Hello, and thank you for joining me for today's English lesson.

My name's Mrs. Butterworth, and I will be guiding you through the learning.

Now, today's lesson focuses on non-fiction texts.

More specifically, we will be looking at how we can develop summaries of these texts using inferences.

So lots to get through and think about today.

So shall we get started? So in this lesson you will identify examples of inference in a summary about a non-fiction text, and then use this understanding to create your own developed summary.

But before we delve into the lesson, let's look at those all important keywords for the lesson today.

These words are "primitive," "suggest," "infer," "sparse," and "manual labour." Now, "primitive" means something that is simple or basic.

So you'll see that used throughout the lesson.

"Suggest" means to hint, or imply, and this will be a word that you will be using in your own summaries.

"Infer" in relation to a text, is to come to understand a text suggested ideas.

So think about it like reading between the lines, which, again, we'll be doing throughout the lesson.

"Sparse" means something that is in short supply or limited.

And this might be a good word when we're thinking about describing the prisons in these texts.

And then manual labour is physical work done by humans.

So today's lesson looks like this.

We're going to begin by identifying examples of inference in a summary, so looking at some other pupils' works and thinking about what inference actually is.

And then we're going to move on to the second part of the lesson, which is all about you developing your own summary using those inferences.

All right, let's get going.

So we have our Oak pupil Aisha here, and she reads "The Criminal Prisons of London: And scenes of prison life" by Henry Mayhew, written in 1862.

Now, you too may wish to reread this text, in which case pause the video and you can do that now.

Continuing, Aisha rereads this and then she summarises the main focuses of that text like this.

So, "First, Mayhew focuses on the description of the prisoner's cells.

He states their small sizes and items: 'stool,' 'basin,' 'tap.

' Then, he describes how the prisoners spend their time.

For example, one is 'reading a book,' another is 'picking his quantity of oakum,' and another is 'walking to and fro in his cell.

'" And then finally, Aisha's final summary point.

"Finally, he focuses on the crimes and personalities of the prisoners.

For example, he discusses 'serious' crimes like 'embezzlement,' and uses words like 'fast,' 'sensitive,' and 'ignoble.

'" Okay, so Aisha there has really captured those main focuses of the text.

However, what Aisha can now do is she can develop her summary by making inferences about what she has read.

So she can develop those main summary points by including and making inferences.

So what inferences? Inferences explore a text's suggested ideas.

So you remember I said at the start it's almost like reading between the lines? That's what we're trying to do when we are making an inference about a text.

So let's look at an example now.

So we've got Aisha's first point here that "First, Mayhew focuses on the description of the prisoner's cells.

He states their small size and items: 'stool,' 'basin,' 'tap.

'" So you see Aisha has also include some textual detail there as well as that first summary point.

But we want to develop this even further.

So here is our inference.

"Mayhew is suggesting that the cells are quite primitive." So you can see thereby using that word "suggesting," we are developing that summary by reading between the lines and thinking about what Mayhew is presenting in this text, the idea is that the cells are primitive.

So Aisha is exploring the suggested ideas.

She is, as we have said, reading between the lines.

And this is exactly what we need to do when we're developing our own summaries.

So let's look at another example of inference.

So we've got Aisha's second point here and she says, "Then, he describes how the prisoners spend their time.

For example, one is 'reading a book,' another is 'picking his quantity of oakum,' and another is 'walking to and fro in his cell.

'" So I wonder what Aisha's going to read between the lines here.

What she thinks Mayhew is suggesting or inferring here.

And what she says is, "In this way, we understand that the prisoners are quite solitary.

The tasks are punitive, punishing, or individual." So Aisha's done a really good job here of reading between the lines, thinking about what those details tell us about the conditions for the prisoners and the prisoners' lives.

And again, Aisha is exploring the suggested ideas.

She is reading between the lines.

So let's look at another example, our final example, where Aisha gives her final summary points.

So she says, "Finally, he focuses on the crime and personalities of the prisoners.

For example, he discusses 'serious' crimes like 'embezzlement,' and uses words like 'fast,' 'sensitive,' and 'ignoble.

