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Theme and Point of View: “Ozymandias” Foundation Lesson
About this Lesson This lesson, based on Percy Shelley’s poem ―Ozymandias,‖ is a Foundation Lesson, so it is
included at all grade levels on the LTF® website. While parts of this lesson can be used at any
grade level, it should be viewed as a model from which teachers can develop lessons for use in
their own classrooms, using texts that they would normally teach in their curricula. Focusing on
a rich text, however brief, analyzing the use of language in it, and using those language
techniques to enrich the writer’s own technique—these strategies inform and reinforce students’
abilities to form connections among all the aspects of language study. Any short, complex text
can form the basis of this kind of lesson.
Passages for LTF® lessons are selected to challenge students while lessons and activities make
texts accessible. Guided practice with challenging texts allows students to gain the proficiency
necessary to read independently at or above grade level.
This lesson is included in Module 8: Determining the Underlying Meaning.
Objectives Students will
move through the levels of thinking by completing a variety of activities.
annotate a poem for speakers’ points of view.
draw inferences from textual evidence.
analyze the use and effect of a frame story.
analyze and explain irony in the poem.
create a theme statement, narrative, and essay based on elements in the poem.
Level
Grades Six through Ten
Connection to Common Core Standards for English Language Arts
LTF Foundation Lessons are designed to be used across grade levels and therefore are aligned to
the CCSS Anchor Standards. Teachers should consult their own grade-level-specific Standards.
The activities in this lesson allow teachers to address the following Common Core Standards:
Explicitly addressed in this lesson
Code Standard Level of
Thinking
Depth of
Knowledge
R.1 Read closely to determine what the text says
explicitly and to make logical inferences from it.
Cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
Understand III
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Teacher Overview—Theme and Point of View “Ozymandias”
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R.2 Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
Analyze III
R.3 Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Analyze III
R.4 Interpret words and phrases as they are used in a
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Analyze III
R.6 Assess how point of view or purpose shapes the
content and style of a text.
Analyze III
W.2 Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection,
organization, and analysis of content.
Create III
W.3 Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
Create IV
Implicitly addressed in this lesson
Code Standard Level of
Thinking
Depth of
Knowledge
R.7 Integrate and evaluate content presented in diverse
formats and media, including visually and
quantitatively, as well as in words.
Evaluate III
R.8 Delineate and evaluate the argument and specific
claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of
the evidence.
Evaluate III
R.9 Analyze how two or more texts address similar
themes or topics in order to build knowledge or to
compare the approaches the authors take.
Analyze III
R.10 Read and comprehend complex literary and
informational texts independently and proficiently.
Understand II
L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
Understand I
L.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
Understand I
L.3 Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Understand II
L.5 Demonstrate understanding of word relationships
and nuances in word meanings.
Understand II
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Teacher Overview—Theme and Point of View “Ozymandias”
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L.6 Acquire and use accurately a range of general
academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and
listening at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
Understand II
W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
Create III
W.9 Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Analyze III
W.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences.
Apply III
LTF Skill Focus
The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills
for each domain, beginning with grade 6 and adding more complex skills at each subsequent
grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each
individual lesson identifies the skills actually addressed in that lesson.
Levels of Thinking
Remember Understand Apply Analyze Evaluate Create
Close Reading written, spoken, and visual texts
Grammar purposeful use of language for effect
Composition written, spoken, and visual products
Literary Elements Character
Detail
Diction
connotation
denotation
vocabulary
Imagery
Point of View
person
perspective
shift (10)
Theme
Tone
tone determined through
diction, imagery, detail,
point of view, and syntax
Literary Techniques
Irony
Mechanics Punctuation
Phrases Prepositional
Sentences Structure
Analysis of a Text Meaning and Effect related
to parts of speech,
phrases, clauses,
sentences, and syntax
Types (modes) Descriptive
Expository
analytical
The Process of Composition Drafting
extended time
timed
Style/Voice Deliberate Manipulation of
Point of View (10)
Imitation of Stylistic Models
Use of Literary Techniques
(8)
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Teacher Overview—Theme and Point of View “Ozymandias”
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Connections to AP* Analysis of point of view and tone (and the literary and rhetorical devices connected with them)
is a skill required of students in both the free response and multiple choice sections of AP
English Literature and AP English Language exams.
