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I can read two texts about the same topic - prisons - and begin to compare them.

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Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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Key learning points

Using predictive reading skills before you read a text can help you understand more complex texts.
When reading a text for the first time, you won’t necessarily understand every word and idea.
Making short annotations as you read can help you develop an understanding of a text.
When comparing two texts, using words like ‘more’ or ‘less’ can be helpful.

Common misconception

That Mayhew describes everything in the prison in a negative light.

Focus on the descriptions of the prisoners. Why does Mayhew present them in this way? What is he trying to say about prisoners?

Keywords

Punitive - something intended as a punishment
Rehabilitation - helping people to recover and reintegrate into society after facing issues
Evaluate - to consider something carefully and make a judgement about it
Inhumane - cruel, brutal
Reform - to change something in order to improve it

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Hello, and thank you for joining me for today's English lesson.

My name's Mrs. Butterworth, and I will be guiding you through the learning.

And I have to say I'm really looking forward to today's lesson, because it's all about nonfiction texts, and I love nonfiction texts.

So we'll be reading and comparing two texts about prisons, but they have some differences.

One is about London in 1862, and one is about prisons in Norway in 2013.

So we'll be reading those and comparing them.

Sounds good? Great.

Let's get started.

So in this lesson, you will read two texts about the same topic, in this case, prisons, and begin to compare them.

But before we delve into the lesson, let's look at those all-important key words that will appear throughout the lesson, and in the text that we are reading.

Those words are punitive, rehabilitation, evaluate, inhumane, and reform.

Now, punitive means that something is intended as a punishment, so you might describe a task as being punitive, which would mean it's been set as a punishment, if you like.

Now, rehabilitation is all about helping people to recover and reintegrate into society after facing issues.

Now, many people believe that prisons should be all about rehabilitation.

This is something that they should do.

Now, evaluate is to consider something carefully, and make a judgement about it.

So today, as we do our reading, you may use your skills of evaluation, or you may begin to evaluate the text.

Now, inhumane means that something is cruel or brutal.

Also, if we look at that word, you can see the word human is in there.

So this links to this idea that if something is inhumane, it is not fit for humans.

It's not human-like, it's unhuman.

And then we get this word reform, which means to change something in order to improve it.

So you might hear people talking about how they are interested in prison reform, which is all about how we can improve conditions in prisons.

So the outline of our lesson looks like this.

So we're going to begin by looking at a text by Henry Mayhew, scenes of prison life in 1862.

Then we're going to move on by looking at the next text, which is by a writer Erwin James.

And this is all about the Norwegian prison in 2013.

And then finally we'll finish the lesson by comparing those two texts.

So let's begin by looking at that first text.

Henry Mayhew: scenes of prison Life, 1862.

So as I have said, today you'll read two texts about the same topic, prisons.

The first text is by Henry Mayhew.

Now Henry Mayhew is a famous nonfiction writer of the 19th century.

He was an advocate of reform, and he wanted to expose the inhumane conditions the poor experienced in London.

Now all of this information about our writer will really help us to begin making predictions about the text, so we can start to imagine the sorts of things that this writer might write about, or the language he might use, considering it's in the 19th century.

So let's look at the title of the book that the extract we will read from today is from.

So the title of the book is \"The Criminal Prisons of London: And Scenes of Prison Life.\" And I'm also going to give you two images.

So here are two images from Mayhew's book.

So really have a good look at those and think about what they depict.

And what I would like you to do is I would like you to discuss what predictions can you make about what 19th century London prisons were like, and what can you predict about Mayhew's views about prisons.

So you can use the title, you can use those images, and you can also consider the information we have gathered on Mayhew already.

Okay, so in a moment you'll need to pause the video so you can really look at those images, and discuss those two questions.

Everyone ready to go? Okay, great.

Pause the video and get discussing.

Great, some excellent predictions happening there.

It's really interesting, isn't it, that just from that limited information, the title and those images, we can already start to make so many predictions about what 19th century prisons were like, and also Mayhew's view.

So lots of you were picking up that perhaps London prisons were very inhumane and quite brutal, harsh, very difficult to be in.

