Lesson video

Hello, everyone.

It's lovely to see you here today.

My name's Dr.

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

So for today's lesson, we're going to be comparing Robinson's "A Portable Paradise," Nichols' Like an Heiress, and Antrobus' "With Birds You're Never Lonely." We're going to be matching the poems up in pairs to compare how the poets have used language, form, and structure to create meaning and express their viewpoints.

Now, you'll need a copy of the AQA "Worlds and Lives" anthology with you for this lesson.

So make sure you have that with you.

So if you're ready, grab your pen, laptop, whatever you're using for this lesson.

Let's get started.

So by the end of the lesson, you'll be able to compare how poets use language, form, and structure for effect.

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

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

So our first keyword is synchronize, and this means a state in which two or more people or things move or happen at the same time and speed.

We're going to consider why poets might want certain concepts to appear in or out of sync with each other.

Our second keyword is empathize, and that means to be able to understand how someone else feels.

Our third keyword is anthropogenic, and this means relating to or resulting from the influence of human beings on nature.

Finally, our fourth keyword is evocative, and this means bringing strong images, memories, or feelings to mind.

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 three learning cycles in our lesson today.

For our first learning cycle, we're going to consider Robinson and Antrobus' use of sensory and onomatopoeic language in "A Portable Paradise" and "With Birds You're Never Lonely." And we're going to consider how this language influences how we interpret the spaces in these poems. For our second learning cycle, we're going to look at how Nichols and Antrobus subvert poetic forms in "Like an Heiress" and "With Birds You're Never Lonely" and think about how that subversion of form creates meaning and influences our understanding of the poems. For our third learning cycle, we're going to look at how Robinson and Nichols use structure in their poems "A Portable Paradise" and "Like an Heiress" in order to create meaning.

So we're going to begin with a comparison of how poets use language for effect.

We're going to focus on Robinson's "A Portable Paradise" and Antrobus' "With Birds You're Never Lonely." Now if you read the poems, you'll notice that both poets use sensory, evocative, and onomatopoeic language throughout their poems. Now, evocative's one of our keywords.

It means bringing strong images, memories, and feelings to light.

So both poems are using language that brings strong emotions to the mind.

Now, I'd like us to start thinking in more general terms before we start zooming in on Robinson and Antrobus' specific use of language.

So why do you think poets would use sensory and onomatopoeic language in general? What effect do you think they want to have on the reader? Now, if you're going through this with someone else, you might talk about your ideas with them.

You're going through this by yourself, you might just think about your ideas.

So pause the video.

Think about why poets might use sensory and onomatopoeic language.

Fantastic discussions, there.

It was great to see people reminding themselves that onomatopoeia means words that evoke the sounds they describe so we can actually hear the sound in our heads when we say the words.

Therefore, we might interpret sensory, evocative, and onomatopoeic language as transporting the reader into the scene and allowing them to feel part of it.

They can feel and hear the same sounds and sensations as the speaker.

In general, it could be a way of creating a connection to the reader, inviting them to empathize with the speaker and their situation.

And empathize is another of our keywords.

It means to be able to understand how someone else feels.

So the use of sensory language allows a reader to understand how the speaker feels in a particular situation.

So now let's think about Robinson's "A Portable Paradise" and Antrobus' "With Birds You're Never Lonely" specifically.

So I've gathered quotations from each poem that show the sensory, onomatopoeic language.

So in Robinson's "A Portable Paradise," he uses words such "hum," "piney," and "trace." Then in Antrobus' "With Birds You're Never Lonely," he uses words such as "spat," "blaring," and "syrupped." Now, what I'd like you to do is consider the language in each poem and think about what the similarities and the differences are between the poems and their use of language.

So pause the video.

Take a few moments to consider.

Some great discussions, everyone.

You might have said, in terms of similarities, both poets using sensory and onomatopoeic language.

So when Robinson uses words such as "piney," that evokes a sense of smell for us, helps us to feel transported to that place.

When Antrobus uses words such as "blaring," the onomatopoeia means we can hear that loud sound in our heads.

So both poets using language that makes the reader feel as if they're experiencing the same sensations as the speaker.

In terms of the differences, you might have focused on the onomatopoeic words and noticed they create different sounds and sensations.

So Robinson's use of hum creates a gentle, soothing onomatopoeic experience, while Antrobus' use of "spat" and "blaring" creates a sense of discomfort and loudness for the reader.

Think about the sensory language.

Robinson's use of "piney" specifically refers to speaker's "paradise" and their home while Antrobus' "syrupped" is suggestive of nature in general rather than a specific place.

