Hello, everyone.

It's Mr. Brown here with your English lesson for today, and we are writing a conclusion.

We are writing a conclusion of a non-chronological report on Florence Nightingale and Mary Seacole.

So today is the final part of our report.

It's the conclusion.

Let's get started.

The outcome for today's lesson is I can write the conclusion of a non-chronological report on Florence Nightingale and Mary Seacole.

The keywords which will help us with our lesson today are conclusion, formal fronted adverbial, contrasting, comparative and summary.

Let's say those words together.

My turn and then your turn.

Conclusion.

Amazing.

Well done.

Okay.

Big one here.

Formal fronted adverbial.

Excellent.

Contrasting.

Comparative, and summary.

Amazing.

Well done.

Okay, the lesson outline.

We are going to start by preparing to write and then we'll be writing a section.

In this lesson we are writing.

Now remember, when we write, we always try and do these things.

Maybe even take a moment now to see if you can guess what's going to come up on the screen.

What are the things that we always try and do when we write? Let's take a look.

We always try and plan and say each sentence before writing it.

We use punctuation where we know the rules.

We showcase each sentence type that we know.

We write letters neatly on the line in joined handwriting.

We use spelling strategies to spell the words accurately, and we check and improve our writing when we think we've finished.

All of these things are so important to do when we're writing.

A chronological reports can be structured into four sections.

Those sections are an introduction, section one, section two, and a conclusion.

And in this lesson, we are writing the conclusion.

The purpose of a conclusion is to summarise the information from the report.

There is no new information or facts about the subject in the conclusion.

Let's check your understanding of that.

The conclusion is a good place to tell the reader new information.

Is that true or is that false? Remember, a summary is just where you are going over information that you've told already.

You're summarising the most important parts.

So the conclusion is a good place to tell the reader new information.

Do you think that's true or false? Pause the video and decide now.

Welcome back, everyone.

Let's see if you were right.

The conclusion, I'm afraid, is not a good place to tell the reader new information.

It is false.

Well done if you said false.

The conclusion, we are simply summarising.

In our conclusion, we will include these features: a summary sentence using a formal fronted adverbial, a contrasting or comparative sentence.

And we will look at all of these things today.

A sentence outlining what the report was about.

A formal fronted adverbial, let's take a look at that first.

Now, this can be used to signal that your writing is coming to an end.

It can summarise the main points of a text and gives a sense of closure for the reader.

So it signals that the writing is coming to an end and is finishing.

Here's an example: In conclusion, to summarise, to conclude.

These are all excellent formal fronted adverbials that can be used to signal that your writing is coming to an end.

If you were having a discussion with someone and they said, "So, to conclude," you'd think, ah, okay, this conversation is coming to an end.

These are all formal fronted adverbials and they start a conclusion and are followed by a comma.

You can see just like all the other fronted adverbials that you know, fronted adverbials of time and place, these have a comma at the end of them, too.

Now, a summary.

A summary sentence opens your conclusion, and it summarises the key point of the text.

Here's an example.

In conclusion, Florence Nightingale and Mary Seacole were brave women who made a positive change to the medical care soldiers received during the Crimean War.

That's it.

I've concluded what my report was about.

I've summarised and concluded what the report was about in one sentence, not going into great detail, but summarising what the whole report is about.

No new information is given in the conclusion.

Let's check your understanding.

Which formal fronted adverbials would be found in a conclusion? Is it, A, in addition, B, however, C, in summary, or D, to conclude.

Now these are all formal fronted adverbials.

Which ones would we find in a conclusion? And it could be more than one.

So pause the video and decide which formal fronted adverbials would be found in a conclusion.

Off you go.

Welcome back, everyone.

Okay, let's see if you were right.

Did you find them? Now I can tell you there were two.

There were two correct answers.

So if you didn't find two, now might be a moment to pause the video and see if you can find the other one.

If you found three, well, maybe now could be a time to pause the video and take away one of those answers because there are two correct answers.

Okay, let's have a look.

Well done if you said C, in summary, and D, to conclude.

These are the formal fronted adverbials you'd find in a conclusion.

In addition and however are great, but they are not formal fronted adverbials you would find in a conclusion.

They are used to build on information or to contrast that information.

In summary, to conclude, they are the correct answers.

The conclusion of our report will contain a contrasting or comparative sentence.

