Hello everyone.

My name's Ms. Keller.

Welcome to today's lesson.

I'm so glad that you could join me.

In this session, we are going to be exploring how to plan an effective comparative analytical response about belonging poetry.

So grab your copy of the anthology, and let's get started.

So by the end of today's lesson, we will be able to use a multiple paragraph outline to plan a written response.

So here are today's key words.

We have complement, contrast, intention, and thesis.

So I'd like to just draw your attention to that first word there, complement, because it is not to be confused with the other compliment, which has an I after the L, which means to say something nice about someone.

This complement means when something supports something else or makes it more effective.

So actually, it's the opposite of that second word, contrast.

So do take some time here to familiarise yourself with these words because we are going to be encountering them quite a lot in today's lesson.

So how is today's lesson going to look? Well, we're going to start off by drawing some important comparisons between the poems in the anthology.

And then when we've done that, we're going to explore a model response.

And finally, we are going to have a go at planning our own comparative responses.

So here are some of the poems from the belonging anthology, and I'm sure by now, you will be quite familiar with lots of these poems. So my first question to you is this.

What connections can we make between these poems? So what do they all have in common? So pause the video here, why you have a think, and perhaps discuss it with the people around you or make some notes on your paper or in your exercise book.

And when you're ready for us to feedback together, click Play, and we'll continue.

Welcome back.

Some really interesting ideas there, so what do all these poems have in common? Well, each of these poems explores a sense of belonging that the speaker feels to something family, culture, or childhood, and reflects on how this sense of belonging shaped their identity.

And we had important clue there because the title of this anthology is "Belonging." So in your question, you'll be given one poem from the anthology, and then asked to compare it to another poem.

And you'll be asked to compare the two poets presentations or a theme or a key idea.

So there are some examples.

You could get identity or yearning or growing up or relationships.

So when you're given your first poem, you'll need to consider how the poet presents that theme that you've been given in the question focus.

Is there attitude towards the theme positive or negative? And only then can you start to think about other poems that complement this poem or contrast with it.

So let's imagine that this is your question.

Compare how poets present cultural identity in "Peckham Rye Lane" and one other poem from the Belonging anthology.

So one of our Oak pupils, Sophia, said, "I think I'd like to compare 'Peckham Rye Lane' with 'Sunday Dip,' because 'Sunday Dip' is my favourite poem in the anthology." So at this point, I'd like to hand over to you for a quick discussion.

Why might this not be the most effective approach to take? So pause the video while you have a think and perhaps discuss it with the people around you.

And when you're ready to feedback together, click Play.

Okay, welcome back.

So why might this not be the most effective approach for Sophia to take? Well, arguably, the poems need to be compared thematically, and not because you like a poem or because you think you know it well.

So you need to think carefully about the poem's similarities or differences.

Because actually, although "Sunday Dip," is Sophia's favourite poem, it might not be the best one to focus on if you are writing about cultural identity.

So she thinks again, and she decides, "Okay, I think I'll use 'Jamaican British' as my second poem instead." So over to you again.

Has Sophia chosen a poem that complements the one she has been given or contrast with it? So it is really important to remember the meanings of those two words there.

So pause the video while you have a think about the relationship between those two poems, and when you're ready for us to discuss it together, click Play.

Welcome back.

So these poems complement one another well because they both explore blended cultures, Antrobus focuses on the speaker's dual identity as "Jamaican British," and Blakemore focuses on the cultural diversity of "Peckham Rye Lane" in London.

So by choosing these two poems that have got that important connection all of a sudden, Sophia has a lot more opportunities to make comparative points.

So examining the question that you are given can be helpful to focus your response.

So imagine this is your question.

Compare how poets present childhood in "I Remember, I Remember," and one other poem from the "Belonging" anthology.

So my question to you is this, which poems compare well with "I Remember, I Remember" on the theme of childhood? So pause the video here.

A really good idea might be to turn to the contents page in your anthology because you will have a list of all the poems you can choose from there.

So it takes some time to have a think about which poem you might choose or poems you could choose.

And when you're ready for us to feedback together, click Play, and we'll carry on.

Okay, welcome back.

So let's explore which poems you could have chosen.

