Hi, there, Mr. Barnsley here.

Fantastic to see you today.

Thank you so much for joining me as we continue to explore some "Unseen poetry." Today, we're gonna be focusing on how sound can be used for effect in poetry.

We are gonna be looking at the poem safe sounds in the second half of the lesson.

You can find this in your Additional Materials.

Please make sure you have a copy of this at hand before you start today's lesson.

All right, when you are ready, I think it's time for us to begin.

Let's go.

So let's have a look at today's outcome then, shall we? By the end of the lesson, you're gonna be able to both understand and explain the use of sound in an unseen poem.

So there are five keywords I want you to look out for in today's lesson.

They are abrupt, tense, elongating, harmonious, and immerse.

Okay, the definitions of each of those words are on the slide.

We'll look at them in more detail when we come across them in today's lesson.

But if you do want to pause the video to read through these and even make a note to them, now is the time to do so.

Remember to press play when you are done.

Okay, so to make sure, we can analyse the use of sound in an unseen poem, we are gonna have to take two steps, two learning cycles that we want to cover.

First, we want to understand this concept of the idea of the use of sound.

Like what does it look like? What does it mean to use sound in a poem? And then once we've done that, once we understand the concept of that, we can start to put that to use by looking at it in an actual unseen poem.

So let's start by conceptualising the use of sound.

So as well as creating images and emotions, poets do like to create sounds through their poem.

We think of poems as being written down and things that we read and we might picture in our mind.

But we also know that poets like to create sound in their poem.

And some questions that you might want to ask yourself when you're reading a poem and thinking about the use of sound are the following.

What emotions are connected to certain sounds? Okay, the author is, if the poet is describing a sound, why? What kind of emotions do they want us to feel? Why is it that the poet wants us to hear that particular sound? Okay, think about the relevance of the specific sounds rather than just sounds in general.

And see if you can spot any sounds that are repeated throughout the poem and think about why that might be.

And think about does the poet use any sound imagery or really specific sound techniques to create these sounds in their work? So there are several ways that poets might create sound within their poems. One of these is onomatopoeia.

Okay, this should be a word that you've used a scene before.

And onomatopoeia is a technique where poets use words that imitate a real natural sound associated with their meaning.

So the most obvious ones, you might have thought about these at primary school are bang, 'cause it sounds like a loud bang or slam, 'cause it sounds like something being slammed.

Obviously on a matter peer can be much more nuanced than this.

But when we think about it kind of in simple terms, we want to think about words that create the sound that they represent.

So bang and slam and we'll see if we can see any more subtle examples of onomatopoeia later in the lesson.

So what do you think the effect then of onomato might have on the reader? Why might a poet include onomatopoeia? What's the effect on the reader? Pause video, have a think about this if you've got a partner you can discuss with them.

Otherwise, you can just think through this independently.

What's the impact of onomatopoeia? Pause video, have a think and press play when you think you have ideas that you're willing to share.

I heard lots of great ideas there.

Loads of you saying about it.

Immersing the reader, making them feel really involved.

Like they're surrounded by the poem, like they're in the middle of the poem and it makes them as if they feel they can hear that environment rather than just reading it and picturing it in their mind.

They can almost hear the sounds as if they were in the middle of that scene.

Really great if you said something similar to that.

But why might the poet then want to immerse the reader in the environment? What's the impact of that? Yes, we know, the poet's putting the reader in the scene.

But why would you want to do that? Pause the video, have a think, either with your partner or individually.

Why might the poet want to immerse the reader in the environment? Pause video.

Have a think and press play when you've got an idea.

So I heard lots of you saying that potentially, the poet might want the reader to feel as if they're there, so they can really better understand the poem.

Okay, it's much easier for us to understand a poem if we can visually kind of put ourselves in the middle of it.

All right, fantastic if you said something similar.

So true or false then? Onomatopoeia allows the reader to feel as if they are within the environment of the poem.

Is that true or is that false? Pause the video.

Have a think and press play when you've got an idea.

Yeah, great work if you said true.

Let's justify that.

Onomatopoeia allows you to visually immerse yourself and see through the speaker's eyes.

