Hello and welcome.

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

I'm Mrs. Butterworth and I'll be guiding you through the learning.

Now, this lesson is all about understanding and summarising perspectives, and this is a really important skill when it comes to reading and enjoying texts.

So, I'm hopefully gonna give you lots of strategies in order to help you do that today.

So let's get started.

So by the end of this lesson, you will be able to summarise a writer's viewpoint.

Let's look at those keywords that are going to help us through the lesson today.

These words are fervent, gist, militant, tone, and archaic.

So what do these mean? Well, we've got this lovely word here, fervent, which is a lovely descriptive word, and it describes a feeling or expression that is intensely passionate, enthusiastic, or earnest.

So a fervent atmosphere or a fervent tone is a really lovely descriptive word.

Then we've got this idea of the gist.

So if you talk about the gist of something, it is the main idea or essence of something often brief and in a simplified form.

So when we're reading our text today, we're going to be thinking about the gist.

Got this word militant and when we look at our speech today, you'll notice that Emmeline Pankhurst talks about this idea of being described as militant, which means to be forceful, determined, and extreme, and sometimes using aggressive methods.

So you'll notice in the speech that we look at being called militant is quite a negative term.

The idea of tone.

So tone is a writer's attitude or emotional stance.

So it encompasses the mood, feeling, and overall atmosphere.

So when you're reading a text, you can sometimes identify the tone quite quickly.

They might have an angry tone or a humorous tone or they might convey a sad tone.

So that overall feeling we would describe as the tone.

And then we get this word archaic.

So something that is outdated, old-fashioned, or no longer in common use.

So you might sometimes hear to texts being referred to as archaic and this generally means they are old-fashioned.

They might use archaic language.

So language that is no longer in common use.

So said that something is archaic, it's old, it's old-fashioned, that sort of thing.

So the outline of our lesson looks like this.

We're going to start by reading "Freedom or Death," which is a speech by Emmeline Pankhurst.

And then we're gonna think about how we can use our skills of influence to summarise a text.

So let's start with that reading of "Freedom or Death." So we have an image here on the screen.

In a moment, I would like you to discuss what can you say about this image? So what do you notice? What do you know about it? I'm gonna pop up a few questions to help you with this discussion.

So the first question is, who are these people? What are they doing and why are they doing it? And finally, when do you think was? Now you may need to use some predictive skills or make some intelligent speculations about what is happening there.

Some of you may know already, but pause the video to give yourself time to discuss this image or you may just wish to think to yourself.

Off you go.

Wow, some impressive knowledge here.

Wow, lots of you actually knew who these people were and what they're up to.

So that's really fantastic.

And for those of you that didn't, that's fine.

That's what we're here for, we can learn this together.

So who are these people? Well, they are the Suffragettes and they are women protesting.

So the Suffragettes were, we'll find out a bit more about them in the moment, but a group of women protesting for equal rights for women, in particular to vote.

What are they doing and why are they doing it? So if you look at the placards, again, using those predictive skills and those skills of inference, the placard suggests they are protesting and looking for support.

And the placards say votes for women, which suggests that they are looking for equality in the political system.

So when you're looking at images or a text, always be looking out for those clues that can give you some key information.

And then finally, when do you think this was? So, the clothes suggest a long time ago, perhaps around the 1900s, it's black and white as well.

Like it looks very old-fashioned, very archaic.

So this lesson focuses on a speech from the suffragette movement at the start of the 20th century.

And it focuses on a speech by Emmeline Pankhurst.

So who was she? So in the late, I'm just gonna give you an overview of everything in terms of the suffragette movement and who she was.

So in the late 19th and early 20th centuries, many women started to campaign for women's rights, particularly women's rights to vote.

Now, Emmeline Pankhurst was a renowned member of the Suffragettes, so she was probably one of the most famous.

After becoming frustrated with their peaceful approach to protest.

