Hello, there.

Mr. Barnsley here, great to see you.

Thank you so much for joining me for today's lesson.

In this lesson, we are gonna continue exploring poems from the Eduqas Poetry Anthology, and today, we're gonna do some analytical writing.

In fact, we're not just gonna do one piece of analytical writing, but we're gonna do two pieces.

So we're gonna do some analysis of a single poem, and then we're gonna do some comparative analysis.

You are gonna want to make sure you've got your copy of the anthology to hand, and it's time for us to get started.

So let's have a look at the outcome of today's lesson then, shall we? By the end of the lesson, you'll be able to write a detailed analysis of a single poem and a comparative response.

Now, there are three keywords that we're gonna look out for and try and use in our writing today.

The first is ephemeral.

This means lasting for only a short amount of time.

The second is the verb to interrogate, and it's to ask questions about something, to learn more about it.

And finally, is that word "concise", using as few words as possible to express as much meaning as possible.

So let's look out for these words as they appear in today's lesson.

So there are two learning cycles in today's lesson.

In the first part of the lesson, we are gonna be writing a detailed analysis of a single poem.

And then the second part of the lesson, we will start to look at comparative writing and creating a comparative response.

But let's start then with that detailed analysis of a single poem.

So as I've said, you will be writing two analytical responses.

Here is the question for the first part of the lesson, which is all about that single poem analysis.

And the question is, Ozymandias is a poem about power.

How does Shelley write about power in the poem? So let's start then by thinking about this idea of power.

Who or what has power in the poem, "Ozymandias"? And what is it do you think Shelley is trying to say about power? What did he think about power? All right, over to you for this one.

If you've got a partner, you can discuss this with them.

But if you are working by yourself, that's absolutely fine.

You can make a few notes or you can just think through these questions independently.

Okay, over to you now, pause the video, have a think, and press play when you think you have got some ideas.

All right, really great work there.

It was nice to see those of you who were discussing with a partner, building on each other's ideas, or sometimes, challenging them if you didn't agree with them.

That's fantastic.

All right, let's have a look and shine the spotlight some of the brilliant things that might have been said.

So Izzy said the following, I wonder if you said something similar.

She said, "In the poem, the Pharaoh, (Ozymandias) abused his power and treated his subjects extremely cruelly.

He thought that his power might be eternal if he built a statue to commemorate himself, and leave a legacy.

However, time is presented as having more power than human beings in the poem - and nature - so Ozymandias's power is actually ephemeral." It's short-lived.

Now, I really liked what Izzy did here, because she gave us lots of ideas that she might want to discuss in our response.

And what she's really done is brainstorming.

It's taking everything that we have, all the thoughts that we have, putting them down on paper, or speaking them verbally to a partner.

It's a really great place to start with our question.

Think about everything we know, and then we can start to fine tune what it is that we want to say.

So let's have a look at what some of Izzy's ideas about power were.

So to summarise, one of our arguments is that Ozymandias, the Pharaoh abused his power and treated his subjects cruelly.

So there's potentially something we could talk about about the abuse of power in this essay question.

But we could also talk about this idea of power being ephemeral, it doesn't last.

That would be a really nice focus for this essay.

But there are also other things we could talk about, the power of nature and how Shelley is presenting nature as more powerful than human beings.

But also this idea that time is the most powerful entity of all.

So here, you can see from Izzy's early thinking, there are four clear foci that we could have for this essay question.

It doesn't mean that we need to try and talk about all of these things in the essay.

We might want to focus on one or two.

So what I want you to do now, over to you, and again, you can do this verbally if you have a partner, or you can do it on a bit of paper, make some notes.

But can you find evidence from the poem to support each of these statements? Which quotations? What ideas from the poem would you use to support these arguments? Remember, you are gonna need a copy of your version of the anthology to do this.

All right, pause the video, have a think.

What evidence would you find to support these statements? Press play when you think are ready to move on.

All right, I hope you found lots of evidence.

Now, I want you to start thinking critically, which of these ideas do you like best and why? You might be making a connection there between the ones that you found the most interesting evidence to support the argument.

So when I think about, whenever I planning an essay, planning an argument, I put all my ideas down, I think about which ones are my strongest, but then I double check that I've got the evidence to support those.

I don't wanna start an essay which one might seem like it has a really strong and it's interesting argument, but actually, there isn't the evidence there to back it up.

So pause for a minute now, pause the video, and think which of these is the best idea, and do you have the best evidence for? Choose one, 'cause this could be the focus of your argument in your response.

All right, pause the video, have a think, and press play when you're ready to move on.

All right, welcome back.

I hope everyone now has an idea of what they might want to talk about in this response.

So before we get onto writing, I really want us to think about what makes really good analysis.

So over to you for a few discussion questions here.

Start by thinking, what makes analysis detailed? How should a convincing analytical response be structured? And how should you include context? Again, if you've got a partner, this would be a great time to talk this through with them.

But if you're working by yourself, don't worry about that.

