Hello, Mr. Barnsley here, great to see you today, thank you for joining me in today's lesson where we're gonna be looking at some of the poetry in the Eduqas anthology.

And today we're gonna be focusing on and comparing two poems. We're gonna be looking at Wilfred Owen's "Disabled" and we're gonna be comparing it to Beatrice Garland's "Kamikaze." So you're gonna need to make sure you can see a copy of both of these poems. They are of course in your anthology, so I would have your anthology to hand, and once you are ready to get started, I'm ready, so let's go.

Okay, let's have a look at today's outcome then, shall we? So by the end of the lesson, you will be able to compare the presentation of identity and isolation in Owen's "Disabled" and Garland's "Kamikaze." So we're gonna compare two poems. Five keywords to keep an eye out for.

The first is aftermath, and this is the period that follows an unpleasant event or accident and the effects that it causes.

Both of these poems are about the aftermath of war.

Isolation is the state of feeling alone, without friends, help, support.

Ideological is based on or relating to a particular set of ideas and belief.

If something is futile, then it achieves no result.

It's not effective, it's not successful.

And if you are ostracised, it means to be excluded from a society or a group.

Okay, keep a lookout for these words and see if you can use them in your own discussions and writing.

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

We're gonna start by thinking about comparing ideas of identity and isolation in two poems, and then we are going to be writing a comparative introduction in the second half of today's lesson, and let's start by looking at these two poems in more detail, "Disabled" and "Kamikaze." Now a top tip.

When comparing poems, I think it's always really useful to think of the poets as if they're in conversation with each other.

So for example, if we're comparing "Kamikaze" and "Disabled," we might want to imagine that Owen and Garland are having this conversation about the aftermath of war and its impact on soldiers.

So let's have a think about what overall big idea do you think both of these poets would agree on? Okay, so think we're having this discussion, what do you think they would both agree on? Right, pause the video and have a think.

If you've got a partner, you can of course talk it through with them, but don't worry if you're working by yourself, you can just think through this independently.

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

Welcome back.

Izzy said, "I think they would both agree that war has a lasting negative impact on soldiers and that they struggle to integrate back into society and their former lives." Do you agree with Izzy? Does that sound similar to the discussions or the thoughts that you were having? Why or why not? Okay, so we know that both "Disabled" and "Kamikaze" really explore an individual soldier's experience.

So, however, in both poems we are not told the soldiers' names.

In "Disabled," the soldier is referred to using the pronoun "he." And in "Kamikaze," they're referenced as "her father" throughout the poem.

We do not hear their voices, we do not hear their point of view.

Let's think about what the significance of this might be.

Again, let's pause the video to give ourselves a little bit of thinking time.

We can do this in pairs or we can do this by ourselves, but remember to have a think and press play when you're ready to continue.

Welcome back.

Things that you might have said.

Well, let's have a look at what Lucas said and you can compare your ideas to him.

Lucas said, "I think it suggests that the soldiers have lost part of themselves and their identity because of the war.

It might also reflect the distance between their current and former lives." What do you think, do you agree with Lucas? Do you like his ideas? Why? Why not? Alright, let's start to zoom in then on some of the quotations used in these poems. So in "Kamikaze," Beatrice Garland writes, "They treated him as though he no longer existed." And in "Disabled," Owen writes, "All of them touch him like some queer disease." What similarities can you see between these two quotations? What similarities can you see between these two quotations? Why don't you pause the video, have a little bit of think in pairs or by yourself, and press play when you've got some ideas.

Welcome back.

I really, really enjoy comparing poems at the quotation level, looking at individual words and trying to find connections between them.

I wonder if you looked at the word "disease" and "no longer existed" and talked about how they are linked through this theme of isolation, or specifically being isolated from others.

Like these are two characters who are being ostracised, they're being pushed away by society, they're treated like they have a disease or they're treated like they just don't exist anymore.

You also might have talked about the use of pronouns, they and them.

Again, we've talked about a lack of names.

It just could represent how they do not feel as if they have a personal connection with people anymore.

They're othered, they are they or them.

They are not their names, they are not who they were or who they used to be.

They are just they and them, kept on the periphery of society.

So, true or false then? Both Garland and Owen suggest that soldiers experience a sense of isolation in the aftermath of war.

Is that true or is that false? Pause the video, have a think, and press play when you've got an idea.

Yeah, well done if you said that was true.

Why is that true? Well, we could say that Owen suggests the soldier feels as if he has a disease, whilst Garland depicts how the soldier's family treats him as if he's no longer existed.