So we could have had "To My Sister," "Mild the Mist Upon the Hill," "Captain Cook (To My Brother)," "Clear and Gentle Stream," and "Jamaican British," all explore ideas linked to growing up.

So let's choose "Mild the Mist Upon the Hill" to compare with "I Remember, I Remember" in this case.

So just thinking about these two poems then, what are the key differences in how "I Remember, I Remember" and Mild the Mist Upon the Hill" portray this idea of growing up.

So pause the video where you take some time to think about your initial comparisons, between these two poems, and when you're ready for us to feedback together, click Play, and we'll continue.

Welcome back.

I could hear lots of really interesting suggestions there for the ways in which these poems are similar and different.

So if we were to summarise these ideas then into something that looks a little bit like a thesis statement that you might introduce your essay, we could have said something like this.

"Both poems focus on adult speakers, nostalgically reminiscing about their childhood, yet they present this adult perspective on it very differently.

Brontë's speaker seems to take comfort in her nostalgia, linking it to feelings of belonging and contentment.

Whereas Hood's Speaker associates his memories with cynicism and frustration that the best days of his life are now over.

In this way, we could argue that these poems both complement and contrast each other." So actually, there are lots of opportunities for us to talk about similarities and differences, which makes these two poems a really good parent have if we're going to be discussing childhood.

So let's pause here and check our understanding so far then.

Which of the following poems would compare well with "I Remember, I Remember" in terms of childhood and growing up.

So pause the video while you have a moment to think, and when you think you've made your mind up, click Play, and I'll reveal the correct answer.

Okay, welcome back, and well done to those of you who said B, "Mild the Mist Upon the Hill." Because if you remember, both of these poems focus on adult speakers reminiscing about childhood.

So now, it's time for the first practise task of today's lesson.

And I'd like you to have a go at working with all 10 of those poems that we were discussing at the beginning of the lesson.

So what I'd like you to do is complete the table to show which poems focus on which key ideas by placing a tick in each corresponding box.

So if you see along the top there, you've got lots of examples of key ideas and themes that feature in these different poems. And then down the left-hand side, you have got a list of the poems. So what I would like you to do is think really carefully about which key ideas and themes we can see in each of these poems, and for you to complete this table by adding your ticks.

Once you've done this, this will provide you with a really fantastic revision resource because it'll give you a great example of all the different key ideas and themes that you have to choose from at a glance.

So pause the video here while you take some time to complete this table, and when you're ready for us to go through it together, click Play, and we'll continue.

Welcome back, and well done for giving that task such a good go because it is not an easy thing to do working with this many key ideas and this many poems at once.

So well done for giving that such a good effort.

So let's have a look at the what we might have said for each of these poems. So "To My Sister," we have growing up, nostalgia, familiar places, and relationships with others.

And "Sunday Dip" actually focuses on the same key ideas.

So already these are standing out as two poems that are really good to compare with one another.

In "My Mother's Kitchen," we're getting ideas of identity and heritage and culture, divisions, also drawing on ideas of nostalgia and familiar places, and also yearning.

"Captain Cook," we're thinking about growing up, nostalgia, familiar places, yearning, and relationships with others, because we've got that brother relationship there.

"Mild the Mist Upon the Hill," we've got growing up, nostalgia, familiar places, and yearning.

And "I Remember, I Remember," we've got lots of similar themes to "Mild the Mist Upon the Hill," as we were discussing earlier.

So growing up and nostalgia, familiar places, yearning.

But this time, we've also got these ideas of regret and guilt and the speakers in a conflict.

Onto "Island Man" then.

We've got identity, heritage and culture, divisions, nostalgia, familiar places and home.

In "We Refugees," we have got lots of similar themes to "Island Man," but we've also got ideas of yearning, inner conflict, and relationships with others.

"Jamaican British," we've got lots of ideas of identity and divisions, but we've also got this idea of growing up and nostalgia, and also the speaker's yearning and inner conflict around their cultural identity, and how that affects their relationships with others, be that family members or other people at school.

And finally, "Émigrée." Again, lots of ideas of identity and heritage and culture, and divisions.

We also have this idea of growing up because the speaker alludes to the fact that they were quite young, when they left their home country.

We have nostalgia and familiar places as the speaker is constantly remembering what their homeland was like.

