Hello, and welcome to today's English lesson.

My name's Mrs. Butterworth, and I will be guiding you through the learning.

Now for this lesson, you need to make sure you have a copy of the Edxcel poetry anthology, and that Belonging cluster because in today's lesson we're going to use all of our knowledge of those poems to begin planning an extended and developed response.

So we're gonna look at a really effective way to plan for a comparative response, so you're feeling really confident at the end.

Sound good? Great.

Well, let's get started.

So in this lesson you will use a single paragraph outline to plan a written response.

Now, before we delve into the lesson, let's look at those key words that will pop up throughout the lesson, and will help with our understanding.

The words are subtle, tenuous, thesis statement, topic sentence, and conclusion.

Now that first word, "subtle" means less obvious, complex, and understated.

So in today's lesson, we'll be thinking about looking for those subtle differences in poems as well as the more obvious points.

We've also got this word, "tenuous." Now, this means that something is weak or easily challenged.

It lacks strength, clarity, or significance.

So in terms of our essays, we don't want our essays to feel tenuous.

We want them to have a strong argument.

We want them to be detailed, and draw really effective comparisons.

Then the next three words are all elements of our essays.

So we've got, "thesis statement," which is the opening paragraph of an analytical response.

So this is where you state your overarching argument.

So we'll look at those today.

Then we also look at "topic sentences," and this is the opening sentence of an analysis paragraph where you introduce your argument.

And then finally, a "conclusion" is the final summary of an analytical response that wraps up, and reinforces your main point.

And we'll be looking at all of these in a little bit more detail as we go through the lesson.

Which looks like this.

So we're going to start by considering comparison.

So looking at those poems and which ones, and why we would compare them.

And also then we're going to focus on planning your comparison.

So let's start by considering comparison.

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

So you'll be given one poem, and then you need to use your knowledge to decide which poem best matches the given poem.

So usually you should ideally choose a poem that thematically links to the poem you have been given.

So you need to think about the key themes in that poem, and another poem that shares some of those themes.

So let's just have a go quickly now.

So I'd like you to discuss if you were given the poem, "Kumukanda," which other poems could you choose to compare it to? So pause the video to give yourself time to think, and discuss that question.

Off you go.

Okay, lots of really great ideas there.

So let's just share some of those.

So you may have said things like "Jamaican British," "The Emigré," "We Refugees," and "Island Man." And you may have started to think about those thematic lenses as well, because these poems all explore inner conflict, and a sense of dislocation linked to cultural identity.

So you can start to see how those themes become really important when we're comparing poems. So a great way to organise the poems in your mind is to sort them into "mini clusters" by theme.

So let's look at that in a bit more detail.

So what categories, and I'd like you to discuss this first before we feed back, so what categories could you use to organise the poems? Now think about those key themes, okay? So what categories could you use to organise the poems? Pause the video so you've got time to discuss, or you may wish to sit quietly, and think by yourself.

But pause the video now.

Great.

Shall we share some ideas? Fab.

Okay.

So you may have come up with things like dislocation, and alienation is a key theme in this cluster.

You may have come up with the idea, or the theme, of longing and desire.

People and places.

And finally, nostalgia and remembrance.

So these can be a really good way to create those mini clusters and links between the poems. So I want you to discuss now, are there any poems in the anthology that you think could belong to more than one category? So think back to those poems in that Belonging cluster.

Are there any that you think could belong to more than one category? Okay, pause the video so you've got time to discuss, or just think quietly to yourself.

Okay, off you go.

Great, thank you everyone.

So many of you picked up on the idea that many of the people and places poems link to at least one other category, okay? And the reason for this is because the person or place is connected to the speaker's nostalgia, longing, sense of dislocation, et cetera.

So those people and places poems can also be linked to some of the other categories as well, some of those other themes.

So although it may be easier to compare two poems from the same cluster, you can compare any of the poems from the anthology.

So there might be poems that you feel more confident with, and you may wish to compare those.

For example, how might you compare "Captain Cook (To My Brother)" and "My Mother's Kitchen." So how could we compare those? Let's have a look.

So you want to think what similar themes, and ideas do these poems explore, and how are these poems different? So we're looking at the similarities and differences.