Both of these really reveal this sense of isolation.

Okay, let's have another look at another couple of quotations.

So from "Disabled", "Before he threw away his knees." And from "Kamikaze," "And sometimes, she said, he must have wondered which had been the better way to die." Okay, let's think about how these quotations link to this idea of futility.

Futility is this idea of pointlessness and, you know, we could say that war or, you know, the futility of war and how pointless it may be.

How might these two quotations then link to this idea of futility? I want you to pause the video, have a think in pairs or by yourself, and press play when you've got some ideas.

Okay, welcome back.

Let's have a look at some of the things that you might have said then.

So Jacob, one of our Oak pupils, gave this a go and he said, "I think both poems suggest that the soldiers' sacrifices were futile.

Okay, the flippant language that Owen uses to describe the soldier's injury suggests it was all for nothing." So that's kind of a really clear link between kind of the soldier's injuries and war being futile.

Now, Garland's link to futility may be slightly different.

"Garland's depiction of a father who is ostracised for his decision to turn back suggests that ultimately it was a futile gesture.

He lost his family anyway." So Garland less so saying that war itself is futile, but the act of the father turning back was futile, it was pointless because he lost his family anyway.

He would've lost his family if he died, but he may as well have died because his family kind of shunned him, rejected him anyway.

Do you agree with Jacob's ideas? Do you have similar or different ideas in your discussions or your thoughts? Why don't you pause the video and take a moment to reflect and compare your ideas to Jacob's.

And of course, if you like any of Jacob's and you hadn't thought of them, now is the time to note them down.

Alright, pause the video and press play when you're ready to continue.

Okay, another similarity between the poems is that they leave us with a question.

In "Kamikaze," it is, "And sometimes, she said, he must have wondered which had been the better way to die." And in "Disabled," "Why don't they come and put him into bed? Why don't they come?" Let's think about why do you think both Owen and Garland end their poems with a question? What's the purpose of that, do you think? Pause the video, have a think in pairs or by yourself, and press play when you've got some ideas.

Okay, I wonder if you've said anything similar to what you can see on the screen.

Both of these are questioning the nature of war, Owen probably more clearly than Garland.

Both of them, however, are questioning whether the soldiers' sacrifices are worthwhile.

I think that's something we could agree that both poets are doing in equal measure.

Well done if you said something similar to what you can see on the screen.

Okay, true or false then? Both Owen and Garland suggest that the soldiers' sacrifices were worthwhile and were purposeful.

Is that true or is that false? Pause the video, select your answer, and press play when you want to find out if you were right.

That is of course false.

Why is that false? It is false because we see the flippant language, we see the questioning language.

Both of this imply that Owen and Garland are presenting the soldiers' sacrifices as being futile, so well done if you recognised that that was false.

Alright, let's consider a few more quotations here.

A couple from "Disabled." "Legless, sewn short at the elbow." "Passed from him to the strong men that were whole." Remember, that's talking about the women's eyes.

And then "Kamikaze," "A shaven head full of powerful incantations," and, "And though he came back, my mother never spoke again in his presence." I want you to think about what has caused the soldiers to feel isolated, what has caused them to feel so ostracised? Is it the same for both soldiers? I want you to pause the video and have a think.

This is the perfect opportunity to discuss in pairs if you have a partner, but also you can think about this independently if you're working by yourself.

Alright, pause the video, give this a go, have a think, and press play when you've got some ideas.

Okay, welcome back.

Really interesting thing to think about there and we're really starting to dive deeper into the similarities and the differences between these poems. So Sam gave this a go and she said, "I think Owen is suggesting that the soldier's physical injuries have left him feeling incomplete and separate from society.

However, I think Garland is demonstrating how the father's ideology has changed.

He chooses to put his family before his nation.

And Garland suggests that it's this ideological change that leaves him ostracised from both society and his family." So a clear difference here, even though we're seeing a real similarity in how the soldiers are being treated and how they feel, the reason for that is different.

And I think that's the most impressive thing when we are comparing poetry, is looking for differences within similarities.

Or we can turn it around.

Even if there are clear differences between poems, we can still look for the similarities between them.

But here, this is an example of where we've taken a similarity, but now we've zoomed in deeper looking for the layers of differences within there.

So what do you think? Do you agree with Sam, do you agree with her ideas? Why or why not? As ever, why don't you pause the video to compare your thoughts and discussions with Sam.