She founded the Women's Social and Political Union, so the WSPU, otherwise known as the Suffragettes.

And their motto was "Deeds not words," which is a very powerful motto, isn't it? And their protests became more violent, breaking windows, handcuffing themselves to railings, and going on hunger strikes.

So really quite extreme actions in terms of, in order to get their message across.

So, let's just check what you remember.

Suffragists and Suffragettes protested for A, B, C, or D.

Absolutely, women's rights to vote.

That was what they were protesting for.

So I've got an outline, a quick summary of some contextual information about the text.

So we know that it's Emmeline Pankhurst's "Freedom or Death," and that this speech was delivered in Hartford, Connecticut on November the 13th, 1913.

So we've just looked at some information about the Suffragettes and Emmeline Pankhurst.

We now have a little bit more information about the text we are looking at, and I want us to think about using our prediction skills.

So thinking about what are our expectations of the text? What conclusions can you draw? So before I get you to discuss all of these ideas, I'm going to put some questions around this contextual information to help you.

So the first question is, who is the writer or the speaker and what do you already know about her? So how is that gonna impact what we expect from the text? And what does the language and the title suggest? So "Freedom or Death." What does this suggest about the tone of the piece? What do we expect the tone of the piece to be from that language freedom or death? When was it written? What are our expectations of a text written in this time? So sometimes looking at the date of a text can give us lots of clues about what we would expect to find.

And what is the form of the text? So how is the text written and where might we find it? And what are you expecting the language to be like from this type of form? Okay.

So, what are your expectations of the text? What conclusions can you draw? Use the questions and your prediction skills to help you.

Are you ready to pause the video? Off you go.

Excellent.

Thank you everybody.

So I'm glad to see that some of you're realising that just from this small amount of information, we can already make so many predictions about the text and start to draw some expectations of what we expect to find in the text.

So it's just a little bit of information can give us so much.

So let's just share what we have found out.

So we know that Emmeline Pankhurst was a passionate advocate of women's rights and turn to extreme measures, and the text will potentially reflect this attitude.

So even if you've never seen this text before, we can already start to anticipate to understand that it will be about women's rights, there might be quite an extreme edge to it, and it's going to reflect her passionate attitude towards this subject, so we can anticipate what we expect to find.

So what does this language in the title suggest about the tone of the piece? Well, "Freedom or Death" is very extreme.

So, we already know Emmeline Pankhurst is quite an extreme advocate of rights.

And this contrast between the words, freedom or death, really hints at this idea of this fervent or even polemical tone.

So really quite an impassioned tone because it is a powerful title, isn't it? "Freedom or Death." So again, we can start to anticipate what we expect to find in the text.

We know that it's a speech.

So there are some expectations around a speech, aren't they? We would expect that Pankhurst has adapted her speech to match the form.

So perhaps we can expect to find some rhetorical devices and an awareness of audience.

So using this information, when we come to read that text, we can already be thinking, okay, it's a speech.

Where can I find some rhetorical devices or the conventions of a speech so we can anticipate that that's going to be in the text and this is what we can look for.

And when was it written? So, it was written in 1913.

So we can expect some archaic language and potentially some really old-fashioned attitudes and perspectives.

Okay, true or false time.

"Freedom or Death" is an article written by Emmeline Pankhurst.

Is that true or false? Yes, it's false.

So why is that statement, "Freedom or Death" is an article written by Emmeline Pankhurst false, A or B? That's right, B, because it is a speech, it's not an article, and it reflects the fervent tone of the women's rights movement.

Excellent.

So yes, we're looking at a speech, not an article.

Okay, so let's just read the first part of the text together and then we will do some work on it.

So let's read it through first.

"I'm here as a soldier who has temporarily left the field of battle in order to explain, it seems strange it should have to be explained what civil war is like when civil war is waged by women.

I'm not only here as a soldier temporarily absent from the field at battle, I am here, and that I think is the strangest part of my coming.