'" So again, a great summary point.

We've got some textual detail there.

Aisha is now going to develop this by reading between the lines and think about what these details tell us about the prisoners or the conditions.

And she says that, "This suggests that Mayhew is judging the prisoners and their crimes." Excellent.

"He is no longer factual like he was about the cells.

He has personal opinions about them." And again, we can see here that Aisha is exploring the suggested ideas.

She's reading between the lines.

She's taking that thought process one step further.

So a really important thing to note is that Aisha didn't analyse language in any of the examples.

Okay? So there's no need to analyse language when we are developing summaries using inference.

So inference is about suggested ideas, not writer's methods.

So it's really important to understand this isn't about analysing language choices.

Okay, so let's do a quick check for understanding.

So we have two pupils here, Lucas and Sam, A and B, and I want you to decide which pupil makes an inference about the selected quotation from the text by Henry Mayhew.

So here's the selected quotation.

"It, the cell, has a window with an iron frame protected by three strong iron bars outside." So which pupil makes an inference? Is it A, Lucas, or B, Sam? Pause the video so you've got time to read those answers and pick the one that you think is making an inference.

Off you go.

Okay, so what do we think? Is it A or B? Well done to everyone that said B.

So here is Sam's inference.

It says that, "The cells of Newgate prison are habitable because they let in natural light, but there is a clear focus on security and imprisonment." So there's a good inference there on that selected quote.

If we just look at A, Lucas's answer, it says here, "The idea of a window juxtaposes with the word 'iron bars' symbolising that the prisoners have no freedom." Now, here this is almost straying into language analysis, isn't it? And we don't need to do that.

We don't need to think about keywords or focusing on methods.

We can just think about what is being suggested by the key quotation.

So well done to everyone that got B, Sam for that question.

So we're onto your first practise task.

So our other Oak pupil Andeep has written a summary of "The Criminal Prisons of London: And scenes of life" by Henry Mayhew.

And like Aisha, he has used inferences to develop his summary.

So what I would like you to do, I would like you to read his summary, which can be found on the worksheet, and identify the sentences which are examples of inference.

Now, before you get started, should we read through that summary together? Okay, let's do that.

So here is the summary.

Let's just read it through together.

"'The Criminal Prisons of London' starts by focusing on the cells of Newgate prison.

Mayhew is exact about their size and condition.

For example, the 'three strong iron bars' on the window and the sparse furniture: 'stool,' 'basin,' 'tap.

' They seem small, primitive but very secure.

Although primitive, the cells are relatively clean, with Mayhew describing 'clear ventilation' and plenty of water.

In this way, we understand that the cells are not designed to be unhygienic.

Then Mayhew focuses on what the prisoners have to do.

Mayhew wants us to understand that not every moment of a prisoner's life is filled with manual labour.

Finally, Mayhew describes the variety of prisoners in the jail: older prisoners, foreign prisoners, richer and poorer prisoners.

What unites them is that crimes are often to do with robbery, perhaps suggesting that this prison has been made to house inmates who have stolen things or money rather than more violent crimes." Okay, so that's the summary that you will be focusing on.

Let's just go back to the task.

So here's our task.

You need to read through that summary and identify the sentences which are examples of inference.

Okay, pause the video and off you go.

Thank you, everyone.

Great work.

So now's an opportunity just to check through that we have identified those sentences.

So here are the sentences that Aisha identified as examples of inference in Andeep's summary.

So just compare this to your own work.

So we can see here that she has identified, "They seem small, primitive but very secure." So you can see how that inference develops those initial summary points.

And she has picked out, "In this way, we understand that the cells are not designed to be unhygienic." So you can see how it's developing the quote and that original summary point.

She has also picked out, "In this way, we understand that not every moment of a prisoner's life is filled with manual labour.

And finally, what unites them is their crimes are often to do with robbery, perhaps suggesting that this prison has been made to house inmates who have stolen things or money rather than more violent crimes." So well done to everyone who identified those moments of inference.

You may also have picked out and noticed the structure of this as well.

How those inferences are developing those initial summary points and that inclusion of textual details.