So can you discuss, please, what similar themes, and ideas do the poems "Captain Cook (To My Brother) and "My Mother's Kitchen" explore, but also discuss how are these poems different? Okay, pause the video so you've got time to discuss.

Think quietly to yourself, or you may even wish to jot some ideas down.

Okay, pause the video.

Off you go.

Okay, great.

So we've got lots of ideas there, so that's fantastic.

So we're already thinking about those similarities, and differences within a poem, and what it means to compare a poem.

So what I'm going to look at, what we are going to look at now is a pupil's thesis.

So we have Sofia's thesis here, and it's comparing the two poems that we have just discussed.

So let's read this together first.

"So although these poems were written nearly 200 years apart and focus on very different ideas and messages, both are similar in the way they are centred around the speaker's perception of a close family relationship.

In "My Mother's Kitchen" the speaker reflects on her perceptions of her mother using the many kitchens she has as a metaphorical way to explore the instability of her life as a refugee, whereas in "Captain Cook," the speaker uses her memories of imaginary games played as a child to reflect on her nostalgic memories of growing up with her brother." Okay, so what I want you to think about now is this, if this is how Sofia would approach her answer, so this is Sofia's argument, what might the question have been about? So let's just think about that again.

If this is how Sofia would approach her answer, what might the question have been about? Okay, so pause the video to give yourself time to think about that.

What do we think the question is that Sofia is answering here, or what could it have been about? Okay, pause the video and off you go.

Oh, well done.

Some really interesting ideas there of what the question could have been.

And some of you picked up on this idea that the question could have been about family relationships.

It could also be about nostalgia, memories, people, feelings, or growing up.

So there's quite a big range there of things that this answer could speak to in terms of a question.

So I now want us to think about what questions might you ask yourself to help you select two poems, which will make for a convincing and interesting comparison.

So what things would you need to consider to help you select two poems which make for a convincing, and interesting comparison? And I'd like you to discuss this question please.

So pause the video so you can discuss.

You may wish to sit quietly and think by yourself.

That's entirely fine.

Okay, so pause the video so you consider this question, off you go.

Okay, so let's feedback some of those potential questions that can be useful to consider when thinking about two poems for comparison.

So you might be thinking, do these poems explore a similar subject matter? Do these poems share similar themes or ideas? Do they explore similar ideas? Do they present the same perspective, or attitude on the similar subject matter? So is there a more subtle exploration there? How are the contexts similar or different? Do the poets use similar tones or create similar moods? And then finally, do I have enough evidence to support my comparison of these two poems? Now, let's just really think about this last question here.

Do I have enough evidence to support my comparison of these two poems? Now, why do you think this is a particularly important question to ask yourself? What do you think? Okay, so discuss this or think quietly to yourself, but pause the video so you've got time to think about that last question and why it's particularly important.

Off you go.

So, quite rightly, lots of you thought about this.

So if we cannot make a range of supported comparative points, our response may be tenuous.

So we've got that key word there.

So if you haven't got enough evidence from the poems, or enough points to make about the poems, enough evidence, then it might mean your argument isn't as strong, or perceptive, or developed as it could be.

So it's really important to make sure that you have enough evidence to make those really perceptive, developed, comparisons.

Okay, so which of the following would be useful questions, so plural there, to ask yourself when considering which poems to compare? So which of the following will be useful questions, so more than one, to ask yourself when considering which compare poems to compare? Okay, what do we think the answer is? Are we feeling confident? Oh, some of you are.

Fantastic! Shall we look for the answers? Okay, and the answer is B and C.

Do the poems present the same perspective on any similar subject matter? And how are the contexts similar or different? So these are two really good questions to ask yourself when considering your poems for comparison.

So we have reached our first practise task, and I want us to think about exploring some less obvious comparisons between poems. So here are some pairs of poems. Let's have a look.

"Peckham Rye Lane" and "Sunday Dip" for number one.

Number two, "I Remember, I Remember" and "Island Man." Number three, "Captain Cook (To My Brother)" and "Kumukanda." So what I would like you to do is for each pair, I want you to consider what the common themes may be.

So let's look at an example.

So for example, if we were comparing "Us," and "The Emigré" we may choose to focus on dislocation and togetherness, acceptance and tolerance, relationships with others, alienation and loneliness, and identity.

