Hello everyone.

It's lovely to see you today.

My name's Dr.

Clayton and I'm going to guide you through your learning journey today.

Today's lesson's called analysing the poem, "A Portable Paradise." We're going to be considering how Robinson use techniques such as imagery, sensory language, voice, and structure in order to present ideas around identity and heritage.

Now you'll need a copy of the "AQA Worlds and Lives Anthology," with you, so make sure you have that to hand.

So if you're ready, grab your pen, laptop, whatever you're using for this lesson and let's get started.

So by the end of the lesson you'll be able to explain how Robertson uses language and structure to present his viewpoint.

So if four words today we're going to focus on as our keywords.

They've identified in bold throughout the learning material.

And I'll try to point them out to you as well so you can see them being used in context.

Our first keyword is optimistic, and this means hoping or believing that good things will happen in the future.

We're gonna be thinking about how we can connect Robinson's ideas of paradise with the images of optimism running through the poem and what that might mean for ideas around identity.

Our second keyword is adversity, and this means a state or instance of series of continued difficulty or misfortune.

We're going to be considering the connections between images of adversity and the concept of daily life in the poem, and again, how we might connect these ideas about identity and heritage.

Our third keyword is anthem, and that means arousing or uplifting song identified with a particular group body or cause.

We're going to be considering why Robinson connects ideas of paradise with this idea of an anthem and what that might mean.

Our fourth and final keyword is uplifting.

And that means inspiring, happiness, optimism, hope.

So I'll just give you a few moments to write down those keywords and their definitions.

So pause the video and write them down now.

Fantastic.

Let's get started with the lesson.

So we have two learning cycles in our lesson today.

For our first learning cycle, we're going to be thinking about how Robinson portrays the difference between daily life and paradise through imagery, the sensory language, and the sound imagery.

We're going to zoom in on some specific word choices such as white and fresh and consider the connotations.

So we're going to think about the ideas and feelings we get from those words and think about what it means for understanding of paradise and daily life.

We're going to then think about what this imagery and language means, what Robinson might be saying about identity and heritage.

For our second learning cycle, we're going to continue considering ideas of identity and heritage by thinking about how Robinson portrays the grandmother's voice in the poem.

And now we might connect our analysis of voice to an analysis of one stanza structure and enjambment in the poem.

All the way through we're gonna be keeping those ideas of identity and heritage at the forefront of our analysis and considering why the extended metaphor of a portable paradise is so important.

So we're going to start considering the word choices in the poem.

So really useful exercise to zoom in on specific words in the poem because it allows you to really focus on their meaning and isolation and consider their tone before we start expanding our analysis to consider the poem as a whole.

Now here are six words from the poem.

We have anthem and this is one of our key words.

And that means arousing or uplifting song identified with a particular group body or cause.

We have stresses, pressure, white, fresh, and hovel.

Now running through the poem are images of the speaker's daily life running parallel with images of their portable paradise.

So what I'd like you to do is think about which of these words do you think represent the speaker's daily life and which of the words represent their paradise.

And what are the implications of that? Now if you're working through this with someone else, you might talk about ideas together.

If you're working through this by yourself, you might just think about your ideas.

So pause the video, consider which of the words represent the speaker's daily life and which represent their paradise? Excellent work everyone.

Some great discussions there.

Now here are some ideas from one of our Oak pupils, Izzy, and she said, she thinks anthem, white and fresh represent the speaker's paradise.

So the words which have an optimistic or uplifting tone represent paradise and that stresses pressure and hovel.

So the words with negative connotations represent daily life.

And Izzy said she thinks this implies the speaker's daily life brings adversity.

So their daily life is a state or instance of a serious or continued difficulty or misfortune.

While the paradise they carry around inside them offers them hope.

Now we're going to delve into these words in more detail and consider the specific connotations as well as the sensory language and sound imagery as well.

I wanted to keep in mind we might interpret the speaker's portable paradise with their heritage and identity.

So their heritage and identity is what they carry around with them always.

Then we could think about how we can apply our analysis of the specific language and word choices with the image of what paradise means to the speaker.