Or is that onomatopoeia allows you to aurally immerse yourself and feel connected to the speaker.

Think about that.

Pause video.

Have a think.

Press play when you've got a response.

Well done if you said b, it's all about aural what we can hear the sounds.

That's how we use onomatopoeia to immerse a reader and connect them to the speaker and the situation that the poem might be about.

Okay, there are other ways though that a poet might create specific sounds and this is through the use of particular consonants and vowels.

So kind of the sound, choices the phonic, the phonetic choices that they make.

So this might be through plosive sounds, through fricative sounds, and through euphonic sounds.

Let's have a look at each of these then individually.

So a plosive sounds are articulated with an abrupt release of air, so it sounds like p, d, b, or t.

And if you to put your hand in front of your mouth and say those letters p, b, t, and d, just do that for me.

What can you feel when that happens? Pause the video, just do that.

Say those letters.

What can you feel? You might have felt that release of air.

Why don't you practise saying the following words out loud, brunt, train, dam.

Practise saying those words out loud.

Pause the video, just say those words to yourself.

So what did it feel like when you were saying those words? What did you notice about those sounds? Why don't you pause the video and if you've got a partner, you can discuss this with them.

Otherwise, you can just think through this independently.

What did it feel like saying those words? Pause the video, have a think and press play when you've got some ideas.

Lots of you there saying it felt really harsh and quite abrupt to say, they felt like almost quite aggressive words.

Okay, interesting if you said something similar to that.

So why might the poet then use plosive sounds? What might the effect, what might they be trying to get the reader to feel? What do you think? Have a think and press play when you've got some ideas.

Yeah, it was really interesting to hear lots of you talking about a potentially tense atmosphere.

It maybe something sharp or quite shocking.

Some of you were talking about actually, it could create a change in energy depending on what the other words are.

It can be because it's quite abrupt, it can feel like quite quick change.

Some really interesting ideas and interpretations there.

Well done.

So a fricative sound, they're ones where creative, where air passes through a really narrow construction and with your lips.

So consonants such as s or f or z can all create that fricative sound.

Why don't you try saying some of the following words aloud, fizzle, simple, zebra? Pause the video and have just say those three words aloud to yourself.

Do that now.

Okay, let's think then.

Let's do some reflecting.

What does it feel like to say those words? What did you notice about those sounds? If you've got a partner, talk this through with them or otherwise, just think through this independently.

Pause the video, have a think and press play when you've got some ideas.

I heard lots of you saying, well, it just feels like I'm producing air.

I'm not really making much of a sound.

Okay, these words don't, when we compare 'em to the plosive, which sounded really harsh and loud, these barely making a sound, I'm just kind of a little bit of (indistinct) escaping through my mouth.

I heard lots of you saying that.

So why do you think a poet might choose to use fricative sounds within their work then, okay, what kind of effect might that have? Pause video, have a think with partners or independently and press play when you've got some ideas that you want to share.

Really interesting.

I heard you making contrasts to the plosive and kind of, you were saying there's quite a light sensation.

I heard some of you were saying, it feels quite ghostly, like there's a sound, but it's not quite there.

So it can sound quite ethereal, ghostly, light, lots of interesting interpretations there.

Now, euphonic sounds are very harmonious, they're very pleasant, they create a harmony almost quite musical and consonants such as m or l or soft f's or v's.

And long vowel sounds all can work together to create these really harmonious euphonic sounds.

Let's try saying some of these words.

Mellow, languid, fawn.

Say those words out loud to yourself and just think about how it feels to say them.

Pause the video, give this a go and press play when you are done.

All right, let's do some reflecting then.

How did it feel when we were saying those words? What did you notice about those sounds? With a partner or by yourself, just think through these questions and press play when you are done.

Pause the video now.

Have a think and press play when you've got some ideas.

Lots of you saying that it felt like you were elongating, stretching these words out the vowels making these words feel longer and it really felt like you were slowing down when you said these words.

Okay, so why then might a poet choose to use euphonic sounds in their work.

Okay, if we're saying we're elongating slowing down, why am I a poet do that? All right, pause the video, have a think, have a discuss and press play when you've got some ideas.

