Hi there.

My name is Mr. Charlesworth, and in today's reading lesson, we're going to be exploring the text "Shackleton's Journey." This is one of my favourite picture book texts.

It's illustrated and written by William Grill, and it tells the tale of Ernest Shackleton and his crew as they set off from on the Endurance expedition to Antarctica.

I hope you're looking forward to the lesson.

Let's get started.

The lesson outcome is I can use evidence in the text to support reasoning.

The key words are, my turn, your turn, inference.

Evidence.

Impression.

Let's try those once more.

Inference.

Evidence.

Impression.

Well done.

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 which is gained from reading a text.

Don't worry if you're unsure about any of these keywords.

We're exploring them throughout the lesson.

In today's lesson, we're going to be continuing to answer a range of comprehension questions on "Shackleton's Journey." We're going to first begin by exploring the section titled "Escaping the Ice," which gives us a bit more of an indication about what might happen to Shackleton and his crew, before they're moving on to looking at how we can use evidence to develop inferences.

I'm really looking forward to continuing the text with you.

Let's get started by exploring the section "Escaping the Ice." Here's quick recap about what we know about the text so far.

We know that Shackleton had to adapt to several challenges, including dense pack ice.

Well remembered, dense means compacted, squashed together.

The Endurance became stuck in the ice.

Shackleton and his crew had to change plans and adapt.

Dog Town was created to house the animals off the ship.

The living quarters were also remodelled.

Well remembered.

They mentioned remodelling it on the Ritz, which was one of fancy hotels in London at the time.

Shackleton kept morale high by keeping his crew occupied and celebrating events, such as Midwinter's Day.

They also listened to and played music to keep their spirits up.

Let's continue in our reading of the text.

Weather conditions worsened and soon the crew had to make a significant decision that would affect the Endurance.

I'd like you to read pages 31 and 32, which is titled "Pressure." Pause the video now whilst you do so with your partner.

I wonder, why did Shackleton make the decision to evacuate the ship? There's possibly more than one answer here.

You can, of course, refer back to the text if you need to.

Have a discussion with your talk partner.

Pause the video now whilst you answer the question.

Great work.

A possible answer might be, "The Endurance had been tilted at a 30-degree angle.

Ice continued to pressure the ship.

It was growing harder and harder to repair." Well done if you picked up two bits of evidence.

For the next six months, Shackleton and his crew spent time at two camps on the ice floe, Ocean and Patience camp.

Let's say this together.

Ocean.

Patience.

I wonder why they were named that way.

Perhaps you'd like to research after the lesson.

Well remembered.

We can use a glossary to find out some of the information.

The definition of an ice floe can be found there.

An ice floe is a sheet of floating ice.

I'd now like you to read pages 39 and 40.

This is titled "Patience Camp." Pause the video now whilst you do so.

Great reading.

I wonder, now that supplies are running low, what did the crew have to do to survive? Refer back to the text if you need to.

Pause the video now whilst you answer the question with your partner.

Well remembered.

The crew had to start hunting for seals and penguins for Charles Green to cook.

Charles Green was the chef for the expedition.

Here's our first check for understanding.

From reading pages 39 and 40, which of the following statements are true? Is it, A, the men spent time reading the Encyclopaedia Britannica to test each other.

B, the dogs were able to be taken with the crew on the lifeboats.

C, Thomas Orde-Lees went on solo ski hunts.

Or D, a ferocious leopard ambushed one of the crew.

There may be more than one answer here.

Pay particular attention to the wording too.

Pause the video now whilst you answer the question.

Well done.

Did you find both answers? I know the men spent time reading the Encyclopaedia Britannica.

It says that they tested each other, possibly to keep their spirits up.

I know that the dogs weren't able to be taken on the lifeboats.

There wasn't enough space, so it's not B.

Thomas Orde-Lees definitely didn't follow all of Shackleton's instructions, which meant that he had to have someone watching, 'cause he used to enjoy going off on solo ski hunts.

So I think it's definitely C.

And I know that leopards aren't found in Antarctica, but leopard seals are.

Sorry if that tricked you.

The two options therefore are A and C.

Well done if you got them both correct.

I wonder what happens next.

Let's continue reading.

Eventually, both the condition of the men and the ice declined.

That means that their spirits and morale was lessened.

Shackleton made the decision to sail in the lifeboats.

I'd like you to read pages 41, which is titled "Escaping the Ice." Pause the video now while you do so.

Well done.

There are a number of dangers that they encountered on the ice.

I'd like you to list three of the dangers that the crew faced as they sailed.

Perhaps have a look at the illustrations too to support.

Pause the video now whilst you list three examples with your partner.

Well done.

The three sections where we'll find our answer are located here, here and here.

An example might be they had to row up against 60-foot sprays of icy cold water.

