Hello there, Mr. Barnsley here.

Great to see you today.

Thank you for joining me as we continue to explore the EdExcel Poetry anthology.

And in today's lesson, we are gonna be looking at "My Mother's Kitchen".

This shouldn't be the first time you read the poem.

I hope you looked at it and made sure you understand what it's about, what's happening in the poem.

Because today we are gonna be doing some deeper analysis, thinking about what this poem tells us about home, about upheaval, and about heritage.

You are gonna need a copy of the poem in front of you.

Of course, this poem is available in the anthology, but you need a copy of it because we're gonna be looking at it and exploring it in more detail.

Okay, when you have all the equipment you need and you think you're ready to start, then let's dive in, let's go.

Okay, let's have a look at the outcome then for today's lesson.

So by the end of the lesson, you are gonna be able to explain how Hardi the poet uses language and structure to express her viewpoint.

Some keywords we're gonna be looking out for then, upheaval, heritage, mundane, inherit, and refugee.

Let's double check we know what each of these words means so we can keep an eye out for them and use them in today's discussions and our practise activities.

So upheaval means a violent or sudden change or disruption to something.

Heritage is the history, the traditions, the practises of a particular country or society.

Mundane is something ordinary and practical, something that's potentially not very interesting.

The verb to inherit means to receive money, property, or possessions from someone after that person has died.

And a refugee is a person who has been forced to leave their country in order to escape war, persecution or natural disaster.

Let's keep an eye out for these five words in today's lesson.

So we are gonna be analysing the poem "My Mother's Kitchen".

You should have already looked at this poem, read this poem and made sure you understand this poem already.

We're gonna dive a little bit deeper into our analysis of it.

So three learning cycles today.

We're gonna start by analysing the concept of home and how that appears in the poem.

We're then going to look at the concept of upheaval, a sudden change, and then we're gonna look at the concept of heritage, those traditions that we might associate with a country or a society.

So let's start by focusing on this concept of home.

So arguably Hardi's "My Mother's Kitchen" explores the concept of home in relation to being a refugee.

So it's not just about what home means to anyone, but specifically what home means and the idea of home means to someone who is a refugee.

Now, in the first stanza, the mother's kitchen is described as having an ugly collection from various sets, cups bought in a rush and rusty pots.

Over to you for our first discussion question then, what might these words and phrases suggest about a refugee's home? Pause the video.

If you've got a partner, you can discuss with them, otherwise you can just think through this independently.

Alright, remember to press play when you've got some ideas.

Welcome back.

Some great discussions there.

I heard lots of you saying things similar to what Izzy said, and you can see on the screen "That actually she's managed to create a functional family home.

It might not be the most beautiful, it might not be the most cohesive." All of the collections and the cups in the kitchen might not necessarily match.

They might not all necessarily be the newest, but ultimately this home has functionality.

It has everything that the family needs or a kitchen needs to be functional, the family needs to eat and to get nourishment.

So when talking about her mother returning home to the country where she was born and raised, the speaker describes her as planning another escape.

Let's zoom in on this word escape then, shall we? Why do you think the mother's move is described as being an escape? Again, let's discuss this one.

So if you have a partner, you can talk with them.

Otherwise you can just think through this independently.

pause the video, have a think and press play when you're ready to continue.

Some really great ideas then.

It's so lovely to hear you zooming in on individual vocabulary choices and thinking about the poets choices and why they've made them.

So I heard plenty of you saying something like this, "Actually it could suggest that she feels this sense of lightness and freedom at the prospect of returning home." When we're escaping from somewhere it can often mean that we don't necessarily like or feel comfortable where we are.

So by being able to escape and return home, there's this sense of lightness, this sense of freedom.

And yet building on this, I heard people saying, "Well actually maybe this suggests a real lack of comfort in the place that she currently calls home, the temporary places that she might have called home across her lifetime." Well done if you said something similar to what you can see on the screen.

And of course you might have had some slightly different ideas as well.

So let's pause for a moment and check our understanding.

Check we've been really focused on the discussions we've been having so far.

True or false, the mother has been able to make a home wherever the family went.

Is this true or false? And can you explain why you selected the answer that you did? Alright, pause the video, give this a go and press play when you think you've got an answer.

Welcome back, well done if you said that this was true, that the mother has been able to make a home and you might have justified your choice by saying, while it might not be the most beautiful, the mother has made a really functional family home everywhere that they went, okay? So we're not saying it's the perfect, most glamorous, luxurious kitchen, but it's a functional family kitchen.

