Hello, my name's Ms. Keller, and welcome to today's lesson.

I'm so glad you could join me.

In this session, we are going to be working with lots of different poems from the "Belonging Anthology," and we're going to be considering important connections between them.

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 make detailed and nuanced thematic connections between the poems. So, let's explore today's key words.

We have comparative conjunctions, correlative conjunctions, comparatives, thematic, and subtle.

So just pause the video here for a moment and make sure that you are really familiar with all of these words before you continue, because we are going to be encountering them quite a lot in today's lesson.

But before you do, I'd just like to draw your attention to that last word there, subtle.

Now, subtle means something that's not obvious.

It requires careful attention to notice it or to understand it.

Something that perhaps we need to dig a little bit deeper in order for us to discover it or to identify it.

And when we are thinking about comparing the poems, we are really looking for those subtle connections because they help us to write detailed and nuance comparative analyses.

So do bear that meaning in mind as we go along with today's lesson.

So, how is the lesson going to look then? Well, we are going to start off by conceptualising comparison.

So, thinking about what it means to effectively compare two things.

And then, we are going to compare some of the themes and attitudes that we find in some of the poems in your anthology.

And then finally, we are going to be comparing how the poets use methods.

So, let's start by thinking about what that word comparison means.

A comparison is a consideration or evaluation of the similarities or differences between two things or people.

So, we've got those keywords there, similarities and differences.

That is what we are looking for when we are comparing two things.

So when we talk about comparing the text, it means that we are finding these similarities and differences, but in particular we are looking for similarities and differences in how the texts approach certain ideas or themes.

So, I'd like to pause here for a quick fire discussion.

So over to you, is it more important do you think, to focus on similarities or differences when you're comparing two things? So, pause the video here while you take some time to have a think and perhaps discuss it with the people around you or make some notes if you're working on your own.

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

Okay, welcome back and well done for giving that discussion a really good go.

I could hear lots of you being really respectful and listening to each other's opinions, and even better, perhaps questioning or challenging aspects of their views that you didn't necessarily agree with.

So, is it more important to focus on similarities or differences then? Well, a bit of a trick question there, because actually the most effective comparative analysis explore both similarities and differences.

Because if we only identify similarities, then we may end up overlooking what makes each text unique.

Whereas if we only look for differences, then we aren't considering the subtle threads of connections that join ideas or concepts together.

So we need to be thinking about ways in which the texts are alike, but also ways in which the texts are different.

So when we're identifying both similarities and differences in a comparative analysis, it's really important to regularly signpost a relationship between the text.

It's really important for us to identify to our reader whether we are focusing on a similarity or whether we're focusing on a difference, and how these poems are related or connected to each other.

So, we can use the following language types to do this really effectively in our writing.

comparative conjunctions, correlative conjunctions, and comparatives.

So, what are these different language types and what do they look like and how can we use them? So, can you match the examples to each correct vocabulary types? We've got one of each there.

Can you match them up to the correct option? So, pause the video here while you have a think and take some time to match up each example.

And when you're ready for us to go through each of these vocabulary types together in detail, click play and we'll continue.

Okay, welcome back.

I definitely heard some people matching them up correctly there.

So, let's just whiz through and see which example matches up to each type of vocabulary.

So, comparative conjunctions then whereas, correlative conjunctions, both and and, and that leaves comparatives, more dramatic.

So, let's explore each of these vocabulary types in more detail.

Starting with that one in the middle there, correlative conjunctions.

So, correlative conjunctions help us to group similar texts or ideas, and you'll usually see them as a pair like this one.

We've got there both and and, because they group in two things together.

So, it's a really good way of remembering correlative conjunctions, because we see them in pairs.

So, here are some examples.

Both apples and bananas are types of fruit.

Neither apples nor bananas are citrus fruits.

So interestingly, when we think about correlative conjunctions, we can actually use them to express a similarity.

So, something that both things have.

So, both apples and bananas are types of fruit.

We can also use them to express things that both things don't have.

So neither apples nor bananas are citrus fruits.

So, it's really important to consider the different ways that we can use correlative conjunctions.

So, comparative conjunctions then.

Well, they help us to identify similarities and differences.

And these are the most common types of comparative vocabulary.

So, you've probably familiar with them or you might have come across them before.