*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College
Board was not involved in the production of this material.
Materials and Resources
copies of Student Activity
Prezi presentation: ―Ozymandias‖
different colored highlighters
Assessments The following kinds of formative assessments are embedded in this lesson:
guided questions
graphic organizers
writing assignments
Teaching Suggestions
Teachers should allow multiple days to fully complete this lesson. The suggestions for writing
practice assignments range from creative narrative to persuasive essay to a style analysis essay.
Teachers should choose the one(s) most appropriate for their students. The Prezi presentation
will introduce the students to the poem, background information, and the frame story. After
viewing the Prezi, students can then go through the Student Activity.
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Teacher Overview—Theme and Point of View “Ozymandias”
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Answers Answers for this lesson are provided here, but some are subjective and will vary. To obtain the
maximum benefit of the lesson, ask students to go beyond the expected responses.
1.–3.
Person in poem Pronouns referring
to this person
Phrases that refer to
or describe this
person
Speaker’s opinion
about Ozymandias’
accomplishments
First Speaker
I (line 1) impressed by the
story, enough so to
repeat it; must have
realized the message
Second Speaker
Who (line 2) traveler (line 1)
from an antique land
(line 1)
who said (line 2)
negative toward
Ozymandias; recounts
what the sculptor saw,
seeming to agree with
the description
Sculptor
well those passions
read (line 6)
recognized and read
Ozymandias well;
knew better than to
cross him
Ozymandias
(person or statue)
them (line 3)
whose (line 4)
its (line 6)
My (line 10)
my (line 11)
two vast and trunkless
legs of stone stand in
the desert (lines 2-3)
a shattered visage
(line 4)
frown…wrinkled
lips…sneer of cold
command (lines 4-5)
these lifeless things
(line 7)
the pedestal (line 9)
king of kings (line 10)
that colossal wreck
(lines 12-13)
How does he view
himself?
all mighty; ultimate
ruler; commander of
all; no pity for
anyone; he is the
greatest of all kings
ever; he will never be
forgotten
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Teacher Overview—Theme and Point of View “Ozymandias”
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Ozymandias
I met a traveler 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,
(5) 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:
(10) ―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.
4. b. Ozymandias’. (Answers will vary for the rest of this question.)
d. to introduce the person who actually saw the statue and relate what he saw/felt
e. The speaker must have realized there was a message/theme in the story and life of
Ozymandias.
f. Adding another speaker adds to the importance of the message. It also adds to the
timelessness in that the story could have been passed around for years.
5. Answers will vary.
Evidence
(important words, images, and details used
to describe Ozymandias)
Inferences—Commentary
(based on the evidence selected)
frown
wrinkled lip
sneer of cold command
passions
king of kings
cruel adjective
Ozymandias’ frown and sneer indicate that he
is a heartless character, one who wanted to be
perceived by his people as unbending and
unforgiving.
self-important adjective
He speaks of himself as “king of kings.” He
clearly sees himself as the ultimate ruler,
above all others.
6. Answers will vary. Ozymandias is portrayed as a(n) cruel person, as illustrated through his
“sneer of cold command” (line 5). His scornful expression shows contempt of his subjects,
and the fact that his style of command is “cold” shows a total lack of concern for their well-
being.
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Teacher Overview—Theme and Point of View “Ozymandias”
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7.
Words or Phrases Associated with
Decay
Words or Phrases Associated with
Rulers
trunkless (line 2)
half sunk (line 4)
shattered (line 4)
lifeless (line7)
wreck (line 13)
nothing remains (line 12)
wreck (line 13)
bare (line 13)
command (line 5)
pedestal (line 9)
kings (line 10)
works (line 11)
Mighty (line 11)
colossal (line 13)
c. Answers will vary, but will be some variation of these: temporary glory and power versus
the inevitable, unaffected passage of time.