As I said, we're now going to think about the language in more detail and we're going to start with line seven.

So open your anthology, find the poem.

And you might like to highlight line seven or put a star next to it, to show that we're going to be focusing on that line.

Now to begin with, I'd like you to read through the line and consider the wording of the line, what does suggest about life in general? And what are the implications for the speaker? As ever, if you're working with someone else, you might talk about ideas with them.

You're working through this by yourself.

You might just think about your ideas.

So pause the video, think about what that line suggests about life and specifically about the speaker's life.

Fantastic ideas everyone.

Now you might have zoomed in on the word pressure, a thought about how pressure means continuous physical force exerted on or against an object by something in contact with it, which in the context of the speaker's life could suggest they face continual struggle, continual adversity.

Now you also might have noticed how the line suggests that life itself is creating this pressure which almost personifies the concept of life and applies their external forces creating this adversity but not in the speaker's control.

And I think this is quite philosophical because it suggests you are not responsible for any misfortune or adversity that comes your way.

It doesn't mean you're acting the way that's wrong, it just means that perhaps life has dealt you a bad hand.

Now let's think about the specific sound imagery in the poem.

I'd like to think about what type of consonant is P?.

So think about how we call the consonant S a sibilant sound.

What do we call the consonant P? And how might that feed into our consideration of the word pressure? And what it means for the speaker's life? Pause the video.

Take a few moments to consider.

Amazing work everyone.

Now some of you might have known that consonants such as B, D, P, T, K and G are known as plosive consonants.

And they're produced by stopping the airflow, using the lips, teeth or palette followed by a sudden release of air.

Now I love looking at sound imagery like this 'cause I think it really speaks to where the study of literature is so fascinating.

Everything about the construction, the choice of words, there's so many intricate details that we can find meaning in.

And it also shows us why reading aloud is so important.

'Cause it allows you to get the full sensory experience of really immersing yourself in a text and then you can feel the full meaning of what the writer is trying to say.

Now we might interpret plosive sounds as suggesting an abrupt stop.

So to create the letter P, you have to stop your airflow and then suddenly release air.

Potentially the plosive sound could reflect how life can cause you to stop sometimes because of this pressure.

However, there's also then a release and then you can breathe again.

So now we've thought about the word and the sound imagery and how they create this sense of pressure and continual misfortune.

Let's think about the fact you have to release that pressure when you create those plosive sounds.

So what concept in the poem do you think creates the sense of release? What keeps the speaker from drowning under this pressure? Pause the video, take a few moments to consider.

Fantastic work everyone.

You might have thought that what keeps the speaker going and allows them this opportunity to breathe is their portable paradise.

There's metaphorical notion of the speaker constantly carrying around their heritage and identity.

Their paradise creates a sense of release from the pressure.

It allows them to keep going in life.

So now we're going to consider how we might apply those same ideas of sound imagery to more of the poem.

we're going to consider line 11.

So again, take a copy of the anthology, find the line and you might like to highlight it or put a star next to it to show that we're focusing on it.

So I'd like you to read through the line, think about what sound is repeated throughout this line.

What literary technique is this and what might it represent? Pause the video, take a few moments to consider.

Amazing work everyone.

Now as we said earlier, the repeated S sound is called sibilance.

Now we generally think of sibilance as creating a hissing sound which creates a harsh and threatening atmosphere 'Cause we might associate hissing either with a snake which has religious connotations of threat.

Or with the noise of cat makes when it feels threatened.

So the continual presence of sibilance in the line could represent how the harsh stresses of life feel inescapable to the speaker.

It creates this tense and threatening atmosphere for the speaker's daily life.

Now let's consider us some of the imagery in the poem.

Now we're going to focus on lines 12 and 13.

So again, find those lines in your anthology.

You might like to highlight or star them.

So we might represent the imagery in lines 12 to 13 like this.

We start with this image, then move to this image.

Then finally we end on this image.

Now I'd like you to look at the imagery and consider what the movement between the images, the progression between the might symbolise in terms of the speaker's daily life, what might it represent? Pause the video, take a few moments to consider.

Some great discussions there.