And we might have said, we might think of the kitchen as the heart of the family home.

And so it functions as the heart of the family home.

Alright, over to you then for our first task in today's lesson.

In the poem the speaker says that her mother "never feels regret for things." I want us to analyse this phrase in a bit more detail.

So I've got two questions that I would like you to answer.

What do you think this suggests in terms of a home and what makes a home? Okay, the fact that she never feels regret for things.

And let's take this a step further and think, how does this link to the idea of belonging? We know that belonging is the theme that connects all of the poems in our EdExcel belonging poetry cluster.

So how does this idea of home and never regretting, how does this link to the idea of belonging? Alright, pause the video over to you for this one, let's write two short responses to the questions you can see on the screen.

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

Right, really well done there.

I could see some really thoughtful responses being written down, great job.

Alright, before we move on, we're gonna take a moment to reflect on the ideas that we've just had.

And we're gonna do this by comparing them to some model responses.

We're gonna compare them to some of the work from one of our Oak pupils, Izzy.

Now, whenever we're comparing our work to model answers, questions that should be going through our head is, do any of Izzy's ideas or do any of the model response ideas align with ours? Where are the similarities? But also we can look out for where the differences are and if there are differences we can say, "Hey, do I like some of these different ideas I can see on screen? And can I use them to develop my understanding further?" So let's have a look at what Izzy said then, shall we? So for the first question, what do you think this suggests in terms of a home and what makes a home? Izzy said, "I think it suggests that material possessions do not make a house a home, rather that it's your family and the people that make it a home.

So actually she doesn't regret her choices." Because she's managed to create this home and she's managed to keep her family safe.

Which of Izzy's ideas are similar to yours and are there any different ideas of Izzy's in there that you think, "I like that that's gonna help me understand this poem further"? Izzy's second response then to the question, how might this link to the idea of belonging? Izzy said, "Perhaps this suggests that our sense of belonging isn't necessarily linked to the practical objects around us, but rather a much more emotional or spiritual connection to our home." Why don't you pause the video now and take a moment to reflect and compare your responses to those of Izzy's.

And of course if there's anything you like in Izzy's that you think this is gonna help me develop my understanding of the poem, now is the time to make a note to them.

Alright, pause the video, do some reflection and press play when you're ready to move on.

Welcome back, we've done some really great analysis there, thinking about the concept of home.

And now we're gonna move and start thinking this concept of upheaval, a sudden and sometimes quite violent change.

So arguably, Hardi's "My Mother's Kitchen" reveals the impact of upheaval and what that means for refugeeism because what we're seeing here is the upheaval of people who are having to very quickly move countries, move to somewhere else, move their home, and that therefore we could describe them as being a refugee.

What I want you to do now, and you're gonna want a copy of your poem open, which words in the poem suggest a sense of upheaval.

So pause the video, you can work in pairs to do this or by yourself.

Re-look at the poem, reread the poem and see if you can identify words which suggest this idea of upheaval, a sudden and an often quite violent change.

Over to you, pause video, give this a go and press play when you've got some ideas.

Welcome back, it was great to see you looking so closely at the poem again, you might picked out some of these words like lost, escape, rush or you might have even picked out that phrase starting from scratch.

Now over to you for a discussion question.

What do you think these words suggest to you about being a refugee? What do words like lost, escape, rush, starting from scratch, what do they suggest to you about being a refugee? Why don't you pause the video.

If you've got a partner you can discuss with them otherwise, just think through this question independently and press play when you think you are done.

Welcome back, some really fantastic discussions there.

I want to shine a spotlight on something that I heard some of you saying was this idea that for refugees, you might not really feel settled anywhere.

You are constantly having to move and that makes it really, really difficult to feel settled, to feel this sense of belonging.

Now throughout Hardi's "My Mother's Kitchen", we see the images of upheaval are centred through the mundane, that the relatively boring household items. Two quotes that really show this are, "cups bought in a rush", "lost furniture".

Cups, furniture, things that we take for granted as being in our houses.

Why do you think Hardi then chooses to focus on mundane household items? Why do you think she uses these when she's trying to explore these ideas about upheaval? Again, why don't you pause the video and think through this question.

Give yourself a few moments to think through this question.

Press play when you think you've got some ideas.

Welcome back, some really great thinking going on there.

I heard some of you saying that, "Potentially these items really reinforce just how little refugees are able to take with them." When you are having to up and move at speed because you feel that you are unsafe from war or persecution, you don't get the opportunity to pack up all of your belongings.

