Poetry Analysis: "Ozymandias" by Percy Bysshe Shelley

1. Hook, Housekeeping & Homework TUESDAY Week 7 Start a new sheet or continue on one you’ve been using How was your THREE weekend? Write down one positive. What is one intentional goal you have for this week? Make it SMART! (specific, measurable, achievable, relevant, and timely) Anyone write a sonnet? DELAYED START WITH SNOW… LET’S GET RIGHT INTO CLASS Homework: Start to review for your poetry assessment… • TPCASTT(what the heck does it stand for?) • Tone Word Bank (You have a handout!) • Literary/Poetry Terminology (You have a handout!) – Including practice poems& form/structure handouts! • How to Write a Statement of Theme (You have a handout!) • Introductory Paragraphs – Thesis Statements - PIE – Concluding Paragraphs (You have handouts!)

2. Past, Present, Future TUESDAY • Sonnet 71 “No longer…” (practice short answer) • Sonnet 55 “Not marble…” (short answer) • Sonnet 73 = StudySync TV + Q&A + Promtp & PIEE Are you taking these practices seriously? This is the “feedback” (the “muscle memory”) you and your brain need to be more successful on the written assessment! • “Ozymandias” = StudySync TV? + Q&A + Prompt + PIEE • Written post-assessment • Independent Novel Inquiry Project = Finish your novel! • If you are not going to be here any days next week, I need to know ASAP!

3. The Power of Poetry AP = Always Poetry Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What are the forms and conventions of a sonnet? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text?

4. Activity: Obtain Purpose: to prompt prior knowledge and obtain some background information in order to discuss a poem Tasks: As a group, watch the :37 second video preview. Then, read… Percy Bysshe Shelley (1792-1822), one of the most famous of English romantic poets, was known for his radical ideas and unconventional lifestyle. Like Frankenstein, which was written by his second wife Mary Shelley, the poem “Ozymandias” was composed in response to a challenge. Shelley and his friend, poet Horace Smith, submitted poems to the The Examiner on the occasion of the statue of the Pharaoh Rameses II being transported from Egypt to London. Shelley’s fourteen-line sonnet appeared in the paper first in January 1818. The imaginative poet invented a traveller and a sculptor’s inscription, evoking the ancient relic’s ruin as a metaphor for the fall of dynasties and the limitations of tyrants.

5. Activities: Develop Purpose: to analyze a sonnet for poetic devices and structure and to explain how these support the meaning of the work as a whole; to read closely to determine what the text says explicitly and to make logical inferences from it, citing specific evidence to support conclusions drawn from the text. Tasks:https://apps.studysync.com/#!/library/texts/34/synctv • Watch a StudySyncTV (7 minutes). Pay attention to the discussion of the historical context of Shelley's poem and how this context helps us understand the poem's meaning. After listening to the video discussion, use the questions on the handout to prompt thinking and discussion in small groups. Outcome: Prompt - What did you do? What would you change? • In the poem "Ozymandias,” Percy Bysshe Shelley examines such ideas as historical greatness, the lasting impact of political power, as well as art. What do you think he is saying about one of these in this poem? Consider his use of imagery, metaphor, juxtaposition, and irony and how they develop the meaning of the work as a whole. • Use the PIE chart to outline your ideas for a closed thesis and PIE.

6. Instruction: ObtainI Do – You Do Plus/Delta Did you dissect the prompt? (subject, style/mode, key terms, helpful background) • Poem - “Ozymandias – Percy Bysshe Shelly - meaning of the work as a whole • PIE Chart • 1. imagery 2. metaphor 3. juxtaposition 4. irony • Historical greatness, political power, art – one of these What did you include in you thesis (SAK)? Did you come up with an ASSERTION related to historical greatness, political power, art? • Poem - “Ozymandias – Percy Bysshe Shelly • A cautionary reflection on being too proud - Even the mighty will fall; power is temporary – No one can beat time – Too much pride results in a fall from grace – Time makes power and fame insignificant – Lasting power of words and art – historical greatness is transient • Structure & Perspective - Imagery – Juxtaposition/Irony

