Hello there.

Welcome to today's lesson.

My name is Mr. Barnsley.

It's fantastic to see you today.

In today's lesson, we're gonna be continuing our study of the "Edexcel Belonging Poetry" anthology.

And to do that, we're gonna be diving into the poem "Sunday Dip" into more detail.

So before this lesson, you should have already looked at John Clare's poem "Sunday Dip," because today we're focusing on analysis.

All right, make sure you've got your anthology there ready, and let's begin.

So our outcome today is that by the end of the lesson, you are gonna be able to explain how John Clare uses language, form, and structure to express his viewpoint.

Some key words to look out for then today are sonnet, heroic couplet, romanticism, iambic and idyllic.

Now, idyllic is an adjective that you may have come across before, meaning a place or experience, which is pleasant, beautiful, peaceful.

So let's think about how we can use that in our analysis.

The third word romanticism is gonna be really useful when we think about the context behind why Clare wrote the poem.

He was part of an artistic movement from the late 18th and early 19th century that really focused on emotions and nature.

Now the other three words are all gonna be really helpful for helping us talk about form and structure later in this lesson.

So a sonnet is a type of poem.

It's a 14-line poem with a regular structure, and these are typically about love.

A heroic couplet are two lines of rhyming poetry written in iambic pentameter, and iambic, which you would've seen in that definition there is a rhythm where an unstressed syllable is followed by a stress syllable.

Take a moment to read through these definitions by yourself, but we will be looking at them in more detail when they come up in the lesson.

Okay, so to really help us analyse the poem "Sunday Dip," we're gonna break the lesson into three learning cycles.

We're gonna focus on language, form, and structure.

So let's start by thinking about a language.

So we're going to be analysing John Clare's "Sunday Dip." This might be an opportunity for you to pause the video and reread the poem.

I think that's a sensible thing to do.

So pause the video, reread the poem, and then once you finish reading, I want you to think about this question you can see on the screen.

"How are the boys interacting with nature in the poem?" If you've got a partner, you could discuss that question with them.

Otherwise, you can just think through this independently.

All right, over to you.

Read the poem and discuss that question on the screen.

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

Welcome back.

Some fantastic independent reading there.

And it was really good to see you discussing or thinking about that question on the screen because that really helps us summarise what's happening in the poem.

Now, I heard lots of you talking about the boys playing with each other, but playing the water, interacting, just having a great time, excitement, eagerness.

But all of this is not just, they're not just excited to be playing with each other.

They're friends, but they're also really excited to be playing in nature in the water.

Now I want us to consider some of the following quotations that we can find in the poem.

These are wade and dance about in the water, dashes in, try across the deepest place, beneath the willow trees, and follow to the chin.

Now I've highlighted a word in each of those quotes.

Wade, in, across, beneath, and the chin.

And I really want you to think about what those highlighted words suggest about the boys and their relationship with nature.

Again, I'm gonna throw this one over to you.

So pause the video and discuss with your partner if you have one, or think through this question independently.

Do press play when you're ready to continue.

Welcome back.

I heard lots of you saying something similar to Sofia that they're really immersing themselves.

It's not just about being near nature, but they're really in it.

Wading means to kind of walk deeper into the crossing it.

Sometimes they're beneath the trees and they're walking so far deep into the river that they're up to their chin.

It really suggests this isn't just about being around nature or near nature, but they want to be completely in it.

And that's a really interesting thing for us to consider as we work through way Clare's language choices.

So let's consider this quotation beneath the willow trees in more detail.

This image that you can see on the screen is a picture of a willow tree.

So if you're not sure what one looks like, look at this image and I really want you to think about what do you think it would feel like to be beneath that willow tree? Okay, again, I'm gonna hand this one over to you for discussion.

If you've got a partner, talk to them.

Otherwise, think through this independently.

But pause the video, have a think about this question and press play when you've got some ideas.

Welcome back.

I could see lots of you really trying to immerse yourself into this image that you could see on screen.

I heard some people saying things like this, and you might have said something similar that actually this creates this shelter, which might make you feel protected or really, really safe.

But also people using that word immersed, and really connected to nature.

Being surrounded by, above you, kind of beneath you, like just all around you.

And again, you can link that back to this idea of being safe and protected and sheltered.