So they would be the key themes in those two poems. So I want you to do the exact same thing there, but with those pairs of poems in 1, 2, and 3, okay? Everyone got everything they need to complete this task? Fantastic.

Okay, so pause the video so you've got plenty of time to do this task well.

Okay, off you go.

Great, thank you so much everyone.

I can really sense the hard work, and it's really impressive your knowledge of the themes in these poems when you're exploring those comparisons.

So really well done.

So we have an Oak pupil here, and they are sharing their ideas.

So let's have a look and you can look at your own work, and see if you've got anything similar, or see if you've got some different things.

So Jun says that, "'Peckham Rye Lane,' and 'Sunday Dip' try to fully capture the atmosphere of a place and the people who spend time there." So you may have something similar to that, you may have something different.

but this is a really great answer.

Laura said, "'I Remember, I Remember,' and 'Island Man' focus on memories using a then versus now contrast to explore how life changes over time." And then finally, "'Captain Cook (To My Brother),' and 'Kumukanda,' both growing up, and the things we leave behind as we enter adulthood." So you may just wanna take an opportunity to look at your own answers, and just reflect on whether you have something similar, whether you have something different, okay? And then I would like you to discuss which of these comparisons do you find most interesting and why? So you may want to consider your own comparisons as well as the Oak pupils.

Okay, pause the video so you've got time to discuss which of these comparisons do you find most interesting and why? Off you go.

Okay, so that is the first part of the lesson completed.

Well done, and thank you so much for your hard work so far, but we still have much more to get through.

So we are now going to look at how we can use all of that lovely stuff we've just done on comparison, and start thinking about how we can use it to plan your comparison.

So for our planning, we need to know what the question is.

So the question is this.

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

So first, let's really think about what other poem we are going to use.

So I'd like you to discuss, please, what other poems in the anthology draw on ideas of separation and difference? Okay, so pause the video so you've got time to discuss this question.

You may wish to think quietly to yourself, or you may even wish to jot down some ideas.

Okay, so which other poems in the anthology draw on ideas of separation and difference? Pause the video and we'll feed back in a moment.

Off you go.

Great, well done.

Some really interesting ideas for which poems we could use to compare.

So any of these would be a suitable comparison when we're thinking about separation and difference.

So "Jamaican British," "The Emigré," "Island Man," "Us," "We Refugees," "In Wales, Wanting To Be Italian." So if you couldn't decide on a poem, you could use one of these, okay? So if you haven't decided on a poem, maybe use one of these for your comparison.

And once you've thought about that, I'd like you to discuss please, which of these poems are you going to choose to compare to "Kumukanda," and why? So now we have chosen it, it's really important we think about that "why," okay? Okay, so pause the video so you can discuss, think about your ideas or jot down some thoughts about why, which of the poems you are going to choose to compare, and why? Off you go.

So the reason I said that the "why" is really important in that question is because your reason "why" should help you to form your thesis statement.

So once you have decided this is the poem I'm going to compare you then think, "Why have I selected that?" And this can be a really useful way to start thinking about creating your thesis statement, and your overarching argument.

So as I've just said, now that you have your initial idea, it is time to build your thesis statement.

So some of you may remember from our key words what a thesis statement is.

So discuss please what is a thesis statement, and why might it be useful to plan your thesis statement before you begin writing? So think back to those key words in order to help you.

So what is a thesis statement? And why might it be useful to plan your thesis statement before you begin writing? Okay, pause the video so you've got time to think, and discuss this question.

Off you go.

Okay, great.

Lots of you remembering what that thesis statement is.

Some of you referring back to the key words.

So your thesis statement is your overarching arguments, so well done to everyone that got that.

So it's what you will be illustrating or proving in your essay.

So it's kind of like, this is what I'm going to say in my essay, okay? So you need to make sure you are really specific, that you have a really clear and defined argument.

So it's so important that you plan your thesis statement so that you keep, you've got something to refer back to, and your essay is cohesive.

So it's kind of your thesis statement becomes the thing that you hook back to when you are writing your essay, when you are developing your argument.

You always come back to your thesis statement, and your initial ideas.

So Jun, our Oak pupil has chosen to compare "Kumukanda" with "The Emigré." And here is the we reason why he has chosen to compare these poems. So let's have a look.

So Jun says, "Both poets convey different attitudes towards separation and difference.

