Hello, everyone.

It's great to see you today.

I hope you're feeling good.

My name's Ms. Afzal.

I'm feeling really pretty good because we are gonna get into some rich discussion today around the text, the text of historical fiction, Princess Sophia Duleep Singh: My Story.

Pause the video here while you go and get your copy of the text.

All right, great to see you.

Are you ready for some discussion, speaking, listening, sharing? Let's get into it.

The outcome for today's lesson is, I can answer a range of comprehension questions to Princess Sophia Duleep Singh: My Story.

We have some keywords in our lesson today.

Let's go through them.

My turn, your turn.

Suffragette, prediction, inference, evidence, and impression.

Fantastic.

Good to hear those loud and clear.

Let's find out what these words mean.

A suffragette is a woman seeking the right to vote through organised protest.

A prediction is an educated guess based on the evidence in the text or prior knowledge.

Inference means to use clues from within the text to draw conclusions.

Evidence is the information from a text that can support or justify our reasoning.

And an impression refers to initial feelings about a person, place, or thing gained from reading a text.

Let's make sure we're on the lookout for these words.

Let's think about them.

Let's be curious about them.

They are going to come up in our lesson.

So here's our lesson.

Building comprehension of Princess Sophia Duleep Singh: My Story through rich discussion.

We'll begin with reading chapter 15, and then, we'll be using evidence to develop inferences.

Let's begin.

Princess Sophia Duleep Singh: My Story is a novel written by Sufiya Ahmed with cover illustrations by Euan Cook.

Look at that amazing illustration.

Look at that amazing cover.

What a fantastic novel.

What talented people are Sufiya Ahmed and Euan Cook.

So what do we know already? Sophia meets Abdul Karim with Queen Victoria.

They discuss India and a heavenly fruit, a mango.

Yep, I would agree.

It is heavenly.

Sophia and her sisters decide to travel to India.

In chapter 12, the Duleep Singh sisters finally taste a mango, and it lives up to expectations.

In chapter 13, Sophia returns to England and learns about India's history and desire for independence.

In chapter 14, she continues her father's work and funds a boarding house for lascars, Indian sailors.

It is now 1908, and Sophia has been invited to a friend's house in Warwickshire.

She hears from a lady called Una Dugdale, who explains that she is a suffragette.

The suffragettes are campaigning for the right for women to vote.

This was something that was not permitted at that time.

Sophia writes letters to her sisters informing them of the meeting.

Catherine is now living in Germany, and Bamba is living in India.

And we can see on the image there some suffragettes holding up flags, banners, and signs as a campaign for the right for women to vote.

Check for understanding.

True or false? The suffragettes were campaigning for the right for women to vote.

Pause the video while you decide is this true or false? Well done if you selected true.

That is indeed what they were doing.

And now, I'd like you to justify your answer.

Suffragettes use the colours purple, green, and white.

Purple symbolises loyalty, white represents purity, and green, hope.

Or women did not have the same rights as men.

There has been a movement to make change since 1872.

Which of these statements best justifies your answer? Pause the video while you decide.

Well done if you selected statement B.

Both statements are true.

The colours purple, green, and white were the colours of the suffragettes.

However, it is that second statement, that women did not have the same rights as men and there was a movement to make change towards this, is the statement that more directly justifies your earlier answer.

Before we start reading on, let's have a look at some words that we'll encounter in the chapter.

Reputation, so this means what people think about someone based on their actions.

Intimidated, feeling, scared or nervous because of someone or something.

Infatuation, having strong feelings of admiration.

Oppressed, being unfairly treated or controlled by authority.

And shunned, ignored or avoided by others on purpose.

Chapter 15 begins with Una asking Sophia to accompany her to meet with the leader of the WSPU, and that's the Women's Social and Political Union.

I'd like you now to read the first part of chapter 15, page 105 to the end of page 109 up to the word approvingly, and answer this question.

Why might Sophia be intimidated by meeting Emmeline Pankhurst? And refer to page 105.

So pause the video here while you read that first part of chapter 15, and then share the answer with someone nearby to this question.

Why might Sophia be intimidated by meeting Emmeline Pankhurst? Here is Izzy.

Sophia might nervous to meet Emmeline as she comes with a reputation.

She is challenging the government to make a change to existing laws.

Yeah, absolutely.

Quite a formidable character, Emmeline Pankhurst.

Really not afraid to stand up for what she believes in.

Sophia also mentioned that she has done research to ensure she is prepared.

Yeah, that's always a good thing to do before a meeting.

We learn that Emmeline set up the WSPU in 1903.