So, we have words like whereas, which express a difference, such as apples are red, whereas bananas are yellow.

And then, we also have words that express similarities.

So such as bananas are often used in cake recipes and apple flavoured desserts are also very popular.

Also is a great example of a comparative conjunction.

And then onto this final type comparative.

So, comparatives enable us to evaluate texts against each other.

And what I mean by evaluate is make a value judgement.

And we've got that word value there in the middle of evaluate.

So, it's a way of weighing two things up against each other.

So for example, apples are crunchier than bananas or bananas are more yellow than apples.

An important way to spot comparative is they usually take one of two forms. And we can see the two forms here.

First of all, we've got words like crunchier, and this er ending is a great way to show a comparative, such as bigger, quieter, louder.

And the second way that we may see them formed is with use of more going before an adjective.

More yellow, for example.

More interesting.

And the only reason we tend to have those more and then an adjective form is when the er ending wouldn't work.

So that example, more interesting.

Interestinger wouldn't really work.

So, those are the two ways that we form comparatives.

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

Correlative conjunctions are words such as also and whereas.

So, true or false? So, pause the video for a moment while you make your mind up and click play when you're ready for me to reveal the correct answer.

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

So, why is that? Well, correlative conjunctions enable us to group text together.

We've got that example there, both and and.

So, we always know that we are looking for pairs of words.

The words also and whereas are examples of comparative conjunctions, which are words we use to show similarities and differences.

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

And what we'd like you to do is use all of that fantastic comparative vocabulary that we've been discussing, those comparative conjunctions, correlative conjunctions, and comparatives, to summarise the similarities and differences between these two images.

So, pause the video here while you write a few sentences summarising the similarities and differences and using all of those language types.

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

Welcome back.

So, how did you find using those different language types in order to write about comparisons? Well, here's how Aisha compare the images.

She said, "Both image A and B are of a natural landscape.

Image A is bright and colourful, whereas image B is dull and eerie-looking.

Image A has more trees than Image B, but the trees in Image B seem taller." So, let's see where Aisha use those three different types of comparative vocabulary.

Well, at the beginning there she used correlative conjunctions to group the images together, "Both image A and B." And then later on, she used that comparative conjunction, whereas to show a difference between the two images.

And then finally, she used comparatives in that last sentence saying that, "Image A had more trees, but the trees on image B seem taller." So, she used both forms of comparative there.

So, over to you then.

Take a moment to share your response with the people around you and discuss where you used those different types of comparative language or if you are working on your own, perhaps grab a different colour pen and annotate your work or circle where you are using those language types.

Take this opportunity, if you need to, to redraft and add in any types that you missed.

So, pause the video here while you do that and click play when you are ready to continue.

Okay, so now, we've had a detailed think about what comparison is and how we can use language to show that we are comparing two things.

Let's put these skills to the test by comparing some of the poems in your anthology.

So when comparing two poems, it's always best to focus on connections between key themes and ideas in order to avoid feature spotting.

And feature spotting is when we lead our comparison by finding connections between how the writers use language.

And while this can be useful later on in our paragraph as a perhaps supporting information, it's far better for us to base our main points around thematic connections, because this is usually what our question will ask for.

It will ask us to compare how the poets present love, or belonging, or power.

And these are all examples of themes.

So if we're making these thematic connections, we know that we are directly answering the question.

So when you are thinking about thematic connections, it might be useful to ask yourself the following questions.

What do you think both poets would say to one another if they were in the same room? Do you think they would say a similar thing about a certain theme or idea? So, what might they agree on.

And how have poets created subtle differences in meaning around a similar theme or idea? So within this similarity, can we spot any subtle differences and why do you think the poets might have created subtle differences? So, let's imagine we've been given this question, how is growing up presented in "I remember, I remember," and one other poem? So, let's use the earlier questions we were just thinking about there on that previous slide to compare key ideas in "I remember, I remember," and "In Wales wanting to be Italian." So thinking about these questions then, what do you think both poets would say to one another if they were in the same room? Or perhaps both poets may discuss how perceptions of childhood change as you grow older and look back on those memories, because that's something actually that happens in both of these poems. Do you think they would say a similar thing about a certain theme or idea? Well, perhaps they would both agree that young people perhaps romanticise their memories of people and places because again, we can draw out those ideas in both poems. So, let's see if within this similarity, perhaps we can draw out some subtle differences.