Chingonyi's speaker feels disconnected from his cultural identity due to his separation from Zambia, while Rumens' speaker misses her home, and yearns to return." So you can really see Jun there thinking about why he has chosen "The Emigré" to compare with "Kumukanda." So now Jun has done that, he needs to explore this overarching idea in more detail so 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? So we're thinking about the writer there.

And what is the relationship between separation, and difference, and belonging in each poem? So you could think of something like, both poems depict separation as something that was forced on their speaker, and causes them anxiety, okay? So you can see how this is developing Jun's initial idea there, or initial argument.

Both poets link separation and difference to a person's identity, and their relationships with others.

And then finally, both poems link difference, and separation to a sense of cultural belonging, and a wish to feel accepted.

So you can see here how those three questions, those three ideas really start to develop that argument.

So now Jun has considered all of that he has enough information to begin planning his comparative response.

So you can see here we have this single, we have this planning grid here, which Jun is going to use to plan his comparative response.

So he can use his initial reason "why" as his thesis statement, and those little mini-arguments to act as each of his topic sentences.

So this looks like this.

So his thesis, both poets convey different attitudes towards separation and difference.

Chingonyi's speaker feels disconnected from his cultural identity due to his separation from Zambia while Rumens' speaker misses her home, and yearns to return.

So you can see there, this thesis statement is stating that initial argument.

Then we have our topic sentences.

So becoming more specific, drilling down into those ideas.

Both poems depict separation as something that was forced on their speaker and causes them anxiety.

Both poets link separation and difference to a person's identity, and their relationship with others.

And then finally, both poems link difference, and separation to a sense of cultural belonging, and a wish to feel accepted.

So you can see how in those topic sentences, they are taking the theme of separation and difference, and developing it a little bit further, and becoming even more specific when referencing the poem and the poets.

So once you have got your thesis, and your topic sentence, you now need to think about your supporting detail for each argument, and also a concluding sentence.

So let's look at the supporting detail first.

Now the supporting detail, this is where you add evidence from each poem, and annotate any methods you can identify, or subtle meanings you have inferred, okay? So this is where, you are thinking about that evidence, and drawing out the language used.

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

Okay, so you remember I said that your thesis is something that you always refer back to.

We can see that happening here, and your topic sentence.

So you need to choose the best evidence to support that overarching argument.

It needs to be relevant and it all needs to link.

Now, when we're thinking about a concluding sentence, this is where you summarise your argument.

So a great way to complete this sentence is to identify the opposite of what you focused in on your topic sentence, okay? So that's a really good tip there.

So you identify the opposite of what you focused on in your topic sentence.

So for example, our first topic sentence focused on a difference so it'll be effective here to draw out a subtle, so something not too obvious, a subtle similarity linked to the point you are making.

So let's finish.

Let's have a little look at this in a bit more detail.

So let's finish planning Jun's first paragraph together.

So we've got this topic sentence.

Both poems depict separation or something that was forced on their speaker and causes them anxiety, okay? So first we need to think about our evidence, our supporting detail.

So I want you to think about this first.

I'd like you to discuss, please can you identify evidence from each poem that links to the topic sentence? So we're thinking about separation being forced on the speaker and causing them anxiety, okay? So you need to find the relevant evidence from each poem that links to the topic sentence, okay? So pause the video to give yourself time to discuss, or think about that question, and you may wish to jot some ideas down, okay? Pause the video to get that evidence.

Off you go.

Okay, great.

It's lovely to see you all referring back to your anthologies to gather that relevant, and interesting evidence.

So let's share some ideas.

So you may have thought about our first poem, "Kumukanda," and the negative language to use.

So things like, "haven't," "never," "unfinished," and "isn't." And the reason I picked this as the evidence, because it really emphasises the speaker's sense of dislocation and loss.

Now, from the other poem, I have also used, and picked up on the negative language, and the repetition of "no" on line 17.

And this really emphasises the permanence of the separation.

So you'll notice here in this plan as well as finding the supporting detail, I've offered a brief explanation of what that evidence is doing, what that supporting detail is telling me about the poem, and how it links to the question.

So now we have our evidence, we've got our topic sentence, and we've got our supporting detail, it's time to think about a concluding sentence.

