Hello everyone.

It's lovely to see you here today.

My name's Dr.

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

So today's lesson is called "Planning an Extended Written Response on the Eduqas 2025 Poetry Anthology." So we're going to start by thinking about comparison more generally and how you might compare poems across the anthology.

Then, we're going to look at specific question and think about how we might plan an answer to that question.

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

So by the end of the lesson, you'll be able to plan an extended comparative response.

So we have five words today we're going to be using as our keywords.

They're 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 theme, which means a subject or topic of discourse or of artistic representation.

When you approach a comparative question, you want to first think about the theme you're being asked to focus on and how the named poem relates to that theme before you start thinking about another poem.

Our second keyword is nuanced, which means our subtle differences that make it complex and interesting.

When you're approaching a comparison, you want to think about what nuanced differences you can see within the overall similarity between the poems. Our third keyword is propaganda, which means information, especially of a biassed or misleading nature, often used to promote a political cause.

Our fourth keyword is nationalist, which means a person who strongly identifies with their own nation and strongly supports its interests.

And our final keyword is ideological, which are based on or relating to a particular set of ideas or beliefs.

Now these three words are words we'll be using in relation to Owen's "Disabled" and Garland's "Kamikaze" throughout the second learning cycle.

So I'll just give you a second to write down those key words and the 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 today.

For our first learning cycle, we're gonna be thinking about comparison more generally first.

Now we might make connections between the poems within the anthology.

Then, we're going to think about how we might approach our comparative question.

For our second learning cycle, we're gonna walk through the specific planning process we might go through.

So you'll be given one poem from the anthology in the comparative question and asked to compare it to another poem from the anthology.

You're asked to compare the two poets' presentations of a theme, so for example, nature or war.

Now one way to help you organise the poems in your mind is to sort them into mini clusters by theme.

So here are the poems from the Eduqas 2025 anthology.

We have "The Schoolboy," "I Wandered Lonely as a Cloud," "Cousin Kate," "Sonnet 29," "Drummer Hodge," "Disabled," "I Shall Return," "Decomposition," "Catrin," "Blackberry Picking," "Kamikaze," "War Photographer," "Dusting the Phone," "Remains," and "Origin Story." And what I'd like you to think about is how might you sort these poems into mini clusters? What themes do you think these poems focus on? Pause the video, take a few moments to think about it.

So here are one of our own people, Izzy's ideas.

So Izzy said she thinks "Drummer Hodge," "Disabled," "Decomposition," "Kamikaze," "War Photographer," and "Remains" all consider ideas of war and human suffering.

She said she thinks "Cousin Kate," "Sonnet 29," "Catrin," "Dusting the Phone," and "Origin Story" all think about ideas of love and relationships.

And she also thought of "The Schoolboy," "I Wandered Lonely as a Cloud," "I Shall Return," and "Blackberry Picking" as all thinking about ideas of nature.

So what I'd like you to think about is do you agree with Izzy? Why or why not? Pause the video.

Take a few moments to think about it.

Welcome back, everyone.

Now potentially you also might have put "War Photographer" and "Decomposition" into a separate category for the theme of art.

And you might have thought about how "The Schoolboy" and "Blackberry Picking" are also about childhood.

Now, although it may be easy to compare two poems from the same mini cluster, you can compare any of the poems from the anthology.

Now, when you're thinking about comparing poems, you might think about the following.

What is the overall big idea between how the poems present a theme? What other similarities are there between how the poems present a theme? And what are the nuanced differences to how they present a theme? And nuance, one of our keywords, means our subtle differences that make it complex and interesting.

So we want subtle differences between how the poets present a theme.

Now you want to choose a poem that has both similarities and nuanced differences, in order to create an effective comparison.

So when you're given a comparative question, you might ask the following questions.

So question one, what is the key theme highlighted in the question? Question two, how does the named poet present the theme? Question three, what other poems can we think of that relate to that theme? Question four, how do those poems complement or contrast the named poem in relation to the theme? And question five, which poem do you think would be the most effective comparison? Why? So now for a quick check for understanding.

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

Is it true or false, when choosing a comparative poem, you want to make sure the poems have entirely the same ideas about a theme.