So perhaps, Dharker reminiscences fondly, suggesting that it is common to romanticise people and places, whereas Hood takes a more cynical and regretful view.

So last of all, then why do you think the poets might have created subtle differences? Well, I am going hand over to you to think about how you might respond to this final question.

So, pause the video here while you take some time to think and perhaps discuss it 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, really interesting responses that I overheard there.

So, let's just summarise a few of those fantastic answers and interpretations that I overheard in your discussions.

So, you might have said that both poems were written over a hundred years apart when childhood and adulthood were perceived very differently.

So, we're drawing here on perhaps the historical context of both poems, thinking about the world in which they were introduced into.

So in the 1800s when Hood was writing "I remember, I remember," childhood and adulthood were entirely separate.

Childhood was perhaps thought of as a time of exploration and discovery, whereas adulthood was more serious and less imaginative.

There was that clear distinction between those two phases in a person's life.

Whereas if we think about today, We still have similar perceptions of childhood as this time of exploration and discovery.

However, imaginative and exploratory behaviours are also encouraged in adulthood.

Nowadays, there isn't such a definite cutoff of a time where somebody has to grow up and perhaps become more serious and more adult.

With you growing up in a very different way, perhaps to the way that people in the 1800s viewed it, so how could we relate that to these two poems then? Well, we could argue that perhaps that's why Hood therefore views his childhood as a time he will never get back, because of that stark distinction that Victorian people had between these two phases in life.

Whereas Dharker is perhaps more comfortable to reflect on this period of life, because that distinction isn't as stark for people living today.

Did your discussions cover any of these ideas? Perhaps you covered entirely different interpretations of the text.

As long as what you are saying is rooted in the text and in how the poets using language to convey their key ideas, it's likely that your interpretations were valid as well.

So, let's pause and check our understanding again.

After identifying initial similarities, the best comparative analysis will explore the something between both poems. So, pause the video here while you take some time to think about which of those four options best fills that gap.

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

Welcome back, and well done to those of you who said b, subtle differences.

Remember, we're thinking about those differences that are less obvious, perhaps require us to dig a little bit deeper.

'Cause exploring subtle differences between texts helps us to produce that detailed and nuanced analysis.

Okay, so now, it is time for the second practise task of today's lesson, and I'd like you to have a go at using those questions that we were discussing earlier to compare two of poems of your own.

So, imagine you've been given this question, how do the poets present belonging in "My Mother's Kitchen," and one other poem? So first of all, you will need to choose another poem.

And then when you've done that, I would like you to use the following questions to compare the key ideas in "My Mother's Kitchen," and the poem of your choice.

So, there is a reminder of the questions that we've been discussing.

So, pause the video here and take as much time as you need, first of all, to make sure that you choose a second poem that you think you've got a lot of comparisons that you could make to avoid those tenuous connections.

We want to have lots of different points that we can make about both of those poems. And then when you think you have chosen correctly, have a go at working through those questions in order to draw out those thematic connections linked to those big ideas.

So, pause the video here and click play when you're ready for us to go through it together.

Welcome back.

How did you get on with that task? And more importantly, how did you find using those questions in order to start forming those connections and to start comparing the texts? Well, let's see how Jun got on.

He chose to compare "My Mother's Kitchen," with "Kumukanda," and here's how he responded to those four questions.

So, the first one then who, what do you think the poets would say to each other if they were in the same room? Well, Jun said, "If both poets met up, I think they would discuss the impact of displacement and the challenges of someone having to start their life again in a new and unfamiliar place." And that's really interesting because I think on first glance, "My Mother's Kitchen," and "Kumukanda," are very, very different poems. So, it is really interesting that Jun has managed to draw out that similarity there.

Second one then, do you think they would say a similar thing about a certain theme or idea? So Jun says, "I think they would have similar ideas about the difficulties of moving to a new place and the things that are lost in the process." And again here, he's drawn out a really fantastic similarity.

I think this idea of moving to a new place and the things that you lose is perhaps an idea that is more obviously conveyed in "My Mother's Kitchen." But with a bit of digging, he's also managed to make that connection that in "Kumukanda," the speaker does move to a new place and does reflect on the things that they lost, even though they're not physical objects perhaps like they are in "My Mother's Kitchen." Number three, how have the poets created subtle differences in meanings around a similar theme or idea? "They may have different feelings about responding to displacement.