We can see as well in those images, those cramped cells, and that image of the people almost looked like they're tied together with their faces covered.

And we know as well that Mayhew is all about prison reform.

So perhaps this text is all going to be about his views on prisons, maybe exposing the reality of these prisons.

So it's a really useful tip about using contextual information.

So the title and information about the writer, and even images, to help you make some predictions about the text, and think about our expectations.

So there is a copy of the extract from Mayhew's \"The Criminal Prisons of London: And Scenes of Prison Life\" in the additional materials.

So make sure you have access to that, because we're going to read the extract, and consider what we learn on Mayhew's point of view.

But first what I would like us to do is we're going to watch a video of our Oak pupil Sofia reading the first section of the extract.

Now in this video video, Sofia will model her reading process.

You will notice how she makes some specific annotations, and her thought process.

So this is a really good thing to watch to help us with our own reading.

So in a moment, I'm gonna press play and we can watch that video.

I'm pressing play now.

Okay, I'm gonna start reading the nonfiction extract.

I'm gonna start with the title, as I always do, \"The Criminal Prisons of London,\" so I've got a location and a focus, it's prisons, \"And Scenes of Prison Life\".

So we're gonna know about the prisons themselves, but also get an idea of day-to-day life in the prison.

1862, so I don't know loads about that date, but at least I know we are in the 19th century.

And the contextual knowledge I have about the 19th century might help me here.

It's by Henry Mayhew and John Binny.

I'm just gonna underline their last names to remind me who wrote it.

Now I'm always really tempted just to start with the main body text, which is here, and ignore the italics.

Some nonfiction texts do have a bit of italics above them, just to help you understand what's going on.

And so I really should read this, because often I start with this, and I get a bit confused, and the bit in the italics, the sort of long subheading, can be really helpful.

So let's read this.

\"Henry Mayhew was an English social researcher,\" so he's English, and he's looking at the prisons of London.

So we do have an insider's point of view, in some ways.

\"Social researcher, journalist, and advocate for reform.\" Now I know that reform is one of our key words, and that it means change, interested in change, and that change being for the better.

Not quite sure what advocate means itself, but maybe he wants reform in some way.

Maybe the rest of the text will help me understand if that's what he wants.

\"He is also known for his work as a social researcher, publishing an extensive series of newspaper articles in the 'Morning Chronicle,'\" so that's the newspaper, \"that was later compiled into a groundbreaking and influential survey of the city's poor.\" So this is interesting.

So his newspaper articles were groundbreaking, they'd never been done before.

And as such, they were very influential.

And the focus of these newspaper articles was the city's poor.

So here in this text we're focusing on something else, we're focusing on the criminal prisons.

But I'm getting a bit of an idea of the areas of focus that are interesting to Henry Mayhew.

\"Here, in his exploration of London's prisons, he's visiting Newgate Prison,\" so I've got a specific prison, \"in the city of London and writing about what he has found there.\" So this has been really helpful in just helping me understand a little bit more about Henry Mayhew himself.

And maybe that will help me understand what the text is about, in his sort of point of view.

So I'm gonna start reading the main body text.

\"Cells.\" Well that's useful, because it tells me what the paragraph is gonna be about.

\"The deputy governor showed us into one of the cells in the corridor, which we found to be 7 feet wide, 13 feet long, and 8 feet, 10 inches high, at the top of the arch.\" Ah, this is interesting.

Not so much in terms of the dimensions, but just how specific it is.

He is giving us factual information.

He is very, very clear in terms of exactly how big the cells are.

So it's not a metaphorical or figurative exploration or presentation of the cells.

He wants to give facts.

And maybe that links to the idea that he's created things like surveys.

He's a journalist, he's a researcher.

So this is obviously, this is a nonfiction text, it's not fiction, but he's giving us a very, very factual account, very literal.

\"It,\" what is it? Ah, it is the cells, okay.

\"It has a window with an iron frame protected by three strong iron bars outside.\" This is interesting, it's still very literal, but in some ways it is a very stereotypical presentation of a prison with these three iron bars, which are obviously designed to keep the prisoners in.