And we also have this sense of inner conflict, around the speaker's cultural identity, and also how this impacts their relationship with others.

So just thinking about these ideas then, which key idea did you think was most common among the poems and why do you think this is? So pause the video here while you take a moment to have a think, and when you're ready for us to feedback together, click Play, and we'll continue.

Welcome back.

So which key idea was most common? Well, arguably, nostalgia was a really common idea, among these poems. And actually, it's often linked to belonging, which is something that we know unites all of these poems, because people yearn to return to a time where they did belong.

So people who perhaps feel dislocated or alienated in their current situation, might nostalgically think back to a time when perhaps they did feel more accepted in a certain place or among a certain community.

And also, this idea of divisions was quite common, among the poems. And we could argue that belonging is also linked to divisions because it is feelings of dislocation and alienation that trigger that yearning to belong.

So now we have thought about making those initial comparisons between the poems. Let's explore a model response.

So I'd like to start off by thinking about the purpose of different parts of the multiple paragraph outline.

So just take a moment to have a look at these different parts, and see if you can explain the purpose of each one.

Perhaps share your ideas with the people around you or just make a few notes on your paper.

So pause the video here, and click Play when you're ready to continue.

Welcome back.

So let's run through these different parts then, and see if your ideas match up here with the purpose of each part.

So the thesis, this is where you outline the argument of your whole essay.

So this is where you introduce that initial comparison, but all your other paragraphs are going to draw on.

And that leads me onto the topic of sentences.

And the point of topic sentences is to outline the argument of each paragraph and include the key question vocabulary.

So throughout your response, you want to keep signposting back to that question focus, because that makes it really clear to your reader that the points you are making are directly responding to that question.

So then onto the supporting detail, this is your evidence.

So this is where you select examples from each of the text to support the points in your topic sentence, and you identify key language, form, structure or contextual details.

So this is when you start to unpick those examples and comment on the effects that they create or the subtle meanings or impressions that they give.

And then onto your concluding sentence.

So this is where you summarise your argument in each paragraph with a sharp focus on the writer's intention.

So you're summarising how the points that you have made linked to your thesis, linked to your topic sentence, and then you are thinking about why you think the writer may have made the choices that they did.

And in your conclusion, this is your conclusive summary of the writer's message.

So this is almost where you are picking up on those ideas in your thesis and you are responding to them.

So you are summarising how the points you have made have all contributed to that overarching argument.

And then you are considering the writer's message, and perhaps, why they want to give that particular message, why they want to convey those particular ideas.

And in your conclusion, is a great place for you to start roaring on the the impact of the contextual knowledge.

So perhaps, why you think what you know about the writer's life might have influenced them to write in the way that they did.

So in the additional materials section of this lesson, there is a model essay comparing how Brontë and Hood present childhood in "I Remember, I Remember," and "Mild the Mist Upon the Hill." So I would like you to take some time to go and find that essay, and read it in detail because we're going to be working with it, across this part of the lesson.

So pause the video here while you go and locate that essay, and give it a really careful read through, and click Play when you're ready to continue.

Okay, welcome back.

I hope you had a chance to read through the model essay carefully.

So now what I'd like you to do is, discuss your first impressions of this response.

In particular, thinking about these two questions.

So firstly, where is the model exploring similarities, between ideas about childhood, and where is it exploring differences, between ideas about childhood? So pause the video here while you take some time to go over the answer again, and perhaps share your responses with the people around you or make some notes on your paper.

And when you're ready for us to feedback together, click Play, and we'll continue.

Okay, welcome back.

So I'm sure that you've realised by now that there are lots of places in this response where the writer is exploring similarities, and whether responding to and exploring differences.

And this is why comparative language is so useful, since words like both and also, which signify similarities, and whereas, and contrastingly which signify differences, really help to clarify the relationships between the poems. So let's pause and check our understanding.

Which pupil's summary of the thesis statement in that model essay is correct? So Laura says, "Both poems convey how childhood memories can transport you back to a particular time of life.

Brontë's speaker seems to take comfort from her memories, whereas Hood's speaker takes a more cynical view, angry that he'll never experience these times again." And Jacob said, "Both poems convey how childhood memories can transport you back to a particular time of life.