Now, this might be new to some people, so let's watch very closely.

This is particularly suited to our report as we have two people that we can compare, and the two people are, tell me, yes, you are right, it's Florence Nightingale and Mary Seacole.

Now comparing means looking at how things are the same and contrasting means looking at how things are different.

Let me tell you that one more time 'cause this is important.

Comparing is looking at how things are the same.

Might be two things, could be more.

Usually two things, I think, when we're comparing.

Contrasting means looking at how things are different, and you will be able to do both comparing and contrasting in your conclusion.

So what are the similarities and differences between Florence Nightingale and Mary Seacole? Take a moment, have a think.

What are the similarities between Florence Nightingale and Mary Seacole? Let's start with similarities first.

If you need to pause the video to have a talk with your partner or to have a reflection on your own, please feel free to do so.

But let's have a look at some of the similarities between Florence Nightingale and Mary Seacole.

So one similarity is they both went to Crimea to help during the war.

They both went to Crimea.

They travelled there to help the injured soldiers.

They both worked in hospitals.

They both improved the standards of the care.

They are the similarities.

And one more, they were both brave women.

Four similarities, four things that were exactly the same between Florence Nightingale and Mary Seacole.

So how about differences? What were the differences between these two incredibly brave women? Again, if you want to pause the video, take a moment, think, reflect, have a discussion.

What do we think the differences between Florence Nightingale and Mary Seacole? We have, they were from different countries.

See, Florence Nightingale was born in Italy, but then moved to England when she was a baby.

Mary Seacole was from Jamaica.

So two very different places that they were from.

Now Mary was a doctress, and Florence was a nurse.

So Mary was a doctress, which means a doctor, but a female doctor.

We don't use that word anymore, but they did when Mary was alive.

So she was a doctress, and Florence was a nurse.

Now Florence started a training school, Mary wrote her autobiography.

So these are things they did after the Crimean War.

Florence started a training school for nurses, Mary wrote her autobiography, the first Black woman in Britain to write her autobiography.

Again, a difference between these two people.

The fronted adverbials to use in contrasting and comparing sentences are: similarly, similarly to, and then you would say the person's name, in the same way as, these are for similarities.

So if you are picking out a similarity between two people, you would say similarly or similarly to Florence, comma, Mary Seacole, and then you would give a similarity.

In the same way as Mary Seacole, comma, Florence Nightingale, and then we'd say the similarity.

Now for differences, we have in contrast, unlike, and then you say the person's name, unlike Mary Seacole, unlike Florence Nightingale, that would be used for differences.

So in contrast, comma, Mary Seacole was born in Jamaica or unlike Florence Nightingale, comma, Mary Seacole was a doctress.

Let's check our understanding.

I would like you to match the formal fronted adverbials to the most appropriate sentence.

So we have similarly to Florence Nightingale, comma, in conclusion, comma, unlike Mary, comma, these are your formal fronted adverbials.

Now let's match them to an appropriate sentence.

Let me read you the sentences.

Florence Nightingale and Mary Seacole were brave women who worked hard during the Crimean War.

So with that match to similarly to Florence Nightingale, Florence Nightingale and Mary Seacole, or in conclusion, or unlike Mary, what do you think? The next sentence is, Mary travelled to Crimea to help the injured soldiers.

And the last sentence is Florence set up her own training school for nurses.

So we have three sentences and three formal fronted adverbials.

Your job, match 'em up.

Pause the video and have a go now.

Welcome back, everyone.

Let's see how you got on.

So, A, similarly to Florence Nightingale, Mary travelled to Crimea to help the injured soldiers.

Well done if you matched those together.

In conclusion, Florence Nightingale and Mary Seacole were brave women who worked hard during the Crimean War.

And unlike Mary, Florence set up her own training school for nurses.

So unlike Mary, this is a difference, Florence sets up her own training school.

Mary Seacole did not do that.

Similarly to Florence Nightingale, this is a similarity, Mary travelled to Crimea too.

They both travelled to Crimea.

And then in conclusion, that's our summary sentence that will start our conclusion.

In conclusion, and then we talk about Florence Nightingale and Mary Seacole being brave women who both went to Crimea.

Well done if you matched those correctly.

Time for a task.

I would like you to say the first two sentences of the conclusion.

