Hello and welcome to today's lesson.

My name is Ms. Watson and I'm delighted that you have decided to join me today for another lesson about that fantastic novel "The Twisted Tree." Today we are going to be revising inferences and improving how we make inferences about a text.

You will need a copy of the novel and it should be the 2019 edition published by Hotkey books.

That will make it so much easier for me and you when I'm giving you page references.

So when you have your copy of the book and when you're ready, we'll get started.

So by the end of today's lesson, you will have recalled key extracts from the novel and made inferences about them.

So we're going to start by looking at keywords.

The first one is inference, which is the focus of today's lesson, and that is a conclusion you reach by applying logic to the evidence that you are given.

And when we are talking about making inferences from a text, the evidence is the words the writer uses.

Something that is sinister gives the impression that something harmful or evil is about to happen, and "The Twisted Tree" is a very sinister novel.

For Gothic, that refers to a style of writing that involves dark, mysterious, and supernatural themes.

And I think we could say that "The Twisted Tree" is very much a Gothic novel.

And a simile.

Figure of speech is where two separate things are deliberately contrasted for effect using the word like or using the word as.

Now, if you would like a little bit of time to familiarise yourself with the key words, please feel free to pause the video, do that and then rejoin the lesson when you're ready.

So we have two learning cycles today.

We are going to start by revising inferences and then you are going to make inferences about the fog.

You will remember how much of an appearance the fog makes in "The Twisted Tree." So let's go.

So I'd like to start with a discussion, two questions.

What do we mean by the word inference? And what can you use to make them? Don't feel restricted by those questions.

If there's anything else you would like to share or note down about inference, do that as well.

Just share what you know about the word inference.

If you're working by yourself, just pause the video and make some notes.

And if you are working in class, pause the video and have that discussion.

Okay, so welcome back.

Interesting thoughts you had there.

Let me share some ideas with you.

Well, you might have said that it's where you look for suggested ideas rather than just what is stated directly.

Absolutely.

Inference is sometimes referred to as looking for the things that are below the surface, the ideas or feelings that are below the surface.

And it's about looking at information, words or images or maybe similes and coming up with interpretations based on evidence and reasoning.

So I see this, therefore I think this because might be the way you would express how you are making inferences.

And they usually rely on things that haven't been explicitly stated, they're just hinted at or suggested, so we have to read them with great care and sensitivity.

And it is worth noting that inference is a different skill to analysis.

Analysis is where you sort of take the text apart and look at different bits separately.

Let's move on.

And I would like us to put inference into practise.

Look at this image here.

I'd like you to pause the video and have a discussion about what you could infer about what is going on in that picture.

If you're working by yourself, just pause the video and make a few notes.

Off you go.

So let's practise making inferences using this image.

Look at the image and what could you infer is going on here? Pause the video while you have that discussion, or if you are working by yourself, pause the video and make a few notes.

Welcome back.

What an interesting discussion.

Let me share with you some of the things you may have said.

That the speaker is very popular.

That the speaker is important in some way.

That it's set in an inner a city location of some kind.

And that the speech is taking place in the United States of America, or it affects the United States of America in some way.

And now I would like you to look back at the picture and think about and discuss how did you make those inferences? What was it about those images that led you to make those inferences? Pause the video and off you go.

Again, welcome back, and what a great discussion.

I'm gonna share with you some of the thoughts that you may have had.

How would you tell that the speaker is very popular? Well, there's a huge crowd there.

A lot of people have turned up to hear the speaker speak.

And you can tell that he's important because he is on a raised pedestal and he has a pretty large entourage with him.

And how could you tell that it's in a city location of some kind? There are high rise buildings in the background which are typical of a city.

And you can tell that this speech is taking place in the USA or that it affects the USA in some way because you can see the American flags on display.

Really well done.

Let's have a check for understanding.

Is it true or false to say that inferences usually rely on things that have been directly stated? Have a think.

Make your choice.

It's false, but why is it false? What would you say in response to that question to explain to someone why it is false to say that inferences rely on things that have been directly stated? Have a think.

Well, you might say something like this, that inferences actually rely on things that haven't been explicitly stated.

They rely on things that are hinted at or suggested.

Well done.

Let's move on.

Now we are going to carry on making inferences using a different picture.

Look at this image on the right.

I want you to write down four things that you can infer from this image.

And then I would like you to annotate the image with the evidence that led you to make that inference.

You are going to need to pause the video while you do that.

So when you're ready, pause the video and off you go.

Welcome back.

Well done for such great focus on that task.

Now what I would like to do is share with you how you could have approached the task.

Now I know you may have said different things and that's fine.

I just think you will find it helpful to see other ideas with which you can compare your own.

So you might have said that it is a rugby match, and that it has recently been raining, and that the game is currently paused, and that they have been playing for some time.

And what evidence from the image could have led to those inferences? Well, there's a rugby ball there, and also they are dressed as if they are playing rugby.

And the ground is really muddy, like after a heavy rainfall.

And they are not moving and everybody is watching just one player.

So they've been caught in a moment of stillness, which suggests that the game is on pause for some reason.

And you can tell that they have been playing for a long time because the kits and the players are extremely muddy.

So there are some of the inferences that you might have made.

So that is learning cycle one completed and you have been revising inferences.