Now for a quick check for understanding.

So is it true or false that both Robinson and Antrobus use onomatopoeic language? Pause the video and make a selection now.

Correct answer is true.

They do both use onomatopoeic language.

Now I'd like you to justify that answer.

So is it A, onomatopoeic language such as "hum" and "blaring" allows the reader to visualize and inhabit the scene? Or is it B, that the onomatopoeic language such as "hum" and "blaring" allows the reader to hear and inhabit the scene? Pause the video and make a selection now.

Now, onomatopoeic language relates the sound of the word.

So the correct answer is B, onomatopoeic language such as "hum" and "blaring" allows reader to hear and inhabit the scene.

So very well done if you got that right.

Fantastic work, everyone.

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

Now, we've talked about the subtle differences between the language that Robinson and Antrobus are using in this learning cycle.

Now I'd like us to consider why Robinson and Antrobus might be creating different sensations through their language.

So I'd like you to discuss why you think Robinson might want to create the idea of comfort while Antrobus might want to create the idea of discomfort.

So you might consider, what does "A Portable Paradise" refer to? Why might Robinson want to portray that as comforting? And how we can interpret Antrobus' ideas around connections in the poem, specifically mankind and nature.

Why might you want to suggest discomfort? Now, when you're having your discussions, try to think about extending and developing your ideas by adding quotations, and really thinking about the writer's intentions.

So pause the video.

Take a few minutes to discuss.

Welcome back, everyone.

Now we're going to take a look at a snippet from two of our Oak pupils' discussion and think about how we might extend their discussions to add into consideration of the writers' intentions.

So Laura said, "I think Robinson wants the reader to feel comforted through words such as 'hum.

'" And Sofia replied, "I agree.

I also think Antrobus wants us to feel uncomfortable through words such as 'spat.

'" Now, they have included quotations in their discussions, but they haven't considered why Robinson and Antrobus might want us to feel different emotions through the sensory language.

So pause the video.

Consider how we might extend their discussions.

Some great ideas, everyone.

Now, we might develop Laura's response to say, "I think Robinson wants the reader to feel comforted through words such as 'hum' because he wants them to see how their own 'paradise' could provide a source of happiness." For Sofia's response, we might say, "I agree.

I also think Antrobus wants to make us feel uncomfortable through words such as 'spat' 'cause he's trying to show us how the relationship between humanity and mankind is uncomfortable." Now their answers complement the meaning of the poems in terms of how Robinson wants people to understand the importance of heritage and identity and Antrobus wants people to consider how humanity's mistreating nature.

Now, I'd like you to reflect on your own discussions.

Did you consider Robinson and Antrobus' intentions? Pause the video.

Take a few moments to reflect.

Welcome back, everyone.

It's really good practice to get into the habit of trying to extend and develop your verbal discussions and explanations to include evidence from the text and reference the writer's intentions because that will then naturally transfer into your written work as well.

Amazing work so far, everyone.

We're now onto the second learning cycle.

We're going to look at how Antrobus and Nichols subvert poetic forms and think about how that might connect to the meaning of their poems. So as I said, for this learning cycle, we're going to consider the use of form in Nichols' "Like an Heiress" and Antrobus' "With Birds You're Never Lonely." So to begin with, we need to remind ourselves which two poetic forms Nichols and Antrobus gesture to and form connections with.

So pause the video.

Look back over the poems now.

As ever, if you're working with someone else, you might share your ideas with them.

If you're working through this by yourself, you might just think about your ideas.

So pause the video.

Remind yourself which poetic forms Nichols and Antrobus gesture towards.

(mouse clicks) Now, like Lucas, you might have noticed that Nichols' "Like an Heiress" has 14 lines and a volta, and therefore it hints at the sonnet form.

And like Alex, you might have noticed the majority of Antrobus' "With Birds You're Never Lonely" is written in couplets, which are two successive lines of verse.

But crucially, Antrobus uses irregular couplets because the lines don't rhyme and they're not the same length.

Now we're just gonna take a moment to consider both of those forms and think about how we might interpret the traditional use of them.

So I'd like you to complete the table by considering what the stereotypical features of the sonnet and couplets are and how we might interpret those stereotypical features.

So pause the video.

Take a few minutes to consider.

Now, you might have remembered the sonnet form has 14 lines.

It typically has a regular rhyme and a regular rhythm.

You also might remember the sonnet form is typically about love, specifically about putting someone or something on a pedestal.

And the regularity of the form feeds into that because it hints at people and concepts being in sync.

Now, synchronize is one of our keywords.