I think Hardi would take a more optimistic view to Chingonyi, who may focus on the anxiety it can cause." So interestingly there, Jun has drawn out that subtle difference perhaps in each poet's attitude towards displacement.

In that Hardi seems to be or seems to have a more optimistic view than Chingonyi.

And onto that final question then, why do you think the poets might have created subtle differences? So, Jun said, "Both poets have experience of displacement.

Chingonyi migrated from Zambia to the UK aged 6 and Hardi sought refuge here after the Gulf War.

Perhaps the different circumstances of their displacement encouraged them to feel differently about it.

Hardi's parents have also since retired to Kurdistan, so perhaps Hardi feels a stronger cultural connection to her homeland than Chingonyi.

His poem explores a severed connection between the speaker and his homeland." So perhaps, the nature of this connection between each of the poets and their homeland perhaps is reflected in each of the poems. That's a really interesting reflection that Jun has made there and perhaps why we are seeing these different attitudes towards displacement in each poet.

So, over to you for a quick discussion then perhaps.

Just take a moment to share with the people around you how you found this task or if you're working on your own, just make some notes.

Which of these questions did you find easiest to answer and why do you think that is? So, pause the video here while you take some time to discuss it or reflect on how you found that task.

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

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

So, we have been comparing how the poets use big ideas, and themes, and attitudes in their poems. And now, time for us to think about how they use language, form, and structure.

So once we've identified these important connections between the key ideas in the poems, it's then that we can begin to explore the similarities and differences between how the poets convey these ideas.

So, this is when our feature spotting comes in handy because it enables us to really dig deep into how these ideas are being conveyed.

So, it's best to select evidence that links to the key ideas you've identified, and then analyse the language form and structure.

So, we're still not quite just feature spotting.

We're not scanning through each poem and perhaps looking for interesting methods.

We are selecting the best piece of evidence to support a point that we would've explained in the topic sentence.

And from there, we will go on to analyse the language form and/or structure.

So, Sam has made the following connection between, "I remember, I remember," and "Captain Cook, To My Brother." "Both poets depict childhood as a magical time of adventure and exploration.

They reminisce about these times, but know that they are now over." So, she uses a single paragraph outline to plan this paragraph.

So, she has put that initial connection up there as her topic sentence, and now it is time for her to add some supporting evidence from each poem.

So from "Captain Cook To My Brother," she has chosen the quotation, "The life that cometh after dwells with a darker shade." And then in "I remember, I remember," she has chosen, "I'm farther off from heav'n than when I was a boy." So, just take a moment to have a look at these pieces of evidence.

And I would like to see if you can identify any literary methods in these quotes.

So, pause the video here.

Take as much time as you need to analyse these quotations in detail and when you're ready to continue, click play.

Okay, welcome back.

So, let's see how Sam analysed these quotations.

So, she started off then by drawing out the adverb after, and she suggested that this, "Implies the speaker now looks back on this time as magical and joyous, compared to this much darker existence as an adult." 'Cause the time that came after was darker.

And then in, "I remember, I remember," she drew out this idea of religious language, "The speaker describes their childhood as magical like heav'n and gives the impression that nothing will ever compare to it." So, did she analyse these quotations in the most effective way? Well, both analysis are relevant to the topic sentence.

So in that sense, her analysis does support the paragraph and would make for a cohesive analysis.

But it would've been more effective to identify similarities in how the poets convey their ideas because then we would have two connections.

Not only do they both depict childhood in a similar way, but they're both using similar types of language in order to convey these ideas.

So, Sam went back to the drawing board and she had another go at analysing it.

And this time, she did manage to highlight some similarities in terms of method, because she shifted her analysis of that "Captain Cook," quote and also found some religious language, darker shade, which she said that implied that the speakers referring to the afterlife and death and saying how it is something to be feared.

However, doing so means that Sam has strayed from the focus of the paragraph and has actually misinterpreted some of the ideas in the second poem.

So, we're perhaps not quite sure that the speaker is referring to the afterlife here.

And we've also got this link to fear, which doesn't necessarily link to that topic sentence.

So although it's really useful to challenge yourself to find a similarity in the way that the poets are using language, form, and structure, not at the expense of moving away from the focus of the paragraph.

