2. Your exam will look like this (but probably with a different poem!)
May 2019
Your exam will look like this (but probably with a different poem!)
You need to spend this half-term’s lessons annotating your copy of the anthology properly so we can revise in year 11!
You won’t have the anthology in the exam!

3. These are the skills we need to work on.
A (12 marks)
Clear and intelligent interpretation of the poems
Clear and precise comparison of the poems
Select a wide range of quotations which justify your points
A (12 marks)
Analyse the poets’ use of language
Analyse the poets’ use of structure
Clearly explain the effects on the reader
Use subject specific terminology
A (6 marks)
Relate the poems to their historical and social contexts
These are the skills we need to work on.
They should help you with every other topic we look at in English, too!

4. What is Shelley’s ‘Ozymandias’ about?
Knowledge
Ozymandias is a Romantic poem written about a statue of an Ancient Egyptian ruler called ‘Ozymandias’. Shelley uses the poem to talk about power, rulers, and nature.
Skills:
Close reading of the poem, focussed on meaning and content.
Understanding:
Annotate your anthology to demonstrate your understanding.

5. Keep your annotations neat and organised!

6. There are three different ‘voices’ in the poem. Find them!

7. Who do these three voices belong to?

8. c) Who is this and why is he included in the poem?
b) What exactly has this “traveller” seen? How would Ozymandias feel about this?
a) Ozymandias is a ruler from ancient Egypt. How did he want to be remembered?

9. A)
Ozymandias wanted to be remembered as a supreme ruler – ‘king of kings’ He wanted people to know what exactly he’d achieved in life – ‘look on my works’. He wanted even powerful people to be in awe of his own power – ‘ye mighty and despair.’ Above all else he wanted to live on in people’s memories! B)
The traveller has seen the legs of a formerly complete statue of Ozymandias – ‘two vast and trunkless legs of stone’. The head of the statue is half-buried in the sand nearby: ‘near them, on the sand, half sunk, a shatter’d visage lies’. The face has a ‘frown’, a ‘wrinkled lip’ and a ‘sneer of cold command’. You can make out Ozymandias’ words at the base of the statue, and it is all surrounded by desert. The statue was left to show how proud and powerful Ozymandias was, but it is now a ruin. Ozymandias would be disappointed in his legacy. C)
The first voice – the speaker of the poem – is there to stress how far removed from day-to-day life Ozymandias now is. His statue is in an ‘antique land’ which doesn’t even seem worthy of giving a name. Ozymandias’ goal was to be remembered. Including this first voice in the poem is another way of proving that Ozymandias failed.

10. Write a short summary of the poem in your anthology.
Clear and intelligent interpretation of the poems

11. How is Shelley’s ‘Ozymandias’ written?
Knowledge
Shelley uses a sonnet form and clear language devices.
Skills:
Close reading of the poem, focussed on language and structure.
Understanding:
Annotate your anthology to demonstrate your understanding.

12. Can you spot any language devices you already know?
Think-Pair-Share
I met a traveller from an antique land Who said: "Two vast and trunkless legs of stone Stand in the desert. Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them and the heart that fed: And on the pedestal these words appear: 'My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!' Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away."
A02
Analyse the poets’ use of language
Clearly explain the effects on the reader
Use subject specific terminology

13. Two vast and trunkless legs of stone Stand in the desert
Two vast and trunkless legs of stone Stand in the desert. Near them, on the sand, Half sunk, a shattered visage lies…
Shelley uses sibilance – the repetition of the ‘s’ sound – to describe how the statue looks nowadays. Sibilance usually creates a hostile and ominous atmosphere.
What does this suggest about Shelley’s feelings towards the statue?
How does the reader react to the statue’s description?
A02
Analyse the poets’ use of language
Clearly explain the effects on the reader
Use subject specific terminology

14. The poem describes Ozymandias’ “frown, And wrinkled lip, and sneer of cold command…”
Shelley uses imagery to depict Ozymandias’ appearance as well as his personality. What impression do you think Shelley is trying to create of Ozymandias as a man and as a ruler? Which individual words contribute to this impression? How does the reader react to the description of Ozymandias’ statue’s face?
A02
Analyse the poets’ use of language
Clearly explain the effects on the reader
Use subject specific terminology

15. Nothing beside remains
Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away.
Shelley uses alliteration when describing the huge expanse of desert which surrounds the statue. The letters repeat themselves, and the reader sees the same thing over and over, just like anyone at the site of the statue would see nothing but sand wherever he looked. This emphasises how big of a failure Ozymandias’ efforts to be remembered have been.
A02
Analyse the poets’ use of language
Clearly explain the effects on the reader
Use subject specific terminology

16. What do you know about this type of poetry?
Count the lines!
What do you know about this type of poetry?
I met a traveller from an antique land Who said: "Two vast and trunkless legs of stone Stand in the desert. Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them and the heart that fed: And on the pedestal these words appear: 'My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!' Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away."
A02
Analyse the poets’ use of structure
Clearly explain the effects on the reader
Use subject specific terminology

17. Analyse the poets’ use of structure
The poem is a sonnet – a traditional form of love poetry comprised of 14 lines. Sonnets come in two main forms, and their structures and rhyme-schemes are shown below…
Petrarchan sonnets contain an octave (8 lines) + a sestet (6 lines) with the rhyme-scheme: A B C D E
Shakespearean sonnets contain three quatrains (4 lines) and a rhyming couplet (2 lines) with the rhyme-scheme: A B C D E F G
Does Shelley’s sonnet fit either of these two patterns?
Why might Shelley have chosen to ‘corrupt’ the man-made rules of poetry in this way?
What does it tell us about Shelley’s views on Ozymandias?
A02
Analyse the poets’ use of structure
Clearly explain the effects on the reader
Use subject specific terminology

18. Why was Shelley’s ‘Ozymandias’ written?
Knowledge
Shelley uses his poetry to talk about his views on society and the world around him.
Skills:
Link contextual factors to textual details.
Understanding:
Annotate your anthology to demonstrate your understanding.

19. Shelley was a romantic poet concerned with emotions rather than logic, and who believed that the powers of art and nature were stronger, and more important, than the power of man. Shelley passionately hated the monarchy and the ruling classes.
Find evidence in the poem which relate to the three strands of Shelly’s beliefs outlined above.
A03
Relate the poems to their historical and social contexts

20. We obviously can’t do any comparing yet as we’ve only looked at one poem. We’ll look at obvious comparisons as we go, and do some comparing at the end, but your job over the coming weeks is to let me – and the whole class – know if you spot any links, connections, similarities or differences as we study more and more of the poems in the collection!
A01
Clear and precise comparison of the poems