You might have noticed that the first image suggests somewhere that's expensive, it's opulence, luxurious, it's comfortable.

Well the second image just somewhere more functional, more basic, less expensive.

The final image is just somewhat uncomfortable, very basic and almost quite unpleasant.

So you might interpret the images as shown the conditions are worsening.

Perhaps maybe that life is becoming harder 'cause we're moving from the first image through towards the third image.

Now we're going to add in our analysis once again by considering the sound imagery, you might have noticed that all the words begin with the letter H.

So I'd like to think about what the repeated H sound might signify.

How does it feed into our interpretation of the images? What does it sound like if repeat a ha sound? Pause the video.

Take a few moments to consider.

Now this is why it's so important to read a text out loud.

Because if you can, you might have noticed repeated H sound might represent someone who's breathing quite deeply or struggling to catch their breath.

So you might interpret the repeated H sound as showing how the difficulties of life are making it hard for the speaker to breathe normally.

It's showing the physical effects of that adversity.

Finally, let's think about what these images might tell us about the speaker's paradise.

'Cause the dual images of daily life in paradise are intertwined throughout this poem.

So pause the video, take a few moments to consider.

Now there are potentially two ways we might interpret what these images mean for the speaker's paradise.

Perhaps we could say the images show that paradise is feeling increasingly remote to the speaker 'cause we're moving further and further away from the comfortable image at the start.

On the other hand, the images could show that paradise can be accessed from anywhere and paradise is with you whether you're living in comfort or whether you're living in misery.

Now there might be many moments when you're analysing a poem.

We have two possible interpretations and we don't know the definitive answer.

All we can do is look at the evidence in the poem and think about which seems more likely.

So we've said we might connect the images in lines 12 to 13 with paradise by either saying that paradise feels increasingly remote for the speaker or that paradise can be accessed from anywhere.

So what I'd like you to think about is which interpretation do you find the most convincing? Which words and phrase in the poem support your ideas? Pause the video.

Take a few moments to consider.

Now there is no right or wrong answer to this question.

Both are valid interpretations.

However, one of our Oak people Sam, said that he thinks the interpreting of paradise being accessible from anywhere is more convincing because it fits with the image of the speaker always having paradise in their pocket.

It suggests the speakers carrying their paradise with them wherever they go.

Now for a quick check for understanding on what we've said so far about the speaker's daily life.

So what I'd like you to do is tell me whether it's true or false.

The Robinson presents the speakers daily life as mundane.

So pause the video and make a selection now.

Now mundane means dull and boring and we don't get that sense from the language and the imagery that their life is dull.

So that statement is false.

Now I'd like to justify the answer.

So is it A? That the sibilant and plosive sounds add to the feeling of inescapable pressure in the speaker's daily life.

Or B, that the sibilant and plosive sounds add to sense of envy and jealousy the speaker feels towards others.

Pause the video, make your selection now.

Now conceivably we might interpret sibilant plosive sounds as suggesting a sense of envy through the tension that jealousy creates.

However, there's no mention of other people's lives in the poem.

Therefore the correct answer is A, that the sibilant and plosive sounds add the sense of inescapable pressure in the speaker's daily life.

'Cause we do have evidence of pressure and stress in the speaker's life.

So very well done if you've got that right.

Now we're going to specifically zoom in on the language used around the speaker's idea of paradise in the poem.

we're going to start with colour imagery, which is my favourite things to consider in a poem.

'Cause I think colour imagery is so evocative and it's something we can all connect to.

'Cause we all instantly get certain feelings from certain colours.

So we're going to specifically focus on the colour white to begin with and I'd like you to think about what the connotations are.

So what feelings or ideas do you get from the colour white? So pause the video, take a few moments to consider.

Fantastic work everyone.

Now let's think about some of the things you might have said.

Now we generally think of white as being associated with purity.

We think of it as meaning something innocent, something untainted because it's an absence of colour and therefore that suggests an absence of something negative.

You also might have thought about the idea of cleansing.

We sometimes associate the idea of being bathed in a white light as a cleansing experience.

'Cause it represents removing that toxicity and returning to the purity of white.

We also might think about it as representing simplicity.

