Hello everyone.

My name's Ms. Keller and welcome to today's lesson.

In this session, we are going to be exploring how to plan an extended response when writing a comparative analysis of conflict poetry.

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

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

So here are today's key words.

We have subtle, tenuous, thesis statement, topic sentence, and conclusion.

So do pause at the video here for a moment and check your familiar with the meanings of these keywords because we are going to be encountering them quite a lot in today's lesson.

But before we move on, I would just like to draw your attention to that second word there, tenuous, because this is something that we are aiming to avoid when we write a comparative analysis.

Because if your writing or your comparison is tenuous, that means it's weak or easily challenged because it lacks strength or clarity or significance.

So when we are writing art comparative analysis, it's really important to think about whether our comparisons are strong and well evidenced, or if perhaps they are a bit tenuous.

So what is today's lesson going to look like? Well, we are going to start off by considering what effective comparison is, and then we're going to explore how to plan your comparative response.

So when writing a comparative analytical response, you'll usually be given one poem in the question, and it's up to you to choose which poem you are going to compare it to.

Ideally, you should choose a poem that thematically links to the poem you have been given.

So what I would like you to do to start off with then is to imagine you have been given the poem, "A Poison Tree." Which other poems could you choose to compare it to? And remember, we are thinking about those thematic links.

So here we we're thinking about links between the key ideas or the attitudes or the emotions that are presented in the poem.

So pause the video here and take some time to discuss this with the people around you or make some notes if you're working on your own.

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

Okay, welcome back.

Some really interesting suggestions that I heard there around the room.

So if it were me and I was given a poem, "A Poison Tree," I think I would choose to compare it to either "The Man He Killed," "Catrin," or "Cousin Kate," because all three of these poems focus on interpersonal between two people, which I would argue is one of the key ideas in "A Poison Tree." A great way to organise the poems in your mind is to sort them into mini clusters by theme, because obviously the entirety of your conflict anthology is quite a large group of poems. So if every single time you are given a poem in the question, you perhaps think about any one of those 15, it's quite time consuming procedure.

So a great way to start thinking about these poems is to use these categories.

So over to you for a discussion then.

What categories could you use to organise the poems? So grab your anthology if you haven't already, and turn to the contents page because you will be able to see all the titles laid out there in front of you.

So perhaps discuss with the people around you or make some notes if you are working on your own, thinking really carefully about the categories you might use to organise them.

So pause the video here and click play when you're ready for us to discuss it.

Okay, welcome back.

Some really, really fantastic suggestions there.

And I was quite impressed by the creative ways that people were finding to group these poems. So one suggestion that you could have focused on is the types of conflict that we see in the anthology.

And if you were going to use this way of sawing them, you might have come up with the following categories.

War, relationships, societal conflict, and inner conflict.

Because these are the main types of conflict that we see across the cluster.

So thinking really carefully then about these four categories.

If we were going to use these ones, are there any poems in the anthology that you think might belong to more than one of these categories? So pause the video again and discuss this with the people around you or make some notes and when you're ready to feedback together, click play and we'll continue.

Okay, welcome back and well done to anyone who was thinking about this idea that many of the war poems, so that first category also reflects other types of conflict.

For example, "The Man He Killed" is about war, but it also focuses on interpersonal conflict and the relationships between people.

"Belfast Confetti" is also about war, but it is also about societal conflict because it focuses on the troubles.

And finally, "Exposure," again, is about war, but it's also about inner conflict because Owen is focusing on the internal thoughts and feelings of the soldier suffering in the trenches.

So actually there are quite a few poems that we could saw into more than one of these categories.

So it may be easier to compare two poems from the same mini cluster.

In theory, you can compare any of the poems from the anthology.

For example, how might you compare "The Destruction of Sennacherib" and "What Were They Like?" So these poems are perhaps two poems that we wouldn't choose necessarily because they haven't got very obvious links.

So take a moment to think carefully then how would you compare these two poems? Asking yourself what similar themes and ideas these poems are exploring, but also thinking about how they might be different.

So pause the video here while you take some time to think and share your ideas with the people around you.

And when you're ready to feedback, click play and we'll continue.

Okay, welcome back.

Some really fantastic responses there.

And it was really impressive to hear that creative and perceptive ways that people were starting to link these poems. It isn't easy to link poems that perhaps aren't as obviously connected, but it can be done.

So let's explore one of our Oak students, Sophia's thesis comparing these two poems. And as we are reading, think carefully as to whether her thesis perhaps covers any ideas that you covered in your discussions.

Although these poems focus on different ideas and themes, they both explore the effects of the destruction of war.