Another danger that they faced was that food supplies were now limited, which is perhaps why they had to hunt themselves.

Finally, it mentions that they had to camp on smaller sections of ice.

This meant that crew members might fall into the water, which indeed happens to one of them, who Shackleton ends up saving.

After rowing for over 36 hours, the crew are exhausted.

I'd like you to continue reading now onto page 42.

Pause the video now whilst you read.

Great work.

It must have been really difficult to survive in such a hostile climate.

I wonder, can you tell me why might the cook's abilities be tested? Pause the video now whilst you answer the question with your partner.

Well done.

You might have spotted this section here, which shows both an illustration and text to tell us a little bit more information.

An example might be, conditions were challenging to cook food for the crew on small rafts of ice.

It looks as though the fire and the pot had to be elevated.

If something is elevated, it's lifted up.

Here's our next check for understanding.

Referring to pages 41 and 42, I'd like you to sort the following events into chronological order, that's the order that they appear in the text.

We have, A, Frank Wild's positivity was welcomed.

B, after six months on the ice, the crew had to move.

C, Holness fell into the dark water.

And D, the lifeboats had to be joined together for security.

Which one of these came first in the section? Which came last? Which two must go in the middle? Number them one, two, three and four in the order that they appear.

Pause the video now whilst you answer the question.

Great work.

Well, I know the first part here is that after six months on the ice, they had to move, so that's going to be first.

The next part is that Holness fell into the dark water and Shackleton had to save him.

I've then got two left.

Frank Wild's positivity was welcomed.

Well, that definitely happened I think before they had to leave.

So Frank Wild's positivity was welcomed was third, which means that the lifeboats had to be joined together for security as they set sail.

Well done if you got them all in the correct order.

In this main task, I'd like you to match the information to the illustration by William Grill.

You can of course refer to pages 41 and 42 for support.

We've got the four illustrations on the left hand side, and the descriptions are: the lifeboats were captained by Shackleton and his experienced crew members as they navigated the waves.

There were still plenty of dangers, including orcas, which hissed, splashed and tried to capsize the boats.

Temperatures dropped and snow carpeted the men.

Survival was tough.

And due to very bad visibility, Holness fell into the water.

Shackleton saved him.

Which of these descriptions match to which illustration? Pause the video now as you complete the task.

Well done.

I hope you referred to the text if you needed to for support.

The top illustration shows Shackleton with his arm around Holness, who looks pleased to have survived.

So that definitely links to "Due to very bad visibility, Holness fell into the water." The second illustration shows the crew on the lifeboats and they're battling against waves.

There's no sign of any orcas, which are killer whales, so this one must link to the lifeboats.

The third illustration shows the orca's tails.

They also tried to capsize the boats, so that links to this section here.

And then finally the last illustration shows snow, which is falling from the sky and carpeting the ice.

So the temperature's dropping and the snow falling, and survival being tough must refer to this illustration.

Well done if you matched them all correctly.

I wonder which panel was your favourite illustration on these two pages.

Perhaps share with your partner before we move on.

We're now going to move into the second part of the lesson.

This is all about using evidence to develop our inferences.

We've been answering lots of questions already, and these ones are some of my favourites.

We'll be continuing to explore the text too.

After 16 months, the crew made it to newly discovered Elephant Island.

Noticing conditions were deteriorating, Shackleton decided that he and his crew of five would bravely sail to South Georgia to get help, while the rest of the crew set up camp.

If something's deteriorating, it means that it's getting worse.

So conditions are getting much worse with for crew, which makes survival even tougher.

I'd like you to read pages 47 and 48, which is titled "Preparing the James Caird." I wonder if you recognise that name from earlier in the text.

Pause the video now whilst you read the section with your partner.

Well done.

I wonder why do you think that Shackleton left Wild behind? Wild seems to have a really good relationship with Shackleton.

I wonder why he left him with the rest of the crew.

Have a discussion with your talk partner.

Pause the video now whilst you answer the question.

Great discussion.

I think that Wild shares lots of qualities that Shackleton embodies too.

Perhaps he saw him as a good leader, and so decided to leave him with the rest of the crew to keep morale high.

That's something that Wild's shown that he can do already.

Let's have a look at an example.

Frank Wild was second in command.

Shackleton might have hoped that Wild would lead the rest of the crew in his absence.

Well done if you referred to this or other qualities that you've seen in the text from Wild.

We're now going to explore how we might answer more complex questions by using evidence.

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

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

We can then also read around the text to support our understanding.

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

Well noticed on our keywords.

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

We can look for clues in the text and the illustrations.

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

So it's not something we can find and retrieve that's in the text.

It's something that we have to think about.

We can use evidence from the text to develop our answers.

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

To read carefully.

What's the main idea or the details you need to locate? Our skimming and scanning strategies can be helpful for finding specific details.

We need to look for specific information, so that means an exact piece of information.

