Hi there, nice to see you.

Thank you for joining me today.

My name is Mr. Barnsley, and in today's lesson, we are gonna be practising developing our paragraphs.

And our paragraphs today are gonna focus on the character of Mr. Hyde.

Right, it's time to get started.

Okay, so the outcome of today's lesson is that you are gonna be able to develop your paragraphs using a range of supporting detail.

So there are four keywords in today's lesson.

They are discourse markers, depraved, unfettered, and subhuman.

Let's have a think about what they mean.

So the first, discourse markers, these are gonna be really helpful as we write our paragraphs.

Basically, they are words that guide our conversation flow, like then or however.

Okay, so they help us kind of signpost to the reader kind of where we're going in our discussion or in our writing.

The next three words are all adjectives that can be used, really useful when we're talking about Hyde or Jekyll or experimentation.

Let's have a look at what they mean.

So depraved means morally corrupt or wicked behaviour, means extremely evil or twisted actions.

I'm sure you can think of ways where Hyde can be described as being depraved.

Unfettered means free and unrestrained, not held back or restricted.

So we can use this word when we think about scientific experimentation, for example.

Unfettered scientific experimentation means that it's free restrained, there are no rules, and we can think about what Stevenson might be warning about unfettered experimentation.

And finally, subhuman is another adjective.

And it's used to describe something that's below normal human standards, less than fully human.

And again, you may be able to think about why that adjective is so applicable to describing Hyde.

So there are three learning cycles in today's lesson.

We're gonna be breaking down the writing of a paragraph.

We're gonna start by looking at topic sentences.

We're then gonna be thinking about linking supporting details before I give you some top tips for sophisticated writing and handing over to you.

So let's start though by thinking about topic sentences.

So today, we are gonna be formalising our ideas about Mr. Hyde.

And to start, we are gonna have to think about using topic sentences.

So let's start by thinking what is a topic sentence then, and how do we form them? Pause, have a think, and press play when you are ready to continue.

Right, I heard some great ideas there.

Well done to those of you who are taking, thinking about that they are our opening sentence, okay? They come at the beginning of a paragraph and they signpost the reader what that paragraph's about.

Here is one on the screen.

"At the start of the novella, Hyde is introduced to the reader as a depraved and violent character, capable of harming a young, innocent girl." Why is that a good topic sentence? What does it signpost to my reader? Pause, have a discussion and press play when you are ready to continue.

Some fantastic ideas there.

Let's have a look at this then.

Let's, I want to really spotlight, shine a light on some of those fantastic things that you were saying.

So firstly, this uses a discourse marker.

It indicates which part of the novella I'm gonna start analysing.

And at this point, I'm actually gonna talk about the start of the novella.

It also contextualises the section of the text, okay? I'm letting, you know, I'm not just saying at the start of the novella.

I'm giving a little bit of information to say, well, specifically what part of the start of the novella? Because actually there's quite a few things that happen at the start of the novella.

And I'm specifically gonna talk about the trampling, the harming of the young innocent girl.

Okay, so I'm using a discourse marker to direct, but I'm contextualising that section, giving a little bit of more information about the section of the text I'm talking about.

But I also have a really, really clear focus for my upcoming paragraph.

'Cause actually, the honest truth is my whole paragraph is not just gonna be about the trampling of the young girl, but that's my starting point.

But what my paragraph will focus on is the fact that Hyde is a depraved, a wicked and violent character.

And my whole paragraph can be about that.

And actually, as we know, and we'll look at later in the lesson, I don't want to just talk about one section of the text in a paragraph.

I want to link to different moments.

So having this clear focus, depraved and violent character means that I can talk about many different times Hyde is, behaves in this way across the text.

Okay, check for understanding now.

Let's think about what should be included in a topic sentence.

Should it include a discourse marker to indicate the section in the novella you're talking about? Should you embed quotations that you're gonna analyse? Should you contextualise any sections of the text you are going to analyse? Or should you clearly outline the focus of your paragraph? Pause the video, have a think.

A little hint for you.

There might be more than one right answer here.

Over to you.

Press play when you're ready to continue.

Welcome back.

Yes, you should have selected A, C, and D.

All of those things should be in a topic sentence.

The one thing you do want to avoid is putting in quotations that you're gonna analyse.

Okay, they are useful.

Of course, we're gonna put quotations in our response, but it doesn't need to be in our topic sentence.