Well then, if you said something similar, but of course you might have said something slightly different and that's okay too.

Now, you might have noticed in this quotation that actually the noun tree is plural, is there's more than one tree.

What do you think this suggests about a connection to nature, do you think? All right, pause the video, have a think, and press play when you've got some ideas.

Again, some great ideas there.

And I heard you talking about actually this feels like it's the fact it's more than one tree suggests that kind of, it's not just that the boys are hiding under one tree and getting sheltered there.

It's a much bigger idea of nature itself.

Sheltering, supporting, giving safety to the boys.

I heard people kind of weighing it with that idea as a possibility.

Notice that tentative language, perhaps, we're not saying this is a definite, we are being tentative here saying this is one interpretation that we might have.

Now there's also the quotation "follow to the chin." Why is it significant? The boys are going into the water all the way up to their chins.

Why do you think that's significant? Over to you.

For this one.

Discuss with a partner or think through independently.

Pause the video, have a think, and press play when you are ready to continue.

Welcome back.

Some great ideas there.

I did hear people saying they must feel really, really, really safe in this water to completely immerse themself in it, to be enveloped by it, to be covered by it.

Like to me that feels like quite unsafe behaviour and I certainly wouldn't be recommending anyone else here dives into a river up to their chin.

But there is a real sense of safety that these boys must feel, this real connection to the water, to the river to feel that they can walk in.

So they are that deep.

All right, let's pause for a moment and check our understanding so far.

"What does the word beneath suggest about the boys and nature?" Does it A, suggest the boys feel really distant from nature? Is it B, that it feels, it suggests the boys feel really safe in nature? Or is it C, it suggests a darkness and negativity in their relationship? Pause video, have a think and press play where you think you've got the right answer.

Yeah, great work if you said B.

It suggests the boys feel safe in nature.

All right, over to you for our first task.

You're gonna write a short answer to this question, only a paragraph.

"How does Clare use language to present the relationship between the boys and nature?" Now, some things you may wish to consider as you write this response.

What are the connotations of that word beneath and words such as wade and to the chin.

What do these suggest about the closeness of the boys to the water? All right, I'm gonna hand this one over to you now.

You're gonna pause the video and give this a go.

Remember, I'm not looking for a really, really long answer, just a short paragraph.

But really start thinking about how the language or Clare uses language to present that relationship between the boys and nature.

Pause the video.

Over to you.

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

All right, welcome back, some fantastic focus work there and well done to all of you who were checking your spelling, punctuation, and grammar before you put your pen down.

Right, I'm gonna share you some snippets from some of our Oak pupils work, some short extracts.

And I want you to think about whose feels more convincing to you? Whose ideas do you like the best and whose ideas might you perhaps possibly use in your own analysis? So Sam said, "Clare's use of 'beneath' implies a safe and protected atmosphere.

Moreover, the plural trees implies that the whole of nature is protecting the boys." Whereas Sofia says, "Clare's use of 'to the chin' suggests a sense of complete immersion and a total sense of trust between the boys and the water." Why don't you pause the video, think about whose ideas you like best.

And if you want you can even use them and add them to your paragraph.

All right, pause the video, have a bit of a reflection and then press play when you're ready to continue.

All right, welcome back.

It is now time for us to analyse the form.

So let's consider the form of "Sunday Dip".

We're gonna look at the poem.

I'm not gonna reread it, just look at it on the page.

Think questions I want you to answer to yourself.

How many lines does it have? Does it have a regular rhythm and rhyme? And if you've worked this out, does this look like a form of poetry you might have seen before? So number of lines, rhyme and rhythm, and do you recognise the form.

Over to you to have a little bit of a think, and pause in the video, and press play when you think you've got some ideas.

Yeah, I wonder if.

Well I hope you all spotted that this had 14 lines.

You might have spotted that it had actually both quite a regular rhyme and rhythm.

But I wonder if you recognise that putting all that together means that this is a sonnet or it's written in the sonnet form.

Well done if you did.

You might have already been thinking ahead 'cause you're like that was a key word.

You mentioned that at the beginning.

Mr. Barnsley, I was expecting this to come up.

So well done if you use the clues in the rest of the lesson, say, actually I can see that this is written in the sonnet form.

So let's think about why Clare might have wanted to use the sonnet form.