Byron explores how close the Israelites came to absolute annihilation when more than 185,000 Assyrians descended upon Jerusalem, narrowly escaping this fate only after an act of divine intervention.

Levertov explores a much more grim reality.

She depicts an alternative future where without any sort of intervention, Vietnam was utterly destroyed in the Vietnam War.

And our speakers discuss how little is now known of their culture because it has been lost to history.

So as you can see here, Sophia was able to find some similarities between these poems. She did acknowledge in the first sentence that they are quite different in terms of ideas and themes, but by picking up on those really subtle ideas in each poem, she was able to find that connection.

So over to you then.

If this is how Sophia responded, what do you think the question she was given might have been about? So we are thinking really carefully here about what question focus she could be considering.

So pause the video here while you take some time to think and discuss it with the people around you or make some notes.

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

Okay, welcome back.

So there are a few different things that she could have been focusing on here.

Perhaps she might have been focusing on war or destruction or power and authority.

So over to you again then.

What questions might you ask yourself to help you select two poems which will make for a convincing and interesting comparison? So thinking about the choices that we've just made in the first part of this lesson, what questions might you have ready to ask when you're trying to choose that second poem? So pause the video here while you have a think and click play when you're ready to feed back together.

Okay, welcome back.

So I could hear lots of fantastic suggestions for questions that you might ask yourself.

So here are just a couple of the great responses I overheard.

So you could ask yourself, do these poems explore a similar subject matter? Do these poems share similar themes or ideas? Do they explore similar ideas and do they present the same perspective or attitude on the similar subject matter? So if they are exploring the same idea, perhaps they are both exploring in a conflict.

Do they have the same attitude or perspective on it? How are the context of each poem similar or different? Do the poets use similar tones or create similar moods? And finally, do I have enough evidence to support my comparison of these two poems? And this final question is really important.

Why do you think that might be? So quick fire, 30 seconds or so with the people around you or making some notes.

Why is this final question particularly important to ask yourself? Pause the video here and click play when you're ready to continue.

Okay, welcome back.

So I would argue that the reason why this question is particularly important actually links to that key word we were discussing at the beginning of the lesson.

If we cannot make a range of comparative points, our response may be tenuous.

And remember that word means, weak or easily challenged.

Because we don't have enough evidence perhaps to make the comparison, it might make our interpretation or our connections seem weak or easily challenged.

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

Which of the following would be useful questions to ask yourself when considering which poems to compare? Pause the video here while you have a read and have a think.

And when you are ready for me to reveal the correct answer, click play and we'll continue.

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

Do the poems present the same perspective on any similar subject matter? And how are the context similar or different? So now it's time for the first practise task of today's lesson, and I'd like to explore some less obvious comparisons between the poems. So here are some pairs.

"Charge of the Light Brigade" and "Poppies." "A Poison Tree," and "The Man He Killed." And "Cousin Kate" and "No Problem." And I've chosen these ones because they have these less obvious connections.

So for each pair, I would like you to consider what the common themes may be.

For example, if we were comparing "The Class Game" and "Half-Cast," we may choose to focus on discrimination, societal conflict, divisions and pride.

So what I would like you to do is imagine you were going to compare each pair of poems and I would like you to make some notes just as I've done here at the bottom, thinking about the themes or the ideas that you might choose to focus on.

It's really important here to remember that we are trying to avoid those tenuous connections.

So be really careful that you only suggest things that you think you have enough evidence to make a range of comparative points about.

So pause the video while you have a think about each of these pairs and when you're ready to feedback together, click play and we'll continue.

Okay, welcome back.

Some really interesting connections that I overheard there.

So let's just explore how some of our Oak pupils compared these poems. So Jun, to begin with, he had charge of the light brigade and poppies and he said that arguably both poems explore ideas of war, loss, death, honour, and remembrance.

So although these poems have a very different subject matter, he did manage to find these similar ideas.

Laura did "A Poison Tree" and "The Man He Killed," and she said they both explore interpersonal relationships and the inner conflict that these relationships can cause.

So cleverly here, she's thinking about that crossover in categories, if you remember, because we've got inner conflict and interpersonal relationships with the conflict that occurs between different people.

And finally, Jacob, "Cousin Kate" and "No Problem" both explore societal expectations and norms and how's judgement of others can cause lasting trauma.

So here Jacob's really hack to unpick quite a complex connection because on the surface, these poems are very, very different.

But actually when it dug a little bit deeper, he was able to draw out this idea that both of the speakers are reflecting on societal expectations of them and perhaps how this makes them feel.

So over to you then, which of these comparisons do you find most interesting and why? Take a moment to discuss it with the people around you or make some notes.

And when you're ready to continue, click play.