Okay, our topic sentence is really outlining what the whole paragraph is going to be about.

Well done if you've got that correct.

Okay, so we're also going to be planning our writing today.

We're gonna be building up to a piece of writing at the end of the lesson.

And we're gonna use paragraph outlines.

You may have used these before, but I want to quickly go through and remind you what a paragraph outline looks like.

Well, it's broken into these three sections.

A topic sentence, supporting detail, and concluding sentences.

And throughout today's lesson, we are going to complete a full one of these and we're gonna look at each of these sections in detail.

For now, we're just looking at that first section, the topic sentence.

So whenever we're planning a paragraph of writing or an extended piece of writing, we should always plan our topic sentences.

They are gonna help us keep our writing and our paragraphs really focused.

So our first task in today's lesson is about writing topic sentences.

That shouldn't be a huge surprise to you, I'm sure.

I want you to follow the following steps as you write your topic sentences.

You're gonna select an idea from the table to make the focus of your paragraph.

You're gonna decide which parts of the novella is the best place to focus on when you think about kind of how that idea appears in the text.

And then you're gonna write your sentence using the checklist.

So use a discourse marker to explain which part of the novella you're gonna analyse.

Contextualise the section of the novella and have a very clear focus.

So these are the ideas that I want you to think about.

I want you to pick one of them.

That Hyde is an unknown entity, that Hyde is a dangerous assailant, and that Hyde is a cautionary warning.

So select one of those.

You're gonna make them the focus of your paragraph.

Then think to yourself, "Okay, which part of the novella best shows that Hyde is an unknown entity?" Or, "Which best shows that he is a dangerous assailant?" Once you've decided on your idea and the section of the text, you're gonna start by analysing, then use that checklist to write yourself one fantastic topic sentence.

Pause the video.

If you need to, read through these instructions.

There's quite a few instructions here for you today.

Read through them.

If you take it step by step though, you'll be able to write a really great topic sentence.

Pause the video, spend some time on this, and press play when you are ready to continue.

Right, welcome back.

Well done to those of you who really kind of went through that checklist step by step and well done, I saw some of you practising more than one topic sentences for each of those three ideas.

Fantastic if that was you.

What I'd like you to do is select your most successful topic sentence if you've written more than one or obviously if you just focused on one, then take that topic sentence and I want you to use the checklist below to explain why it's successful.

So if you have a partner, you could do this verbally.

You could show them your best topic sentence and you can verbally explain.

If you're working by yourself, then you may wish to just do this, you might do this kind of just speaking to yourself.

Or you might even want to annotate your topic sentence with a checklist below.

So here is the checklist that I want you to think about.

"I've used the discourse marker to discourse marker X to explain how I'll be analysing," why.

"I have contextualised this section of the novella by writing.

." "I have a very clear focus indicated by the phrase," X.

So use that checklist to either verbally or just make some notes.

Think about how, what, how, and why is your topic sentence so successful? Pause the video, have a think about that and press play when you're ready to continue.

Okay, well done, welcome back.

Now we are, as I said earlier, we're gonna be creating, we're gonna be filling out this plan that you will be able to find on your worksheets, or you can always draw one of these in your book.

But we're gonna be filling out this plan today.

What I want you to do is think about what's your best topic sentence if you've written more than one, or, you know, your only topic sentence, if you want to improve it, I want now you to write your topic sentence into the single paragraph outline.

Do that for me now.

Pause the video while you're doing that and press play when you're ready to continue.

Okay, well done.

We have started planning our paragraph.

We're now gonna move on to linking supporting details.

So we're gonna go to the next section of our paragraph outline and we're gonna think about how we're gonna fill that in.

So let's think about our supporting detail then.

So you should now have a paragraph outline that might look something very similar to this, because you have written your topic sentence in.

Let's have a look at my topic sentence.

Remind myself of the topic sentence that I wrote at the beginning of the lesson.

And that's at the start of the novella, Hyde is introduced to the reader as a depraved and violent character capable of harming a young innocent girl.

Our next step then is to think about our supporting detail.

Now, our supporting detail is key language, form, structure, or contextual detail that is gonna help support, help prove my topic sentence is true.

So phrases like, "It was like some damned Juggernaut." So that simile that Enfield uses to describe Hyde as he tramples on the young girl.

