Analysis from form or structure using key term reference sheets and tiand tiered tasks on poems such as travel and the comparison with the way through the woods. So we did yes, we did a little bit of comparison there. And form and structure is often used to compare. So that's a nice clue there. If you've got two poems, you'll probably have to look at form and structure. You'll look at everything, but form and structure will help you to structure your writing as well. So usually comparisons and tell me in your words what form and structure is. Structures, how the poem is written it versus tense from what perspective? That's right. The way I always think Yeah, the perspective, things like that. So structure, the way I always think of it, how does it look on the page? So have a look at how does it look on the page. And sometimes you might see there's particularly long sentences on one particular line every stanza. So you'll be looking at things like, is there a long or a short sentence in each stanza? You will also have a look at the scheme, the rhyming scheme and things like that. Where does it rhyme? So rhyme scheme, you'll have a look at the type of poem that you think it is. So what type of poem? Does it use rhyming couplets, things like that? We've looked at poems. We looked at the one that was on the underground, and that one was structured as, Oh, it was almost all one lump, because they wanted us to read it pretty quickly, almost like it was a train. And they tend to be more spread out with more pauses when the reader wants you to pause. So how have they made us pause? What speed do we read it out at as well? And that's to do with how they've structured it. That's form and structure. And then you've got language. Can you read language? Focuses on nichoices and terminology includes a subway wind focuses vosorry subway wind comb pack woods, scaffolded exercises and a prompt sheet for analysis at analyzing dictation and effects. So yes, that's the one that we were just talking about the subway wind, the one that actually underneath the what was it about? Do you remember? So we we initially we thought, okay, this is about a subway in New York, but there was a deeper meaning. Do you remember what that was? Advocfor advocadvocating against the trathat's it Yep. So the slave trade was what it was actually about. And they were, it was the the whole thing was a lot of personification comparing and metaphor comparing the experience of the wind that was nature was trapped inside the subway in the same way that the slaves have been trapped and captured. So that is also looking at the deeper meaning. You'll obviously need to know the language terms. We don't need to know all of them, but use a few of them to show that you know some so use some of the language terms like metaphor, simile or that kind of thing. But also look at the deeper meaning. So language will tell us what is on the surface and what is underneath as well. We did imagery. I think we did these the other way around, but that's okay. So can you read about imagery? Explains how to spot and interpret imagery during practice with homes like pike and use prompts to turn observations into analysis. Now that's where we had a look at. You look at the colors that stand out to you, you look at you imagine the writer is painting a picture for you. So writer paints a picture in your mind. How does it look? So that was a lot of imagery with that poem pike. And we had the imagery of the ripples on the water and how the sun reflected on the water and parts of the pike were coming up, but we didn't see the whole pike. And he created that very beautifully. Okay. And then the last one was, aha, we did the the subway wind. I think AI's got a bit confused here was that one? So what, how and why? And can you read the what, how and why teaches a simple tical analytic frame what the poem suggests, how it achieves it, and why it matters. Includes tasks of example given on subway wind and the guidance sheet to structure responses so that that's when you start putting it together. So you would have put one, two, three, four together and then add on top of that what, how and why. What's the poem about? How is it written? Why has he written it like this? So we looked again at subway wind. Why has he written it in that particular way? Why is he even talking about a subway? Why is he talking about the wind? We know there's a deeper meaning. Most of the time there is a deeper meaning for your level of poetry. They rarely just write about beautiful trees. There's usually nine times out of ten meaning for those beautiful trees, a deeper meaning. So let's have a look at how we write these answers. So we're gonna to look and upgrade our examples of poetry analysis. We're gonna to read our unseen poem independently and check our work. Okay, so we've just gone through all of those, so I won't go through those again, but you need to be open to reading and trying to interpret a poem. Apply your literary terms again, I'll bring them all up for you and have your own ideas about the poem and also to do all this under a time pressure. Now analysis, as I often say, is quite personal. You can actually say whatever you think as long as you back it up. That's the all important part. You've got to back it up. Okay, so let's have a look at some sample answers. So if we go back to subway wind or I'm going to have to find that poem for you. That's okay. Now let's look at this answer. Okay, so here's the question. Can you read out the question? How does McKay present the healing power of nature and the sublement? Good. So how does McKay present