They both take enormous comfort from reminiscing about their childhood, and use their memories to help them survive the challenges and strife of adulthood." So pause the video here and decide which of our students you think, has the most accurate summary of that model answer? And when you've decided, click Play, and I'll reveal the correct answer.

Okay, welcome back, and well done to those of you who said Laura.

'Cause if you notice, Laura is actually also drawing out that key difference there in that Brontë speaker takes comfort from her memories, whereas Hood's speaker takes a more cynical view.

So now, it is time for the second practise task of today's lesson.

And what we'd like you to do is backwards plan.

So you've got the answer because you have read it from the additional material, so that model essay we've been discussing.

And what I would like you to do is to backwards plan it onto this multiple paragraph outline.

So you need to identify the key points of the thesis, identify the key points in each of those topic sentences, and then the evidence that's used, and the methods that are identified, the three concluding sentences, and the conclusion.

So take as much time as you need to do this, read through that model answer really carefully, and see if you can create that backwards plan.

Pause the video here, and click Play when you're ready for us to feedback together.

Welcome back.

So here is what you might have said for this first main paragraph.

So we're just gonna take, a single paragraph outline view here.

So for the first paragraph in that model essay, the topic sentence identified that both poets present childhood as a carefree and easy time.

And in that supporting detail, so both use natural imagery to create a peaceful rural scene.

So in Brontë's poem, the atmosphere is mild, and we've got that key word in the title actually.

So we know that it's quite central to how Brontë wants us to perceive this particular place.

And we've also got her later description of how it's telling knot of storms tomorrow.

So it's given the impression that perhaps there will be no turbulence, it's calm and peaceful.

Whereas in, "I Remember, I Remember," we've got this description of how the sun came peeping into the house, the gardens were filled with colourful roses and violets and other flowers made of light, the speakers spirit flew in feathers, whereas he feels heavy now as an adult.

So again, we've got lots of natural imagery there to almost create this really peaceful, bright, and cheerful scene when we're thinking that about that familiar place.

And then for the concluding sentence.

So these romanticised descriptions provide a useful point of comparison for the speakers to reflect on their transition to adulthood, juxtaposing this perfect time with the challenges faced in later life.

So we've got this idea that this perfect image is exactly that point of contrast that both poets need in order to demonstrate how adulthood is different.

Okay, so we have made it to the final part of today's lesson.

So now we've explored a model response, and had a go at using that model response to a backwards plan.

It's time to plan our own comparative response.

So here is a section of a multiple paragraph outline, comparing the way belonging is presented in "Jamaican British," and "The Émigrée." So for the thesis then, both Antrobus and Rumens, explore how an intercultural identity can lead to feelings of dislocation and a lack of belonging.

Antrobus' speaker struggles to balance his "Jamaican British" identity at school and at home, whereas Rumens speaker navigates life in a new country after she is forced to leave her homeland.

So then this first topic sentence.

So remember, this topic sentence should branch off from that thesis.

Both poets explore how both of their home countries compare to each other, yet value them differently.

Rumens' speaker clearly values her homeland, over the new country, whereas Antrobus' speaker is torn between both cultures.

So we've got a similarity and then a subtle difference there.

And then for our support in detail.

So for Rumens, in "The Émigrée," the speaker's memories of her homeland are clear, and later, she describes how she loves it, both of which suggests that she enjoys thinking about her homeland often, and reminiscing about her memories of it.

Whereas in "Jamaican British," this repeated refrain that is actually the title of the poem, emphasises how these two cultures are of equal value to the speaker's cultural identity, because the core message of this poem is that our speaker is Jamaican, and our speaker is British.

And that is always perhaps viewed equally throughout the poem.

So when we're thinking about concluding sentences, because that's the only part that we have got left in this outline, what they should do is summarise the argument in each paragraph with a sharp focus on the writer's intention.

So I'm going to show you two possible concluding sentences that we could put at the end of this paragraph, and I'd like you to think about which one is more effective and why.

Starting with concluding sentence A.

"Arguably both poets here encourage the reader to sympathise with their speaker.

The use of the repeated refrain in "Jamaican British" foreground the speaker's struggle to balance both of their identities, whereas Rumens' descriptions of the speaker's love for her homeland conveys the loneliness and dislocation she now feels." And then concluding sentence B.