And contextually, I'm gonna maybe talk about here that Hyde's behaviour is so beyond the realms of what was expected of Victorian gentleman that, you know, so I've got, not only have I got some language to analyse, but I can also link that to context.

Hyde's behaviour is so shocking, because it is so beyond what we would expect of a moral upstanding Victorian gentleman to do.

Now it makes sense, you should always start that the supporting details should always start and be selected from the section of the text that you have said you're gonna talk about.

So you can see in my topic sentence, I said I'm gonna talk about the start of the novella.

So my first two bits supporting detail should be from the start of the novella.

Okay, it doesn't make sense for me to, to kind of talk, say, "I'm gonna talk about the start of novella," and then my first supporting detail is from the middle of the novella.

That makes no sense at all, okay? However, for a really well-rounded paragraph, we don't want the whole paragraph just to be about that one moment in the text.

We want to link to different sections.

So as I go onto the second part of my supporting details, if I think about what's the next thing I want to put in there, I might select something from elsewhere in the text.

So I want to, you know, my main idea is that Hyde is a depraved violent character, dangerous assailant.

What is also really useful, well, once I've talked about him, his his violent behaviour towards the young girl, I'm gonna link it to the brutal murder of Sir Danvers Carew, the storm of blows, hailing down a storm of blows.

I love that quotation.

Okay, so you can see now my supporting detail start by focusing on the selection, a section of the text that I said I'm gonna talk about, but then it moves onto other parts of the text.

But the one common feature about everything in my supporting detail, all of those things link to my main idea, which is that Hyde is a depraved and violent character.

All right, let's have a look at this in a little bit more detail.

Aisha and Andeep are gonna help us think about how we make these links between different sections of the text.

So Aisha says, "So how do I link quotations from different sections of the novella?" Good question, Aisha.

Let's see if Andeep can help.

He says, "Well, it depends on whether you're linking to an idea from earlier or later in the novella.

What link do you want to make?" And that's a really good point, okay, 'cause the words and phrases we use to make links will depend on where we're starting from and what we want to link to next.

Let's see what Aisha is looking to do.

She says, well, "I've been analysing Hyde trampling on the young girl, and I want to link it to Carew's murder." Andeep says, "Well, first you can use time connectives such as 'later in the novela' or 'following this.

' You could also use a phrase like 'a reader could draw parallels to Chapter 4.

'" Aisha says, "That's really helpful, but what if I then wanted to link to the end of the novella? I want to make a link how that Hyde's behaviour," early behaviour, the trampling of the girl, the murder of Carew, that, "leads to him fearing the gallows." It leads to him fearing punishment.

It makes him become a self-destroyer.

Let's see what Andeep's advice would be there.

Well, he says, "It sounds like you're gonna argue that the ending of the novella is a consequence of Hyde's crimes." So, "'Consequently' or 'as a result' are both great ways of making that link." Okay, so if I ever want to say how an action earlier in the text leads to something later in the text, we can use phrases like "consequently" or "as a result." Again, some great advice from Andeep.

Aisha says, "Thank you, Andeep.

One final question.

Do I have to link my ideas chronologically?" So, do all of Aisha's ideas have to happen in the order that they happen in the text? Andeep's gonna throw that question out to you before he gives his response.

Do you think that all of your ideas have to be expressed chronologically? Basically, do they have to happen in the order that they happen in the novella? Do you think they do? Pause the video, have a think.

Press play when you are ready to continue.

Welcome back.

I could hear a little bit of disagreement there.

Let's see what Andeep says.

He says, "Not at all." He says, "Always consider what makes logical sense in helping you prove your topic sentence.

Phrases like 'a reader may draw parallels or be reminded of earlier in the text' can be helpful." So you absolutely do not have to work in chronological order.

Sometimes it's really helpful, sometimes it's really logical to go chronologically.

Okay, and sometimes that is the best thing to do, but you don't have to, okay? And you can always use those linking phrases, those discourse markers like, "A reader might be reminded of earlier in the text." So, for example, if you wanted to start by showing how the Carew murder shows that he's a depraved and violent assailant, you could say, "They might also be reminded of Hyde's early behaviour when he trampled on the young girl." So we can always flip it the other way round.

Right, let's do a check for understanding then.

When linking to different sections of the text, you should always structure your links chronologically.

Is that true or false? Pause the video, give this a go, and press play when you're ready to continue.

Yes, well done if you said that was false.