the healing power of nature in subway wind? So I'm going to find that poem as well for you. Okay, unseen poetry because I do like to have it next to us so we can see where they've gone. All right, so let's have a look at a little bit of an answer from somebody. So can you read out the answer that they gave? The poet presents the city as an evil present. He says it has a great God d's which is personification. It sounds like a person who is unwell. This makes us feel sympathy for the city and the people who live in it. Very good. So the poet presents the city as an evil presence. He says it has a great gaunt gut. So there was a lot of alliteration in that one, wasn't there? Which is personification. Sounds like the person is unwell. Makes us feel sympathy for the city and the people who live in it. Okay, they're actually missing something massive there. I think you could do a much better answer, to be honest. So covers what, how and why, uses a short quotation from the text, and identifies a language technique. So it's a good answer. Honestly, I think you could do better. I think you could go a higher level than this. So it does use a quote. It covers the what, it covers the how, it covers the why, but it's not perfect. So you can see here it doesn't explore the personification in detail and it doesn't really answer the question. It's it's very simple. It needs to be a lot higher level than that at your level. Okay, so let's have a look at this one. So now for the same question. Can you read out this answer? The poem moves from the gray solar city to the blooming White natural landscape. The poet wants us to see how different the two environments are, but we understand that nature can be a healing force. Very good. So that is slightly better already. So the poem moves from the gray solar city to the blooming White landscape. So we remember when that happened, and it was a definite change, a shift. Do you remember how he changed the type of writing? How did he change it, how it looked on the page when he changed from the subway to the island? He changed the he used. Shorter sentences. Yeah shorter sentences were more at the beginning. Aha, I prigot it here. I'm going to just do a screenshot of that. So the shorter sentences were more at the beginning and the shorter lines rather. And then it slows down towards the part where you start to see, you start to have the image of the island. And that's when we sort of, why do you think he does that? Why does it slow down at the Island Park? To get a sense of relaxation. By deeper what's the meaning? I'm going to push you to think a little bit more deeper. I don't know if he wants everyone to relax. A lighter mood is, what are they doing? Right? Let me get this poem. Why can't I find this poem? That would be helpful. Okay? For now, I'll do that. It's not perfect, unfortunately, but it is the poem. So I'm just going to copy and paste this so we can remember the poem. But you'll need to be thinking on a deeper level. You need to go more complex. Writers rarely, like I said, write about just nice things. They're quite tortured people really, and they're quite usually they want to tell us something deeper than what's going on. So here we go then the moment that it changes, so can you make a mark on the poem, the moment where it changes and we go to the island. Lighamong islands of the deep. Yes. So I think a little bit before that, try a little. Yeah so that seems to be a change in vibe there. Actually, I believe that should have actually been another stanza, but there we go. So you've got the change in haace here. And then it begins to slow down. And how did we know it slowed down? What technique did they use? Change the sentence. There is a change in the way that some things are written to slow us down. What did they done to slow us down? Added causes between symptoms? Yes, exactly. So can you circle where there there's a bit t that sort of unconsciously makes us slow down? Yeah, exactly. So they've forced us to slow down. That's a very deliberate change in pace there from the busy New York subway. So that is a change in pace. And that is what he wants us to do, what the writer wants us to do. So there is the part about the island. And so what is the point of the first one? Why is he even writing about this wind in the subway? The contrast between the what do you call it? The captivated wind and the freones. Yes, exactly. So you've got so first of all, I'm going let's just work on this for a bit so that we can get you giving those deeper answers. Can you underline in the first part all the things that relate to captivity and all the things that relate to being trapped? All the words perhaps that relate to captivity being trapped, enclosed, and that will be in the first part. Although try to stick to this first year. That's right. Good lovely laugh has swallowed. Good so you've got sick, heavy laugh being swallowed. Weary wind, great gaunt gut. So it's like almost the underground has swallowed these people far down down. So this all relates to sort of the feeling of being trapped and captivity. What does the wind wish? Where does the wind wish it was? And about these overseas, it wishes it was in this lovely island. Why do you think the wind wishes it was on this island? Because they're not captivated anymore. And that's natural for wind, isn't it? The wind is not natural man made subways. So it's a wind should be in nature. An island is natural and it's free, but it's not natural to be caught underground by something man made. So if we put here, you've got that personification of the wind wishes it was free in nature