So now I have read the title, and know a bit about Henry Mayhew after I read that first paragraph.

I'm definitely ready, feel confident in reading the rest of the nonfiction text.

Okay, that's a really useful video, isn't it? So thank you to Sofia for sharing her thought processes on how she reads, and the sorts of notes she takes.

But I would like to just spend a moment just reflecting on what we have just watched.

So I'd like you to discuss, please, what reading strategies does Sofia use to help her understand the extract? So what did you notice as you were watching Sofia read about what she did to help with her understanding? So the pause the video so you've got time to discuss that question.

Well done, everyone.

Excellent discussions there, and a lot to learn from looking at that video.

So true or false time.

It is vital to understand every word and idea in a text when you first read it.

Is that true or false? Okay, ready for the answer? That's right, it's false, but now we need to say why the answer is false.

So you might want to pause the video to think of your answer now.

Great, lots of excellent whys happening there.

So you may have considered something like this.

So when first reading a text, it is natural to have moments of confusion or questions that are as yet unanswered.

And we saw that with Sofia, didn't we? She picked out what she did understand and she thought about what she didn't understand and what she needed to look into further.

So it's really important not to be put off by a text just because it's complicated or difficult to understand.

Old-fashioned texts, in particular some 19th century text, can be particularly tricky to read.

But using these strategies we can get more confident at approaching these texts and reading them.

Okay, so with that in mind, we are on to our first task.

So I'd like you to read the rest of the extract from Henry Mayhew's book, \"The Criminal Prisons of London: And Scenes of Prison Life.\" As I said, this can be found in the additional materials.

And as you read, what I would like you to do is make short notes on the extract, like Sofia, to aid your understanding.

So underline any information that you gather, anything you don't understand, and maybe anything you find interesting on your copy.

And then when you have read that and annotated that extract, I would like you to discuss, please, what is the prison like, and why do you think Mayhew wrote this text? Okay, so when you are ready, you can pause the video to get this task completed.

Off you go.

Well done everyone.

It was so lovely to see you using those reading strategies to really grapple with this text.

Like I said, this text is from the 19th century, so sometimes the language can feel quite baffling, but that doesn't mean that we won't understand it.

So well done for using those strategies to really unpick the information that we gathered, and anything that we need to find out, well done.

So we have our two Oak pupils here, discussing why they think Mayhew wrote this text.

So let's see what their answers are.

So Laura says, \"I think Mayhew wrote the text so that his readers would have an accurate image of the inhumane conditions of prisons in Britain.\" Great answer.

And Jacob said, \"I think Mayhew wrote it to make us feel sorry for prisoners, especially when he describes the punitive work they do.\" We've got that key word there, haven't we? Punitive.

So the punishing work that they do.

So what I would like you to do now is consider in your own discussions, I would like you to look at these pupil pupils and discuss who do you agree with more and why? And why do you think Mayhew wrote the text? Pause the video so you have time to discuss those questions.

Or you may think quietly to yourself, or even drop some ideas down.

Okay, pause the video.

Off you go.

Okay, well done everyone.

We have read our first text.

Now we need to read our second text, because we are comparing in this lesson.

And this lesson is all about a Norwegian prison, written by Erwin James.

So let's move on to that text.

So like we did with the first text, we're going to look at the title and overview of the second text about prison.

So let's read that through together first.

\"The Norwegian prison where inmates are treated like people, 2013.

On Bastoy prison island in Norway, the prisoners, some of whom are murderers and rapists, live in conditions that critics brand as cushy and luxurious.

Yet it has by far the lowest reoffending rate in Europe.\" So I'd like you to discuss, please, what predictions can you make about the contents of this article? So by looking at the title and that overview, what predictions can you make about the contents of this? What is it going to be about? What is the opinion? Okay, pause the video, so you've got time to discuss that question.

Or you may just wish to think quietly to yourself.

Okay, off you go.

Great, thank you for your suggestions everyone.

So lots of you picking up on the date.

So obviously 2013, so it's exploring modern prison conditions.