How do we justify that then? You should consider the logical order which helps you support your topic sentence.

Use clear discourse markers to guide your reader through your arguments.

As long as you use clear discourse markers, you can use any sections of the text you like.

Pause the video.

Which of these is their most logical justification? Press play when you're ready to continue.

Well done if you said A there.

B is not wrong per se, but actually you do still need to think about which sections of the text you are using.

Don't, you know, you can't just be like, "I like this section of the text, therefore I'm gonna use it." You really need to think about what's gonna support your topic sentence.

The key though is discourse markers to then make that link between all of the very logically selected bits of evidence.

Okay, now onto our second task of today's lesson, you are gonna complete the supporting details section of the paragraph outline that you started in learning cycle one.

Don't forget, your first bit of supporting detail will come from the section of the text that you mention in your topic sentence, but you also want to think about evidence from across the text as well.

And as a challenge for you, I would like you to indicate which discourse markers you are going to use to make those links between different sections of the text.

Okay, pause the video, give this a go, and press play when you are ready to continue.

All right, fantastic job.

We're gonna do a little bit of self-reflection now.

So I want you to compare your paragraph outline against the checklist you can see on the screen.

If you need to make any changes, now's the time to do it.

A plan is just a plan, it can be changed.

That's the best thing about it.

So pause the video, read through the checklist, and then make any changes to your plan if you need to.

Give this about four or five minutes of your time and then press play when you are ready to continue.

Okay, now it is time to move on to the final section learning cycle of our lesson today, when we're gonna take that plan and turn it into some excellent writing.

So let's have a quick discussion then.

What would your top tips be for writing really sophisticated paragraphs? Pause the video if you've got a partner, you can discuss with them.

If you're working by yourself, you can just jot a few ideas down.

Press play when you're ready to continue.

I heard some fantastic ideas there.

Some things about embedding quotations I really liked.

I thought using a range of quotations.

That was really great to hear.

Making sure you justify all your answers.

Some fantastic things there, well done.

Let's have a look at what the Oak pupil said.

What were their top tips for excellent, sophisticated writing? Well, Aisha said, "I always embed my quotations and use conjunctions to justify our ideas." Well done, I heard some of you say that.

Andeep said, "I always ask myself why, so I know that I'm focused on the writer's purpose." That's a great tip, Andeep.

And Jacob says, "I use noun appositives to keep my work brief." That's an interesting one.

We'll look at that in a little bit more detail.

Let's look at them all.

Let's start with Aisha's.

Aisha said, here is an example where a pupil used a quotation, but they've not embedded it into their sentence.

"Hyde is most clearly presented as having a violent nature when he attacks Carew.

A quotation which shows this is 'hailing down a storm of blows.

'" Now let's look at an example where a quotation has been embedded.

"Hyde's violent nature is demonstrated through his vicious attack on Carew, where he 'hails down a storm of blows' on the unsuspecting MP." Right, let's discuss then, how is this different from the first example? Pause the video, have a discussion, and press play when you're ready to continue.

Well done, I can hear lots of you saying that this felt more sophisticated than the quotation that we've just seen.

Let's have a look at how it differs then.

Well, this quotation is neatly embedded.

It is part of the sentence.

It doesn't, it means we don't have to say, "Here is a quotation." We don't really ever want to use the word quotation.

I would argue in our responses, certainly not if we want to sound sophisticated.

We've made here the quotation, it's neatly embedded, it's become part of the sentence.

I have had, however, had to modify the quotation slightly to make it make sense.

So the actual quotation says, "Hailing down a storm of blows," whereas that doesn't make sense in my sentence.

So I've had to modify that verb.

And those square brackets are what we use in academic writing to really acknowledge that these words are not exactly the words from the quotation, but I want to include them, because I actually might want to talk about that verb hailing.

So it's important that it's in there.

Aisha continues her writing.

She says, "Hyde's violent nature is demonstrated through his vicious attack on Carew, where he 'hails down a storm of blows' on the unsuspecting MP.

This suggests Hyde is uncontrollably violent." What is missing from Aisha's analysis here? Pause the video, have a think, and press play when you're ready to continue.

Well done to everyone who said Aisha's made this inference, but she's not really justified it.

She's just made a statement.

This shows or this suggests Hyde is uncontrollably violent.