And it really reiterates, underlines, how much we actually need to create this functional home.

So you see how much we need to create this functional home, but at the same time how little refugees can often be left with.

And there's a real contrast there between what people need and what people have.

Well done if you've said anything similar and of course you might have slightly different ideas and that's absolutely fine as long as you can justify those using examples from the text.

Alright, let's consider our journey through the poem as a reader.

What you're gonna do then is read the second stanza out loud.

So pause the video, poems at the ready and I want you to read that second stanza aloud to yourself.

Press play when you've done that.

Welcome back, I wonder if you noticed anything as you were reading that aloud, what did you notice? Why don't you pause the video and have a think and if you've got a partner you can share some ideas with them.

Otherwise you can just think through this independently.

What did you notice when you were reading that second stance out loud? Alright, over to you.

Pause the video and press play when you're done.

I wonder if you said anything similar to Sophia who said, "I feel as if I'm stopping and starting a lot.

There's three full stops." Those final three lines all end with a full stop.

We actually could represent the second stanza with this image you can see on screen.

Five lines, the final three all finished with a full stop.

What do you think the stopping and starting might represent in relation to the life and experience of refugees? Why don't you pause the video, think about that question in pairs or by yourself and press play when you've got some ideas.

Welcome back, I heard some really fantastic discussions there.

I love it when people start making links between structure and the writer's purpose.

So I want to shine a spotlight in some things that I heard some of you saying that it could represent the fact that refugees are continually having to pause and restart their lives.

When they're having to move, you have to stop kind of the life that you've been living and have to try and restart it somewhere else.

You might have also noticed the length of the stanzas.

Again, this is reflected in this image you can see on the screen.

This is a reflection of how the poem looks on the page.

What do you notice about the length of the stanzas? Pause the video, have a look, have a think and press play when you've got an idea.

Welcome back, you might have noticed that none of the stanzas of the same length.

So what do you think this might represent in terms of the speaker's experience as a refugee? Pause video, have a think and press play when you've got some ideas.

Yeah, I heard some fantastic ideas there.

I heard you saying, "Perhaps these different stanza lengths represent the upheaval for the speaker's family have had to experience and how they've never stayed the same amount of time in different places." You know, you might get a few months in one place, a couple of years somewhere else.

You might be feel like you are bedding down somewhere and then you have to move on very quickly for a short amount of time.

Really represents this sense of upheaval, this key word in today's lesson.

Alright, let's check our understanding in this learning cycle then.

Which Oak pupil's interpretation of the different stanza lengths do you feel is the most accurate for our understanding of the poem? Is it A, Laura who says, "Perhaps the different stanza length represents the sense of control the family has over their lives" Or is it B, Sophia, "Perhaps the different stanza lengths represent the sense of upheaval and being lost that the family feels." A or B? Pause video, have a think.

And press play when you've got some ideas.

Welcome back and well done if you said B.

I think we can argue that Laura's just doesn't make sense with our understanding of the poem.

There is nothing in this poem which makes us feel like the speaker has previously had a lot of control over their life.

Being a refugee, you know, means that there hasn't been that level of control.

So it doesn't feel like a logical and relevant interpretation of the poem that we've read.

Whereas Sophia's really kind of leans into those discussions that we've been having about this sense of upheaval and things that are lost when people are forced into living life as a refugee.

Alright, over to you then for our second task in today's lesson.

And you are gonna be creating a single paragraph outline to plan and answer to the question, how does Hardi present the concept of upheaval for refugees in "My Mother's Kitchen"? So remember you're gonna want a topic sentence which is gonna explain the focus of that paragraph.

You're gonna probably want at least one of those words, upheaval, refugee in there.

Supporting detail, think about which quotations you're going to use.

Remember we want to analyse language, form and structure.

And then your concluding sentence, which is gonna summarise the paragraph and link to some wider ideas.

Alright, over to you for this task, we're gonna plan a response.

Pause video, give it a go and press play when you think that you are done.

Okay, welcome back.

Some great planning going on there.

Really, really well done.

Before we move on, we're going to take a moment to reflect on our own plans and compare these to one of Izzy's.

So as we look through Izzy's plan together, I want you to be thinking, have that critical eye on this and thinking, is there anything Izzy has missed? Is there anything Izzy could have done further? So Izzy's topic sentence was "Hardi's 'My Mother's Kitchen' suggests that refugees never feel settled or at home due to their upheaval and constant displacement." Supporting details that Izzy wanted to use.

She wanted to zoom in on words like lost and escape 'cause these show that refugees feel unsettled and as if they don't belong.