So as our topic sentence explored a similarity, can you identify a subtle difference to bring this paragraph all together okay? So pause the video so you've got time to discuss, or think to yourself.

We're thinking about what our concluding sentence can be.

So can you identify a subtle difference? Okay, pause the video because that's quite tricky, but I'm sure you've got this.

So pause the video and off you go.

Okay, great.

So let's have a look.

So don't worry if you haven't come up with anything because we'll have a look at an example now, which will help.

So the concluding sentence could go something like this, both focus on the speaker's view of their separation.

Chingonyi takes a pessimistic view focusing on what has been lost, whereas Rumens focuses on how the speaker will never be able to go back home.

So you can see how this links to the topic sentence, but it just offers a subtle difference instead.

So it's a really effective way to conclude our paragraphs.

So let's see how much you remember.

So a great way to create a concluding sentence is to.

? So you need to pick A, B, C, or D to complete that sentence.

A great way to create a concluding sentence is to.

? Is it A, B, C, or D? What do we think? Hmm? Are we feeling confident? Are we ready for the answer? Okay, no time to change your mind 'cause the answer is B.

So a good, a great way to create a concluding sentence is to explore the opposite connection, either a similarity, or difference to your topic sentence.

A really great top tip for you there.

Okay, we have reached the second and final practise task.

So still a little bit more work to do before we have completed the lesson.

But we have got this, we can get this done.

Because what you are going to do is you are going to finish planning Jun's comparative analytical response, okay? So you can see here we've got that thesis statement, we've got the topic sentence, supporting detail, and a concluding sentence.

You just need to finish that plan.

So you'll need to make sure that you add those topic sentences, those final two, as well as the supporting details for those, the concluding sentence and the conclusion, okay? So let's just look at this so it's a bit clearer.

So as well as those two topic sentences to finish the plan, you will also need to add the supporting detail, okay? So remember this needs to be relevant, and you can add up to four pieces of evidence from the poems with analysis of language, form, and or structure.

So if you remember when we looked at the example, we provided the quotes, the evidence, and gave a short explanation in the plan as to why that evidence is being included.

You'll also need to write those concluding sentences.

So remember this is a summary of your points from each paragraph aiming to make the opposite connection to your topic sentence, okay? And then finally, you need to, in Jun's to finish Jun's plan, you will need to create a conclusion.

So you'll need to summarise all the points that have been made and link to the writer's intentions, or your contextual knowledge, okay? So lots to think about there.

But we have practised, we have looked at examples, and I know that you can do this.

So make sure you have got everything you need to complete the task.

And when you are ready, pause the video, and get that plan finished, okay? Off you go.

Well done everyone.

And thank you so much for your hard work.

That was not an easy task and you did brilliantly.

So well done for really grappling with those ideas, and creating a really great plan, and finishing Jun's plan for him.

So now I would like us just to review your plans.

So look at your plans, and I want you just to check your evidence first.

So have you copied your quotations accurately? So make sure they are accurate.

Check that they are relevant to your topic sentence.

So have you picked the best evidence for that topic sentence? Have you chosen the best quotation to make your point? So think about the length.

Is your quotation perhaps too long? Could it be shortened? Have you used some key words? So just make sure that your evidence is perfect.

Check your concluding sentence.

So have you explored the opposite connection to your topic sentence? So if your topic sentence is a similarity, does your concluding sentence perhaps offer a subtle difference? And then finally, check through your conclusions.

Have you considered the writer's intentions? So that is really important.

The writer has done this too, or both writers aim to, is a really good way to do that.

Are your interpretations shaped by wider contextual knowledge? So when you have reviewed all of your plan, and checked it through, I want you to set yourself a "what went well" and an "even better if" for next time.

So what do you need to improve and what went really well? Okay, pause the video to check through your plan, and give yourself that "what went well," and "even better if." Okay, pause the video.

Off you go.

And a very well done to everyone.

We have reached the end of the lesson, and I've been so impressed with your hard work 'cause there were some really tricky moments in that lesson.

So well done.

So let's recap everything that we have looked at.

We know that 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 complement each other.

So think about those thematic links.

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

Expanding your thesis statement into mini-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 again, a very well done, and thank you so much for joining me here.

Can't wait to do it all again, and I hope to see you soon in another English lesson.

Until then, goodbye.