So she needs to, so what conjunctions then do you think are gonna be really useful, which will help Aisha justify her ideas? So what conjunctions should Aisha be using to extend this sentence and justify this inference that Hyde is uncontrollably violent? Pause the video, have a think, and press play when you're ready to continue.

Well done if you said conjunctions such as because, as, since, all of these would help Aisha extend her sentence and really explain why this quotation shows that Hyde is uncontrollably violent.

Okay, let's do a check for understanding then.

Which of the following sentences has correctly followed Aisha's top tip of embedding quotations and using conjunctions? Is it A, "When Lanyon first meets Hyde, he is 'struck' with a 'disgustful curiosity.

' This illustrates how Hyde is an unknown entity to Lanyon as he's curious to learn more about his guest.

However, he realises his curiosity is probably misplaced since he described it as being disgustful, recognising Hyde may be a character he should avoid." Or it B, "Lanyon is interested in Hyde when he first meets him.

'Struck in me what I can only describe as a disgustful curiosity.

' This quote shows Hyde is an unknown entity to Lanyon.

It also shows Lanyon knows he should probably not be interested in Hyde and that Hyde might be a character he should avoid." Which one follows Aisha's top tip? Pause, select, and press play when you're ready to continue.

Yes, well done if you said A.

You can see that in comparison to B, where we've got a really, really long quote, most of those words not useful for analysis.

Aisha's just picked out, or whoever wrote this took Aisha's top tip and just picked out the keywords, embedded them into a sentence.

And of course, the second, B just makes some inferences, some valid inferences, but really doesn't justify where those ideas came from.

Whereas you can see in that first sentence or in that first example in A, it says, "This illustrates how Hyde is an unknown entity to Lanyon as," and it uses that conjunction to justify, "as he's curious to learn more about his guests." So well done if you said A.

Okay, Andeep's top tip then.

His was always ask yourself why, so you're focused on the writer's purpose.

Let's have a look at an example response.

So in Stevenson's novella, Hyde is portrayed as a cautionary warning to those who transgress against the laws of nature and use science for their own personal gains.

So Andeep's saying, "Well, here, we've said what the writer has done." Okay, we've got a nice clear topic sentence.

"Stevenson has portrayed Hyde as a cautionary warning." That's our idea.

That's really, really clear.

But what do we need to do next? What do you think we need to do next then? Pause the video, think about what we need to do next, and press play when you're ready to continue.

Yeah, some fantastic discussions going on there.

And you might have said, similar to Aneep.

He said, well, "We need to give an example and then we need to explain how Hyde is portrayed as a cautionary warning." Okay, that makes sense, let's do that then.

Sharing one of his first impressions of Hyde with Jekyll, Utterson describes him as troglodytic.

Furthermore, later in the novella, during an attack on Karew, Hyde is described as having an ape-like fury.

So Andeep, if we're taking Andeep's advice, says, "We now need to ask ourselves why Stevenson used the phrases troglodytic and ape-like," let's have a look.

Well, perhaps Stevenson uses these phrases to present Hyde as a primitive, brutal character since these words have connotations of evolution.

This could imply Hyde is less evolved than other humans.

Okay, and now let's wrap that back up going back to our topic sentence then.

So why has Stevenson presented Hyde as a cautionary warning? Well, indeed, it could be argued that Stevenson is playing on a particular contemporary fears, that scientific development would be taken too far.

During the Enlightenment era, whilst many craved new knowledge, others worried that unfettered, unlimited, and experimentation could cause harm.

By implying that the human form might be able to devolve into something more primitive, Stevenson both terrifies and warns his readers.

That is a fantastic example where Andeep has carried on asking himself, why? Why has Stevenson used that language? Why has he presented Hyde in this way? And it's really allowed him to also use context to justify his response.

Great response there from Andeep.

So let's do another check for understanding, true or false? At each stage in your response, it's useful to consider the question, why is that true or false? Pause the video, have a think, and press play when you're ready to continue.

That is true, well done if you said that.

How do we justify that then? Is it A, this allows you to explore the methods the writer uses and pinpoint exactly which methods contribute to our understanding of the characters? Or is it B, this allows you to maintain a clear focus on the writer's intentions and explain what they might have hoped to achieve by writing the text? Both of those sound like very good justifications.

So if you need to pause the video for longer this time and think through, then do so.

Press play when you're ready to continue.

Well done if you said B, it really helps us focus on the writer's intentions.

