Hello, everyone.

It's lovely to see you all today.

My name's Dr.

Clayton, and I'm here to guide you through your learning journey today.

Now, today's lesson's called "Exploring Titles in Unseen Poetry." We're going to be thinking about how you can analyse individual words in the title and use that to connect to the meaning of the poem.

Now, analysing unseen poems is one of my favourite things to do, 'cause I think it really gives you a chance to be creative and free in your analysis and really think about how the words and choices the poet made are speaking to you individually.

So, if you're ready, grab your pen, laptop, whatever you're using for this lesson and let's get started.

So by the end of the lesson, you'll be able to explore the significance of titles in unseen poetry.

So, we have five words today we're going to focus on as our keywords.

They've identified in bold throughout the learning material and I'll try to pull them out as well, so you can see them being used in context.

Now, three of our keywords are technical words we're going to use to analyse the poetry.

Those are, plosive, which relates the sounds articulated with an abrupt release of air like p, b, d, or t.

Monosyllabic, which means of a word utterance, consisting of one syllable and polysyllabic, which means of a word having more than one syllable.

We then have quite a specific word from one of the poems, which is rendezvous.

And that means a meeting at an agreed time and place.

We're going to consider the inferences we can make based on that word.

Finally, we have sombre, and that means having or conveying a deep sense of seriousness and sadness.

We're going to think about how the words in the title might create a sombre mood.

So, I'll just give you a moment to write down those keywords and their definitions.

So pause the video and write them down now.

Fantastic.

Let's get started with the lesson.

So, we have two learning cycles in our lesson day.

For our first learning cycle, we're going to consider a poem by Rupert Brooke and think about the connotations of the individual words within the title.

And you are going to consider how analysis of the title can enhance our understanding and analysis of the poem.

For our second learning cycle, we're going to consider a poem by Alan Seeger.

We're gonna first read the poem, then you are gonna use the contents to try and guess the title.

Then, we're going to analyse the title in more detail, and consider how it relates to the meaning of the poem.

So, before we begin to look at the specific poem for this learning cycle, let's just take a moment to think about titles more generally to help you see the meaning in the exercise we're going to be doing today.

So, throughout the lesson we're going to be considering how a poem's title can be used to clarify the meaning of the poem, in terms of themes and the subject matter.

What I'd like you to do is think about why you think an analysis of the title is important.

Now, if you're working through this with someone else, you might talk through ideas together.

If going through this by yourself, might just think about ideas.

So, pause the video, think about why analysing a title might be important.

Well, welcome back everyone.

Now, our pupil, Sofia, said "It's our first introduction to the poem.

It sets the tone and mood for the rest of the poem." Now, I love looking at elements of a text that are outside the actual body of the text.

That might be the front cover, the dedication, the blurb, everything's been chosen for a specific reason in order to impact how the reader responds to a text.

The title's an incredibly important part of that 'cause its chances of consciously or consciously predict what the poem will be about.

And then, the poet can use that to either subvert or meet our expectations and we can find meaning within that.

So, now for a quick check for understanding.

Which of the following statements for analysing the title is accurate? Is it A? You should always leave your analysis of the title until last.

B, an analysis of the title can help you consider the tone.

Or C, an analysis of the title can help you consider the form.

So, pause the video, make your selection now.

Now, while a title may give you a hint about poetic form, perhaps suggesting a dramatic monologue, for example, it's unlikely it'll give you many hints about the form.

In contrast, the emotions and connotations from the title can be a very good indicator of the tone.

So, the correct answer is, an analysis of the title can help you consider the tone.

So, very well done if you've got that right.

Now, I always think it's useful to start your analysis from a place of questioning.

The answer to your questions will help you navigate your ideas about an unseen poem.

Now, when looking at the title for the first time, you might ask yourself the following questions.

What are the connotations of the words? So, what ideas or feelings do you get from the individual words? What impression do you form about the poem? Do the words give you an idea of the theme of the poem? Or do you get particular emotion from the words? How many words are in the title? Does this suggest a focal point for the theme? I think it's often overlooked 'cause it feels very simple.

But a short title will likely suggest a focal point for the theme or the idea of the poem.

Are the words monosyllabic or polysyllabic? How might that affect the tone? Now, those are two of our key words.

Monosyllabic means words containing only one syllable.

Polysyllabic means words containing more than one syllable.

Now, we might associate monosyllabic words as being quite abrupt, succinct, clear or even dull.

How might that affect the tone? Are there any literary techniques in the title? How might this affect the tone? So, do you notice any metaphorical language, for example? Or do the words use particular sounds, such as sibilant or plosive sounds? How might that affect the tone? Now, as I said, it's really useful to have these questions ready, so it feel as if you have a plan when you approach an unseen poem.

I know it can feel quite intimidating sometimes.