I am here as a person who, according to the law courts of my country, it has been decided is of no value to the community at all.

And I am a judge because of my life to be a dangerous person, under sentence of penal servitude in a convict prison." Okay.

So, when reading old-fashioned or archaic text, or sometimes longer text, they can sometimes feel quite difficult to understand.

So you can sometimes start to read them and feel quite overwhelmed.

So hopefully in a moment I'm gonna give you some strategies to really help you unpick these sorts of texts.

So a really good method to try is once you've read it through is to try skimming and scamming.

So what this is, this is where you glance through a text and look for clues.

So for example, you might look for key words and/or repeated words even to give you an understanding of what the text is about.

So you kind of look through and just see what stands out.

So let's try it now.

So I'd like you just to quickly skim through and scan the text.

And I want you to think about which words catch your eye.

Okay, so we're gonna do it together now.

You may need to pause the video.

Let's skim and scan now.

Okay, great.

So you can see how quickly we can get through that text.

Just skimming and scanning.

So, so the words that I have picked out that stood out to me is soldier and war and battle, because there's some repetition there, isn't there? War is twice, soldiers twice, and battle is twice.

So to me I'm thinking, okay, just from skimming and scanning, that's an important, those are important words.

And then I also, my eye locked onto this idea of a dangerous person.

So thinking about the contextual knowledge, what did these words suggest about the tone of the speech? So we can start to use that knowledge and use those words to think about the tone of the speech.

Now, what this means is that these words are powerful and they're linked to ideas of conflict or violence, aren't they? Soldier, battle, war.

So we can already start to decipher that perhaps the tone is, reflects the ideals of the movement.

It's giving us an idea of what this text is about, what the tone of the text is about.

So what this method enables us to do is to get the gist of a text so we can draw inferences about the tone, subjects and key images just from those words that we have picked out.

So what is the gist of this extract? So what is the idea? So we've skimmed and scanned the text, we've got those key words, we've thought about the tone.

So what is the gist of this text? How can we summarise it? So the gist of this extract is that the movement are at war, okay? Revealing the conflict between society and the Suffragettes' ideals.

Pankhurst sees herself as a soldier fighting the cause and that she is viewed as dangerous.

These words reveal the fervent tone or the impassioned tone of her speech.

So isn't that amazing that just by looking through and picking out those key words, we can make some really good comments or make some really good conclusions about tone, about what the text is about, and the attitudes and perspectives within that text.

So, another three or false.

When reading archaic texts you must translate and understand every single word.

Is that true or is that false? Fantastic.

Lots of you said false, which is great.

So now justify your answer by picking A or B.

Yes, absolutely.

So skimming and scanning can help you to pick out the key ideas and images within a text.

And I think it's really important to understand that you don't have to try and translate every single word in an archaic text.

It's just about making sure that you understand those key concepts and can pick out a few keywords and images.

I promise you using this skimming and scanning will help you get the gist of the text and really help you to begin understanding those texts.

So we're at our first task.

So now what you will need to do is you'll need to find the whole speech, Emmeline Pankhurst's speech, "Freedom or Death," which is in the additional materials.

And I'd like you please to read that speech.

So the first thing I would like you to do when you're reading that is to skim and scam the text.

So pick three words which stand out exactly like we just did with the first part.

So skim and scan, pick out three key keywords and then answer this question, what do they suggest about the tone of the speech and its main ideas? Then you can answer these questions.

Why did Pankhurst write this speech? Why does Pankhurst stress that women are human beings? And finally, what is the gist of the speech? Write this down in no more than three sentences.

So you'll notice that gist is very similar to summarise.

So you need to summarise what the speech is about in no more than three sentences.

Okay.

Are you ready to pause the video? So you've got lots of time to get this task done as best as you can.

Pause the video and off you go.

Okay.

Thanks, everyone.

Hopefully you can see how that skimming and scanning technique is really quite useful, particularly with these types of texts.

So I'm gonna share with you some of my answers.

