you to do now is think about how we could rewrite Sophia's summary to embed quotations and new synonyms of "shows"'.

So, pause the video, take a few moments to consider.

Welcome back, everyone.

Now we might rewrite it, too, "By referring to the animals as 'merchandise', Jamrach complies he sees the animals as an attraction he can make money from.

Furthermore, the 'iron bars' of their 'den' hints that the animals are kept I'm prison-like conditions and no thought is given to their comfort or enrichment.

Moreover, Jamrach's assertion he's used 'tremendous blows' on the tiger illustrates he doesn't care about the tiger's physical wellbeing." Now we've embedded quotations throughout and we've also used words such as "hints" and "illustrates" rather than "shows".

Finally, I'd like you to check your own summary to ensure you've embedded quotations and avoided repetition.

So, pause the video, take a few moments to consider.

Amazing work, everyone.

Now, we're going to take everything from these first two learning cycles, and apply to a second non-fiction text.

Fantastic, everyone.

Now we're at our third learning cycle, and we're going to take everything we've done on inferences, embedded quotations and summaries, and apply it to a second non-fiction text.

So, what we're going to do now is emulate the process of making inferences and embedded quotations so we can imitate what we did in the first two learning cycles, and apply them to a second article.

This time I'm gonna let you work through things a little bit more independently because you already have all the information and models to work with.

So, our second nonfiction text is, "Gorilla recaptured after escape at a London zoo," by Kevin Rawlinson.

In this article, Rawlinson writes about a gorilla who briefly escaped from their enclosure but was quickly returned after the interventions of the zoo staff.

Now, we're focusing on the same theme as the first article.

So, we're still thinking about the treatment of the animals, and what I'd like you to do is think about what inferences you can make about the following three quotations, about how the animals and the gorilla are treated at the zoo.

So, the quotations are, "had been tranquillised".

"We went to the gorilla enclosure, the animals were playing and the big silverback was swinging on a rope." And, finally, "Keepers will be staying on into the evening to check up on Kumbuka and giving him his favourite treats." So, pause the video, consider what inferences you can make from those quotations.

Welcome back, everyone.

Now let's talk through what you might have said.

Now the idea of the gorilla being tranquillised might lead us to conclude the animals are treated with care and compassion because they've chosen a safe and non-threatening way to subdue the gorilla.

In terms of the gorilla enclosure having toys and swings, you might infer the animals are in an enriched, suitable environment that they enjoy because we're told they're playing and enjoying themselves.

Finally, they do have the Keepers checking in on the gorilla and giving him his favourite treats might lead us to conclude the Keepers care about the animals and they want them to feel safe.

Now ,for a quick check for understanding.

What I'd like you to do is tell me whether the following statement is true or false.

So, is it true or false? The image of the gorilla being 'tranquillised', shows the Keepers demonstrated care and compassion.

Pause the video, make a selection now.

The correct answer is true.

Now, I'd like you to tell me why it's true.

So, pause the video, take a few moments to consider.

Welcome back, everyone.

You might have said, "That using a tranquilizer's arguably a safe way of ensuring the gorilla was returned to its enclosure unharmed in the least distressing way possible." So, very well done if you got that right.

Amazing work, everyone.

we're now at the final task of the lesson, where I'd like you to take our notes from this learning cycle and turn them into a summary of how the animals were treated in Rawlinson's article.

So, just a reminder, our first quotation was "had been tranquillised".

And from that we infer the animals are treated with care and compassion.

Our second quotation, "We went to the gorilla enclosure, the animals were playing and the big silverback was swinging on a rope." And from that we infer the animals are in enriched, suitable environments that they enjoy.

Finally, "Keepers will be staying on into the evening to check up Kumbuka and giving him his favourite treats." In that we infer the Keepers care about the animals.

So, pause video, and write your summary now.

Welcome back, everyone.

It was great to see people looking back at our models from the second learning cycle to give yourself an idea of how to start and what other words you might use to show your inferences.

Now, we're gonna deconstruct the answer of one of our Oak pupils, Izzy, and think about what she did well.

So, Izzy wrote, "By stating that the gorilla was 'tranquillised', not returned to his enclosure, Rawlinson applies the Keepers acted with care and compassion towards the gorilla.

Furthermore, the enclosure itself contained the animals 'playing' and 'swinging', which illustrates how the zoo cares about animal enrichment and tries to create suitable environments.

Moreover, the Keepers 'staying with' the gorilla and offering him his 'favourite treats' reinforces the idea the animals are treated with care." So, here, Izzy showed inferences by including our ideas that keep us in the zoo in general, care about the animals, the enrichment, they try to create suitable environments.

Izzy's also embedded quotations by integrating 'tranquillised', 'playing', 'swinging', 'staying with' and 'favourite treats' into her sentences.

Izzy's also avoided repetition by using words such as 'implies', 'illustrates' and 'reinforces'.

Now, what I'd like you to do, is check back through your work and see if you've met those three criteria.

So, pause the video and check your work now.

Welcome back, everyone.

It was great to see people using Izzy's answers as a model, and (indistinct) some of her own ideas to use in your work.

You all did amazingly well today at prompt.

Here's a summary of what we covered.

Inferences rely on things that haven't been explicitly stated, but hinted at or suggested.

Embedded quotations should be part of the sentence, short and relevant.

Using synonyms of 'suggests' and 'shows' can help create an effective summary.

Arguably, an effective summary relies on inferences and embedded quotations as evidence.

I really hope you enjoyed the lesson, everyone, and hope to see you for another lesson soon.

Goodbye.