Means a state in which two or more people or things move or happen together at the same time or speed.

So the idea of people moving together at the same time and speed suggests they're working together.

They're on the same page.

It creates a sense of completeness and of wholeness.

Now, couplets are pairs of successive lines of verse.

They usually rhyme, and they're usually the same length.

So we might interpret that as again suggesting these ideas of wholeness and completeness.

Could suggest people or concepts are working together and are equal because they're the same length.

So now that we've considered the stereotypical nature of these poetic forms, let's just make sure we're clear on how Nichols and Antrobus do not adhere to the stereotypical versions of these poetic forms. So pause the video.

Discuss how Nichols and Antrobus don't meet the criteria for these forms. So Nichols does use 14 lines.

However, the poem doesn't have a pattern to the rhyme, and there's an irregular rhythm throughout the poem, which means it doesn't adhere to the regularity of the typical sonnet form, while Antrobus uses enjambment to create incomplete grammatical couplets, and also doesn't use a regular rhyming pattern for them, and they're not the same length, therefore they're irregular couplets rather than regular couplets.

So now let's think about how we might compare and interpret Nichols and Antrobus' use of form.

What I'd like you to think about is what similarities can you see in both the sonnet form and the couplets that Nichols and Antrobus gesture towards? So think about what the regularity of both the sonnet and the couplet traditionally represent.

Pause the video.

Take a few moments to consider.

Some great ideas, everyone.

Now, arguably both the sonnet form and the use of couplets imply a sense of togetherness and completeness.

Stereotypically, the sonnet form is about love, and the regularity of the form could indicate a relationship where people complete each other.

Similarly, the use of couplets is suggestive of a relationship where two people feel whole together.

So now I'd like you to think about what it might suggest that both Nichols and Antrobus aren't actually using sonnets or couplets.

Consider it thematically, but also consider in terms of what the subversion itself might represent.

So think about the fact they're both subverting the idea of completeness and a loving relationship, but also the fact they're changing the pattern of something.

How might that relate to the meaning of their poems? Pause the video.

Take a few moments to consider.

Amazing.

Those are great ideas, everyone.

Arguably, both poems consider the relationship between humanity and the natural world.

Therefore, we could say the subversion of the sonnet form and couplets represents how humanity is currently not in a complete or whole relationship with nature through the irregularity that Nichols and Antrobus have chosen to use.

Furthermore, the act of subversion itself could suggest humanity needs to change their typical patterns of behavior in order to make a difference and repair that relationship.

So now for a quick check for understanding.

What I'd like you to do is tell me which Oak pupil's interpretation of Nichols and Antrobus' subversion of poetic forms is most applicable to the poems. So Sam said, "I think the subversion of the forms reflects a critique of the way humanity treats nature and how we should try to be more connected with nature." And Alex said, "I think the subversion of the forms reflects how humanity should stop trying to forge a relationship with nature and instead focus our efforts on innovating technology to repair the damage we've caused." So pause the video.

Select which one you think is most applicable to the poems. Now, neither poem considers the technological advances that might be needed to fix humanity's relationship with nature, but they do both consider the negative way humanity treats nature.

So Sam's idea that they think the subversion of the forms reflects a critique of the way humanity treats nature and how we should try to be more connected with nature is the correct answer.

So very well done if you got that right.

Amazing work, everyone.

We're now to second task of the lesson.

So what I'd like you to do is take everything we've talked about in this learning cycle so far and transfer it to a single paragraph outline to answer the question, "Compare how Nichols and Antrobus use form to consider humanity's relationship with nature." Now, using a single paragraph outline is a great way to organize your thoughts and make sure you can create a cohesive analytical paragraph.

Now, just a reminder, the topic sentence explains the focus of your paragraph, the supporting detail is your analysis of the use of form, and the concluding sentence summarizes your paragraph.

So pause the video and create your single paragraph outline now.

Welcome back, everyone.

Now, I'd like you to read through one of our Oak pupils Sofia's single paragraph outlines to see how well it aligns with your own ideas.

So for a topic sentence, Sofia said, "Both Nichols and Antrobus subvert traditional poetic forms in order to comment on humanity's fractured relationship with nature.

For a supporting detail, Sofia said that traditionally both sonnets and couplets suggest a sense of completeness.

Nichols doesn't use regular rhyme or rhythm of the sonnet form.

Antrobus uses pairs of lines but uses irregularity in the rhythm and the length.