Pause the video, take a few moments to think about it.

Now the correct answer is false.

Now to tell me why it's false.

So pause the video, take a few moments to think about it.

Welcome back, everyone.

You might have said though we need an overall similarity, we then want to find nuanced differences within that similarity.

So very well done if you've got those right.

Amazing work, everyone.

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

So our question is compare the way poets present ideas about war in "Disabled" and one other poem from the Eduqas 2025 anthology.

Now the key theme highlighted in the question is war.

So what I'd like you to do is answer the following questions to gather ideas for your comparison.

So question one, how does the named poem present the theme of war? Question two, what other poems can we think of in relation to the theme of war? Question three, how do those poems complement or contrast the named poem in relation to the theme of war? And question four, which poem do you think will be the most effective comparison? Why? So pause the video, answer the questions now.

Welcome back everyone, some great work there.

What I'd like you to do is share your ideas with a peer and reflect on the following questions.

So did you have similar or different ideas about which poem you choose as your comparative poem? Why? Has seeing someone else's ideas changed your mind about which poem you choose as your comparative poem? Why? So pause the video, reflect on the questions now.

Welcome back, everyone.

Now going on to the second learning cycle.

We're gonna plan out our answer to the question, compare the way poets present ideas about war in "Disabled" and one other poem from the Eduqas 2025 anthology.

Fantastic work, everyone.

And now to the second learning cycle, we're going to imagine we're comparing the theme of war in Owen's "Disabled" and Garland's "Kamikaze" and how we might plan out a comparative answer.

So let's think about we can plan our comparison.

Now, you should aim to include at least three paragraphs in your comparative response.

Now to plan our ideas for those paragraphs, we're gonna first gather ideas and evidence from both poems and then think about how we can present those ideas in a multi-paragraph outline.

So let's imagine we're going to compare the theme of war in Owen's "Disabled" and Garland's "Kamikaze." What I'd like you to think about is how can we compare and contrast the theme of war in both of those poems? So think about how they present war, but also how they present the aftermath of war.

Pause the video, take a few moments to think about it.

Welcome back everyone, some great ideas there.

Let's talk through some of the things you might have said.

So we might have said "Disabled" presents the idea that people have this idea that war is going to be glorious, and that means they're unaware of the realities of war.

For "Kamikaze," we might say we have these ideas of propaganda and nationalism associated with war.

Now those are two of our key words.

Propaganda means information, especially of a biassed or misleading nature, often used to promote a political cause.

And nationalist means a person who strongly identifies with their own nation, who strongly supports its interests.

So we have the idea these kamikaze pilots identify with their country so much.

Because of this propaganda, they're willing to sacrifice themselves.

Now, in terms of the aftermath of war, we might think "Disabled" presents it as an isolating experience because the physical injuries and changes to the soldier.

Now this leaves the soldier and the reader questioning the nature of war.

For "Kamikaze," we might see the soldier being isolated because of ideological differences.

Now ideological is one of our key words.

It means based on or related to a particular set of ideas or beliefs.

So the father changes his beliefs and that leads him to be isolated.

This leaves us, as the reader, questioning the purpose of life and of war.

So what I'd like you to do is take a look at these ideas.

And think that how we might turn them into key ideas for three paragraphs.

So pause the video, take a few moments to think about it.

Welcome back everyone, some great ideas there.

So what I'd like you to do is think about Sofia's ideas and whether or not you agree.

So Sofia said paragraph one could be about ideas of propaganda and enlisting, how both Owen and Garland present the concept of war as being sold as glorious.

But Garland specifically points to a nationalistic pride.

For paragraph two, Sofia said it could be about ideas of isolation in the aftermath of war that both Owen and Garland present.

However, Owen presents ideas of isolation due to physical changes, while Garland presents as a consequence of ideological changes.

For paragraph three, Sofia said it could be about questions in the aftermath of war.

So Owen, questioning the nature of war, while Garland's questioning the purpose of life after war.

So what I'd like you to do is pause the video and write whether or not you agree with Sofia.

Why or why not? Welcome back, everyone.

Now, when you're thinking about ordering your paragraphs, you want to have a progression through them that builds to you being able to say something about society that goes beyond the poem.