'Cause there's nothing extravagant or vibrant about the colour white.

It goes back to the idea of white is the absence of colour and therefore it's very simple.

Finally, we also associate the idea of truth with white.

'Cause it goes back to this idea of purity and how white represents that unblemished and untarnished nature of the truth.

So now that we have a few ideas, I'd like to think about what this might represent in terms of the speaker's paradise.

What does it tell us about their paradise? So pause the video.

Take a few moments to consider.

Amazing work everyone.

We might have said that the notion of white being connected to paradise, it's just that paradise offers a chance of a simple joy when one can be healed and cleansed of the stresses of life.

The connotations of purity and truth could imply that paradise represents who the speaker is at their core.

Nothing can take that away or diminish it.

It's part of their essence and who they are.

Now we're going to follow the same process we just did with the colour white and apply it to the word fresh.

So pause the video, consider what the connotations of the word fresh are.

Fantastic work everyone.

Now let's talk through some of the things you might have said.

So you might have thought, that something fresh is something healthy.

We generally associate fresh food for example, with food that's good for us and it keeps us feeling healthy.

You also might have thought about the idea that somethings fresh, it's something untainted, it's impeccable, it's something that's retained the essence of what it is.

It hasn't deteriorated or been negatively affected by anything else.

Finally, you also might have connected fresh, with the ideas of energy and feeling energised.

'Cause if we think of ourselves as being clear eyed, ready, fresh for the day, we might think of ourselves being full of energy.

Now as we did with white, I'd now like to think about what these connotations mean for the concept of the speaker's paradise.

So pause the video, take a few moments to consider.

Amazing work everyone.

They might have thought the connecting the word fresh with the concept of the speaker's paradise, just as a connection to paradise is what gives the speaker strength and energy.

Furthermore, it could imply that paradise will always be with them.

It won't deteriorate or become tainted even though the speaker is in a physically different place.

Now a final word we're going to think about in connection with the speaker's paradise is the word anthem and that's one of our key words.

It means a rousing or uplifting song.

Uplifting is another of our keywords.

It means something inspiring, happiness, optimism, or hope.

So in order to think about the implications of the connection between an anthem and the speaker's paradise, I'd like you to answer the following questions.

So number one, what does the association between paradise and an anthem suggest? So consider the meaning of anthem and how it might connect to their paradise.

What does the onomatopoeic hum suggest? So think about the sensory language here and what it might mean.

Number three, why do you think the speaker is told to keep their anthem quiet and not share it with anyone? What might that tell us about the speaker's daily life? So pause the video and answer the questions now.

Great work everyone.

They might have thought about the meaning of the word anthem And consider the idea that this connection suggests the concept of paradise performs this role for the speaker, it calls them to feel uplifted and optimistic.

Whenever they think of their paradise, it gives them hope.

The second question, using the onomatopoeic language means the reader feels immersed in the scene because it allows them to hear the sound in their head.

So using the sensory language could suggest a speaker can be emotionally transported back this special place that is paradise.

Finally, the notion of keeping their paradise secret and separate from their daily life.

It's just a tension in their life.

And this could highlight why the speaker needs their paradise in the first place.

Now for a quick check for understanding around the language.

So what I'd like you to tell me is which Oak pupil's interpretation of the colour imagery is most appropriate for the poem? So Laura says, the connection of white with the speaker's paradise implies their childhood home is cleaner and less polluted than where they currently find themselves.

And Izzy says, the colour white could symbolise the speaker feels cleansed and rejuvenated when they think of their connection, their childhood home and their heritage.

So pause the video and make a selection now.

Now while we might think of the colour white is implying somewhere clean, somewhere without pollution, there isn't really any other evidence in the poem that suggests this.

So therefore Izzy's idea that the colour white could symbolise that the speaker feels cleansed and rejuvenated when they think of their connection to their childhood home and their heritage seems more likely because it connects the concept of an anthem and of the paradise bringing hope.

So very well done if you got that right.

Fantastic work everyone.

We're now at the first task of the lesson where you are going to have a go answering some questions in order to extend our understanding of the representation of the speaker's daily life and of paradise in the poem.