as it should be, rather than being trapped and enclosed underground. In a man made subway, let's say man made subway. So that is all the essence of the first part. Now, in the second part, can you underline all the words in a different color to do with freedom, anything that sort of gives you the image of freedom? I mean, all of it is basically. But just do as many as you can without going through all of it, just maybe the most important ones. I think I can orten it a bit. Yeah, I think. Lovely. Yeah I think that would lovely Yeah when you've got this word as well, float right next to trade, which is the opposite to freedom. Trade meant a lot of people were kept in captivity. So through sleepy waters, I also thought maybe this one, the gulls, the birds wheel and sweep. The birds are free. The sea is free. So it also mentions other aspects of nature. You've got the fields, the seas, the birds, they're all free and they're all able to do what they like, but they're port wind is trapped. So let's let's summarize what we've just said there. So can you write that as a little mini summary like I've done here? Just put a little summary what these words mean. You've also got the goal, you've got the c, you've got the fields. So now we've got a bit of a deeper answer. Rather than saying, I think he wants us to give us a relaxing feeling, this would be better, these words express freedom. They contrast the captivation in the stanza above. So the reader more than likely wants us to get a sense of the freedom that the wind is imagining. And at the same time, deeper than that, the slaves imagined a freedom of a home, of where they're from. So let's go back to the house, the watthe world. This one. Excuse me, I've opened up too many things which class sin doesn't like. There we go. Okay, so that's why that is a nicer answer. I think you could go one step further and look at the real deeper meaning. So it covers the what and why, uses quotations from the text and references the question. Let's let's underline each part. So can you underline the what and the why? What is the poem about? Why has the writer written it? So underline that in the person's answer, try not to underline too much, because that's sort of repeat your so underline in this person's answer the what and the why what the poems about. Why has the writer written it? Why has the poet. Yes, now try not to underline too much, because then it just means that I can't really see if you're understanding because it's too, it's, it's everything. So the poem moops from the great solar city to the blooming White natural landscape. I would say yes with this one. The second one, he wants us to sun. Keep going with that one. So what does he want us to know? He wants us to understand that nature can be a healing force. Yeso, let's start with that. That's the what nature can be a healing force. And then why has he written it? Okay, so now why has he written it? And try to keep your lines a little bit shorter. He has. Why has he written it? Lovely, perfect. That's better. So when it's too sprawling, it includes too many other answers and it will confuse you. So we've got that yes in the answer. Can you underline the short quotations from the text? Good. So just short ones there. That's sometimes all you need. You don't need to write out the whole line again, better to keep those kind of things shorter like the underlining because then it looks like you're trying to include too much to cover all bases and references the question. Okay, so for this, we'll look back at the question and it's here. How does McKay present the healing power of nature? So we're looking for something about the healing power of nature. So which part refers to the healing power of nature? That might be a double one. Sometimes nature can be a healing for us. Yeah. So that looks like a double one there, isn't it? That one there. Yeah. So and perhaps here as well, you could see natural landscape. So they've referenced a question. So that's good, but it's still not very complex. It's still quite simple. So they don't deal with how the poet achieves this. And it doesn't use any terminology. It looks quite simple. So let's have a look at another more upgraded. So the question was, how does McKay present the healing power of nature in subway wind? Can you read this new answer? The pouses vivid imagery to describe the natural world, such as drew drench. Tonight, the literation of drew drench emphasizes the cool, calm atmosphere of the fields. Similarly, the wheel and sweep of of the golulls uses as assonance to replicate their price. The poet is creating a sensory landscape for his reader. Much better answer. So the assonance, that's a good one. I didn't even notice that myself. Do you remember what assonance is? No, assonance is a repetition of sounds. So if you think of like back to phonics when you are little, so it's a repetition of the sounds, but not a rhyme. So here you've got the wheel and the sweep. So it's the e, the e that sound there, but they don't rhyme. Wheel doesn't sound like sweep, but you've got that same sound in the middle there. So the Wii, the e. So that's what acience is. It's like rhyming sponic sounds, if you want to remember it like that. And that's very subtly used there and almost sounds like the Guthe wheel, the sweep. So that is very well spotted. So first of all, covers what and how. So let's have a look at what is the writer writing about. Can you underline in this answer what is the writer writing about? Or what is the poem about? I'd save the imagery things, keep thinking of what the poem's 's about. Very good. So that's