7. Instruction: ObtainI Do – You Do Plus/Delta What Points could you have made? What Illustration ?What Explanations & Elaborations? Structure & Perspective • 1st person narration = 1st two lines = framing devise - Sonnet switches quickly to words of “traveler from antique land” • Distances narrator (poet/artist) from story, reinforcing how king is forgotten & yet distance also could reinforce that art is not forgotten because traveler recounts images Structure & Perspective + Imagery • Travellor shares Images of sculptor – “vast and trunkless legs… desert” – “shattered visage” – “frown… wrinkled lip… sneer … cold command” • Presents negative, barren setting and contemptuous, physical actions of a baseless, ruthless, destroyed statue of the ruler Structure & Perspective • Shift in line 6 to connection of statue to sculptor • “well those passions read” – “yet survive” – “hand that mocked them…heart that fed” • Accurate representation – art still survives – sculptor shows mocking aspect (and destroyed remnants mock ruler) but this negative ruler fed creative need Structure & Perspective + Juxtaposition + Irony • Words of ruler now- “look on my works” - “command” and “King of Kings” • Not his works – inflated vision of power– juxtaposed inflated vision of power to images of desert • “Look upon my words and despair” – Irony – his fearsome power no longer exists; he has no power left; empty words in empty desert • Conclusion - Somber message - only pride remains

8. Review & Release Are you taking these practices seriously? This is the “feedback” (the “muscle memory”) you and your brain need to be more successful on the written assessment! If you are not going to be here any days next week, I need to know ASAP! Start to review for your poetry assessment: • TPCASTT (What the heck does it stand for?) • What is the subject matter? • What is the (complex) attitude (tone) of the speaker towards the subject matter? • Is it complimentary or shifting? • How does the structure of the poem support the attitude? • Is there a volta? Where? How? • What is the conclusion? (couplet?) • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc.? • Tone Word Bank (You have a handout!) • Literary/Poetry Terminology (You have a handout!) – Including practice poems & form/structure handouts! • How to Write a Statement of Theme (You have a handout!) • Introductory Paragraphs – Thesis Statements - PIE – Concluding Paragraphs (You have handouts!)

9. Hook, Housekeeping & Homework WEDNESDAY Have out your Independent Inquiry novel. AP PROMPTS: While you wait, look at the AP prompts from the past. Select 2 that you think you could respond to right now using the novel you are reading. Homework: Read & Annotate the new handout: “Free Reponses: the 40-minute Essay” + Read your novel! • If you are not going to be here any days next week, I need to know ASAP! 2016. Many works of literature contain a character who intentionally deceives others. The character’s dishonesty may be intended either to help or to hurt. Such a character, for example, may choose to mislead others for personal safety, to spare someone’s feelings, or to carry out a crime. Choose a novel or play in which a character deceives others. Then, in a well-written essay, analyze the motives for that character’s deception and discuss how the deception contributes to the meaning of the work as a whole. 2017. Select a novel, play, or epic poem that features a character whose origins are unusual or mysterious. Then write an essay in which you analyze how these origins shape the character and that character’s relationships, and how the origins contribute to the meaning of the work as a whole 2018. Character given a gift that is both an advantage and a problem.

10. Past, Present, Future • Sonnet 73 = StudySync TV + Q&A + Prompt + PIE • Sonnet 73 = StudySync TV + Q&A + Prompt + PIE • “Ozymandias” = StudySyncTV + Q&A + Prompt + PIE • Independent Novel Inquiry Project; Read your novel! • Timed Essay a week from tomorrow Homework: Read & Annotate the new handout: “Free Reponses: the 40-minute Essay” • Poetry Written Practice • Timed assessment

11. Final Independent Reading and Inquiry Project Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objectives: You will be able to. . . • Prepare for the AP Exam by reading a novel of literary merit • To identify, explore, and synthesize an subject of personal interest • Proposal • In-class Essay • Conference • MLA Annotated Works Cited Page • Presentation & Project (with paragraph) • Brief Reflective Paper Essential/Inquiry Questions: Determined by you! Relevance: This is up to you… In general, interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Many careers require the ability to examine multiple sources and create products from these. Today’s world caters to visual information, graphics and photo images.

12. Instruction: Obtain Purpose: to engage in a text of literary merit Task: Outcome: What are the latest developments in the plot of your novel? How is it addressing your subject or influencing your inquiry?

13. Review & Release What are the latest developments in the plot of your novel? How is it addressing your subject or influencing your inquiry? Timed writing next week PLUS Homework: Read & Annotate the new handout: “Free Reponses: the 40-minute Essay” If you are not going to be here any days next week, see me TODAY!