You may have something different, which is absolutely fine.

If you want to add to your answers, you may wish to do that now as well.

So, the three words that I have picked out that really stood out are the words civil war, militant, and revolutionaries.

And the reason that I picked these out is because they suggest a tone of defiance, determination, and activism.

There's a lot of talk of kind of war and battle and revolution isn't there throughout this text.

So just those key words give us an idea about this idea of struggle, determination, and conflict.

And it reveals the struggles and conflicts of the movement and it also portrays how the Suffragettes are viewed.

So that key word militant really gives us an idea about the attitudes and perspectives in the text.

So why did Pankhurst write this speech? So she wrote it to explain why women have turned to radical actions to fight for their rights and to show how women are treated unfairly in society.

And why does Pankhurst stress that women are human beings? So it's interesting, isn't it, that she talks about women being treated as human beings because it shows, it's to show that women deserve equal rights and shouldn't be treated as inferior to men.

So she's really emphasising the kind of common humanity between men and women.

So, she's emphasising the similarities between men and women.

And this also suggests that women are being dehumanised through their lack of rights.

So, emphasising this point that women are human beings makes quite a layered point on Pankhurst's part.

So what is the gist of the speech? Write this down in no more than three sentences.

So again, these are quite long sentences, aren't they? But it's still a summary.

Again, you can use this paragraph to check your own responses.

You may wish to add to them, you may have something completely different, that's fine, but hopefully they're quite similar.

So the speech highlights the challenges faced by women fighting for their rights, portraying their struggle as akin to a civil war waged by women.

My first sentence.

Second sentence, it emphasises the need for women to adopt revolutionary methods to gain recognition as human beings and citizens deserving of equal rights.

And then finally, ultimately, Pankhurst asserts that women must make their voices heard and demand attention in order to achieve political enfranchisement and overcome societal oppression.

So we're very well done.

We have read our text and now we're gonna move on to the next part of the lesson, which is all about considering how we summarise the text.

And we've actually already started to consider the skills we need in order to do this, we're just gonna develop them even further.

So we want to be able to summarise a text effectively.

So in order to do this, we need to use inference.

And we have been doing this already throughout this lesson.

So when we looked at the images, we were using our skills of inference to decipher what was happening.

It was the Suffragettes, they were protesting.

Likewise, when we looked at the contextual information, we were using inference to draw conclusions about the text and to look for clues.

All of this is inference, so we are already doing it.

So like I've just said, inference is where you look for suggested ideas rather than just what is stated.

So we're looking for clues and drawing conclusions.

And it's about looking at texts and coming up with interpretations using clues or evidence.

Okay, so we're gonna practise using our skills of inference.

So look at these images and I want you to discuss what is happening in these images and how do you know? Pause the video so you've got time to discuss this.

You may wish to think quietly to yourself or even jot your ideas down.

So pause the video now.

Okay, so lots of you came up with a conclusion that quite rightly, these images depict a rally or protest, or maybe even a protest march.

But how do we come to those conclusions? What clues did we use to make that conclusion? Well, there are banners and placards being waved.

That's a big clue, isn't it? And there are crowds of people focused on the same thing.

So all of these clues can bring us to that conclusion that this is a rally or a protest march or something like that.

And this is inference.

So, you have used clues in the images to come up with a conclusion about what is happening and this is exactly what we need to do with texts.

It's exactly the same process.

So now let's try with a quote.

Let's read the quote together.

"It is necessary to explain why women have adopted revolutionary methods in order to win the rights of citizenship." So discuss, what does this quote tell us about the movement and its purpose? Pause the video so you've got time to discuss your ideas.

Off you go.

Okay, thank you so much.

I really like how some of you have started to zoom in and pick out words and use those as clues to make your inferences.

That's really, really good and exactly what we should be doing.

So let's just share some ideas.

So what does this suggest? So it suggests that the women have resorted to extreme methods as conventional ways have not worked.