She really wants to focus on the mundane objects, reinforcing how refugees have none of these things that make up a home and home comforts and how they need them.

In her concluding sentence she was going to say, "In conclusion, Hardi implies that refugees do not feel a sense of belonging due to their upheaval and how they lack the necessities to make a safe, comfortable home." Pause the video and have a think.

Is that anything else Izzy could have included? What do you think? Press play when you've got some ideas.

Welcome back, you might have said that actually Izzy didn't focus on any of the structural detail in her analysis.

And remember we've looked at stanza length and use of full stops.

So I think Izzy has missed a trick.

So she might have said something like, the unequal stanza lengths and the constant pausing reflects how the life of a refugee is uncertain and constantly having to stop and restart.

Why don't you now pause the video and check your own answer.

Check your own plan and make sure you have included structural analysis and anything else that Izzy has shown to be really good features of a plan.

Alright, pause your video, have a reflection on your own plan and then press play when you think you're done.

Okay, it's now onto our final learning cycle and we're gonna focus on the concept of heritage.

So arguably the ideas of inheritance and heritage run throughout Hardi's "My Mother's Kitchen".

I want you to now re-look at the poem and I want you to see if you can see where the word inherit appears in the poem.

Pause the video, look at your copy of the poem and see if you can find this word inherit and where it appears.

Alright, over to you.

Well done, you should have spotted that it only appears in the first and the last line of the poem.

So I want us to think about then, what do you think this might suggest about this idea of inheritance that is at the beginning and we see it at the end.

What might this suggest about this idea of inheritance? Pause video, have a think and press play when you've got some ideas.

Interesting ideas there.

I wonder if you said, thinking about linking ideas of continuation or linking ideas of growth to this idea of inheritance.

This, you know, it is something where's continued from one to the other.

Inheritance means great.

These are some ideas that might be kind of whizzing through our minds.

Let's see if we can build on these over the course of this learning cycle.

So we see there's this cyclical nature, it kind of starts and ends in the same place.

It could suggest this sense of progression, this sense of continuation through the passing down of possessions.

Remember, inherit means to kind of inherit money or possessions from someone or to be passed on, possessions or money passed on from one person to quite often their children after death.

Which word in the final line however, implies that this sense of progression has actually been stopped.

Which word in the final line implies that this sense of progression has been stopped by the end of the poem.

Pause the video, work in pairs if you want or independently if you are working by yourself.

Look at that final line and think which word in this final line implies the sense that the progression has been stopped.

Pause the video.

Have a think.

Press play when you've got some ideas.

I wonder if you picked up this word "never", implies that something has been stopped, the progress will not continue.

So let's explore the implications of inheritance in this poem.

Now the speaker says she will "inherit my mother's kitchen" but not "my mother's trees." Let's think then in terms of human connections, the connection between the speaker and her mother.

What could trees symbolise? Pause the video.

Have a think with a partner or by yourself and press play when you've got some ideas.

So yeah, some great discussions going on there.

I had lots of you talking about the family tree.

So this could be a representative of family connections.

So in the poem, the speaker's mother feels regret for her vine and she used to sing for the grapes.

So these lines suggest that the mother cared for and nourished the trees.

So what do you think these trees might be a metaphor for? So we've said that trees could be family connections, family tree.

We know that the mother used to kind of sing to her trees, she cared for them, she nourished them.

What could this be a metaphor for? Pause a video, work by yourself or with others to try and share some ideas.

Come up with some ideas, press play when you've got some.

Some really interesting discussions that I really love analysing metaphors because we can have different interpretations.

I heard lots of you, however, saying that "Trees could be this metaphor for family heritage for those traditions.

It suggests that the mother really cared for those heritage and she tried to keep them growing and continuing." But let's return to that visual of the second stanza, the one that has all of those full stops.

How could we link this visual to this idea of heritage and passing on heritage and nurturing heritage in the poem, what connections could you make between structure and this metaphor, this language.

Pause the video, have a think and press play when you've got some ideas.

Some really, really interesting discussions I can hear there.

I want to shine a spotlight on, because I heard a few of you saying this, that actually there's potentially quite a sad, upsetting message in here that actually it could represent how displacement, how people becoming refugees means that actually this stops that progression.

It stops that growth in the speaker's family tree.

It stops heritage being passed as it may have been if the family had been allowed to grow up in their ancestral home.

So let's return to that phrase where the speaker says that she will "inherit my mother's kitchen" but not "my mother's trees." What do you think the speaker might mean by this? Pause the video and have a little bit of a think and play when you've got some ideas.