Great, really nice thinking.

There are lots of you talking about calm, peaceful, mellow.

Some of you actually use that word mellow that we practised saying earlier.

It really does.

Generally, these euphonic sounds create this sense of harmony by creating a really calm, peaceful atmosphere.

Well done if you said something similar.

Another way that poets can create sound, those using sibilance.

And sibilance you might remember as the repetition of s sounds in a collection of words or syllables near to each other.

So we sometimes associate sibilance with a hissing sound.

So what effect might that have if we hear sibilance, we think this makes me think of hissing, what's the effect there? Pause video.

Have a think.

Press play when you've got some ideas.

Lots of you talking about really sinister or tense atmospheres.

We might associate this with kind of a snake and the snakes we associate with being dangerous, being untrustworthy.

So really creating a sinister or tense atmosphere.

However, we could say that sibilance is also elongating the words that s sound kind of they feel really elongated.

So what other effect might sibilance have it? Yeah, it might create a sinister tone, but what are the tones and atmosphere might it create? What do you think? Pause the video.

Have a quick discuss and press play when you've got an idea.

So again, sibilance could create a calming, peaceful atmosphere.

So the interesting thing about sounds in a poem, we can't just judge the atmosphere just based on the sounds.

As ever, we will look for other clues and sounds are just one clue that help us get a really good idea about the tone and the mood, the atmosphere of a poem and the messages that a poet is trying to put across.

All right, which of the following sounds then arguably creates the most soothing sound? Is it, a, plosive sounds? Is it, b, euphonic sounds? Or is it, c, fricative sounds? What do you think? Pause the video.

Have a think, and press play when you've got an answer.

Well done if you said, b, euphonic sounds.

We know euphonic sounds linked to tryna create these really harmonious, almost musical sounds.

So they're probably the most soothing.

I can see an argument for fricative 'cause they feel quite light.

I wouldn't argue plosive sounds though create a soothing sound.

They are quite abrupt and harsh.

All right, over to your first task at today's lesson.

I want to imagine you are writing a poem that's called "Safe Sounds." I want to think about which sounds would you pick to include in your poem? Things you might want to consider, which sounds do you associate with feeling calm, which sounds you might associate with a particular place or person? Would you use fricative, plosive, or euphonic sounds? Do you think you'd use sibilance? Would you use onomatopoeia? And if so, what kind of onomatopoeia, what kind of words might you use? All right, pause the video.

I want you to do a short piece of writing here.

No more than four or five sentences.

Thinking about if you were creating a poem called "Safe Sounds," what would you do? All right, pause the video, over to you and press play when you are done.

Great work there.

It was really nice to think, see you thinking so carefully about sounds.

All right, we're gonna have a moment of reflection before we move on.

I'm gonna share the work of two of our Oak pupils and I would just want you to think, do you agree or disagree with them? Have you got any similar ideas or are your ideas very different to them? Just taking a moment to reflect on their work, but also on yours.

So Lucas said that he'd choose the sound of a cat purring and he used sibilance throughout the poem to really mimic that repetitive, calming nature of the purr.

Whereas Alex said, I choose the sound of the ocean and I try to use many euphonic sounds throughout to really enhance this sense of tranquillity and harmony.

So pause the video, read the Oak pupils work and think are there any similarities? Do you agree with their ideas? Do you disagree with our ideas? And then take a moment to reread yours and think, how am I created? Or am I gonna create this really kind of peaceful, harmonious atmosphere in my poem, "Safe Sounds?" All right, over to you.

Pause the video, have a bit of reflection time and then press play when you're ready to move on.

All right, welcome back.

We've done some really great work there.

Thinking about the concept of sound in poetry.

Now, it's time to put that concept into action by reading, understanding and doing some explaining about how sound is being used in a poem.

So we are gonna consider the use of sound in Carol Ann Duffy's poem, "Safe Sounds." There is a copy of this in the Additional Materials.

Please make sure you've got this in front of you because whenever we're seeing an unseen poem, we, of course, have to read it through.

So I'm gonna hand it over to you to do this and I don't want to see you just read it through once.