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

We also need to check the context.

Well remembered.

Those are our surrounding details.

Is the information we're using to support our answer accurate? And is it in the same context? Evidence should be concise, that means to the point, and it should justify the point that we're trying to make in relation to the question.

Here's a check for understanding based on what we've just discovered.

Which of the following can be useful strategies to locate evidence to support an answer? Is it, A, including all the information that we can find on the topic? B, checking the context of the text you're reading? C, looking for specific information directly related to the question? Or D, adding in information that supports our answer, even if it's not in the same context? There may be more than one correct answer here.

Pause the video now whilst you answer.

Well done.

I know we shouldn't include all of the information we can find on a topic, nor should we just add in information, even if it's not in the same context.

So the answers here are B and C.

Checking the context of the text you're reading to make sure it's the same, and looking for specific information directly related to the question.

That's using skimming and scanning.

Well done.

Let's have a look at an example question where we might be using evidence from the text to support our understanding.

Question is, what impression do you get of the crew's mood at the Elephant Island camp after the improvements? When answering questions with evidence, we need to locate the information we require.

The pages that help us here are pages 51 and 52, which are titled "Meanwhile on Elephant Island." I'd like you now to read pages 51 and 52 together.

Pause the video now whilst you read.

Well done.

I hope you enjoyed finding out about how the crew set up camp.

The bits of information that we need to refer to are located here at the bottom left hand side of page 51.

We then need to identify the information that's relevant to our answer.

We can see that the crew made improvements by turning the boats upside down and making adjustments to the camp.

We know the adjustments protected the crew from water, which threatened to wash away the camp.

It would've also made the crew very cold if it got into their clothing.

Creating chimneys and raising the shelters off the ice meant that the crew would be more comfortable, and the camp would be as dry as possible.

So an example answer to the question, "What impression did we get of the crew's mood?" might be, "I get the impression that the improvements that the crew made to the camp would likely have had a positive impact on their mood.

It meant that the camp was more waterproof, was better ventilated and drier." Here's check for understanding based on impressions.

True or false, an impression always has to be positive? Is that true or false? Pause the video now whilst you decide.

Well done.

It's false.

I'd now like you to justify your answer.

Is it because, 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.

Which justification best fits with the original statement? Have a think.

Pause the video now whilst you justify your answer.

Well done.

I know that justifications can be based on a reader's personal experience, but this is referring to justifications always needing to be positive, so it's the first answer.

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

In the second task, we're going to be answering three questions about the text.

It's going to be referring to pages 51 and 52, which we've read already.

The first question is "the men were weak." Give a reason why this might have been the case.

And the second question, why do you think the men might have had disturbances? Have a look through the text to support your answer with evidence.

Pause the video now whilst you answer these first two questions.

Well done.

The evidence that we're going to need to support our understanding here is on page 52 in the top section indicated.

We're looking for reasons as to why the men were weak.

It mentions here that the men were running low on food supplies.

That might mean that their energy levels were also likely very low too.

For the second answer, it mentions the men having had disturbances.

This might refer to the disagreements that Frank Wild had to sort.

An answer might be, "The crew were living in boats, which meant they had to share a very small space together.

These conditions may have meant that they were very prone to disagreements more often." Can you imagine being in such close proximity to all your classmates? You might have a few disagreements too.

Here we've used inference to develop our answers.

We've read between the lines.

The final question that I'd like you to answer is, what impression do you get of Frank Wild from reading pages 51 and 52? Give two impressions using evidence from the text to support your answer.

I'd like you to write your answers in the following table.

On the left hand side, I'd like you to list your impression.

If you can, try and make this as distinct and different as possible.

Try and form two different impressions.

And in the right hand side of the table, I'd like you to provide evidence in the text that supports your impression.

Pause the video now whilst you complete the final part of the task.

Well done.

There are lots of different things that we know about Frank Wild.

So for the first impression, you might say that Frank Wild was a good leader.

The evidence from pages 51 and 52 could be that Wild coped well with challenges.

He made the crew laugh and sorted out disagreements that arose.

Another impression we might form of Frank Wild is that he kept the crew occupied.

It says in pages 51 and 52 that if Wild did nothing, they'd get bored.

He kept them busy with specific roles and jobs.

By giving them all duties, it gave each crew member a purpose, and by doing that, it might help their morale and keep their spirits up.

I wonder if they'll get rescued.

We'll have to find out in our next lesson as we read on.

In today's lesson, we've been answering a range of different comprehension questions based on "Shackleton's Journey." We've learned that readers can infer by using clues from within the text to draw conclusions.

We've understood that evidence from the text can be used to develop answers to questions and support reasoning.

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

And finally, we've learned that 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.

I've really enjoyed exploring this text with you.

I'm looking forward to our next lesson together.

Well done for all your hard work.