covered. What is it about? How has he written it? Yeah he's used vivid imagery to describe it. So we've got that and that very good. Yeah. So he's used assonance, vivid imagery and all these things here. So short quotations from the text in the easier one to underline. Very good. Very good. So he's this person has included a couple of short quotations and you can see they're not very long. There's a reason for that. For one, it if you make it too long, it covers too many bases. It looks like you may be trying to take the easy way out. So you've got to be more specific. So two examples to reinforce ideas. So this would be like this. So that will maybe cover a few of the things that you've done there. First of all, how has he written it? He's used vivid imagery to describe this, such as dew drenched night. Okay, that's one example. The alliteration of dew drenched emphasizes the cool, calm atmosphere of the fields. So you've got the alliteration is all one example here of due drench tonight. What's the second example? 呃。There you go. Know. So we've got one example of the poet using imagery and all these things here, and that's to talk about the dew drenched night and the fields. What's the second example? As. I would say all of that is the first example. These ones are longer. See if you can underline all of the second example. Yeah so all of that is the second example. And you can see that from this word. Similarly, it's split them up, the first ones here, the second ones here. So give more than one example in your answers as well. So that has covered those angles. But it hasn't said why the poet does this. It only indirectly references the question. So we know why the poet is talking about the wind, don't we? We know why the poet is talking about the island, so why is he talking about the wind in the subway and the island? To contrast the turand freedom and then to be home to speak about the trees, it's right. So to contrast the experience of the slave trade, which so the trade was how they were made to pick things and used as slaves, meaning they wouldn't get paid and treated extremely badly. And they were used as slaves on the fields to pick things that were being sold around the world. And that was the trade. So theysay okay, we've got a cotton field. We'll get hundreds of slaves to pick all the cotton and maybe turn it into cotton and then we'll sell it around the world. And so people got extremely rich off the back of slaves. It was a hugely unfair system. So you're now going to try to independently answer a question on an unseen poem. So we know this is probably the best answer, but it's still not brilliant because it still doesn't include that underlining meaning. Now you don't want to jump straight to the underlining meaning. You want to include all of these things as well as the lead, the person who's ever reading your exam on lead them to what you think this is all about. So you're now going to try and independently answer, don't worry about the time limit. We'll do this together as well. So we've had a look. First of all, let's have a look at ideas, mood, structure, form, language and imagery. So I got a better version of the poem, I believe. There we go. So there's a slightly better version of the poem. And let's do this step by step. So first of all, the meaning of the poem. If you need to do this in your own way, do it. Do whatever works best for you. But I would write it at the side here. So what's the meaning of the poem? Underline anything that tells you that meaning. And again, don't make your lines too long. What does it all mean? What's the point of this poem? I'd say don't do too many underlinings because then you're going to need some of these later. So let's let's have a look at one. Let's look at these and which which are most related to the main meaning maybe that one. Meaning in captive. Yes, let's take that away as well because you don't want to confuse yourself later. Okay, keep going. Make your lines wider apart and not so many lines. Okay. And then write a little note whatis easiest for you to remember about the meaning. And let's put this at the side of the poem here. You can type that. Sorry I forgot what the grebds gdance means. Well, we're going to operate as if you're doing this on your own. So I would advise if you do come across something like that and you don't know what it means, don't say it because it be worse to try and look like you know so maybe let's change that I will tell you after, but let's change that to something else that's gonna to fit the meaning more. Okay, let's this one perfumes to the tropicsea. Perfumes were also a big trade. So they were used from things on the field made into perfumes. So that could be there. Awesome. So writing in your words the meaning of the poem. I don't need to write the full answer yet, just whatever the meaning is to you. Is is there another word proccaptivity? Yes, you can say entrapment perhaps, or you could say you could be blatant and say slavery, but you might want na you might want na reveal that one later. So let's have a look here at captivity synonyms. I would say entrapment, but it might be a better one. Imprisonment, confinement. All right, now directly answer, what does it mean? What does all this what does if someone said to you, I don't know what this means, so rather than so. The poem means just start off like that. So try to directly answer that as well, even if you end up slightly repeating yourself just so you've got that there for your notes. And desires for freedom, very good. Lovely. I'm bringing up a couple of posters about form and things like