And if you like any of her ideas, you can make a note of them now.

Okay, welcome back.

True or false then? Owen and Garland suggest that the soldiers' sense of isolation occur for the same reason.

Is that true or is that false? Have a think, pause the video, and press play when you've got an answer.

Yes, that is false.

Why is that false? Well, Owen arguably suggests that it's the soldier's physical injuries that lead to him feeling isolated.

However, with Garland, it's all about the father's ideological changes and that's what caused him to be ostracised by both his family and by society as a whole.

Okay, onto our first task in today's lesson.

I would like you to answer the following questions.

What do you think Owen and Garland wanted people to understand about war through the poems "Disabled" and "Kamikaze"? And I want you to make sure you are using evidence from the text to support your answer.

And do you think that their poems are effective in communicating that message? Why or why not? Okay, time for you to pause your video and start to bring together some of the thoughts and discussions that you've been having throughout today's lesson.

Alright, over to you, give this a go, and press play when you're ready to continue.

Welcome back.

How did you find that? I hope you were feeling quite confident about answering these questions 'cause you've had some great ideas so far today.

Alright, before we move on to our second part of today's lesson, we're gonna take a moment to reflect.

We're gonna do that by comparing our work to some model answers written by our Oak pupils.

Of course, whenever we are sharing model answers in English, they are not the only right answer.

That's the great thing about English, there can be many different right answers as long as they are kind of considered and logical.

So what I'm gonna do is I'm gonna share some of Alex's answers and you can think, do you agree with them? Do you disagree with them? It's okay to disagree with them.

And if you do agree with them and you like them, you can take a moment to think, are there any ideas that I missed here and I might use them to improve and enhance my own work? So let's look at Alex's answer to the first question.

What do you think Owen and Garland wanted people to understand about war through "Disabled" and "Kamikaze" using evidence from the text to support your answer? So Alex wrote, "I think both Owen and Garland wanted people to understand how difficult soldiers can find the aftermath of war.

The fact that neither soldier has a name or a voice in the poem suggests to me that they have lost part of themselves during the war and they no longer recognise who they are.

Furthermore, I think that the fact that both poems end on a question suggests that Owen and Garland want people to question whether the sacrifices that soldiers make are worthwhile." What do you think? Do you like Alex's answer? Pause the video, compare it to yours.

If you want to steal any ideas, now's the time to do so.

Okay, and question two now.

Do you think their poems are effective in communicating that message? Why or why not? Alex wrote, "I think the poems are very effective in communicating their message.

For me, Owen's imagery of the soldier feeling like a disease and Garland's depiction of the soldier no longer existing are very powerful ways of showing how isolated and ostracised soldiers can feel when they return to their former lives." Again, what do you think? Compare your answer to Alex's and take any of his great ideas if you like them.

Pause the video and press play when you're ready to move on to the second part of today's lesson.

Okay, welcome back.

We are now gonna take all of our ideas, the comparing that we've done in the first half of the lesson, and we're gonna use these to write a comparative introduction.

So when you're writing a comparative response, you want to include a comparative introduction.

We're not gonna try and write a full comparative response here, we're not writing a full essay.

But we're just gonna focus on how we might start a comparative response, and that's always with a comparative introduction.

So a comparative introduction should do a couple of things.

It should explain your overarching argument about the poems in response to the question.

That's our thesis, our overarching argument.

And it should start to reveal what you think some of the similarities and differences between the poems in the response, between the poems in response to the question, okay? Obviously our topic sentences will be kind of more specific in our similarities and differences, but we want to kind of start acknowledging them in our introduction as well.

So a really effective introduction moves from the general to the specific.

So what do we mean by that? Well, a general might start to think about the two poems in general, like, how are they similar in general? We then might start to narrow down on the similarities in both poems and how they relate to big ideas.

And then our thesis, we want to be quite specific and that's where we might have some of those nuanced differences within the similarity.

Remember I said the best answers will look for differences within similarities.

That's where we're gonna bring them out, in our thesis.

So to do this, to write kind of a good comparative introduction, we really do need to think about the similarities and differences between this poem.

So the question that we're gonna be answering is, how do Owen and Garland present the impact of war in "Disabled" and "Kamikaze"? So let's start thinking about the similarities and the differences.

So I want you to complete this Venn diagram.