"'Jamaican British' explores the speaker's inner conflict about his cultural identity, whereas 'The Emigree' explores the sense of dislocation and alienation felt by the speaker." So pause the video here while you have a think, and take some time to discuss or make some notes about which of these concluding sentences is more effective.

So pause the video here, and click Play when you're ready to continue.

Welcome back.

So which of these sentences is more effective? Well, I would argue that concluding sentence A, gives a more thoughtful consideration to each of the writer's intentions, and considers the effect each poet's choices may have on reader's interpretations of the poem.

So we've got this idea that this concluding sentence A, is directly thinking about the effect of this text on the reader, what it might be trying to encourage the reader to think about.

So, let's have a look then at this multiple paragraph outline we've been discussing this first paragraph.

So, can you come up with two more topic sentences to complete this grid? So thinking about that thesis, what two other paragraphs might we want to focus on? So pause the video where you take some time to discuss this or make some notes.

And when you're ready for us to feedback together, click Play.

Okay, welcome back.

Lots of fantastic suggestions that I overheard there.

So let's just explore two possible topic sentences that you could have used that link to this thesis statement.

So first of all, both speakers consider how they are perceived by others outside of their culture, and how this can contribute to feelings of dislocation, and a lack of belonging.

So we've got this idea in both poems actually, where the speakers are reflecting on how they're viewed by others.

And then we could have also explored how Rumens' speaker seems determined to retain her cultural identity in a strange country, whereas Antrobus' speaker views his identity as fluid and something he can choose.

So here, we've got the speaker's perceptions of their own cultural identity.

So let's pause and check our understanding.

So a concluding sentence should what? Have a think about which of those three options best completes that sentence.

And when you're ready for me to reveal the correct answer, click Play.

Okay, welcome back, and well done To those of you who said C.

It should have a sharp focus on the writer's intention, and be considering why you think the writers made the creative choices that they did.

So now it's time for the final practise task of today's lesson.

And what I'd like you to do is create a multiple paragraph outline for this question.

How do the poets present ideas about places in "My Mother's Kitchen," and one other anthology poet? So it is up to you to choose which poem you'd like to compare to "My Mother's Kitchen." But remember we're trying to think about poems that best complement and contrast.

So you've got lots of similarities and differences to explore, and I would like you to plan every single part of the response.

You don't need to write the response itself, but you do need to fill in all the boxes on this plan.

So pause the video, and take as much time as you need to plan out your response to this question.

And when you're ready for us to feedback together, click Play.

Okay, welcome back, and well done for all your hard work with that.

It's not easy to plan an entire response in one go, but it's such a useful skill to have.

Using multiple paragraph outlines, really helps to ensure that you've got that coherent spine running through your essay so that all of your topic sentences are linking nicely onto that thesis statement.

So now, it's time for you to think about your plan that you've come up with.

So use these coaching questions to assess and improve the quality of your plan.

So as we're going through these questions, think really carefully.

Is this a what or well for you, or is this perhaps any better if, and how could you improve this next time? How could you redraft this particular plan in order to improve it? So first of all, then, do you have an interesting thesis which focuses on the similarities and differences, between the poet's presentations of places? Do all of your topic sentences support your thesis? Do you use a range of evidence from across both poems, exploring language, form and structure? Do you use context as part of your supporting detail? Do your concluding sentences link back to the question with a sharp focus on the writer's intention? And finally, is your conclusion focused on contrast in each poet's overall intentions and aims for their whole poem? So pause the video here while you take some time to review your plan, and use this as a golden opportunity to redraft and add anything in that you might have missed.

So pause the video, and click Play when you're ready to continue.

Okay, so we've made it to the finish line of today's lesson, and I hope that you are really pleased with everything that you have achieved today, and you certainly feel more confident when it comes to planning a written response.

So let's just summarise what we've covered in today's lesson.

The anthology poems all arguably consider feelings of belonging, and the impact on the people who experience them.

The poems that you choose to compare should both be linked to the focus and nuances of the question you are asked.

It is useful to consider the similarities between poems, and then consider any subtle differences between them.

And finally, concluding sentences should have a sharp focus on the writer's intentions.

So thank you for joining me in today's lesson, and I hope that you've enjoyed it as much as I have.

Have a fantastic day, and I look forward to seeing you all again soon.