It can be inferred that peaceful methods were ineffective.

And it also implies an intense frustration and urgency.

And it reveals that the women are fighting for the rights that should be afforded to them as members of society.

So again, we can draw drawing these interpretations out, these inferences using the language of a quote.

So which of the following best describes inference? Is it A, is it B, or is it C? Excellent, well done to everyone that said that A.

A is all about looking at texts and coming up with interpretations using clues or evidence.

Well done.

We are now at our second practise task.

So just a bit more work to do everyone.

Let's keep going.

So this is a two part.

So we're going to do the first part of the task first.

So, here's our statement.

Pankhurst presents the struggles faced by the movement.

I would like you first of all to complete the grid with inferences about the quotes.

So you'll notice that I have given you the quotations there on one side of the grid.

It is your job to complete the inferences.

So this suggests, or this implies, or this infers.

So, pause the video to complete the first part of task B.

Are you ready to pause the video and get going? Okay, off you go.

Again, well done.

Lots of you really using the clues in those quotes to come up with your inferences, which is fantastic.

Zooming in on key words and thinking about the clues they give us.

So well done.

Now the second part of this task is I want you to use that completed grid to write your own summary.

So remember you can use your answers from task A.

So you started to write a summary in task, at the end of task A.

And I'd like you to use that and the grid to write your own summary.

I've also given you some sentence starters to help you.

Remember we want to capture the gist of the text using quotes and inference.

So this speech highlights the challenge, Pankhurst explains, the speech suggests that, and Pankhurst presents the idea that.

So you've got everything you need.

You've got sentence starters, you've got your answers from task A.

You've got your grid, so you have everything you could possibly need to write an excellent summary using inference on this speech.

So I'm really looking forward to what you come up with 'cause we've done some really good work on it so far.

Okay, so we're gonna need to pause that video and get going.

Off we go.

Well done, everyone.

So let's just do a little bit of checking.

So here is part of Laura's grid.

Okay, this suggests that Pankhurst feels like a soldier.

So how do we think that Laura could improve her inference? What would we do for it? So maybe you want to pause the video now just to give yourself time to think about what we can tell Laura to do to improve her inference.

Okay.

Absolutely.

So developed inference with reference, it would be even better if there was a developed inference with reference to the statement.

So what does this quote tell us about the struggles of the movement? So it says it suggests that Pankhurst feels like a soldier, but what does this tell us about the struggles of the movement? So she can develop that comment even further.

So, Laura's taken that advice on board and she has another go.

And she says, this implies that the movement are in a constant war and emphasises their struggles.

Fantastic.

It suggests that Pankhurst is acutely aware of the continual conflict and her role in it.

Well done, Laura.

That's an excellent redraft.

So you can see how Laura's taken that advice about how the comment needs to be more developed and in reference with the statement.

And she's produced this really excellent piece of inference that also summarises the text.

So really fantastic work.

Well done.

So what I would like you to do now is I'd like you to check that your own inferences are developed and relevant to the statement.

And check that your summary captures the gist of the text.

So you will definitely need to pause the video to give yourself time to really check through your work and make sure it's as good as Laura's.

Okay, pause the video now.

Okay, we have reached the end of the lesson.

Thank you so much for your hard work today.

I hope you enjoyed reading the speech as well.

I find it really fascinating learning about the Suffragettes and Pankhurst.

Pankhurst's speech is so impassioned and fervent, it really is a great one to study.

So I hope you enjoyed that as much as me.

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

We know that key information can be used to make predictions and draw conclusions before we read a text.

Skimming and scanning can be a useful strategy for finding the key points of a writer's argument, particularly when reading archaic texts.

Understanding the gist of a text means being able to succinctly explain what it's about.

And inference is about looking at texts and coming up with interpretations using clues or evidence.

Very well done, everyone.

Thank you for your hard work.

I look forward to seeing you all again very soon.

Goodbye.