Make sure you include the following: a formal fronted adverbial, like in conclusion, to summarise, to conclude; a comparative or contrasting sentence.

And you might use similarly, similarly to, in the same way as, or if it's a contrasting sentence, you may use in contrast or unlike, and then the person's name.

So say the first two sentences of your conclusion.

We know the benefits of saying your sentences before you write them.

So let's have a go.

Pause the video and have a go at saying your first two sentences of your conclusion now.

Welcome back, everyone.

Let's see how you got on.

So take a moment now to check the sentences that you said.

Does the first sentence include a formal fronted adverbial? When you said that first sentence, did it include a formal fronted adverbial? If not, no problem.

This is why we are rehearsing, and this is why we're practising.

This is why we say our sentences out loud first.

Just pause the video and have another go.

Did your comparative and contrasting sentences use a suitable fronted adverbial? Have a think.

You might need to reword your sentences again.

Let's have a look at my example.

In conclusion, there's my formal fronted adverbial, signalling to the reader that this is the end of my report, I'm now concluding.

In conclusion, comma, Florence Nightingale and Mary Seacole were brave women who made a positive change to the medical care soldiers received during the Crimean War.

And then I have a comparative or contrasting sentence.

Mine is a comparative sentence because it's a similarity.

Similarly, comma, they both started their own hospitals.

Mary Seacole started the British Hotel.

Florence started her own hospital back in England.

They have both started their own hospitals.

Okay, well done if you are able to say your sentences, including a formal fronted adverbial and a comparative and contrasting sentence too.

It's time to move on to writing a section.

Here is the success criteria for writing the conclusion.

We would like you to make sure that you have written a summary sentence using a formal fronted adverbial.

If we can do this, we are well on our way to writing an excellent conclusion.

We need to write a contrasting or comparative sentence.

We need to make sure that we've written a sentence outlining what the report was about.

And then, as always, we must read our writing back to check for any mistakes.

Now, I'm going to have a go at writing the subheading and the start of my conclusion.

Then we'll come back together and we'll use the success criteria to check how I got on.

So my turn.

Let's do it.

Okay, so you join me after I have written my subheading and the first sentence of my conclusion.

Now, I'm just going to stop, and I know the last thing my success criteria says, read my writing back to check for any mistakes.

So I'm just going to do that right now.

Conclu, oh, ah, I've spotted something already.

Can you spot something about my subheading, something that's missing? Yes, you are right.

Of course it needs this ruler to be underlined.

So let me just very carefully take my ruler and underline my subheading in a perfect straight line.

That looks much better.

Conclusion.

In conclusion, Florence Nightingale and Mary Seacole were brave women who made a positive change to the medical care soldiers received during the Crimean War.

Full stop.

I've got a capital letter.

I've got a full stop.

Anything missing? Now, the first thing my success criteria says I've written a summary sentence using a formal fronted adverbial.

Now this is my summary sentence and in conclusion is my formal fronted adverbial.

But it's missing something.

I can see that my formal fronted adverbial is missing something.

Can you see it? Well done.

Yes, you're right.

It's a comma.

And where should it go? After the formal fronted adverbial.

So in conclusion, comma, thank you for your help with that one.

And that means now I can tick this off because I have done that formal fronted adverbial correctly with a comma.

And that's my summary sentence done.

Okay, so the next thing in my success criteria says I have written a contrasting or comparative sentence.

So let's go for that now.

I'm going to start with a comparative sentence.

Something where I'm looking for a similarity between these two incredibly brave women.

I know they both started their own hospitals.

Mary Seacole was the British Hotel in the Crimean War, whereas Florence started her own hospital in London.

So I think that's a really nice fact that I can use.

I now need a comparative sentence starter.

So I'm gonna go for similarly, that will work.

Capital letter, it's the start of my new sentence.

Sim, simi, so it's similarly.

Ah, so similarly, ah, similarly, I'm missing an L here.

So I'm just gonna put a little sign there and then edit that in.

So similarly.

And I know it needs a comma afterwards.

Similarly, they.

They both, both, ah, th, yep.

They both started and I know started as in ed.

They both started their, their, that's ei.

I always get those two confused.

Is it ei or ie? That's good to take a moment to stop and think.

Similarly, they both started their own hospitals, hospitals.

Lovely.

Similarly, they both started their own hospitals.

Yeah, it can just be a full stop.