8. While Ozymandias saw himself as a(n) mighty, powerful king, the speaker sees the ancient
ruler as one who believed himself to be godlike, unaffected by the passing of time. He is
somewhat pitiable, somehat laughable, and , in the end, a reminder that all are mortal and
forgettable.
9. “despair”—to lose all hope a. He means to say that all those who confront him must
give up all hope of defeating or overcoming him; they must bow down to his might.
b. Those who arrogantly view themselves as ultimately mighty and powerful will one day fall
as will their mighty works.
10. It is ironic that the ruler who bragged and told others to despair now has his mighty statue
broken and strewn about the desert sands. Nothing has remained intact: not his power, his
glory, his works, and especially his statue to commemorate himself.
11. Ozymandias and his rule have disintegrated, but the work of art (the poem) about that
disintegration has survived. The word lives on, just as it is said that the pen is more powerful
than the sword.
12. Answers will vary.
a. human achievement—If the achievements consist of physical works or suppression of
others, then those achievements are irrelevant and temporary. They will not be
remembered in a positive light.
b. power—If the power and leadership is used to suppress others and bring destruction, the
leader will be regarded as a cruel and heartless tyrant. That leader will surely fall
because of the excessive pride.
c. arrogance—Excessive pride (hubris) will cause one’s downfall, and the fall of a king
makes a greater and more memorable impact.
d. nature—Nature is unaffected by man and his “works.” Nature can destroy anything man
builds even though man may think it is indestructible.
e. art—Works of art speak universal truth and last throughout time. Works of literature
survive but not so physical works.
f. fame and wealth—Fame and wealth do not survive. Legends may live on for a while, but
wealth is gone and can’t be taken into the afterlife.
English
Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.
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Theme and Point of View: “Ozymandias” Foundation Lesson
Read the poem below. Use the activities that follow it to help understand its meaning.
Ozymandias
I met a traveler 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, (5) 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: (10) “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.
by Percy Bysshe Shelley
Point of View
What is First Person Point of View?
When an author chooses to use first person point of view, he or she tells the story as though the narrator, or speaker, were speaking directly to the reader. The narrator uses the word “I” as a subject and tells the story using only what he or she, the narrator/speaker, personally knows or feels about it. This poem is complicated in its point of view—it has a “frame story” that surrounds the real story. There are multiple persons in this poem: a first speaker who introduces the second speaker, a second speaker who truly tells the story, a sculptor who does not speak, and Ozymandias, whose words are chiseled into the base of an ancient ruined statue. In prose, the person who speaks is called the narrator.
In poetry, the person who speaks is referred to as the speaker.
Student Activity—Theme and Point of View “Ozymandias”
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1. Using the pronouns listed below, fill in the second column of the chart with the pronouns associated with that speaker. a. “I” (line 1) e. “its” (line 6) b. “Who” (line 2) g. “My” (line 10) c. “them” (line 3) g. “my” (line 11) d. “whose” (line 4)
Person in poem Pronouns referring
to this person
Phrases that refer to
or describe this
person
Speaker’s opinion
about Ozymandias’
accomplishments
First Speaker
Second Speaker
Sculptor
Ozymandias (person or statue)
How does he view himself?
2. Fill in the third column of the chart with the words or phrases listed below. Tell to whom it refers by placing it with the corresponding speaker in the first column.
a. “traveler” (line 1) b. “from an antique land” (line 1) c. “Who said” (line 2) d. “Two vast and trunkless legs of stone stand in the desert” (lines 2-3) e. “on the sand” (line 3) f. “a shattered visage” (line 4) g. “frown,” “wrinkled lip,” “sneer of cold command” (lines 4-5) h. “well those passions read” (line 6) i. “these lifeless things” (line 7) j. “the pedestal” (line 9) k. “king of kings” (line 10) l. “the decay of that colossal wreck” (lines 12-13)
3. For the fourth column, consider each speaker’s role in the poem. In the box, describe briefly
the speaker’s view of Ozymandias.