So, having a list of questions to ask can help you feel grounded when you begin your analysis.

Now, for this learning cycle, we're going to focus on Rupert Brooke's "The Dead." Brooke's most famous poem was "The Soldier," and this poem is from the same collection as "The Soldier." So, what I'd like you to start with is thinking about your immediate reactions to the title.

So, pause the video, take a few moments to consider, what is your reaction to the title, "The Dead?" Now, one of the Oak pupils Laura said, "It strikes me as quite abrupt." And another Oak pupil, Izzy, said "Yes, the zooming in on the dead makes me think it'll be quite a sombre poem." Now, sombre is one of our keywords.

It means having or conveying a feeling of deep seriousness and sadness.

So, Izzy's identified the idea of death in the title.

I thought that will connect to ideas of seriousness and sadness.

Now, let's return to our original questions we said we might ask about the title of our poem.

So, what are the connotations of the words? What ideas or feelings do you get from the words? What impression do you form about the poem? Does it give you an idea of the theme or a particular emotion? How many words are in the title? Does that suggest a focal point? Are the words monosyllabic or polysyllabic? How might that affect the tone? And are there any literary techniques in the title? How might that affect the tone? What I'd like you to do is think about how you might respond to these questions in relation to Brooke's title, "The Dead." Now, if you're going through this with someone else, you might talk about your ideas together.

If you're going through this by yourself, you might just think of your ideas.

So, pause the video, take a few minutes to consider.

Welcome back, everyone.

Now, let's talk through the mind-map that one of our Oak pupils, Sofia, made.

Let's see her thoughts about the title, "The Dead." So, Sofia began by looking at the individual words and noticed that the is the definite article and that could imply a sense of importance.

There's a difference, for example, between saying the cat and a cat, because the cat implies a sense of elevation.

She also zoomed in on the capitalization of dead.

I thought that suggests we're talking about the dead as a collective group, rather than focusing on one individual person.

That also conveys a sense of importance.

She thought that taking those words together gears to the idea the poem will be elevating those who've died and giving them a voice.

Now, as well as focusing on the connotation of those words, Sofia also noticed that both words are monosyllabic.

They both have one syllable.

She thought that could imply a sense of abruptness.

She thought about this in a conceptual way and thought it could mimic the abrupt transition from life to death.

She also thought about the fact that title is only two words and that could suggest the focal point of the poem is the dead, because the title doesn't mention anything else.

She then thought about the potential techniques in the words and noticed that both words start with plosive sounds.

Now, plosive's one of our keywords.

It means sounds articulated with an abrupt release of air like P, B, D or T.

She thought that could perrhaps mimic the act of death because in saying the words, your airway stops when you create those sounds.

So, perhaps by choosing two words that both start with plosive sounds, Brooke could be asking the reader to put themselves in the dead's shoes.

Now, perhaps you had some of the same ideas as Sofia, maybe you didn't.

The beauty of unseen poems, it gives you more scope to be creative.

Really lean into individual interpretations.

So don't worry if you interpret something in a different way to someone else.

It's all about your personal response to a text.

So, now we've considered the title, what I'd like you to do is consider what you think the poem will be about based on the title.

So, pause the video, take a few moments to consider.

Some great discussions there.

I'm just going to share a couple of ideas from my Oak pupils.

So Sam said, "I think it's going to be giving the dead a voice, perhaps a reflection on their lives." Alex said, "I think it's going to be an idea of what the afterlife is like." Now for a quick check for understanding.

So, which elements of Brooke's title create a sense of elevated importance? Is it A, the use of the definite article? B, the use of plosive sounds? Or C, the use of capitalization? Pause the video, make your selection now.

Now, plosive sounds create a sense of abruptness and a harsh sound, but they don't necessarily create a sense of elevated importance, while the use of the definite article and capitalization of dead do create that sense of importance.

So, very well done if you got that right.

So, now let's consider the title.

We're now going to read through the poem.

You'll find a copy of Rupert Brooke's "The Dead" in your additional materials.

So, I'm gonna read the poem aloud now and you can follow along with the copy in your additional materials.

So, Rupert Brooke's, "The Dead." "These hearts were woven of human joys and cares, washed marvellously with sorrow, swift to mirth.

The years had given them kindness.

Dawn was theirs and sunset and the colours of the Earth.

These had seen movement and heard music, known slumber and waking, loved, gone proudly friended.

Felt the quick stir of wonder, sat alone, touched flowers and furs and cheeks.

All this is ended.

There are waters blown by changing winds to laughter and lit by the rich skies, all day.

And after, frost, with a gesture, stays the waves that dance and wandering loneliness He leaves a white unbroken glory, a gathered radiance, a width, a shining peace, under the night." So, now that I've read the poem, I'd like to discuss the following two questions.