Just think through these questions independently.

All right, pause the video, have a bit of a think, and press play when you are ready to share your responses.

Great work, some interesting discussions and some fantastic notes being made.

All right, let's share some of the things that we might have said.

So Sofia said, "Detailed analysis focuses on unpicking layers of methods, and interrogating, asking questions of the structure of the poem.

How has it been put together? We really want to be thinking about what the poet is establishing then builds on.

And then what they end the poem with." Some great ideas from Sofia, and well done if you said anything similar about looking at methods and structure.

Aisha said, "Topic sentences are really useful in moving our analysis along, structuring our argument, and linking our ideas together.

They also are really useful for reinforcing, supporting our thesis statements." Aisha also pointed out that context should be used to support your overarching argument.

You should never be bolting on a paragraph at the end.

You should be using it within your inferences, within your arguments to further them, to support them, and to develop them.

Fantastic if you said anything that you can see on the screen now, and of course, you may have had some other ideas that were equally worthy of celebration.

Well done.

All right, let's pause for a minute to do a check for understanding check.

We are understanding everything we are covering so far in this lesson.

I want you to think about which of the following provides detailed analysis, so two extracts from pupil's work.

Which one do you think provides the most detailed analysis? Let's look at A.

A says, "Brooke's gratitude for his country is evident;" So we're talking about Rupert Brooke's "The Soldier" here.

Brooke's gratitude for his country is evident.

"We can infer that his gratitude may motivate his extreme patriotism and consequent willingness to die for his country.

This is shown by the quotation, 'an English heaven'.

This shows his unwavering patriotism and loyalty to England, particularly in the face of death." All right, let's look at B.

"We see Brooke's patriotism most poignantly in the latter half of the first stanza, where Brooke personifies England describing her as a mother figure who has born, shaped, and made aware.

Here, Brooke's use of the list of verbs reinforces the idea that England has shaped his spirit, and given him the courage required to fight and die for her, showing his patriotism and devotion." All right, why don't you pause, and think which of these provides the most detailed analysis? Pause, have a think, and press play when you think you have an answer.

Great job if you said B.

Whilst there's some nice ideas in A, it feels slightly repetitive, it keeps focusing on this idea of extreme patriotism and willingness to die for a country.

It finds a quote, but doesn't really say anything about the quote, just repeats itself, that this is a poem about patriotism and loyalty to England.

Whereas in that second poem, we start to see the analysis of some methods.

We even have a little bit of structure in there to think about when this is happening in the poem.

So I think we can see that B, whilst only a small extract is starting to do some of that really detailed analysis, so well done if you've got that correct.

All right, it's over to you now for the first task in today's lesson.

And that is gonna be writing your response to the question, Ozymandias is a poem about power.

How does Shelley write about power in the poem? Some things I want to see you including in your response, a clear and concise thesis statement, quotations signposted, whereabouts in the poem they're taken from.

So for example, in the first, in the final stanza.

I want to see structural comments.

The poet establishes, builds on, ends with.

I want to see some analysis that focus on the layers of methods, and then the effects of these methods on you as the reader.

And, of course, I want you to explore how contextual factors have been used.

But remember, we don't want this bolted on, we want these to develop our inferences further.

So how have these informed your understanding of the poem? All right, it's over to you now.

You want to give yourself plenty of time, so you can write a nice detailed response.

I know you can do this, you've got loads of great ideas.

All right, so pause the video, give this a go, and press play when you are done.

Over to you.

Welcome back.

Really great job there.

It was lovely to see you writing with such confidence, and I was super impressed by those of you who check your spelling, punctuation, and grammar before you put your pen down.

Really impressive work there.

All right, let's have a look at part of Andeep's essay.

Now, he was writing about a different poem, "The Soldier", and he said, "We see Brooke's patriotism more poignantly in the latter half of the first stanza, where Brooke personifies England describing her as a mother figure who was born, shaped, made aware.

Here, Brooke's use of the list of verbs reinforces the idea that England has shaped his spirit, and given him the courage required to fight and die for her showing his patriotism and devotion.

Brooke never managed to face any military action himself.

He, unfortunately, died of infection en route to conflict in 1915." What I want you to think about, what do you notice about Andeep's use of context here? What do you notice about that? If you've got a partner, pause the video, and have a discussion with them.

Otherwise, you could just pause the video, and think through this question independently.

All right, pause the video, have a quick think, and press play when you're ready to move on.

All right, well done if you said Andeep has just bolted this context onto the end of the response.

He's not really explained why that context is relevant, and he is not really used it to support his argument further.

So I want you to check that you've used your context meaningfully in your response.

Pause the video, reread your answer, and look out for that context, and make sure it's been used to support your argument.

If it hasn't, now's the time to do a little bit of rewriting.

All right, pause the video, give this a go, and press play when you are done.

Welcome back.

Okay, it's time for us to move on to writing our comparative response.

So here's the question that we are gonna be writing a response to.

In Ozymandias, the poets explores ideas about power.