And with Sofia's ideas, we're building to the idea of saying something about the nature of war and the purpose of life.

So now we want to think about what evidence we would use in each paragraph.

So what I'd like you to do is think about which quotations might you choose as evidence for each of these paragraphs.

Pause the video, take a few moments to think about it.

Welcome back everyone, some great ideas there.

Let's talk through what you might have said.

Now, for the paragraph on propaganda and glory, you might choose the quotations, "He thought of jewelled hilts" and "He was drafted out with drums and cheers" from "Disabled." This suggests an element of glory and positive associations with being enlisted.

From "Kamikaze," you might have chosen "A samurai sword in the cockpit, a shaven head full of powerful incantations." Because just as the father's head was full of propaganda when he made a decision.

In terms of isolation, you might have chosen "All of them touch him like some queer disease" from "Disabled." And "My mother never spoke again in his presence" from "Kamikaze." In terms of questioning, you might have chosen, "Why don't they come and put him into bed? Why don't they come?" Because it shows Owen ending on a question, inviting the reader to question what the soldier's sacrifice was for.

From "Kamikaze," you might have chosen, "He must have wondered which had been the better way to die" because it shows this idea of questioning the purpose of life.

Now, once you've gathered your ideas, one way to collect them is in a multi-paragraph outline.

So this includes a thesis statement as the overarching argument about the poems, includes a topic sentence for each paragraph, explains the focus of each paragraph, supporting details for each paragraph, the analysis methods that supports the topic sentence, a concluding sentence for each paragraph that summarise each paragraph, and an overall conclusion that considers the poet's overall intentions.

So now for a quick check for understanding.

What I'd like you to do is fill in the blanks to complete the multi-paragraph outline and the definitions.

So a thesis statement is the argument about the poems. A topic sentence explains the of each paragraph.

The supporting detail is the of methods that supports a topic sentence.

The concluding sentence each paragraph and the conclusion considers the poet's overall.

So pause the video, fill in the gaps now.

Welcome back, everyone.

Now the thesis statement is the overarching argument about the poems. The topic sentence explains the focus of each paragraph.

The supporting detail is analysis of methods that supports the topic sentence.

The concluding sentence summarises each paragraph, and the conclusion considers the poet's overall intentions.

So very well done if you've got those right.

Amazing work everyone.

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

So what I'd like you to do is create a multi-paragraph outline to answer the question, compare the way poets present ideas about war in "Disabled" and one other poem from the Eduqas 2025 anthology.

Now, we've talked through ideas of "Disabled" and "Kamikaze" in this learning cycle, but you can choose any poem from the anthology as your comparative poem.

Now remember to include a thesis statement which presents the overarching argument, topic sentences that explain the individual focus of your paragraphs, analysis of methods as your supporting detail that comes from both poems, concluding sentences that summarise the paragraph and link back to the poet's intentions, a conclusion that focuses on the poet's overall intentions and what the impact of the text might be today.

So pause the video, create your multi-paragraph outline now.

Welcome back everyone, some great work there.

So what I'd like you to do is self-assess your plan.

So did you include the following, a thesis statement which presents the overarching argument, topic sentences that explain the individual focus of your paragraphs, analysis of methods as your supporting detail, concluding sentences that summarise the paragraph and link back to the poet's intentions, a conclusion that focus on the poet's overall intentions and what the impact of the text might be today.

So pause the video, self-assess your plan now.

Welcome back, everyone.

Now it's great to see people making edits and adjustments if they were needed.

Now we talked through examples for Owen's "Disabled" and Garland's "Kamikaze." But you can take the structure of our plan and use in any comparative response going forward.

You all did amazingly well today, everyone.

Here's a summary of what we covered.

One way to help you organise the poems in an anthology is to sort them into mini clusters by theme.

When you're approaching a comparative question, begin by identifying the key theme.

Once you've established the key theme, consider how the named poem responds to that theme.

To choose a comparative poem, ensure you choose one with an overall similarity, but nuanced differences.

One way to plan your answer is to create a multi-paragraph outline.

I really hope you enjoyed the lesson, everyone.

I hope to see you for another lesson soon.

Goodbye.