It's always far better to perhaps have used the analysis that Sam had earlier, where she wasn't identifying that similarity, but both analysis were related to that topic sentence.

So, Sam really challenges herself this time.

She's going to find a similarity and it is going to be relevant to the rest of the paragraph.

So this time, she did manage to identify those nuanced similarities in the poets use of language and ensure the analysis was relevant.

And she did this by focusing on both poets use of comparative language.

Interestingly, drawing on this idea that we were talking about at the beginning of the lesson.

So in "Captain Cook," the comparative language was darker, which implied, "That nothing will ever compare to the magical time that was the speaker's childhood." So actually, Sam is making a similar point there to the one she was making earlier, "That nothing would ever compare to this magical time," what comes after, except she shifted that key word from the adverb after to this comparative, darker.

And then in, "I remember, I remember," she's now analysing the comparative father, which, "Implies that the speaker feels as though he will never feel happiness again like he did as a child." So now, she has ticked both of those boxes.

She's got that similarity in terms of the key ideas, and she's also got that similarity in terms of the poet's use of language.

So, let's pause and check our understanding here.

Can you fill in the gaps below? And I have given you the first letter of each of those missing words as a clue.

So, pause the video here while you fill in those missing words.

And when you think you've got them all, click play and I'll reveal the correct answers.

Welcome back.

So, let's see what those missing words are.

The most effective comparative analysis writing leads by comparing key ideas supported with evidence from each poem.

It's a really good idea to identify similarities in how the poets use language, form, and structure to convey these key ideas.

This helps to ensure your analysis is detailed and nuanced.

Did you manage to get them all? Well done if you did 'cause that was quite a tricky task.

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

And what I would like you to do is to complete the following single paragraph outline, comparing "Captain Cook," and "I remember, I remember." So this time, we've got a different topic sentence.

So, both Landon and Hood explore how we can romanticise our memories of childhood to the point when nothing after can ever compare to it.

So, it is up to you to find some supporting detail.

So, to select some evidence from each poem and analyse it, identifying the subtle similarities and differences in how both poets convey their key ideas.

And remember, we need to make sure that our evidence is relevant firstly to the topic sentence.

And then, we are challenging ourselves to find those subtle similarities and differences in how the poets are using language, form, and/or structure.

And then finally, you need to add a concluding sentence where you are going to summarise your comparative analysis.

So, summarise the points you've made in this paragraph and consider why you think both writers convey their ideas in this way.

So, this is a great opportunity to link to context or perhaps your interpretation of the writer's intention.

So perhaps, how you've interpreted the messages or the overarching key big ideas in each poem.

So, pause the video and take as much time as you need to complete this single paragraph outline.

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

Welcome back.

I hope you had some time to really get to grips with those two poems, and you have managed to complete that single paragraph outline.

So now, it's time to review what you've done by asking yourself the following questions.

So with that supporting detail, did you select quotations from each poem that linked to your topic sentence? So with really thinking about how the poets were using language to suggest the speakers had romanticised these memories of childhood.

Did you then go on to make notes about the methods used by each poet? And if you did, did you manage to identify any nuanced similarities between how the poets were conveying their ideas? So, this was where you might have been able to find some similar methods used by both poets.

And then with the concluding sentence, did you compare the poet's attitudes towards the key ideas? Did they perhaps have the same attitude towards these memories and how they were romanticised? And this is where those questions we were discussing earlier are really important.

What might the poets say if they met each other? What might they agree or disagree about? Why do you think that might be? And also, what do you know about their lives and experiences? So, take a moment to review your single paragraph outline and see if you have managed to answer each of these questions in your response.

And if you haven't, don't worry because this is a golden opportunity for you to redraft.

So, pause the video here while you review and redraft if you need to, and click play when you're ready to continue.

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

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

Poems can be linked by theme, for example, identity or belonging.

Poems can be linked by attitude, considering how the poets feel about the subject they are addressing.

Poems can be connected by how poets use similar imagery or techniques to address different issues.

Correlative and comparative conjunctions are useful for signposting the similarities and differences between both texts.

And finally, comparatives can be used to evaluate the differences between attitudes or key ideas.

So, well done for all your hard work today, and I hope you feel proud of everything you have achieved.

Have a fantastic day and I hope to see you all again soon.