So therefore, both use a form of subversion in the poetic forms. For a concluding sentence, Sofia said, "Arguably, the sense of irregularity in both poems could point to the lack of completeness and synchronicity in humanity's relationship with nature; furthermore, the act of subversion could reflect how humanity needs to change their patterns of behavior to repair this relationship with nature." So pause the video.

Consider how well Sofia's ideas align with your own ideas.

Fantastic work there, everyone.

It's always useful to share plans and ideas 'cause it allows us to see how other people conceptualize an argument, and that helps us to see what works in an analytical paragraph and how to organize our own thoughts.

Amazing work, everyone.

We're now onto our third learning cycle, where we're going to consider how Nichols and Robinson use structure for effect.

Now, we're going to compare two structural components of Robinson's "A Portable Paradise" and Nichols' "Like an Heiress" in this learning cycle.

To begin with, we're going to consider the irregularity in both poems and how we might interpret it.

Now, we might represent an irregular structure like this.

I always think it's useful to have a visual of how I might represent structure, 'cause often the hardest thing to talk about, 'cause it doesn't immediately evoke the same emotions that language does.

So what I'd like you to do is look at this line.

Consider what emotions or ideas the irregularity might represent.

Think about the way there's no pattern to the line.

We don't know what the line is going to look like next.

So pause the video.

Think about what emotions or ideas its irregularity might represent.

Some great ideas there.

Now, the lack of pattern to the line and the fact we don't know what's going to happen next could mean the irregularity represents ideas of chaos, freedom, uncertainty, unpredictability, or instability.

So now we have to think about how we might apply that to the poems, 'cause they aren't saying the same thing.

So which of those ideas do you think applies to Robinson's "A Portable Paradise?" Remember that Robinson's poem's about connecting to your heritage and your identity as a way of transporting yourself home, away from your daily life.

So pause the video.

Take a few moments to consider.

Now, arguably, we could interpret the irregularity as freedom because the paradise offers the speaker freedom from the hardships of life.

It allows the speaker to be somewhere else when life feels too pressured or stressful.

Now, I'd like you to read back through Nichols' "Like an Heiress." Think about whether you think Nichols also intend the irregularity to be interpreted as representing freedom.

Pause the video.

Take a few moments to consider.

Now, the speaker of "Like an Heiress" is in nature, which could mean freedom, but the beach is deserted and polluted.

And the poem asks us to consider the impact of human pollution on the planet.

So arguably, the irregularity in Nichols' "Like an Heiress" relates to the uncertainty the speaker feels at the future of the planet.

Now for a quick check for understanding.

Which statement reflects how it might interpret the irregularity in both poems? Is it A, that arguably, the irregularity shows that both Nichols and Robinson find freedom in nature? B, we might interpret the irregularity in Nichols' poem as representing uncertainty while Robinson is showing freedom.

Or C, we might interpret Robinson's use of irregularity as showing the chaos of daily life while Nichols could be reflecting the uncertainty of the speaker.

So pause the video and make a selection now.

Now as we said, Nichols' poem considers the human impact on the planet, while Robinson is considering how the idea of carrying your identity and your heritage around with you allows you to be transported back home and feel free.

Therefore, the correct answer is B.

So very well done if you got that right.

So now we're going to move on to our second structural component and think about the final word of both poems. And this is a really useful exercise, 'cause I need you to consider what your final impression of the poem is and what message it leaves us with.

So the final word of Robinson's "A Portable Paradise" is "sleep." And the final word of Nichols' "Like an Heiress is "planet." So I'd like you to think about the connotations of what those words are.

So what ideas or feelings do you associate with those words, and how might those words relate to the meaning of the poem? So pause the video.

Take a few moments to consider.

Some fantastic ideas there.

So sleep is something that's relaxing, and therefore it could suggest peace.

It might relate to the inner peace the speaker's "paradise" gives them and allows them to relax and feel rejuvenated.

For Nichols to end on the word "planet," it could show how she wants the reader to consider their relationship with the environment and how mankind is damaging the planet.

Now for a quick check for understanding.

Which Oak pupil's interpretation of Nichols' use of "planet" as the final word in "Like an Heiress" do you think is the most accurate? So Sam said, "I think making 'planet' as the final word shows that thinking of the planet shouldn't be a priority because the last thing we read in the poem." And Alex said, "I think making 'planet' as the final word shows Nichols wants the reader to go away and consider their relationship with the planet." So pause the video, and make a selection now.

Now, to put something at the bottom of a list could imply you don't see it as a priority, but we have to remember the final word of the poem is our final impression of the poem.

And therefore, Alex's idea that making "planet" the final word shows Nichols wants the reader to go away and consider their relationship with the planet seems the most accurate.