So I'd like you to firstly consider the sensory language and the colour imagery in the poem.

Is it connected to daily life or paradise? What does this suggest? Number two, how might the final word sleep connect with ideas around the daily life and paradise in the poem.

And number three, what might the natural imagery associated with paradise in line 15 imply? So pause the video and answer the questions now.

Welcome back everyone.

It was great to see people sharing ideas and using others as soundboard to consider interpretations because that's how we expand our ideas in literature.

Now we're going to read through one of our Oak people's, Sophia's answers.

And think about how we might expand them.

This is a great exercise to do in terms of peer assessment but also self-assessment.

Because it allows you to take some space from your work, then return to it and think about how we might improve it.

So question one asked us to consider the sensory language and the colour imagery in the poem.

Is it connected to daily life or paradise? What does that suggest? And Sophia said, it suggests the speaker could vividly imagine and picture his paradise.

So I'd like you to pause the video, think about how we can extend her answer.

Great work everyone.

They might have thought, so while Sophia is answering the question.

She hasn't really expanded on her ideas to tell us why this is important, so we might add.

Furthermore, it could suggest that his paradise is what brings him alive.

This is the only thing in colour.

In comparison to their current empty surroundings.

Sensory imagery and on onomatopoeic language could suggest that heritage and their identity are always with them and connected to them.

Now question two, asks us to think about the final word sleep.

And consider how we might connect it with ideas around daily life and paradise in the poem.

And Sophia initially said, maybe ending on sleep suggests that he can finally relax because he's thinking of his paradise.

But what does that tell us about the connection between his paradise and his identity? Pause the video, consider how we might expand Sophia's answer.

Fantastic ideas there.

We might expand Sophia's answer to say, moreover, sleep helps us grow and develop.

So perhaps his connections to his heritage and his identity are central to his development.

Finally, question three asked us to consider line 15 and think about what the natural imagery might imply.

So Sophia initially said it could imply that his paradise is a place of nature and the speaker finds nature relaxing.

But how will we expand this to consider the idea of what is natural in a more conceptual way? Pause the video, take a few moments to consider.

Great thoughts there.

You might have thought we might connect the natural imagery, but the concept of what is natural and infer that the speaker's home and their heritage are where the speaker naturally belongs.

Always try to take the time to return to your ideas.

See if you can expand or extend them to think about something in a more developed or more conceptual way.

Because there are no right answers in English, we can always develop our ideas to make them more convincing to the reader.

Fantastic work everyone.

We're now in the second learning cycle, so we're going to look at the voice of the grandmother in the poem and think about what that might tell us about ideas of identity and heritage.

So if we think about the voice in the poem and who is speaking, you might notice we hear the speaker's voice at the beginning of the poem.

However the voice shifts in line seven.

So what I'd like you to think about is whose voice do we then hear and what is the significance of this? Now as ever if you're working with someone else, you might talk through ideas with them.

If you're working through this by yourself, you might just think about your ideas.

So pause the video, consider the significance of voice.

Some great ideas there everyone.

You might have noticed there's a shift of the second person in line seven and through the use of you, that suggests we're now hearing the grandmother's voice, talking to the speaker and giving them advice.

And this suggests the importance of the grandmother to the speaker and it implies she's influenced the way they think.

Now let's think about the type of language the grandmother is using.

I'd like to insert the words trace, smell and hum.

What sort of language is the grandmother using and why is that significant? Pause the video.

Take a few moments to consider.

Fantastic work everyone.

Now telling someone to trace something, to smell something or to hum is giving them an instruction or command.

We might say the grandmother's use of commands further emphasises the impact the grandmother has had on the speaker and how she's influenced the direction of their life and the formation of their identity.

This speaks to wider ideas about how family and our heritage influence our lives and shape who we are.

Now for quick check for understanding.

So I'd like to tell me whether the following statement is true or false.

So is it true or false? So Robinson highlights the influence of the grandmother on the speaker's identity.

Pause the video, make a selection now.

The correct answer is true.

Now I'd like to justify that answer.

So is it A, that the grandmother's use of commands suggest they have shaped an impact of the speaker's growth.