Remember when I was talking about this as a keyword, I was saying a sonnet is a type of poem that's often, not always, but often associated with love and romance.

So why might Clare wanted to use the sonnet form? Over to you for this one.

Pause the video, have a think, have a discuss, and press play when you are ready to continue.

Welcome back.

I wonder if you said something similar to what Sam said.

"Sonnets are typically about love, which could represent the boys' love of nature and the water or the just general Romantic love of nature." And notice that romantic word there is capitalised.

We're not saying a romantic relationship, but we're linking this to the love of nature that we associate with the romantic era there.

The romanticism, that artistic movement.

So traditionally sonnets either follow an ABAB, CDCD, EFEF, GG rhyming pattern, or they might have a rhyming pattern that looks like this.

ABBAABBA, CDCDCD.

Now I want to look again at the poem and I want you to think, does Clare use a traditional sonnet rhyming pattern for "Sunday Dip"? Okay, so the way we work this out is we look at which words rhyme and we would label them together.

So if the first and the second, if the words at the end of the first and second line rhymed, we would call that AA.

If they were different, we'd say AB.

If the first and third line rhymed, we might say ABA.

So have a look, label them if you wish, label the rhymes.

But do you recognise a traditional sonnet rhyming pattern here or do you see something else? All right, pause the video.

Over to you to give this a go and press play when you think you have the answer.

Welcome back.

I could see you looking really closely at the poem there.

That's fantastic to see.

Well done to everyone who realised actually no, the pattern isn't one of the two traditional sonnet rhyming patterns that we already looked at.

This one was AABBCCDDEEFFGG.

So this means the poem is written in heroic couplets.

Pairs of rhymes that use, that have a very clear rhythm to it.

So we can call these heroic couplets.

One of our key words today.

Really, really well done if you spotted that while you're having your discussions.

So true or false then.

Clare uses a traditional sonnet form in "Sunday Dip." What do you think? Is that true or false? Pause the video, have a think, and press play when you think you've got an idea.

Well done if you said that was false, let's justify that 'cause that might have been a bit of a tricky one.

Let's justify it.

Is it A, Clare chooses to use an irregular rhyming pattern throughout "Sunday Dip," or is it B, Clare chooses to use a non-traditional rhyming pattern throughout "Sunday Dip?" What do you think? Pause the video, have a think and press play when you think you've got an answer.

Yeah, really well done if you said B.

It's not irregular.

The rhyme scheme is, if anything, is very regular, AABBCC.

There's a real sense of regularity there.

It's just not what we would traditionally expect to see in a sonnet.

There are more traditional rhyming patterns that we might expect to see in a sonnet.

So over to you then now.

Why do you think Clare chooses to use heroic couplets to create a sonnet? What might the significance of this choice be? Again, you're only gonna write a short answer for me, a paragraph and some things that you might wish to consider.

So the heroic couplets, they create rhyming pairs rather than there being a gap in the poetry between rhyming words.

Like can we link this idea of a sonnet form, a romantic or loving type of poetry? How might that link to this idea of heroic couplets, pairs of rhyming words? Why do you think Clare might not want to adhere to a traditional sonnet form? So it is over to you now to write your response.

Best of luck with this.

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

All right, that's a tricky one.

I know sometimes writing about form can feel quite difficult.

So what we're gonna do now before we move on is take a moment to reflect and compare our work to that of one of the Oak pupils.

So as I read this through, you can think how closely is Sam's ideas aligned to mine.

Did I have any similar ideas to them? And if I had different ones, are there any ideas that I want to steal and add to my response? So Sam wrote, "The paired nature of heroic couplets could represent the connection between the boys and nature, and how there is nothing keeping them separate or apart.

They are in peaceful harmony.

Through this, the use of heroic couplets could enhance the sonnet form and show the love between the boys and nature.

It could represent the type of love that the romantics want to see between humanity and nature.

One of respect and connection.

Furthermore, Clare might not have wanted to use a traditional sonnet form because he wanted to represent the simplicity of nature through the use of couplets." So some really nice ideas there from Sam taking this ideas of couplets and pairs and linking this to the relationship between the boys and nature.

Over to you now to pause the video, and if there's any ideas that you like from this, it's now time for you to add them to your response.

All right, over to you.

Okay, welcome back.