Refer to page 106.

What is the slogan? So this is the short, memorable phrase that is linked to the union.

And what do you think it might mean? Read around the sentence to support you.

So pause the video here, refer to page 106, and what is the slogan of the suffragettes, and what do you think it means? Okay, here's Jun.

The slogan for the WSPU is deeds not words.

I think this means that the suffragettes must rely on actions, as their words have not been listened to by the government, and they've yet to achieve the right to vote.

Okay, fantastic answer there, Jun.

And I wonder if you had something similar.

Check for understanding.

Refer to page 106.

Sophia is surprised to learn that there has been a movement for women's suffrage since which year? 1849, 1872, 1903, or 1908? Pause the video while you decide.

Well done if you selected 1872.

The movement for women campaigning for the right to vote had been going for longer than Sophia had realised.

Sophia is introduced to Emmeline by Una.

They discuss the inequality and injustice that women faced at the time.

I'd like you now to read the second part of the chapter, page 109 to the end of page 111, and answer these questions.

What role did Emmeline have before setting up the WSPU? Who did the role support or seek to protect? So pause the video while you read the second part of the chapter and answer these two questions about Emmeline Pankhurst.

Share the answers with someone nearby.

Here is Jacob, who says that Emmeline was a Poor Law guardian.

This was a position that looked after people in poverty who were in workhouses.

So we can see that campaigning for those who are suffering inequality and injustice was something that was really important to Emmeline and something she'd been involved in for a long time.

Emmeline mentions that the suffragettes do not wear a mask and that their work cannot be stopped.

What do you think she means by this? Read around the text on page 111 to support.

Pause the video here and show your answers to someone nearby.

Here is Sam, who says that I think Emmeline means that the suffragettes do not hide.

They are visible.

The movement is supported by women in all classes.

It is not just one person.

Emmeline says that there are only two options: freedom or death.

This is something that we can see that Emmeline feels so strongly about.

Check for understanding.

Which of the following is Sophia able to provide the suffragettes at this moment in time? The support of Queen Victoria, fundraising, greater publicity? Pause the video while you decide which of these Sophia could provide the suffragettes.

Well done if you selected fundraising and greater publicity.

Sophia had a lot of wealthy contacts, and she was in the public eye.

She was always being photographed so she could get a lot of publicity for the suffragette movement.

And now, it's time for your task.

At the end of the chapter, Sophia pledges her allegiance, her support to the cause.

What predictions can you make about what Sophia might do next? So this is an intelligent guess.

What kind of intelligent guess can you make based on what you know so far about what Sophia could do next? And a prediction can be based on what you've read and discussed so far, and you can link to words in the text or your own personal experience, and you might like to begin your sentence with, I predict.

Say what you predict and then give your reasoning, because, and then what's your reason for the answer? So pause the video here while you read to the end of a chapter where Sophia pledges her allegiance to the cause, and then share what's your prediction about what Sophia might do next.

It's good to be back with you, and I'm curious.

What are your predictions? What do you think Sophia might do next? Let's see what Lucas has to say.

I predict that Sophia will continue to raise funds and use her name to attract more people to support the movement and recognise the inequalities.

Mm, good thinking there, Lucas.

And how about Aisha? I think that Sophia will learn to find her voice and begin to speak out for the cause because it mentions in the chapter that she was quite shy.

Okay, I really like how you're reading around there and really getting your, you know, really using the text to find your ideas.

If your prediction can be justified using the text illustrations or your personal experience, then it is a good prediction.

So well done, Lucas and Aisha, and well done, you.

I'm sure you've made some fantastic predictions, too.

And now, it's time for us to use evidence to develop inferences.

When answering questions on a text, we use a range of reading strategies.

We retrieve information by skimming and scanning the text to search for the keywords.

Readers can read around the text to support understanding.

We can infer by using clues from within the text to draw conclusions and form impressions of people, places or things.

An impression is a reader's initial feelings about a person, place or thing.

We can look for clues in the text and illustrations.

Inference is sometimes referred to as reading between the lines, using the context of the text to support our understanding.

So many amazing, helpful reading strategies that we have.

Evidence from the text can be used to develop our answers.

To locate the correct evidence, it's important to do all these.

Read carefully.

What is the main idea or details you need to locate? Skimming and scanning can be helpful for finding specific details.

Look for specific information.

So search for details within the text that directly relate to the topic or question.

Check the context.

Is the information you're using to support your answer accurate? Is it in the same context? Evidence should be concise and justify the point that we are trying to make in relation to the question.

Check for understanding.