What was the writer trying to do? Yes, it might, as a byproduct, focus on methods as well.

It might make us think about why was that method used.

But a overarching level is really gonna help us focus on the writer's methods.

So our final top tip to end, this one came from Jacob, is all about using noun appositives.

And this is an additional noun phrase that gives a little bit more detail about a noun.

Let me, it is really useful for giving more information about a character or an object, but it's most useful for keeping academic writing succinct.

Here's an example.

Hyde's brutal murder of Carew, the upper class and well-respected MP, illustrates his animalistic instincts.

So the bit in blue is my noun appositive and it's a noun phrase that goes directly after the noun.

In this case, it's a proper noun.

It's the character of Carew.

What this allows me to do is give a little bit more information about Carew without spending two or three sentences explaining to the reader who Carew is.

To be honest, anyone reading my essay should know who Carew is.

But I just want to give this kind of little bit of advice, this little tip, kind of little bit of extra information without writing two or three extra sentences.

Here are some other examples so you can show it in action.

Some of these you may wish to make a note of, 'cause you might wish to use them in your own writing in future.

"Mr. Utterson, a respected lawyer and our trustworthy narrator, first meets Mr. Hyde in Chapter 2." "Dr.

Lanyon, a scientist who acts as a foil to Jekyll, greets Hyde with morbid curiosity." "Hyde enters through the 'blistered and disdained' door, an important symbol in the novella, and returns with a signed check." So you can see in that third example, it doesn't have to describe a character, it can also describe an object, an important object in the novella.

Okay, let's just check we've understood that then.

Which of the following uses a noun appositive? Pause the video, read through all through these examples and then select which one you think is correct.

Well done if you said C, "Mr. Hyde, a subhuman creature, is presented as a danger to society." A subhuman creature there is the noun appositive.

Great work if you got that one right.

Right, now it's over to you for the final part of today's lesson.

You are going to use the plan that you've been creating throughout today's lesson and now you're gonna write your own sophisticated paragraph.

Let's think of, remind ourselves of the things that we want to include.

So we are gonna want to make sure we have a clear topic sentence, that should already be on our plan.

We want to make sure we're embedding our quotations and that quotations should come from a range of sections of the text.

We want to make sure we're using linking discourse markers as we move from analysing one quote to the next.

Make sure we're using conjunctions.

We want to always be thinking about why Stevenson has made the choices and see if you can use a noun appositive, a little challenge there for you, to make your work sound both sophisticated, yet succinct.

I do want to draw your attention to that final section of our plan, which you may want to finish on your plan first before you get writing.

But we always end a paragraph with a sentence which summarises our ideas, summarise the ideas that you have discussed in your paragraph.

Your concluding sentence should really link very closely to your topic sentence.

Okay, you're gonna want to give yourself plenty of time to write today, so pause the video, make sure you've got that plan in front of you.

Best of luck, I know you can do this.

All right, pause the video and give this a go.

Fantastic work there.

I was so impressed with the work you were doing and well done to everyone who was reading over their answer one last time, checking for spelling and punctuation and grammar before you restarted the video.

That's great, you should be doing that every single time.

Okay, we're gonna take a moment now for some self-reflection.

So you're gonna reread your paragraph and I would like you to annotate, label where you've done the following.

So when you've got a, when you've used a clear topic sentence, kind of label that and say clear, topic sentence.

When you've embedded a quotation, label that, embedded quotation.

So the list of the success criteria is on the board.

Use that to annotate and label your paragraph now.

Pause the video and give that a go.

Well done, great job on that.

I hope you're really proud when you can see just how many annotations you've managed to put on your paragraph.

Okay, last thing you are going to do, if you are working with a partner, you're gonna tell them a section of your response that you're really proud of.

You know, using the checklist and using the sentence starters, you're gonna explain to them why you think that's such a great piece of your work.

If you're working by yourself at home, you can think through this to yourself.

Or even better, you can find someone and you can show them your work and explain to them why you've done such a great job.

Okay, pause the video and do that for me now, please.

All right, wonderful job, everybody.

It's been so great for you.

I'm so grateful that you've joined me today.

On the screen, you can see a summary of everything that we have covered in today's lesson.

Do read through that and if there's anything you've struggled with, do make sure you go back and watch the video again.

Have a great day with the rest of your day, and I hope to see you in a lesson soon.

Thank you, goodbye.