Now as we move on to our final learning cycle, we're gonna start thinking about structure.

So by looking at the sonnet form of "Sunday Dip," we've established that the poem has a regular rhyme and rhythm.

But now let's consider that regularity a little deeper.

So when we think of a regular rhyme and rhythm, we could represent it with an image like you can see on the screen.

So how might this, that image, that regular rhyme and rhythm, how might you connect that to the emotions of the boys? Okay, how might that image you can see on the screen represent the emotions of the boys? Over to you for this one.

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

Welcome back.

I wonder if you said something similar to actually this kind of real kind of suggests peace and real contentment, feeling really happy in nature.

You might have also said that these levels of happiness continue, this excitement continues.

It's like it's really consistent.

You know, this isn't just a short burst of happiness, but this is a full day of enjoyment in nature.

So as well as considering the regularity and irregularity of the rhythm, it might also be useful to consider which words the poet is rhyming.

So for example, the first rhyming pair that we see in the poem is "boys" and "joys." What significance of rhyming those two words together so early on in the poem? What do you think? Pause the video, have a think about this.

Discuss with a partner or think about this independently.

What do you think? Over to you.

Welcome back.

Some really interesting ideas there.

I had lots of you saying that it really sets this immediately happy, optimistic tone.

It just really shows us and kind of creates that link between the boys and how happy they are to be in nature.

Now I want to start thinking about the rhythm of the poem and the rhythm of the poem is kind of the beats or the flow of the poem.

And it's created by using stressed and unstressed syllables in a line.

For example, if you say the word "belong", "be-long," you stress the second syllable, you're pronouncing it louder and longer than the first.

"Be-long, be-long." And we might represent this using this diagram you can see on screen where the X represents the unstressed syllable and the forward slash dash represents the stressed syllable.

Now each unit of stress and unstressed syllables create a foot and the foot is called an "iamb." You might start thinking, "Ah, that looks similar to one of our key words," and we call it an "iamb" because it has an unstressed and then a stressed syllable.

So when we go unstressed then stressed this foot we call an "iamb.".

So why do you think helping or looking at rhythm might help your analysis and understanding of a poem? We're like, we're going into a lot of detail here.

You're like, "Mr. Barnsley, we're looking at this in a lot of detail." Why? Why? Well, why do you think? Why do you think we look at the rhythm of a poem? How does it help us understand a poem? Over to you for this one.

Discuss with a partner or think through this independently.

What do you think? Pause the video, give this a go, and press play when you're ready to continue.

welcome back.

I heard lots of great ideas and I really want to shine a spotlight on something that I heard some of you saying.

And Sofia is representing that on the screen for us.

She says, "Considering the flow of the poem will really help us think about the mood." Like where is this poem coming from? "Is it smooth? Is it erratic? What's it tell us about the speaker and the poet and the mood and what they want us to feel." So actually looking at rhythm in this amount of detail can really help us understand kind of mood and tone.

And so that's why we do this.

So let's look at the rhythm of the poem then.

I want you to read the first line out loud and see which syllables you are putting stress on.

Go on, pause the video now, and read that first line out loud.

What do you hear? Well done.

Let's now mark out the stresses.

If we did it would look like this.

"The morning road is thronged with merry boys." "The mor-ning, the mor-ning road is thronged with me-rry boys." So that means we have five iambic units in here and therefore any line that has five iambic units we can say has been written in iambic pentameter.

Iambic linking to the stress falls pent five metre rhythm Iambic pentameter.

Read the rest of the poem now.

I want you to say it out loud.

Does it have the same rhythm in each line? Does each line have iambic pentameter? Over to you for this one.

Pause video, read it through, read it out loud, and see if you can spot the rhythm of the rest of the poem.

Welcome back.

Fantastic if you said yes.

Absolutely all the lines in "Sunday Dip" are in iambic pentameter.

So iambic pentameter is often compared to a heartbeat because it has this really regular rhythm.

(Mr. Barnsley vocalising) Why might that be significant? How can we link that to ideas in the poem? Pause video, over to you, and press play when you've got some ideas.

Welcome back.

I heard lots of you coming up with some really good inferences and ideas linking iambic pentameter to the content of the poem.