I want you to read it through once, twice, maybe even three times.

So you start to feel confident what this poem is about.

All right, remember, we're focusing on sound today.

So you might want to have that in the back of your mind as you're reading through.

All right, pause the video now, read through that poem once, twice, three times.

Make sure you understand what is happening in the poem.

All right, over to you.

Pause the video, give it a go.

Welcome back.

Some really great reading there and like I said, really impressive to see people reading the poem more than once.

You know, I can never read a poem once and get the full understanding.

I always have to read it a handful of times.

Okay, so really important that we are doing that.

Now, over to you.

We said we were focusing on the idea of sound.

I want you to think about what is your favourite sound in the poem.

Okay, what sound really stands out in the poem to you? What's your favourite and why? Why do you think it's your favourite sound? What made it stand out? What made it so impactful on the page for you? Okay, pause the video.

If you've got a partner, you can discuss and share some ideas.

If you're working independently, you can just think through this question by yourself.

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

Some really great ideas there.

Now, I want us to consider the use of sound in "Safe Sounds." So can you start to think, now, you've talked about your favourites, but what other sounds can you hear in the poem? How many different sounds can you hear in this poem? Okay, some fantastic discussions there.

Some really nice ideas.

Now, I want us to consider the idea of and the use of sound in the whole poem.

So yes, you picked your favourite, but now I want you to think about all the different sounds you can hear in this poem.

So if you've got a partner, you can share some ideas, you can go back and forth.

Otherwise, if you're working by yourself, just read through the poem and see if you can maybe underline or highlight circle all the different sounds that you hear in the poem.

All right, pause video, give this a go and press play when you think you've got all of the sounds that you've seen in this poem.

All right, over to you.

All right, welcome back.

Let's collect some of those sounds then, shall we? You might have said the dogs lapping.

You might have talked about the pop of a cork.

You might have talked about the match of the day theme tune.

If you've got any match of the day fans listening now or doing this lesson, I'm sure you can hear that theme tune.

You might have heard talks about where your name being called.

You might have talked about your daft ring tone on your phone, or the low gargle / of hot water.

You might have even spoken about the sea.

Okay, I think if we all close our eyes now, if you've ever been to the beach, you can hear the waves lapping.

All right, so on the left of the screen, you can see all or some of the different sounds, but the sound of the poem that we pulled out.

I want you now to answer the following questions.

You're gonna do this verbally or think through this independently.

For each sound, what emotion is connected to that sound? Why might the poet want me to hear that particular sound? What's the impact of that? What's the poet? What effect does the poet want to try and create? Are there any of these sounds that are repeated throughout the poem? And does the poet use any of those sound imagery or techniques that we've talked about? So onomatopoeia, plosive, fricative, euphonic sounds, sibilance, all those things that we talked about in that first learning cycle.

Do you see any of that in this poem? All right, pause the video.

Let's take a moment to reflect on the sounds that we hear in this poem.

You've got partner, you can do this as a discussion, otherwise, you can work through the poem.

You might even want to put some annotations on the poem.

Kind of label them with some of these responses.

All right, over to you.

Let's really think about Carol Ann Duffy's use of sound in this poem.

Pause the video, give us a go and press play when you think you've got some ideas.

Welcome back.

It was great to see you thinking about sound in such detail in that poem.

Let's have a look at some of Sofia's ideas and I wonder if you spotted anything similar.

Sofia, when tasked with thinking about the emotion connected to the sounds, she said it was really warm poem, it was really comforting.

It made her think of home, which was really familiar and felt really peaceful.

I wonder if you've got any of those similar words.

When she started thinking about, okay, why is the poet used these words? What's the effect? She said, well, she maybe thought the poet wanted her to feel really comforted almost like she's tryna transport her home.

Were there any sounds that she spotted being repeated? Well done if you realised, there were quite a few long vowel sounds or quite a few words that were being elongated throughout the poem.

And did you spot any specific sound techniques? Well, Sophia spotted onamatopoeia, euphony, euphonic sounds and sibilance.

I wonder if you spotted them too.