So you can always see how those inferences are being weaved in there.

Okay, so we are at the second part of our lesson, and now we're going to be thinking about developing our own summary using inferences.

So we've looked at what inference is, now it's our turn.

So to begin with, Aisha rereads "The Norwegian prison where inmates are treated like people" by Erwin James and summarise it.

So you'll see here, like with the other text, Aisha has summarised that text into clear points.

So her first point is that, "First, James focuses on getting to Bastoy and his initial impressions of Norway's attitude to prisoners." "Then James describes his own experiences as a prisoner in Britain." "Next, James develops our understanding of Bastoy's systems, rules, and values." And then, "Finally, James spends time interviewing different prisoners and guards before reflecting on what he has seen." So that's a really clear, excellent summary of the key points of that text.

So true or false time.

Erwin James goes to Bastoy to serve his prison sentence.

Is that true or false? Okay, who's feeling in confident? Okay, great.

The answer is false.

Well done to everyone that got that.

But can you explain why that answer is false? Okay, lots of interesting whys there.

So hopefully you came up with something like this.

"James experienced.

." So, "Erwin James experienced time in Britain.

He is going to Bastoy, Norway in order to write an article about the prison there." So he's going there to write about the prison, not to serve time.

Okay, so we have reached the second and final practise task.

So the first thing that you are going to need to do is you're going to need to reread "The Norwegian prison where inmates are treated like people," and that article can be found in the additional materials.

So you'll need to reread that first.

And then for each of Aisha's summary points, you'll need to collect quotations and make inferences to develop her summary.

So exactly like we saw in the first part of the lesson, you are now going to do that.

So the first quotations have been selected for you, and the rest of the table can be found on the next slide and the worksheet.

So let's just look at the summary point and those quotations and then you can go off and do this task.

So the summary point is, "First, James focuses on getting to Bastoy and his initial impressions of Norway's attitude to prisoners." And the quotations that have been selected are "taken slightly aback," "liberal attitude," "loss of liberty was all the punishment they suffered." And you can see here that final column is blank, ready for you to add your inferences.

And then the rest of the table looks like this.

So you've got the summary point there, you need to find the quotations and then you need to complete the inferences.

Okay? So make sure you've got everything you need to complete this task, and when you are ready, pause the video and get this task completed.

Off you go.

Okay.

Fantastic.

So that's the first part of our summary completed and the first part of that task.

Now, the next part of this task is I want you to use that table to write a developed summary of the article "The Norwegian prison where inmates are treated like people." So you're going to use that table to now write a developed summary.

Now, you could go back to Andeep's summary to remind yourself of how he structured his summary to help you structure your own.

Okay? So again, gather everything you need in order to complete this task.

Use that table, and when you're ready, pause the video and get writing that summary.

Off you go.

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

It's been really great to see you develop those summary points, including that inference.

It's really, really great to see those summaries grow and develop.

So now we just need to do a little bit of feedback and think about our own work and reflect on that.

So I want us just to think back to the first part of the lesson and recall how Aisha identified examples of inference in Andeep's summary.

So that first task that we did.

So you'll remember here we had our summary point and then the inference, "They seem small, primitive but very secure." So you can see there how Aisha looked for that inference and highlighted there.

And then, "In this way, we understand that the cells are not designed to be unhygienic." So if you remember, we looked through that summary and identified examples of inference.

So what I would like you to do now is to look at your own summary that you have just written and identify where you have included inference.

Okay? So pause the video so you've got time to look back through that summary that you have just written and identify those moments of inference.

Pause the video, and off you go.

Okay.

Fantastic work, everyone.

And thank you so much for all of that.

We have indeed reached the end of the lesson.

Well done.

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

We know that a summary captures the main ideas of a text in a short and clear format.

So that's how we start our summaries.

Then, when writing a summary, it can be helpful to include short quotations.

And we now know that we can develop our summaries by including inferences, and that inferences explore to text's suggested ideas.

And then we know that inferences should not include analysis of language or structure.

Again, very well done, everyone.

Can't wait to do this all with you again soon.

So do join me again for another lesson.

I'll see you then.

Goodbye.