Choose one other poem from the anthology that also explores power.

Compare the presentation of power in Ozymandias to the presentation of power in your chosen poem.

So which other poems can you think of in the anthology are about power, and what different kinds of power do we see? All right, pause the video, have a think, and press play when you think you have some ideas.

I had some really great discussions there, people bringing lots of different ideas to the table.

So you might have mentioned that we've got the power of nature, the power of time, the power of love, the power of memory.

So lots of different types of power we see in this anthology.

So when you have a chosen poem for comparison, it is super important that to know why you've chosen it.

It shows you understand what the similarities and/or differences between the poems are going to be, and it's really helpful in that planning process.

So I want you now to think about which poem you are gonna compare to Ozymandias, and explain the ideas that you have.

So think about why the poems are similar, but why they might be different and why that might be interesting, and just generally why you thought it might be interesting to compare these two poems. So again, if you've got a partner, this is a perfect time to work with them.

Otherwise, you can think through these questions and justify, interrogate yourself, keyword, interrogate yourself about why you have chosen the poem that you have.

All right, pause video, have a think, and press play when you're ready to move on.

Okay, I can see we've got some really interesting poems ready for comparison.

I'm really excited to see what you do with these.

But before we do, let's remind ourselves what a convincing and insightful comparative response might look like.

So pause video, have a think about that.

What do you think a comparative response should look like? How do we make it convincing and insightful? Pause video, have a think, discuss with your partner if you've got one, and press play when you've got some ideas that you are willing to share.

All right, over to you.

I heard some fantastic ideas there.

I heard people talking about clear and concise thesis statements, how important those thesis statements are about outlining your overarching argument.

I heard people talking about comparative connectives, things that link ideas together, and also explore those connections between the poems. I really liked it when you talked about quotations being signposted about which poem they're from and whereabouts in the poem they are from, they're taken from.

I liked you talking about comparison, I'm sorry, analysis focused on bigger methods, so imagery.

But then you might zoom in on individual language devices or words within those.

And you might even make comparisons where there are similarities or differences in the methods that have been used between two poems. And of course, you know I love it when you say you're gonna talk about context and how contextual factors may inform our understanding of the poems. You might even be talking about how the poems have different contextual factors, and that might mean that we interpret them or view them slightly differently.

All right, let's check that we know what we're looking for in a great comparative essay.

Which of the following does not need to be included in a comparative response? Is it A, a detailed overview of the anthology in its themes? Is it B, a clear and concise thesis statement? Is it C, context used to enhance or inform our understanding of the poem? Or is it D, comparative connectives to link ideas together, and show connections between poems? Pause the video, have a think, and press play when you think you've got the right answer.

Great work if you said A, of course, we don't need a detailed overview of the anthology and its themes.

You have picked the best two poems that are linked by theme in some way.

So you don't need to reference the rest, and you don't need to reference the rest of the themes.

You've already chosen your focus.

All right, over to you now to write your response to the question, compare the presentation of power in Ozymandias to the presentation of power in another poem from the anthology.

In your response, make sure you have that clear and concise thesis statement.

Make sure you use comparative conjunctions.

Make sure you signposts your quotations are coming from.

Focus on those bigger methods, but also zoom in on some of the individual devices or words and make sure we're bringing in our understanding of context to inform and develop our understanding of the poems. All right, you've got this.

I know you can absolutely smash this piece of writing.

Pause the video, give this your best shot, and then press play when you are ready to move on.

Welcome back, fantastic work there.

I am so proud of the work that you have been doing.

Really well done.

Okay, if you've got a partner, now we can do a bit of peer assessment, but don't worry if you're working by yourself.

You can use the questions that are about to appear on screen to analyse your own work.

So there could be some coaching questions below, and I want you to use them to give your partner or yourself a what went well, that what went well is something you think they've done really well or you've done really well, something you're really proud of, and an even better if.

And remember that even better if it's something that we want to do better next time.

It's a target for improvement.

So here are the coaching questions they link to our success criteria.

Have you used or have they used a clear and concise thesis statement? Have they used comparative connective to link ideas between the poems? Have they signed posted where the quotations come from in the poem? Have they focused their analysis on bigger methods, but also done some zooming in? And have they explored how contextual factors have informed understanding? All right, time for you to pause the video, and do some self or peer reflection, and give some feedback.

Over to you.

Really fantastic job today.

It really takes some stamina to write two analytical responses.

I'm really proud of all the work that you have put in.

Let's have a look at this quick summary of our learning today, so we feel super confident before we move on to our next lesson.

We've learned that a good analytical response begins with a clear and concise thesis statement.

We know comparative connective can be used to link ideas together and explore connections between poems. We know that quotations can be signposted where they appear in the poem.

We know that analysis can move from exploring holistic ideas through to specific methods, and we know that context should be used to support your argument.

Great work today.

Thank you so much for joining me.

I hope to see you in one of our lessons soon.

Bye-bye, have a great day.