that, so we'll look at that in a moment. So we've got the meaning here. The wind in the city are trapped and desires for freedom as the wind moans for the fields and sees lovely. Okay, so there's the meaning now, ideas. So the idea is what? And that's where you can talk about imagery as well. What the poet wants us to think, what ideas does he want us to have about this train, about this wind, about the field? So I'll write the question here. What ideas does the poet want us to have about a train, the wind especially, and then the island with the gols flying and things like that. I'll just put island as one, but you can mention the things separately if you like. So. What does he want us to think? All poets are trying to persuade us slightly with their words. So answering that one underneath there. Take more of the even more of the captivity. Yes. Although have a look in particular about a few of these separate things. So make sure you're not repeating yourself. Try and answer these ones. What do you think the train is? We've not really talked about that. The grade train. Yeah, it could be could be yes, it could be something like the yes, I didn't even think of that. That's a good point actually. Could be the the trade train things all going off and taking the work of people who have not been paid and treated terribly. So it could be that. And what does he want us to think about the wind? We know lots about the wind. What does he want us to think about the island? So go into more detail of each of these features here. He also saw a contrasted feelings that the great train and the captivated winit does, although you can be more obvious at this stage, what is the train? So you could say, I think the train me represents what maybe represents the slaves, maybe represents the slave owners. I think the wind represents this, and I think the island represents this. And then you can ensure that you're not going to repeat yourself as well. So just go into what each separate thing represents. I don't have to know or having a deal about what the train means though. All right? So just an average idea is fine. You can say and you can use words like, because we never know 100% with poetry, we never know 100%. The poets rarely reveal what they actually mean. So you could say, could be use the words, could be. It might not be a person or a thing. It might just be another way to make us feel a certain way. Can I just say, could be the sleyeah. If you look at the things about the train here, let's have a look. The train, the gray train grys a depressing color, bears the weary wind. It's it's holding the wind as well. Beactually, I think what it means is that the wind is in front of the train and it's pushing it. I'm pushing it. I'm naturally. I think I should mention the wind. Very good. Yes. So go on to the wind and then mention the island. So I'd say they are the three. And within the island you've got the gulls and the fields and the trees, but it's up to you. See how you. Me and the island. Can I say, because they're captivated in the city, they're captured. Sorry, sorry. It might be better to say enslaved. They are enslaved. So you don't only say that for slaves, you can say it for lots of things. Could be a paradise very good maybe the whole Yeah sort of a freedom paradise home could be any of those things, couldn't it? Or all of them? Where the wind fires. The spice is a nice one. Lovely. So when you're talking about not knowing for sure this is what the poem, the poet means, there's ways around this. You can use phrases like catches, sense of. So this captures the sense of the slaves being in slave, then you're not 100% saying this is this or gives. The reader a sense of yes. So those are really good phrases for poetry and portrays the idea. So those are really good for just covering that sense of I don't know 100%. We never know. So don't worry about that. We never know 100% this that's why we still have Oxford University lecturers debating poems to this day. There will never be 100% answer. So let's take away my one. So we've got room and then I'll put the ideas here. Fantastic. So you're developing here and it's getting deeper. So then let's see what if we got the mood. Okay, so we can tick off this don't know my usual thing there ideas and then how much time is only a couple of minutes and I've got a lesson after yours unfortunately, but we can get it started. So we've got meaning ideas and what sort of mood. So we know that there's a mood switch in this poem. We know the feeling it gives us. So that's the kind of thing you're talking about when you're talking about mood. So what is the feeling of the poem? What. Mood, does it give off? Does the mood change? We do know that it does change at some point, at any point. So rather than saying it gives a feeling of enslaved because that's not a feeling, we want to try and imagine what that feels like. What do you think it feels like to be enslaved? What word would you say? So if you were the wind, how would you say you feel? You're. Imprisoned, you could say if you're in rison, but that's more of a noun. So think about feelings. I'll have to leave us with that, but we'll continue with this one because the writing up is always going na take a bit longer. So we're getting there. We're getting there with the deeper you're doing well of I know I'm pushing you to think on a deeper level. Think about the feelings. The wind has the goals have, the island has and as a result, the sleves. So I'm going to leave you there and I'll see you next time and we'll continue with this. Yeah. All right. Bye. Thank you. No problem. Bye bye.