I want to just share this 'cause I heard quite a number of you saying that the regular heartbeat nature of the poem could not only add to the sense of contentment and peace felt in nature, but also further connect into these ideas of love.

I also heard people talking about the excitement and the eagerness of the boys wanting to play.

So you can see we can make some really interesting points by connecting iambic pentameter, connecting rhythm to ideas within the poem.

Well done if you said something similar.

All right, let's pause for a moment, and check our understanding of everything we've talked about with structure.

So which of the following statements are true? Is it A, the irregularity of the poem structure represents the chaotic excitement of the boys? Is it B, the regularity of the poem structure could represent nature as being idyllic or is it C, the rhythm of iambic pentameter contrasts with the use of the sonnet form? Pause the video, have a think, and press play when you think you've got the right answer.

Well done if you said B.

The regularity creates this sense of nature being idyllic and peaceful and kind of creates these feelings of content for the boys.

Now notice A, it talks about irregularity, and apart from a slightly untraditional use of rhyme, actually this poem doesn't have much irregularity.

It's all very regular.

The rhythm is very regular and C was a bit it could have tricked caught you out there.

Iambic pentameter we expect to see in sonnet form.

The sonnet form is usually written in iambic pentameter as it is here.

So it's definitely not a contrast.

So well done if you got B there.

Okay, over to you then for our final task in today's lesson.

And you are gonna use the single paragraph outline, the plan that I have written below to answer the question, "How does Clare use structure to represent nature as idyllic?" Now you're only writing one paragraph here 'cause I've only given you the plan for one paragraph.

My topic sentence says, "Clare's use of structure represents nature as idyllic through the regularity of rhyme and rhythm." Things like you might want to talk about the regularity of the rhyme and rhythm and how that creates a sense of peace and happiness.

The rhyme of "boys" and "joys," and how that very specifically shows the boys' excitement.

You might want to talk about the iambic pentameter, that sense of heartbeat and how that links to love and contentment.

And I've got a concluding sentence for you to put at the end of your paragraph.

"In conclusion, Clare's use of structure creates a sense of peace and contentment, which creates the image of nature as being idyllic." So over to you for this one.

Really show me everything that you've learned in today's lesson by putting it all together nicely in this paragraph.

All right, best of luck, pause the video, give this a go and press play when you think you're done.

All right, welcome back.

Some really fantastic concentration going on there and well done to those of you checking your spelling, punctuation, and grammar before you put your pen down.

Okay, before we finish today, I want us to take a moment of reflection, a chance for us to think of our own work and compare it to those of others.

We're gonna look at some of Sofia's work but very good.

But could it be even better? Yes it could because she doesn't manage to mention iambic pentameter.

So let's think about as we read Sofia's answer where we could improve this by mentioning the iambic pentameter.

So Sofia wrote, "Clare's use of structure represents nature as idyllic through the regularity of the rhyme and rhythm.

The regularity of the structure creates a sense of peace and happiness throughout the poem that is emphasised by the opening rhyming couplets of 'boys' and 'joys,' which creates this contented tone from the very beginning.

This contentment is echoed in the regular rhythm of the poem since it creates the impression of the speaker talking in a steady voice and creates a peaceful tone.

In conclusion, Clare's use of structure creates a sense of peace and contentment, which creates the image of nature as being idyllic." Pause the video.

Have a think where might you have talked about iambic pentameter in that response to make it even better.

All right, over to you.

Pause video, have a think, and press play when you've got an idea.

Yeah, I wonder if you spotted, we could should put this in just before the concluding sentence, and a sentence like this would've worked really well.

Moreover, the iambic pentameter rhythm connects the tone to the concept of love through how it mimics a heartbeat.

A really great answer here.

Why don't you pause the video and compare it to yours, and if there's any ideas you'd like to take and add to your own writing, now is the time to do so.

Over to you.

Okay, fantastic work today.

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

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

So we've learned today that the use of natural imagery could represent the simplicity of nature and the contentment found within it.

We've learned that Clare's use of the sonnet form could represent the romantic feelings about nature.

We've learned that Clare's use of heroic couplets could further enhance the sense of connection between humanity and nature.

And we've also learned that Clare's use of a regular pattern to the structure could represent the peace and contentment found in nature.

Fantastic work today.

Thank you so much for joining me.

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

All right, have a great day and see you all soon.

Bye-bye.