So let's think about why do we think Duffy has used these particular sounds and these particular techniques.

What's the impact? What's the effect? Why don't you pause the video and if you've got a partner you can discuss with them, otherwise, you can just think through this question independently.

All right, pause the video, have a think and press play when you've got some ideas that you'd like to share.

Okay, brilliant.

Let's see.

Shine a spotlight.

Some things that you might have said.

I heard some of you saying that they really wanted to immerse the reader in the text.

We've talked about that putting the speaker, sorry, putting the reader into the speaker's position into their shoes.

We also talked about, I heard people talk about transporting the reader into a place where they feel comforted, where they feel peaceful.

I heard lots of you saying he is a very relatively familiar sounds that really might resonate with many people.

People might recognise these as being really familiar.

And then I heard you saying actually maybe people, maybe Duffy wants to potentially transport the reader into their own home.

So they can almost kind of make this poem come alive by making it feel really familiar to their own home experiences.

So I wonder if you said something similar to that.

Of course, you might have said some different things as well and that's perfectly fine as long as you can justify them.

All right, then let's do a check for understanding.

I want us to think about the sound pop that is used in the poem.

Which of the Oak pupils' interpretation do you think feels the most relevant, most appropriate? Is Aisha who says, "Pop contains plosive sounds, so perhaps Duffy is trying to startle the reader and create some tension." Or is it B, "By using onomatopoeic sounds, Duffy could be trying to fully immerse the reader in the atmosphere." Which of those feels most logical? Pause the video, have a think and press play when you think you have an answer.

Yeah, well done.

If you said Jacob's response there, I think, obviously, we know plosive sounds can be used to startle and create tension, but that doesn't seem to fit in with the rest of the sounds that we've got in the poem.

Okay, the more euphonic harmonious sounds.

So in this case, we need to put all of our clues together and think what's a logical inference and Jacob's inference about immersing the reader in the atmosphere, kind of transporting them home feels more relevant here than Aisha's.

So well done if you got that correct.

All right, over to you then for our final task of today's lesson, we're gonna consider the title of the poem and we're gonna have a discussion about this if we've got a partner you can discuss with them.

Otherwise, if you're working by yourself, you can just jot down some ideas what you would say if you were discussing with a partner.

So I want you to discuss why do you think Duffy chooses to call the poem "Safe Sounds" rather than "Happy Sounds?" You might want to consider what sounds, does the word safe use.

And you also might want to think about why Duffy might want to start the poem with those sounds.

Okay, so really focusing on the title, but everything that we've learned about sounds, let's really analyse the sounds in that title and think why "Safe Sounds" rather than "Happy Sounds." Pause the video, have a discuss, have a think and press play when you've got some ideas.

Lovely, lovely discussions there.

It's like I said, it's great to see you talking about sounds with such confidence.

Fantastic work.

All right, before we finish today's lesson, I want us to just sit and have a moment of reflection.

We're gonna look at the responses of Laura and Izzy, two of our Oak pupils, and we're gonna compare them to our own ideas, just giving us a little bit of a moment to think about the discussions that we've had.

So Izzy says, "I think Duffy's use of sibilance is designed to make the reader slow down and relax before they begin the poem." And Izzy says, "I think Duffy's use of euphonic sounds in the title is designed to make the reader feel content, a warm atmosphere before they begin the poem." All right, let's think, do these align to the ideas that you had? Pause the video and let's have a moment of reflection before we finish today's lesson.

Okay, that's it.

Great work, today, we have reached the end of today's lesson.

On the screen, you can see a summary of all of today's learning.

We're gonna quickly talk through those, so we feel really confident before we move on to our next lesson.

So we've learned today that when considering sounds in an unseen poem, you might ask what emotion the sound makes you feel.

You might also ask whether the poet has used techniques such as onomatopoeia or sibilance.

Arguably, onomatopoeia immerses the reader in the poem and makes them feel as if they are experiencing it.

Duffy may be using sounds in order to create a warm environment where the reader feels at home.

All right, fantastic work today.

Thank you so much for joining me.

I do hope to see you in one of our lessons again in the future.

Have a great day, bye-bye!.