14. Hook, Housekeeping & Homework THURSDAY Clear your desks accept for a couple of blank sheets of paper and writing utensil! Homework: Review for your poetry assessment (see last slide for today) Independent Novel Inquiry Project – Timed Writing Next week! If you are not going to be here any days next week, see me TODAY!

15. Past, Present, Future THURSDAY • Percy Bysshe Shelley’s “Ozymandias” • Independent Inquiry Project • Echo Sonnet – Timed Writing • BE HERE! If you are not going to be here any days next week, see me TODAY! • Independent Novel Inquiry Project – Timed Writing Next Week! • Some more poetry analysis models – Another Written Post-Assessment Next Week!

16. The Power of PoetryAP = Always Poetry Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What are the forms and conventions of a sonnet? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text?

17. Activity: Develop & Apply Purpose: to practice our analytical strategies for a written analysis Tasks: • Read and dissect the prompt – turn it into a question • Read (x2) and annotate the poem using TPCASTT (FOCUSING ON THE PROMPT) • THEN, how would you respond to the writing prompt? Outlineessay ideas, including… • a complete (possibly closed) thesis statement that RESPONDS to the prompt (and identifies the poem’s meaning as a whole), • followed by points (what?), • specific illustrations (lines, phrases = how?), • identifying and explaining the poetic terminology to which you would refer (how?) • NOW, write your essay, including ideas above AND… • explaining the meaning, purpose and effect, supporting your point (why? So what?),- consider every “I” should have at least 2 “Es” • and, most importantly, elaboration ideas and a concluding idea that conveys how these support the meaning (so what?!) • STOP! Essay check (re-read your thesis: Are you supporting it? + Check your time & outlined ideas: What do you need to accomplish?) • SAVE TIME to re-read (edit, proofread) Outcome: Staple your assessment under the poem and turn it in!

18. Review & Release Prepare for your poetry assessment! • TPCASTT • What is the subject matter? • What is the (complex) attitude (tone) of the speaker towards the subject matter? • Is it complimentary or shifting? • How does the structure of the poem support the attitude? • Is there a volta? Where? How? • What is the conclusion? (couplet?) • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc.? • Tone Lists • Literary/Poetry Terminology + FORM & STRUCTURE • Practice poems (PIEE charts - models) • How to Write a Statement of Theme • Introductory Paragraphs – Thesis Statements (SAK) - PIE – Concluding Paragraphs (You have handouts!) • “Free Reponses: the 40-minute Essay” + Independent Novel Inquiry Project

19. Hook, Housekeeping & Homework FRIDAY Friday Fun-day = Time for some more Po-Jokes! How do poets say good bye? “I’d like to linger a little longer but it’s getting aliter-ate.”What did the poet say to Luke Skywalker? “Metaphors be with you.” What is a metaphor? For grazin’ yer cattle.What is a simile? It’s like a metaphor.How do poets say hello? Hey, haven’t we metaphor? What are your weekend plans? Who was absent yesterday? You need to see me now. HOMEWORK: Review for your poetry assessment Post Assessment on Tuesday! BE HERE. + Independent Novel Inquiry • Post Assessment on Thursday! BE HERE. • If you are not going to be here any days next week, see me TODAY!

20. Past, Present, Future FRIDAY • Echo Sonnet – Practice • Models, self-assessment, review work • If you are not going to be here any days next week, see me TODAY! • Poetry written post-assessment

21. The Power of Poetry AP = Always Poetry Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What are the forms and conventions of a sonnet? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text?

22. Activities: Develop We Do Purpose: to prepare for our post-assessment by identifying the points, illustrations, and explanations/elaborations used to receive an AP 9 score Tasks: • Carefully read through the given high scoring AP essay • Discuss the essay with the large group (see next) • thesis statement that identifies the poem’s meaning as a whole, • followed by outlined points, • specific illustrations (lines, phrases), • identifying/labeling the poetic terminology to which you would refer • and, most importantly, explanation/elaboration ideas that conveys how these support the meaning

23. Activity: Develop & ApplyYOU Do Plus/Delta Introduction Model 3 Sentence Introduction Sadly, we humans are mere mortals. The anxiety that one feels as he ages and approaches death is expressed in “Sonnet 73” by William Shakespeare. Through a series of metaphors and vivid imagery, the speaker’s pensive comparisons become increasingly more relevant to the ultimate exhortation to be “loved well” before he is gone. • Attention grabbing hook (if time) • Dramatic situation • Universal/enduring understanding • Closed thesis