Number one, what do you think the poem is about? And number two, is it what you expected based on the title? Now, feel free to return to the poem and read it in your additional materials in order to answer the questions.

So, pause the video, consider the questions now.

Some excellent discussions there.

I'm just going to share some of the thoughts of two of our Oak pupils.

So, Lucas said, "The first stanza shows the richness of life coming to an end, but the second stanza shows the peaceful nature of death." And Jacob said, "I expected the poem to focus solely on the afterlife, rather than a reflection on their lives before death." Now, for a quick check for understanding around the meaning of the poem.

So, I'd like you to tell me whether the following statement is true or false.

So, is it true or false that Brooke implies a sense of dread surrounding the idea of death? Pause the video, make your selection now.

The correct answer is false.

He implies sense of calm surrounding the idea of death.

Now, I'd like you to justify that answer.

So, is it A, that Brooke uses words such as tranquil and radiance to describe the afterlife? Or B, Brooke uses words such as peace and radiance to describe the afterlife.

Pause the video, make your selection now.

Now, words such as tranquil and radiance would suggest a sense of calm, but Brooke uses peace and radiance.

So, the correct answer is B, Brooke uses peace and radiance to describe the afterlife.

So, very well done if you got that right.

Fantastic work, everyone.

And now, the first task of the lesson.

We're going to consider how we can connect our analysis of the title to an analysis of the poem.

So, here are some of the words from the poem.

Glory, radiance, peace and night.

How might we connect an analysis of these words to our analysis of the title? I'd like you to write a short answer.

You might consider how the monosyllabic nature of the title might connect to ideas of peace and how the use of the definite article and capitalization might relate to glory.

Pause the video, write your answer now.

Welcome back, everyone.

Now, I'm going to share the answer that one of our Oak pupils, Sofia, wrote.

And I'd like you to consider how we might extend Sofia's answer, by considering a connection between night and plosive sounds.

So, Sofia wrote, "Brooke's use of the definite article and the capitalization in 'The Dead' bestows a sense of importance onto those who've died, which is reflected in the glory and the radiance of the poem.

Perhaps Brooke intended for us to see their deaths as a worthy sacrifice.

Moreover, the monosyllabic nature of 'The Dead' could connect to the sense of peace in the afterlife and suggests we shouldn't be afraid of death." Now, remember that plosive sounds are when your airway's closed, you release the air in order to create a sound.

How might that relate to the concept of night? Pause the video.

Take a few moments to consider how we might extend Sofia's answer.

Welcome back, everyone.

Some fantastic ideas there.

Now, we might extend the Sofia's answer to say, Brooke's use of the definitive article and capitalization of "The Dead" bestows a sense of importance onto those who've died, which is reflected in the glory and the radiance of the poem.

Perhaps Brooke intended for us to see their deaths as a worthy sacrifice.

Moreover, the monosyllabic nature of "The Dead" could connect the sense of peace in the afterlife and suggest we shouldn't be afraid of death.

Furthermore, the poem's final word night could connect the plosive sounds in the title because they both could reflect how their lives have come to an end.

But there's a release and a peace to be found in the night.

Amazing work so far, everyone.

We now have second learning cycle.

We're going to consider the title of Seeger's poem and how we can connect analysis of the title to the meaning of the poem.

Now, we're going to start by reading through the poem without knowing what the title is.

I'm gonna turn my camera off and read the poem to you and you can follow along with me.

So, the poem says, "I have a rendezvous with Death at some disputed barricade.

When spring comes back with rustling shade and apple blossoms fill the air, I have a rendezvous with Death.

When spring comes back, blue days and fair, it may be he shall take my hand and lead me into his dark land and close my eyes and quench my breath.

It may be I shall pass him still.

I have a rendezvous with Death.

On some scarred slope of battered hill, when spring comes round again this year and the first meadow flowers appear, God knows 'twere better to be deep, pillowed in silk and scented down.

Where love throbs out in blissful sleep.

Pulse nigh to pulse and breath to breath.

Where hushed awakenings are dear.

But I have a rendezvous with death at midnight in some flaming town, when spring trips north again this year.

And I to my pledged word am true, I shall not fail that rendezvous." So, now that we've read through the poem, I'd like you to think about what you think the poem is about.

So, pause the video, take a few moments to consider.

Welcome back, everyone.

Now, here are some ideas from Oak pupils.

So, Lucas said, "I think the poem is about someone coming to terms with the fact they will die soon." And Jacob said, "Yes, I specifically think it's about someone fighting in a war because of the references to barricades and flaming towns." Now, for a quick check for understanding.

So, which of the following statements about the poem is true? Is it A, the speaker depicts the afterlife as peaceful? B, the speaker suggests they know they will die.

Or C, the speaker says they will die in war.

So, pause the video, make your selection now.