Doesn't need to be an exclamation mark.

It's not quite exciting enough perhaps.

Similarly, they both started their own hospitals.

Great.

So that's my comparative sentence done.

I wonder if I could do a contrasting one, too.

Yes, let's go for it.

Unlike Florence, and then I could say something about Mary or unlike Mary, and then I can say something about Florence.

So this is a difference between them.

Now, an amazing fact about Mary Seacole that she was the first Black British woman to write an autobiography.

So I'm going to use that.

I'm going to say unlike Florence, so let's start with that.

Like unlike Florence, can I squeeze Florence in here? Probably not.

Unlike Florence, let's start a new line.

Unlike Florence.

Unlike Florence, Mary Seacole, capital letters for these people's names because they're proper nouns, unlike Mary Seacole, let's cross that out.

Unlike Mary Seacole, so unlike Florence, Mary Seacole even, because this is pretty unique, isn't it, even wrote her own auto, this is a huge word, but I remember it was a keyword in one of our lessons before, autobiography.

Now that to me is an incredible fact.

So I am going to use an exclamation mark there.

So unlike Florence, Mary Seacole even wrote her own autobiography.

Ah, I have spotted something.

I have spotted, a comma is missing.

Unlike Florence, comma, because that's my contrasting sentence starter.

Unlike Florence, Mary Seacole even wrote her own autobiography.

Lovely.

Okay, great.

So that means I can tick off my contrasting and comparative sentence.

I could even put two ticks in there because I've done a contrasting and a comparative sentence.

So next thing, written a sentence outlining what the report is about.

Okay, that's what I'll need to do next.

Welcome back.

Now it is over to you now to have a go.

I would like you to write and underline your subheading, which we know will be the word conclusion.

Then you're going to use the success criteria and your plan to write your conclusion.

Now, here's the success criteria.

Make sure that you are including everything in the success criteria if you possibly can.

That's what we're aiming for.

So now it's over to you.

Pause the video and write your conclusion now.

Welcome back, everyone.

I can't wait to see how you got on.

So just take a moment now to read your writing back and check it makes sense.

Edit any punctuation errors that might be there, any missing words.

And then I want you to tick each box when you've completed that part in your success criteria.

So I'll leave the success criteria on the screen for you to see.

Tick each box when you've done that thing.

Pause the video and just take a moment to read back, to check, to reflect, to be sure that you are finished, to check your success criteria and do that now.

Welcome back, everyone.

Okay, I think you are ready.

Let's have a look at an example of my own.

Conclusion.

And you can see I've underlined my subheading, conclusion.

In conclusion, comma, Florence Nightingale and Mary Seacole were brave women who made a positive change to the medical care soldiers received during the Crimean War.

Similarly, they both started their own hospitals.

That's my similarity sentence, my comparative sentence.

Now, I've added a contrasting sentence, too.

Unlike Florence, comma, Mary Seacole even wrote her own autobiography and I've used an exclamation mark because that's incredible 'cause she was the first Black woman in Britain to do so.

So I think that's not a normal sentence.

I need to use an exclamation mark.

Finally, my last sentence, this fascinating report has told you all about these incredible women and their interesting lives.

Full stop.

And that's the end of my conclusion.

So I know I have written a summary sentence that you can see that's at the top there, using a formal fronted adverbial the formal fronted adverbial being in conclusion, let's tick that off.

I have written a contrasting or comparative sentence.

Well, I actually wrote one of each.

I wrote a similarity sentence.

A comparative sentence that's similarly.

They both started their own hospitals.

And then I've got a contrasting sentence.

Unlike Florence, Mary Seacole even wrote to her own autobiography, so I can definitely tick that off.

I've written a sentence outlining what the report was about.

Yes, that's my final sentence.

I've said this fascinating report has told you all about, and then I've said these incredible women and their interesting lives.

So I can tick that off.

And then I've read my writing back.

Yes, you saw that in my video.

I was constantly reading my writing back and checking for any mistakes, so I can tick that off, too.

Well done, and I'm sure you ticked off everything in your success criteria as well.

Let's summarise the learning that we've done today.

The purpose of the conclusion is to summarise the information from the report.

No new information is given in the conclusion.

Comparing means looking at how things are the same, and contrasting means looking at how things are different.

Excellent work today, brilliant writing.

I will see you again very soon.