This idea about inmates being treated like people.

So perhaps there's kind of a controversial opinion happening there.

And this idea of the conditions being cushy and luxurious.

Perhaps there's going to be, the article is going to focus on what the conditions are like in this prison.

So there's lots there to be thinking about.

What I now want us to predict is about some of the comparisons.

Let's look at the Mayhew text, a part of that.

So we'll read that through together first.

So, \"The Criminal Prisons of London: And Scenes of Prison Life.\" So cells.

\"The deputy governor showed us into one of the cells in the corridor, which we found to be 7 feet wide, 13 feet long, and 8 feet, 10 inches high at the top of the arch.

It has a window with an iron frame protected by three strong iron bars outside.\" So I'd now like you to discuss, please, what are your predictions about some of the differences between the two texts, okay? What are your predictions about some of the differences between the two texts? So pause the video, so you've got time to discuss your ideas, or think quietly to yourself, or even jot some ideas down.

Okay, off you go.

Thank you everyone.

Some really great prediction happening there.

So lots of you picking up on the difference between the conditions.

So obviously, in the Norwegian prison article, this idea of the word luxurious and cushy is very different to the cells that are described in the London prison, being very small and cramped.

And again, you know, that high security in the prisons of London with the strong bars and the iron frame, which seems very different to the prison conditions in Norway.

So we think there's gonna be a lot of differences between these conditions.

Okay, we have our three pupils here, Aisha, Andeep, and Izzy, who have made predictions about the texts.

So what I would like you to decide is which pupil has made an accurate prediction, based on the information they have about James' article? Is it A, Aisha, B, Andeep, or, C, Izzy? Pause the videos, so you've got time to read those predictions, and then decide on your answer.

Okay, who's ready for the answer? Are you feeling confident? Okay, so well done to everyone that got B, Andeep is the answer.

So Andeep says, \"I think James is going to write about a prison that is less punitive than the one Mayhew visited.\" So I like that Andeep here has used one of those key words, punitive.

So he's saying that he thinks the Norwegian prison is going to be less punishing, less brutal, than the one Mayhew visited way back in the 19th century.

Okay, so it is now over to you for your second practise task.

So I'd like you to read the article, \"The Norwegian Prison where inmates are treated like people.\" And this can be found in the additional materials.

And what I would like you to do is, as you read, make short notes on the extract to aid your understanding.

So think back to that lovely model that Sofia offered us, and you can use that to make notes on this extract.

And then once you have read the extract, I would like you to discuss please the following questions.

What is the prison in this text like? Why do you think James wrote this text? What are some of the differences between James' article and the extract from Mayhew? Are there any similarities? Okay, pause the video to give yourself plenty of time to read the article, make those notes, and discuss those questions.

Pause the video, and off you go.

Great, thank you everyone.

It's a really interesting article, isn't it? I always find it shocking, when you put it side by side with the Mayhew article, about how different these prisons are.

And I think that Norwegian prison is really interesting, in terms of the viewpoint that it takes towards its prisoners, how they're treated.

It's really interesting, isn't it? Okay, so we have our two pupils discussing some of the similarities and differences between the two texts.

So let's see what Laura and Jacob say.

So Laura says that the 19th century prison is punitive, whereas the 21st century Norwegian prison is focused on rehabilitation.

So we've got that key word there, rehabilitation.

the idea that this prison focuses on rehabilitating its inmates, so they are ready to go back into society.

And then Jacob says that both texts present the prisons as places where people don't have complete freedom over their lives.

It's an interesting similarity from Jacob there.

So I'd like you to discuss now, or think to yourself, or even jot some ideas down, what similarities and differences did you identify between the two texts? Pause the video, so you've got time to answer this question.

Off you go.

Okay, fantastic.

Well done.

So we have now read our two texts that we will be comparing.

So we're moving on to the final part of the lesson, comparing two texts on the same topic.

So let's keep going, okay.

So comparing one text to another can often help us understand a text more deeply and evaluate it more clearly.

So when comparing, you might consider the following.