Okay, so we have made it to the halfway point of today's lesson and a massive well done for all your hard work so far.

So now we have considered how we might compare two of the poems from the anthology.

It is time to focus on planning a comparison.

So here is a question we are going to be planning in this half of the lesson.

Compare how poets present ideas about separation and difference in "Catrin" and one other poem.

So pause the video here for a moment and take some time to read through "Catrin" and think really carefully about what the key ideas and themes are in this poem.

And in particular, take some time to consider how you think the poet of capturing presents ideas about separation and difference.

So what attitude do they have towards it? How is it depicted in this poem? And when you've done that, I would like you to take some time to discuss it with the people around you or make some notes.

Which other poems in the anthology draw on ideas of separation and difference as well? So pause the video here while you take some time to read and have a think and share your ideas.

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

Okay, welcome back.

So actually I heard lots of you with different suggestions there because there are quite a poems that also think about ideas of separation and difference.

So we could have chosen "The Man He Killed," "Half-Cast," "The Class Game," "No Problem," and "War Photographer." So my next question to you is this.

Which of these poems are you going to choose to compare to "Catrin" and why? So pause the video here while you take some time to have a think and crucially decide on the reason why you've chosen that particular poem 'cause you are going to need it in a moment.

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

Okay, welcome back.

So when you were sharing your ideas there, had you chosen the same poem or had you chosen completely different poems? And as I said before, what were your reasons? So it's really important to have your reason why in the front of your mind as we go forward because it is your reason why that should help you form your thesis statement, which is going to be the spine of your response that all your other points are going to link to.

So do keep that reason why in your head as we go along.

So now that you have your initial ideas, it is time to build your thesis statement.

So just before we get started then, what is a thesis statement and why might it be useful to plan your thesis statement before you start writing? So pause the video here while you take some time to share your views about these questions with the people around you or make some notes and when you're ready to feedback together, click play and we'll continue.

Okay, welcome back.

So lots of great responses there.

So let's just summarise some of the fantastic answers that I overheard.

So first of all, your thesis statement is your overarching argument.

It's what you'll be illustrating or proving in your essay.

So you need to make sure that you are being specific, because here is where you're gonna set down this argument that you are then going to base the rest of your response on.

And that is why it's really important to plan your thesis statement before you begin writing to make sure that as you're going through your analysis paragraphs, you keep referring back to these initial comparisons that you made.

Because this will ensure that your essay is cohesive, which means that it makes sense and works as a whole.

So Jun has chosen to compare "Catrin" with "Half-Cast." So here is Jun's reason why he chose to compare these poems. Both poets convey different attitudes towards separation and difference.

Clarke explores how separation and difference can result in interpersonal conflict, whereas Agard focuses on how separation and difference are things to be celebrated.

So now we've got this reason why he needs to explore this overarching idea in more detail.

So this would form his thesis statement.

And in order to develop this argument and plan the rest of his response, he could ask himself the following questions.

What does separation and difference mean in each poem? What do you think separation and difference means to each poet? And what is the relationship between separation and difference and conflict in each poem? Because remember, that all these poems, the overarching connection they all have is that they're in a conflict anthology.

So they all deal with conflict in one way or another.

So with his first question, he could say that Clarke focuses on the difference between a mother and child, whereas Agard explores racial differences in society.

So we've already got this idea that the types of difference each poem explores is different.

So what do you think the separation and difference means to each poet? Well, he could say both poets link separation and difference to a person's identity and their relationships with others.

So interestingly there, in that first question, yes, okay, the poets are exploring a different type of separation or difference, but actually, the way that they link these things to a person's identity and their relationships is quite similar.

And finally, both poems link different interpersonal conflict as well as societal conflict.

So again, we've got that other important link there in the types of conflict that are depicted in this poem.

So by asking himself these questions, he was able to identify that initial difference, but then draw out these nuanced and subtle similarity.

I know he's done that, he has enough information to begin planning his comparative response.

So he can use this initial reason why as his thesis statement and then the mini arguments, the answers that he came up with when he asked himself those questions as each of his topic sentences.

So then all he needs to do is find some supporting detail for each argument and add a concluding sentence.

So what do we need to do for each of these parts of the plan? Well, for supporting detail, this is where you add evidence from each poem and annotate any methods you can identify or any subtle meanings that you have inferred.

It's really important that your evidence and your analysis is relevant to your thesis and your topic sentence.

And you need to choose the best evidence to support your overarching argument.

So be really, really aware as you're writing the essay that not only do you need to link to your topic sentences, but you need to keep making sure that your arguments are relevant to that overarching thesis.

And then when it comes to your concluding sentence, this is where you summarise your argument for each paragraph.