Again, some lovely, lovely discussions going on there.

I heard some of you saying that "Perhaps it says that the speaker feels like she's lost out on inheriting family memories and traditions?" Because she herself hasn't been raised in the country or has not spent a lot of her time in the country where she was born.

Izzy says, which again, I heard some of you saying, "Perhaps it also means they've lost a connection to their heritage because of this displacement, because of this upheaval and therefore some of these traditions haven't been able to continue?" Alright, let's check our understanding of the discussions we've been having so far in this learning cycle.

True or false? Hardi's "My Mother's Kitchen" implies that the mother cared for and nourished her trees.

Is that true or false? And why do you think that? Pause the video, have a think and press play when you've got some ideas.

Yeah, well done if you said that was true and you could have justified that by saying, the concept of her singing to the trees and regretting losing them implies that she really cared for and nourished them.

Alright, over to you now for our final task in today's lesson, where we're gonna put all of our discussions together to show that we understand what Hardie might be saying about the ideas of heritage.

So I've now given you a single paragraph outline.

I've given you a plan and I want you now to turn this into an analytical paragraph.

So my topic sentence is, Hardi's "My Mother's Kitchen" implies that being a refugee impacts on how you can connect your inheritance and heritage.

Some of the supporting detail that I want to include is that word inherit, that it's cyclical in the opening and closing, which shows it's really important.

I want to think about the metaphor of the trees and how that is a metaphor for heritage and family traditions.

I want to talk about how the speaker feels she's not gonna inherit the trees, so she's not gonna able to carry on the traditions and heritage.

And I want to focus on structurally those full stops, which could suggest a lack of growth in the speaker's heritage.

My concluding sentences is, in conclusion, we might read "My Mother's Kitchen" as a comment on how refugees become disconnected from their heritage and are unable to grow and continue their family traditions.

Over to you now to turn my paragraph, my single paragraph outline into an analytical paragraph of your own.

I know you can do this.

You've had some fantastic discussions.

It's now all about putting these ideas on paper.

Alright, pause the video, give this a go.

Best of luck and press play when you think you are done.

Alright, welcome back.

Some fantastic writing going on there, some fantastic analytical work, really well done.

And a bonus well done to anyone who checked their spelling, punctuation and grammar before putting their pen down.

We love to see it.

Alright, before we finish today's lesson, let's take a moment of reflection and compare our response to a model response and help us give ourselves some feedback.

So I want us to consider this little snippet from Sophia's paragraph.

And I want us to give it a what went well, something that you did really well, and an even better if, something that could do better next time.

Sophia wrote, "Hardi's depiction of the mother singing to the trees could be a metaphor for how the mother cared for the people around her and made them feel comfortable." Pause the video and think what's Sophias done well, what could she do even better? Pause the video and press play when you've got an idea of what went well and an even better if.

Some great feedback going on there.

You might have said that Sophia has really considered the metaphorical interpretation of the language, so she's doing some language analysis, but even better if that actually Sophia's interpretation doesn't connect back to that keyword in my topic sentence, heritage.

So how could we rewrite Sophia's snippets to focus on heritage? Well, she could say, "Hardi's depiction of the mother singing to the trees could be a metaphor for how the mother has sustained and grown their family traditions and heritage.

Her sense of regret could imply that the mother is aware that the upheaval of their lives could potentially sever their connection to their heritage." Great paragraph.

Great ideas from Sophia there.

Why don't you check your own answer now and ensure that you really focus on the idea of heritage.

Pause the video, reflect on what you've written, and press play when you are ready to continue.

Okay, that's it.

We've reached the end of today's lesson.

You have done some fantastic work today.

I hope you're really proud of yourself.

On the screen, you can see a summary of all the learning that we have covered today.

Let's quickly go through this so you can feel really confident before you move on to the next lesson.

So we've learned that the language around the upheaval implies that refugees lose their sense of belonging and purpose.

Potentially Hardi may have focused on mundane objects to show how refugees create homes for themselves.

Arguably, the structure of the poem may reflect the constant upheaval of the refugees lives.

We might read the trees in the poem as a metaphor for the speaker's heritage and family traditions, and we may interpret the final line as suggesting that the upheaval has caused the speaker to lose their connection to their heritage.

Fantastic work today.

It's been a pleasure learning alongside you.

I do hope to see you again in one of our lessons in the future.

Alright, have a great rest of your day, however you choose to spend it, and I hope to see you all soon, bye-bye.