Who wrote the text and why? And we've done a little bit of that already, haven't we? We've started considering these things.

Relevant autobiographical experience.

Again, we have some of this.

And the time period when the text is set and or written.

And again, we've looked at this information already, haven't we? We may also consider the intended audience for the text, the focus of the text, the structure of the text, language choices, and any other significant method.

So there is lots there that we can be thinking about when we're comparing texts.

So once we have thought about the sorts of things we can compare, we can start thinking about the language that we can use to compare texts.

So using evaluative words, like more or less, can be really helpful.

So let's look at an example.

James has experience of being imprisoned, so his article is more personal than Mayhew's extract, which is more factual.

That's a really good way to compare, isn't it? Using those evaluative words.

Both writers include many facts, but James relies on more statistics than Mayhew.

So again, this is using the evaluative word, more, to compare, but you can see it's focusing on a method here, it's talking about the use of statistics.

And James presents the prison in Norway as less punitive than the prison Mayhew presents in London.

So again, using that evaluative word, less, to draw out those comparisons between the two texts.

So Jacob wants to compare what each text's primary focus is.

So let's see what Jacob has written.

\"Mayhew focuses on punishments the prisoners face, whereas James focuses less on punishment and more on.\" So let's think about what you would do here.

I'd like you to discuss, how would you complete Jacob's sentence? So pause the video, so you've got time to discuss how you would complete this sentence.

Off you go.

Okay, fantastic.

Lots of brilliant ideas there.

So thank you so much.

So let's just share some of those.

So you might have said, \"Mayhew focuses on punishments the prisoner's face, where James focuses less on punishment, and more on the rehabilitation the prisoners are offered, his feelings about the prison service, and the impact of this less punitive style of prison.\" So you can see actually there's quite a few options as to how you could have completed that sentence.

So well done everyone for your suggestions.

So now it's over to you for our practise task.

And this is all about you creating your own comparison.

So I would like you to create three more or less statements.

So we're using those evaluative phrases there.

So you're creating three more or less statements which compare our two texts.

And you may wish to focus on one or more of the following in your comparisons.

So you might want to consider who wrote the text and why.

Any relevant autobiographical experience that we've looked at, the time period of when the text is set or written, the form of the text, that's quite an interesting comparison, the intended audience for the text, the structure of the text, language choices, or any other significant method.

Just make sure that you are using those evaluative phrases, more or less, to create those three statements, and that you are using both texts in those statements.

Okay, so gather everything you need to complete this task, and then pause the video and get going.

Well done, everyone.

Some really clear comparative statements being written there.

I think sometimes comparing texts can feel quite daunting or quite tricky, but actually just using those evaluative phrases, that more or less, can really help to make those comparative statements much easier to write.

I hope you thought so too.

Okay, so we have one of Jacob's more or less statements here, and I'd like you to discuss, please, what word might go in the blanks.

So let's read it together.

\"The prison cells that Mayhew describes are luxurious than those that James describes.\" So what word, more or less, would go in those blanks? Decide now.

Okay, so well done to everyone that said less.

So the prison cells that Mayhew describes are less luxurious than those that James describes.

Okay, and what I would like you to do now is just discuss what more or less statements you made, but also take this as an opportunity to check through your statements.

Have you used the correct phrase, more or less? Have you included it in your comparisons? So to discuss your more or less statements, and just have an opportunity just to check through those, pause the video to make sure you've got time to do this.

Off you go.

Well done everyone.

We've reached the end of the lesson.

Great.

And we have done a comparison of two texts, which is fantastic.

And also we've really started to hone those reading skills using prediction and using the note taking.

So that's great too.

So let's just remind ourselves everything we've done.

We know that using predictive reading skills before you read a text can help you understand more complex texts.

And this is something not just to think about for this lesson, but whenever you are reading.

When reading a text for the first time, you won't necessarily understand every word and idea.

Making sure annotations as you read can help you develop an understanding of a text.

And when comparing two texts, using words like more or less can be helpful.

So again, very well done, everyone.

Can't wait to see you all again in another lesson soon.

So I'll see you then.

Goodbye.

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