24. Student Sample 1A Introductory Paragraph • Introduce subject (genre, “title,” author) – action verb – general statement of point of view (narrator questions, alter ego answers) • Explains narrator voice (timid) vs. alter ego’s (forms prospect of life) • Thesis: • Address prompt: form (sonnet w/ addendums) • Address prompt: literary devices (symbols, juxtaposition, imagery) • Address prompt: meaning (form+ lit devices = important to take “leaps” in life) • How did you do? Identify what you have, and note what you don’t!

25. Student Sample 1A Continued Body Paragraph 1 Point (form enhances understanding) • Explains (voice = people’s fears/insecurities about the future) • Elaborates (sharing this = reader attachment) • Illustration of form/structure (1-word addendums that rhymes to last word of each line) • Explains (provides immediate answers to questions) • Elaborates (mono-rhymic = memorable, touching for reader) • Illustration of form/structure (1st quatrain, general questions = starting a life from blank) • Explains (title=sonnet created by “echo” providing answers) • Elaborates (“empty page” = metaphor for voice) • Explains (illustration of inquiry words, answered only by 1 word = stronger impact) • Illustrates (first question, answers “start”) • Explains (meaning = the most important thing is to take the first step) • Additional illustration (juxtaposition of joy & grief) • Explains (shows echo’s sincerity) • Elaborates (not just blindly coaxing, instead giving real answers) • Additional illustration (art and “leaf” = synecdoche for nature) • Explains (provides consolation/relief to ailing heart) • How did you do? • Identify what you have, and note what you don’t!

26. Activity: Develop & ApplyYOU Do Plus/Delta Conclusion Model 3 Sentence Conclusion Through “Sonnet 73”, Shakespeare structures a progression of vivid metaphors to show the ravages of time on one’s physical being as well as presenting the mental anguish one may feel as he moves from youth closer to death. The realization that life will not be as cyclical in nature as the first and second quatrains seem to suggest, brings our speaker to acknowledge his listener’s awareness of his demise and conclude that not only should he be loved before he is gone but also that the listener's youth will, too, leave him in the future. Through “Sonnet 73,” Shakespeare shares advice and a reality that we should all heed. • Connect to the opening ideas – Restate thesis or main idea – • End with something for the reader to consider or to make the reader think

27. Student Sample 1A Continued Body Paragraph 2 • Point (structure transition, 2nd quatrain = naturalistic symbols) • Illustrates/Explains (life of leaf = visual imagery; final fate is death) • Explains • Elaborates • Illustrates • Explains meaning Continue through the rest of the essay & really note what is done in the final paragraph (the conclusion) Outcome: How did you do? What do you need to continue to do? What do you need to work on?

28. Activities: Develop We Do Purpose: to prepare for the post-assessment by examining previous analysis • Content/Ideas • Style/Structure • Personal Pluses/Deltas Tasks: • Examine previous assessments: pre-assessment timed writing , 1st poetry timed assessment (models available) • Review previous writing reflections (plus/delta, goals, scores, etc.) OUTCOME: What are two POSITIVES to make sure you rock this assessment? Return all assessments etc.

29. Review & ReleaseIf you are not going to be here any days next week, see me TODAY ! Prepare for your poetry assessment! • TPCASTT • What is the subject matter? • What is the (complex) attitude (tone) of the speaker towards the subject matter? • Is it complimentary or shifting? • How does the structure of the poem support the attitude? • Is there a volta? Where? How? • What is the conclusion? (couplet?) • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc.? • Tone Lists • Literary/Poetry Terminology + FORM & STRUCTURE • Practice poems (PIEE charts - models) • How to Write a Statement of Theme • Introductory Paragraphs – Thesis Statements (SAK) - PIE – Concluding Paragraphs (You have handouts!) • “Free Reponses: the 40-minute Essay” + Independent Novel Inquiry Project

30. Coming Soon… • Summative Poetry Timed Writing • Model 9 – Self-Assess • Independent Inquiry Reading Time • Independent Inquiry Novel Timed Writing • Things Fall Apart • If you are not going to be here any days next week, see me TODAY!