And now we are going to move on and make inferences about the fog in "The Twisted Tree." Now you've been practising revision with images, and I would like to share with you some helpful tips from the Oak pupils about how you might make inferences about texts, in this case, of course, "The Twisted Tree." So here's one, you might say that when making an inference, start by choosing a key word or technique to zoom in on.

And then Sam says avoid over reliance on "This suggests." Use synonyms like "this illustrates," or "this hints at," or "this implies that." And that inferences should be developed with additional ideas that could link to context.

Really good helpful tips there that I would like you to keep in mind as we go forward.

Now I'd like you to have a quick discussion about the fog.

What do you remember about the fog and the way it is presented throughout the novel? Pause the video while you have a quick discussion about the fog, or if you are working by yourself, pause the video and make a few notes.

Welcome back, what a lot you have remembered about the fog and how it's presented in the novel.

Let me share with you some of the things you might have said.

You might have noted that the fog is presented as a sinister presence, that it often symbolises mystery and danger.

For example, it often precedes, that means comes ahead of the draugr.

And that its presentation can be seen as totally in keeping with the Gothic genre.

So another discussion.

What do you remember about the Gothic? Again, pause the video and have that discussion, or pause the video and make a few notes.

So now we are going to look at specific ways the fog is described.

You're going to need a copy of the book for this because you're gonna dive back into the book, and find specific ways that fog is described.

Work together on this and discuss what you found and what it tells you about the fog.

And if you're working by yourself, just pause the video and make some notes.

Off you go.

Welcome back and well done.

You know this novel really, really well and that helps you find the specific ways so quickly and efficiently.

So you might have said things like this, that the fog is often compared to a mountain, and that a simile is used to compare the fog to a snake when it twists around Martha and the tree.

And that the fog is also described as having a negative effect on the tree, with the tree described as waving its arms at Martha to warn her of the danger.

So there's three really, really good examples there.

You may have found similar, you may have found different ones, but I know that you have found some really good examples of specific ways that the fog is described.

So now we are going to practise making inferences about the fog, and we're going to use a specific structure.

Here it is.

To step one, you are going to identify an interesting quotation from the novel.

And step two, you are going to make a clear inference.

And then on step three, you are going to make a link to the Gothic.

And finally, you are going to develop your inference with an additional inference.

Let's look at an example of that.

So step one, Burge describes the fog as a mountain that looms in front of Martha.

Mountain is a really, really interesting word to explore and so is the verb looms. And then you're gonna make a clear inference.

So it makes the fog seem opaque and like it is growing.

It is getting bigger around her.

A mountain is a huge thing and it's towering over her.

And it links to the Gothic because fog is a Gothic motif that is often associated with mystery and concealment.

And in addition, Burge describes the fog as smothering light and light could represent hope, so it could be seen that the fog is extinguishing any hope that Martha has left.

Now let's have a check for understanding.

Burge uses a simile to compare the fog to A, snake, B, mountain, C, draugr, D, Gothic motif.

Have a think.

Make your choice.

Did you say snake? That's right.

The fog is described as being like a snake that twists around Martha and the tree.

Well done if you got that right.

Let's move on.

Now I would like you to turn to page 94 of "The Twisted Tree." I would like you to read the description of the fog from paragraph two on that page.

It begins with the word mist.

And I'd like you to read to the end of the description of the fog that ends with the word away.

And when you have done that, I would like you to answer this question.

How does Burge make the fog seem mysterious and terrifying? You need to pick out key descriptive words and explain the effect.

And I'm going to give you a reminder of the structure for writing about inference.

Step one is to identify an interesting quotation.

Step two is to make a clear inference.

Step three is to make a link to the Gothic.

And step four is to develop your answer with an additional inference.

So what you need to do now is pause the video, gather all your notes and your thoughts together, and off you go.

Welcome back.

I hope you enjoyed doing that task.

It's a fantastic book, and I think every opportunity where we get to read it closely and in detail is time well spent.

Now, here is how you could have approached the task.

Burge makes the fog seem frightening by comparing it to a snake.

The verb snakes suggests a sense of danger and malice, implying that the mist is alive and predatory.

This presentation of the mist as a serpent evokes classic Gothic elements where nature often takes on sinister, supernatural qualities.

By describing the mist as a wrapping around the body, Burge intensifies the feeling of entrapment and suffocation, heightening the terror of the scene.

And now what I would like you to do is to discuss where has that above answer made inferences from the text.

Pause the video while you do that.

So you may have noticed this, that we have, suggests a sense of danger and malice, implying that the mist is alive and predatory.

And then the additional point about intensifying the feeling of entrapment and suffocation.

Take a bit of time to check over your answer, making sure that you have made clear inferences that you have explained how the words you've chosen to comment on create this atmosphere, this frightening atmosphere.

When you've done that, rejoin me for the end of the lesson.

Now, before we say goodbye, I would like to summarise what you have been learning today.

You have been learning that when making an inference, start by choosing a keyword or technique to zoom in on.

And that inferences should be developed with additional ideas that could link to context.

And similes and metaphors that link to snakes are often used for the association with evil, and that fog often symbolises mystery and danger.

It's been a real pleasure to teach you today.

Thank you for your hard work and focus.

I wish you a brilliant rest of the day and I look forward to seeing you again in another lesson about "The Twisted Tree." Bye for now.