So very well done if you got that right.

Amazing work, everyone.

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

What I'd like to do is bring everything together we've said in this learning cycle and use this single paragraph outline to write analytical paragraph to answer the question, "Compare how Nichols and Robinson use structure." So the topic sentence is, "Both Nichols and Robinson use irregular structures in 'Like an Heiress' and 'A Portable Paradise.

' However, they convey different emotions." Your supporting detail is that the irregularity in "A Portable Paradise" suggests freedom.

The irregularity in "Like an Heiress" suggests the uncertainty of the future.

The final word of "sleep" in "A Portable Paradise" suggests relaxation and freedom, while the final word of "planet" in "Like an Heiress" means the reader needs to consider their impact on the planet and reconsider their behavior.

For your concluding sentence, it might say, "While both Nichols and Robinson utilize similar structural techniques, Nichols' intention is arguably to convey the uncertainty facing the planet due to climate change while Robinson is reflecting the inner peace and freedom from stress that connections to our identity and heritage can bring." So pause the video, and write your analytic paragraph now to answer the question, "Compare how Nichols and Robinson use structure." Fantastic work, everyone.

Now we're going to read through the paragraph that Sofia wrote.

We're going to think about how it meets the success criteria.

So the success criteria of an analytic paragraph is it uses quotations, uses inference and analysis, it uses writer's intentions, tentative language, and it uses context.

So Sofia wrote, "Both Nichols and Robinson use irregular structures in 'Like an Heiress' and 'A Portable Paradise.

' However, they convey different emotions.

Since an irregular structure doesn't follow a set pattern, we might interpret it as suggesting freedom or unpredictability.

In Robinson's 'A Portable Paradise,' arguably, the irregularity reflects the sense of freedom from the stresses of daily life their 'paradise' brings them.

Furthermore, this is enhanced by the word 'sleep,' which leaves the reader with sense of peace and could encourage them to seek their own 'paradise.

' So pause the video.

Consider where Sofia has met the success criteria.

So in this first section of the answer, Sofia has used the quotations "paradise" and "sleep" as evidence from the poem.

She's used inference analysis to interpret the structure as suggesting freedom or unpredictability and applied that to suggest that Robinson's use of irregularity shows that how their "paradise" affords freedom to the speaker.

She's interpreted the final word as suggesting peace.

She considered writer's intentions when she said that Robinson may have presented paradise like this to encourage the reader to seek their own "paradise." She's used tentative language through words such as "might," "arguably," and "could." Now, in this section, Sofia hasn't considered any relevant context to the poems. Now let's consider the continuation of Sofia's paragraph.

She wrote, "On the other hand, Nichols' use of an irregular structure may represent the uncertainty facing the planet's future due to anthropogenic climate change.

The use of 'planet' as the final word could reflect a desire for the reader to consider their behavior and make changes to their life.

Thus, while both Nichols and Robinson utilize similar structural techniques, Nichols' intention is arguably to convey the uncertainty facing the planet due to climate change while Robinson is reflecting the inner peace and freedom from stress that connections to our identity and heritage can bring.

So pause video.

Consider where Sofia has met the success criteria.

So here she's used the word "planet" as evidence from the text.

She's used inference analysis when she's interpreted the irregular structure as representing the uncertainty facing the planet's future.

And she suggests the final word is certain to encourage the reader to reflect on their own behavior.

She consider writer's intentions when she said that Nichols' intention is arguably to convey the uncertainty facing the planet due to climate change, while Robinson's reflects the inner peace and freedom from stress that connections to our identity and heritage can bring.

Used tentative language through words such as "may," "could," and "arguably," and she's considered context by thinking about anthropogenic climate change, so climate change caused by the actions of humans.

Now, I'd like you to read back through your own answer and see whether it's met the success criteria.

So pause the video, and read back through your answer now.

Fantastic work, everyone.

It was great to see people using Sofia's answer as a template to go back and amend their own answer if they'd missed anything out from it.

Amazing work today, everyone.

Here's a summary of what we covered.

Arguably, Robinson's use of sensory language creates a sense of comfort while Antrobus creates a sense of discomfort.

Arguably, both Nichols and Antrobus subvert poetic forms in order to critique humanity's relationship with nature.

Nichols' use of irregularity may reflect the uncertainty of the planet's future due to anthropogenic climate change.

And finally, in contrast, Robinson's use of irregularity may reflect the sense of freedom from daily life that "paradise" brings.

I really hope you enjoyed the lesson, everyone.

And I hope to see you for another lesson soon.

Goodbye.

(mouse clicks).