Student Activity—Theme and Point of View “Ozymandias”
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4. Go back to the poem and consider each speaker. a. Highlight the first speaker’s words. b. Highlight the words in quotation marks in a different color. Whose words are they?
How do his own words give the reader a sense of
his character?
c. Highlight the words of the second speaker in a third color.
d. What is the role of the first speaker?
e. Why does the first speaker tell this story?
f. Why do you think the poet chose to include the first speaker rather than have only the
second speaker tell the story?
Characterization
5. Create a character journal entry by listing words, images, and details used to describe Ozymandias. From this evidence, write in the second column adjectives describing him and an analysis of how the evidence leads you to this inference.
Evidence
(important words, images, and details used
to describe Ozymandias)
Inferences—Commentary
(based on the evidence selected)
adjective adjective
The analytical chunk incorporates direct evidence from the passage or poem combined with context, inferences and commentary. It consists of one or more sentences which reinforce assertions made in the essay or the paragraph.
Student Activity—Theme and Point of View “Ozymandias”
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6. Fill in the blanks below to write an analytical chunk, using evidence, inferences, and
commentary from the journal entry. The analytical chunk should contain an assertion, along
with evidence and commentary.
Ozymandias is portrayed as a(n) person, as illustrated through (inference)
his (line ). (evidence)
(commentary)
(commentary)
Diction, Imagery, and Contrasts
7. The following chart associates two contrasting ideas.
a. The last word of line 12 is “decay.” Fill in the first column of the chart below with all the
words or phrases in the poem that you associate with decay or ruin.
b. The last words of line 10 are “king of kings.” Fill in the second column of the chart with
all the words or phrases in the poem that can be associated with kings or rulers.
Words or Phrases Associated with
Decay
Words or Phrases Associated with
Rulers
c. What ideas are contrasted in the poem?
8. What does this contrast suggest about the attitude of the speaker toward Ozymandias?
While Ozymandias saw himself as a(n) ,
the speaker sees the ancient ruler as
.
9. Look at the word “despair” in line 11. Define the verb “despair.”
Student Activity—Theme and Point of View “Ozymandias”
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a. Paraphrase what Ozymandias means by “despair” in his message to the viewer of the
statue.
b. How might the reader interpret the word “despair” in the context of the entire poem?
Tone and Theme
Irony is a literary technique marked by surprising, interesting, or amusing contradiction. Irony
can be classified as
verbal (when a speaker says one thing while meaning the opposite).
dramatic (when a character says or does something that has a different meaning for the
character than for the audience).
situational (when a situation turns out differently from what one would normally expect).
10. Look again at the words on the pedestal (lines 10-11). What is ironic about this message,
considering the condition of the colossal statue?
11. Why is it ironic that the poem has survived for all these years?
Theme is the generalization about life—the universal meaning—that is revealed in a literary
piece.
12. What does the poem suggest about these aspects of life?
a. human achievement
b. power
c. arrogance
d. nature
e. art
f. fame and wealth
Composition Ideas 1. Write a story or narrative poem in which a person from the future discovers a remnant of our
own civilization (perhaps a monument, a building, or a diary) and ponders about what America
in the twenty-first century must have been like. In your story or narrative poem, experiment
with Shelley’s technique of using multiple narrators. Include some other elements of Shelley’s
writing such as vivid diction and imagery.
Student Activity—Theme and Point of View “Ozymandias”
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2. Write an essay in which you analyze how the speaker’s attitude toward Ozymandias is
developed by the poet. Consider such elements as point of view, syntax, diction, and imagery.
3. Write an essay in which you describe what you wish your legacy to be and why.
4. If you had a statue made of yourself to last through time, what message would you have
inscribed on the base of the statue? Explain why you would choose this message.