Or B, that the speaker tells the reader how much of an influence the grandmother had on them growing up? Pause the video, make a selection now.

Now remember the poem switches perspective.

So we hear the grandmother's voice.

And while it's implied that the grandmother's influenced the speaker, it's never actually said.

So the correct answer is A, that the grandmother's use of commands, it's just they've shaped an impact of the speaker's growth.

So very well done if you got that right.

Now we're going to think about how we can connect our ideas about voice to the structure of the poem.

Now I often find that structure is something that students struggle to understand and see meaning in it.

So hopefully connecting to these ideas of identity and heritage will help.

Now the poem is one stanza, we might conceptualise this as a single line with no breaks or pauses.

What I'd like to think about is how might that enhance our analysis of the poem? So how might the idea of an unbroken line connect these ideas of identity and heritage? What does it mean for the speaker and the grandmother? Pause the video.

Take a few moments to consider.

Some great ideas there.

You might have thought it could suggest the connection between the speaker and their grandmother as a continuous bond with no breaks or pauses.

On the other hand, perhaps it represents the speaker can always access their paradise.

Now as well as a single stanza, one of the structural devices the perm uses is enjambment.

And that means where the meaning of the line continues over onto the next, we might represent it like this.

Now how might the enjambment in the poem add to this interpretation? Pause the video.

Take a few moments to consider.

Now enjambment is a technique that's really useful to try and remember 'cause you'll find it in most poems. Now because enjambment is where the meaning of the line continues over onto the next.

We generally think that enjambment adds a sense of continuation.

And in this case, it could further represent how the speaker's grandmother and their heritage are a constant presence in their life.

Now for quick check for understanding.

So the one stanza of structure and the enjambment likely signify A, the increasingly remote concept of paradise.

B, the continual presence of paradise, or C, the ebb and flow of the speaker's connection to paradise.

Pause the video, make a selection now.

Now a enjambment creates a sense of continuation.

Therefore, the most likely interpretation is that it represents a continual presence of paradise.

So very well done if you got that right.

Now whenever you're asked a question about the anthology, you're likely to be asked to compare two poems and consider how they present a certain theme.

So the final task of the lesson, I'd like you to imagine you're given this question, compare the connection between family and identity is presented in 'A Portable Paradise,' and one other poem from the "World's and Lives Anthology." And what I'd like you to do, discuss which poem you choose to compare and why.

What are the connections between the poems? So pause the video, take a few minutes to discuss.

Some fantastic ideas there.

It was great to see people really thinking about which poem forms the best connection, rather than thinking about which poem they might want to talk about because they know it the best or maybe they like it the best.

You should always focus on which is the best comparison.

Now I'd like to consider Sophia and Aisha's ideas.

Aisha chose Liz Berry's "Homing," as a comparison poem.

and Sophia chose Seneviratne's "A wider View." What are your initial thoughts about how well they align with your ideas? Pause the video.

Take a few moments to consider.

It was great to see people notice that both poems connect family and identity.

Now I'd like to consider Aisha and Sophia's further reasoning.

To what extent did they align with your ideas? So Aisha said, both poems use the voice of relatives in the poems, which suggest the continual presence and impact the older generation has on the younger generation.

Sophia says, the imagery of time in "A Wider View," reflects the continual presence of our family that we also see in a portable paradise.

So pause the video, think about which of their reasoning most close aligns with yours.

Welcome back everyone.

Some great discussions there.

Remember, there are no right or wrong answers.

All you can do is think about which poem you think forms the best connection, and then argue your point to the reader using similarities and differences and how the poets present a certain theme.

Great work today everyone.

Here's a summary of what we covered.

So Robinson uses sibilant and plosive sounds to reflect the seemingly inescapable adversity the speaker faces.

The colour and sensory imagery around the speaker's paradise implies it brings hope and peace to the speaker.

The voice of the grandmother arguably effects the impact of family on identity.

And the structure of the poem reflects the continual presence of the speaker's heritage.

I really hope you enjoyed the lesson everyone.

And I hope to see you for another lesson soon.

Goodbye.