Which of the following can be useful strategies to locate evidence to support an answer? A, adding in information that supports our answer, even if it's not in the same context.

B, looking for specific information directly related to the question.

C, checking the context of the text you're reading.

D, including all the information we can find on a topic.

So pause the video while you decide which of these are useful strategies to locate evidence to support an answer.

Well done if you selected statements B and C.

For sure, we need to look for specific information directly related to the question, and we want to check the context of the text we're reading.

Here's a question for you.

Can you list two impressions that readers might get of Sophia from reading this chapter? When answering questions with evidence, we need to locate the information that we require.

The pages that will help us are pages 106 and 107 and 110 and 111.

Here, Sophia is nervous about meeting Emmeline, then talks with her about inequality.

When listing more than one impression, ideally we want to focus on two different points.

Next, we need to identify information that is relevant to our answer.

We can see that Sophia is worried about what to say to a person she's heard so much about and that she's determined to support the cause.

So here are some impressions.

I get the impression that Sophia is very worried about what to say.

Una is the person who makes the introductions.

Sophia squeaks a reply when Emmeline uses her full title.

By the end of the chapter, Sophia is determined and committed to the cause.

She agrees to help in any way she can and will not stop until they succeed in their mission.

That is the sound of determination.

Check for understanding.

True or false? An impression always has to be positive.

Pause the video while you decide if this is true or false.

Well done if you selected false.

Now, I'd like you to justify your answer.

A, impressions can be both positive and negative, as people, places, and things are not always positive.

Or B, impressions are not always based on evidence in the text.

They can also be influenced by a reader's personal experience.

Pause the video while you decide which of these is a justification for your answer.

Well done if you selected that first statement.

Yes, absolutely.

Impressions can be both positive and negative because every person, place, or thing has different aspects to it.

All of us, for example, we all have some things about us that are amazing and positive, and you know, there are some things that we can work on and that's okay, too, as long as we're trying.

And now, it's time for your task.

I would like you to answer the following question using pages 107 and 108 to support you.

Firstly, what does Emmeline say Sophia has been able to do for the cause so far? And next, Emmeline mentions that the movement will benefit from Sophia's name.

What do you think she means by this? Reflect on Sophia's full name and title.

So pause the video while you refer to pages 107 and 108 and answer these two questions.

Okay, it is good to be back with you.

I am curious.

What did you come up with? So, let's see, our first question, what does Emmeline say Sophia has been able to do for the cause so far? Sophia has hosted parties at her accommodation in Hampton Court Palace Faraday House.

She has also raised funds for the cause.

Fantastic.

And next one, Emmeline mentions that the movement will benefit from Sophia's name.

What do you think she means by this? Reflect on Sophia's full name and title.

Sophia might be well-known, similar to a modern-day celebrity.

She's a princess, and having royalty supporting the cause would likely mean that it would receive more attention in the news.

Yeah, fantastic answer.

She's giving them a lot of coverage.

They're getting a lot of press, and a lot of attention because of Sophia's status as a princess.

Next question, what impressions do you get of Emmeline Pankhurst from reading the chapter? I'd like you to give two impressions, and remember, we want to use evidence from the text to support our answers.

So pause the video here, and note down two impressions you have of Emmeline Pankhurst and what's your evidence to support your answer? Great to be back with you.

So what are your impressions of Emmeline Pankhurst? Emmeline is intimidating.

Let's see your evidence.

So Sophia is nervous about meeting Emmeline.

She has met royalty, yet now feels butterflies in her stomach.

Okay, great evidence.

Next one, Emmeline is impressive.

Yeah, absolutely she is.

Sophia has done research on Emmeline.

She mentions that her reputation is self-made rather than something she has inherited or born into.

She is her own creation.

In our lesson building comprehension of Princess Sophia Duleep Singh: My Story through rich discussion, we've covered the following.

The suffragettes campaigned for the right for women to vote.

This was something that was not permitted at the time the text was set.

Readers can infer by using clues from within the text to draw conclusions.

Evidence from the text can be used to develop answers to questions and support reasoning.

Evidence should be concise and justify the point that readers are trying to make in relation to the question.

An impression of a person, place, or thing can be formed by a reader's initial feelings from reading the text or from prior experience.

Well done, everybody, for joining in with this lesson where we've been building our comprehension of this fantastic text.

I loved your use of inference and evidence, and well done for sharing your impressions of Emmeline Pankhurst, such a incredible, impressive person who's done so much to change lives and to help reduce inequality and injustice.

Very inspiring.

I look forward to seeing you and being inspired by you at the next lesson.

Bye for now.