And a great way to complete this section is to identify the opposite of what you focused on in your topic sentence.

So what I mean by that, for example, that first topic sentence over there on the left, focused on the difference, the difference between a mother and a child and Agard exploring the racial differences.

So they're exploring different types of separation and difference.

So it would be really effective there to draw out instead a subtle similarity linked to the point that you are making.

So let's help Jun to finish planning this first paragraph.

So we have the topic sentence already done because that was in his mini arguments that he came out when he was asking himself those questions.

So let's start with that supporting detail box then.

Can you find any evidence from each poem that links to that topic sentence? So pause the video here and have a look through "Half-Cast" and "Catrin" and see if you can find some evidence.

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

Okay, welcome back.

Could hear lots of people drawing out different quotations from the text there.

So let's just explore what you could have chosen.

So first of all, "separate," "two," and "ourselves," which were all words there from "Catrin" that all link to the semantic field of difference.

So we've got this idea that Clarke is focusing on the struggle for independence.

Whereas in "Half-Cast," we have got some pronouns, "I" and "you" and these pronouns alternate throughout, which we could argue emphasises the difference between the speaker and the personal people that the speaker is directing their words at.

It's got that us and them mentality, which emphasises that distance.

So now we've got our supporting detail.

It's time to add a concluding sentence.

And as our topic sentence explored a difference, can you identify a subtle similarity? So have a look at that supporting detail and see if you could draw out any similarities.

So pause the video while you have a think and take some time to discuss it.

And when you're ready to continue, click lay and we'll carry on.

Okay, welcome back.

Again, I could hear lots of really fantastic suggestions.

So we could have said, although both poems focus on a different type of difference, both poets situate the opposing figures apart, using pronouns to emphasise the distance between them and draw on ideas of us and them.

So although actually we were looking at the semantic field of difference there up in that first piece of supporting detail, we do have that all important word "ourselves," which is a pronoun.

So we did have a link there.

So let's pause and check our understanding.

A great way to create a concluding sentence is to what? So pause the video while you take a read of these different options and decide which one you think best completes that sentence.

And when you're ready to continue, click play and we'll carry on.

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

A great way to create a concluding sentence is to explore the opposite connection, either a similarity or different to your topic sentence.

Okay, so now it's time for the final practise task of today's lesson.

And what we'd like you to do is to finish planning Jun's comparative analysis response.

So as you see, you have the plan here below and everything that we've gone through together.

So we have Jun's thesis, and then we have the topic sentence supporting detail and concluding sentence that we came up with together.

So your job is to fill in the rest.

So in order to do that, you will need to add supporting detail up to four pieces of evidence from the poems with analysis of language, form, and structure, a concluding sentence, a summary of your point from each paragraph, aiming to make the opposite connection to your topic sentence and finally, a conclusion, summarising the points you've made and linking to the writer's intentions or contextual knowledge.

So pause the video here and take as much time as you need to give this a really good go.

And when you are ready to feedback together, click play and we'll continue.

Okay, welcome back.

So now it is time to review your plan.

So thinking specifically about your supporting detail and the evidence that you have chosen, I'd like you to ask yourself the following questions.

Have you copied your quotations accurately? Are they relevant to your topic sentence? And have you chosen the best quotation to help make your point? So in terms of length, is it too long? Is it too short? Or is it just the right length to explore the particular aspect of language or structure that you need to? Are there sufficient key words or phrases that you can zoom in on to add detail to your point? With your concluding sentence, have you explored the opposite connection to your topic sentence? Remembering that if your topic sentence focused on a similarity, is a good idea to try to identify a subtle difference and vice versa? And finally, with your conclusion, have you considered the writer's intention, so why you think they made the creative choices that they did? And also, are your interpretations shaped by wider contextual knowledge? So are you considering perhaps the writer's influences or what we know about their experiences? Or are you considering the time that the text was written in or set in or published in and perhaps what the attitude and beliefs were at this point in time? So take a moment to review your plan and ask yourself these important questions and then set yourself a what went well and even better if the next time you plan a response like this.

So pause the video while you take some time to review and reflect on your work.

And when you're ready to continue, click play and we'll carry on.

Okay, so we have made it to the end of today's lesson, and I hope that you are feeling a lot more confident when it comes to planning and extended and developed response on conflict poetry.

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

It's a good idea to find thematic connections between the poems. Theoretically, you can compare any of the anthology poems, but it's useful to choose two which compliment each other.

Thinking about why you chose to compare two poems can help you build a thesis statement.

Expanding your thesis statement into many arguments can help you to build topic sentences.

And a great way to build a concluding sentence is to make the opposite connections to your topic sentence.

So thanks 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'm looking forward to seeing you all again soon.