Now, while you might see the tone of the poem as peaceful, the speaker doesn't mention the afterlife.

There's also the hint of war through the references to barricades and burning towns, but it's never explicitly said by the speaker.

So, the correct answer is, B, the speaker suggests they know they will die.

So, very well done if you've got that right.

So, now that I thought about what the poem is about, I'd like to think about what title you would give the poem.

So, pause the video, take a few moments to consider.

Some great ideas there, everyone.

Now, I'm just gonna share the responses of two of our Oak pupils.

So, Laura said, "I might give it the title, 'Death Shall Take My Hand,' because it seems to fit with the tone of the poem." And Alex said, "I think I would pick the title, 'I have a Rendezvous with Death' because it's repeated throughout the poem." Now, both our Oak pupils have considered connections between the title and the thematic and stylistic choice of the poet.

The poem is actually called "I have a Rendezvous with Death," as Alex guessed.

So, fantastic work if you managed to guess correctly as well.

So, we're now going to think about the title and ask the same questions as we did Brooke's title earlier.

So, what are the connotations of the words? What impression do you form about the poem? How many words are in the title? Does suggest a focal point of the theme? Are the words monosyllabic or polysyllabic? How might that affect the tone? Are there any literary techniques in the title? How might that affect the tone? Now, how might you respond to those questions about the title, "I have a Rendezvous with Death?" Pause the video.

Take a few minutes to consider.

So, let's talk through one of our Oak pupil, Sofia's, ideas.

So, Sofia began by looking at the individual words.

And said the I means something individual.

It's a personal experience.

So, you might get the sense the poem is about someone coming to terms with their own death.

Have implies it hasn't happened yet, but they know it will.

So, the speakers are aware they will die soon.

Now, rendezvous is one of our keywords, means the meeting's been arranged in advance and normally has connotations of being friendly and informal.

So, perhaps the speaker's trying to make light of their impending death.

Now, Sofia suggested she found this surprising because we normally think of death as sombre, and this seems to offer a much lighter idea of death.

She thought about the fact that title is multiple words, now that could suggest the speaker doesn't want death to be the focal point.

So, perhaps the speaker's trying to alleviate the fear around death by suggesting we don't have to focus on it.

Do you know that rendezvous is polysyllabic, and therefore, perhaps creates a gentler tone? So, perhaps means the speaker has accepted death.

And finally, have you thought about the personification of death and how that implies a connection to death? And this, along with rendezvous, makes the idea of death seem less terrifying.

Now, for a quick check for understanding.

Is this a true or false? The title that "I have a Rendezvous with Death" implies the speaker is aware of their impending death.

Pause the video, make your selection now.

The correct answer is true.

They say they have a rendezvous with death, which means they know they have a meeting with death.

Now, I'd like you to justify your answer.

So, is it A, the title conveys a sense of dread and fear at their impending death? Or B, the title conveys a sense of acceptance at their impending death.

So pause the video, make your selection.

Now, a rendezvous means a friendly and informal meeting.

So, you might interpret that as suggesting B, the title conveys a sense of acceptance at their impending death.

So, very well done if you've got that right.

Fantastic work, everyone.

We're now at the final task of the lesson.

Now, I'd like you to reread Alan Seeger's, "I have a Rendezvous with Death." You'll find a copy in the additional materials.

I'd then like you to consider the quotation Sofia has picked from the poem.

So, Sofia picked, "He shall take my hand.

Apple blossoms fill the air and first meadow flowers appear." And what I'd like you to do is discuss what argument you think Sofia might be making about the speaker's rendezvous with death.

How might she intend to connect it to the title? Pause the video, take a few minutes to consider.

Welcome back, everyone.

Now, I'm just going to share a couple of ideas from my Oak pupils and I'd like you to consider how well they align with your ideas.

So, Lucas said, "The references to blossoms and flowers suggest the speaker is trying to make death sound pleasant and welcoming." And Alex said, "Yes, the rendezvous in the title makes it sound like a mutual agreement, rather than something to be scared of." So, pause the video.

Consider how well they align with your ideas.

Welcome back.

It was great to see people sharing.

They had different ideas about the connection between the quotations and the title, 'cause as I said, analysing unseen poetry is incredibly subjective.

We're all going to have different interpretations and ideas.

I think that's the beauty of analysing unseen texts.

We get a glimpse into how other people's minds work.

It reminds us how we're all individuals with our own experiences and our own thoughts.

You all did amazingly well today, everyone.

Here's a summary of what we covered.

The poem's title can be used to clarify the meaning of the poem, in terms of themes and subject matter.

You can analyse the title of the poem, alongside your analysis of the quotes.

A poem's title gives an indication of the atmosphere and tone.

I really hope you enjoyed the lesson, everyone, and hope to see you for another lesson soon.

Goodbye.