I'm sure you've all used Venn diagrams before, but in the overlapping circle is where we put the similarities, and then on the left-hand side we put the things that are very specific just to "Disabled," and on the right-hand side we will put the things that are very specific just to "Kamikaze." Why don't you pause the video, you can do this verbally or you can make a note on a bit of paper and think about what are the similarities and differences between these two poems. Alright, pause the video, over to you, and press play when you think you're done.

Alright, welcome back.

I wonder if you picked out the isolation, the isolation that the two soldiers face is a really key similarity between both of these poems. There's also this loss of identity, okay? You know, they don't feel like the people that they were before the war, before they went to war.

Now in "Disabled," it really focuses on physical injury and we think this is the main cause of isolation, whereas in "Kamikaze," it's these ideological changes that cause the father to be isolated from society and isolated from his family.

So let's just check we understand what a comparative introduction should look like.

What is missing from this model? Okay, so what's missing from the middle there? Why don't you pause the video, have a think, and press play when you think you have an answer.

Welcome back.

Did you remember? This is where we start to narrow down on the similarities in the poems in relation to big ideas.

Okay, so we're starting to narrow down, get a little bit more focused here.

So I want you now to write your own comparative introduction to the question, how does Owen and Garland present the impact of war in "Disabled" and "Kamikaze"? So we start by creating a sentence that addresses both poems. So for example, "Both Owen and Garland address the aftermath of war and how soldiers can struggle to integrate back into their former lives." This is kind of big picture, overarching.

Now we want to zoom in, okay, but still have a comparison, expand on some of those similarities, so we can use correlative conjunctions, both and and, and this is where we start to be a bit more specific.

So this is a similarity, isolation and identity.

And then our thesis is gonna start to look at some of those nuanced differences, okay? So this is where we might want to use comparative conjunction, so whilst in one poem or whereas in one poem or however.

Okay, and that's where we're gonna start to introduce that there is a slight difference here.

Alright, time for you to pause the video, give this a go, and write your comparative introduction.

Alright, best of luck, press play when you're ready to continue.

Alright, how was that for you? Let's have a look at one of Sofia's.

Sofia, one of our Oak pupils, gave this a go and she wrote, "Both Owen and Garland address the aftermath of war and how soldiers can struggle to integrate back into their former lives.

More specifically, both poems suggest that soldiers experience a sense of isolation from others as well as a loss of their identity as a result of war." What do we think? Should we give that a what went well, WWW, and an EBI, even better if? So, what's been successful about Sofia's introduction, but what could she do to improve it? Pause the video, have a little bit of a think, and press play when you've got some ideas.

Welcome back.

So you may have noticed that she has included those similarities.

But she hasn't included those subtle differences.

So her first sentence looks at the general similarities, this overarching, it's about soldiers struggling.

She's then been more specific, more specifically, it's about isolation.

But she's not done that kind of third part, and that's kind of the real thesis and the argument is starting to look at some of those differences.

So let's think about how could we extend, what might that third sentence look like? I want you to pause the video and have a think.

What might that third sentence look like? Alright, let's have a look at what Sofia has now said to expand this.

So Sofia's complete instruction now looks like this.

"Both Owen and Garland address the aftermath of war and how soldiers can struggle to integrate back into their former lives.

More specifically, both poems suggest that soldiers experience a sense of isolation from others as well as a loss of their identity as a result of war.

However, we might interpret Owen's 'Disabled' as suggesting that the soldier's physical injuries leave him feeling incomplete and isolated.

In comparison, we might see Garland's 'Kamikaze' as depicting how ideological changes leave the father ostracised from his family and society." Why don't you now take a moment to compare your introduction to Sofia's? And as ever, if there's anything that you like from Sofia's that you think will enhance or improve your introduction, now is the time to add that.

Alright, pause the video, take a moment to reflect, and press play when you are done.

Okay, that's it, we've reached the end of today's lesson.

Really well done, I'm very proud of all the work that you have done today.

On the screen you can see a summary of our learning, so let's go through that together so you can feel really confident before you move on to your next lesson.

We've learned today that both Owen and Garland could be suggesting that war can mean the loss of one's identity.

We've also learned that both are arguably suggesting that returning from war can create a sense of isolation.

Arguably, neither Owen nor Garland present these soldiers' sacrifices as being worthwhile.

And potentially, Owen explores how physical changes can be associated with the loss of identity and feelings of isolation.

And arguably, Garland's exploring how ideological changes can be associated with this loss of identity and isolation.

Alright, great job today.

I've really enjoyed guiding you through today's learning and I hope to see you in one of our lessons again in the future.

See you all soon, bye-bye.