Critical attitudes to powerful institutions in 'London' and 'Ozymandias'
Lesson details
Learning outcome
I can compare how Romantic poets use language, form and structure to critique power and authority.
Key learning points
- Both poets critiqued the power held by institutions in society.
- Shelley focuses on the oppressor - King Ozymandias - and the tyrannical way he rules over his subjects.
- Blake focuses on the oppressed, exploring how corrupt institutions left people to suffer in abject poverty.
- Both Shelley and Blake were Romantic poets; their work critiques society while focusing on individual experiences.
- Both poets explore how power can be abused and advocate for an end to oppressive power.
Keywords
Succumb - giving way to the overwhelming power of another force
Condemn - express complete disapproval of
Futility - pointlessness or uselessness
Incessant - something unpleasant continuing without pause or interruption
Ephemeral - lasts for a very short time; fleeting and temporary
Common misconception
The Romantics were known for writing about love and romance.
The Romantics are not to be confused with 'romantics' who may write love poetry. The Romantics most commonly wrote about nature and were known for critiquing the direction of society's progress.
Teacher tip
Task A encourages students to analyse Blake's illustration for 'London'. As a challenge or homework task, encourage students to imagine how Shelley may have illustrated his poem Ozymandias and why.
Equipment
You will need access to a copy of the Eduqas poetry anthology for this lesson.
Content guidance
Depiction or discussion of discriminatory behaviour
Depiction or discussion of discriminatory behaviour
Depiction or discussion of peer pressure or bullying
Supervision
Adult supervision recommended
Licence
Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.Both William Blake and Percy Shelley...
Q2.Which of the below provides an accurate definition of what it means to 'compare'?
Q3.What is a topic sentence?
Q4.Why is it important to consider the wider historical context of a literary text in your analysis?
Q5.Which of these is a valid similarity between the poems 'Ozymandias' and 'London'?
Q6.Which of these is a valid difference between the poems 'Ozymandias' and 'London'?
Assessment exit quiz
6 Questions
Q1.When comparing 'Ozymandias' and 'London', why is it important to consider that Shelley and Blake were both Romantic poets?
Q2.'Ozymandias' depicts the __________ nature of human power, whereas 'London' depicts the __________ nature of human power.
Q3.What should you do at the end of a comparative introduction?
Q4.When did the Romantic period occur?
Q5.Complete the missing word: 'Romantic literature often focused on __________ experience.'
Q6.How could Romantic ideas and conventions link to ideas of conflict?
To help you plan your 10 English lesson on: Critical attitudes to powerful institutions in 'London' and 'Ozymandias', download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 10 English lesson on: Critical attitudes to powerful institutions in 'London' and 'Ozymandias', download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
We use learning cycles to break down learning into key concepts or ideas linked to the learning outcome. Each learning cycle features explanations with checks for understanding and practice tasks with feedback. All of this is found in our slide decks, ready for you to download and edit. The practice tasks are also available as printable worksheets and some lessons have additional materials with extra material you might need for teaching the lesson.
The assessment exit quiz will test your pupils' understanding of the key learning points.
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Explore more key stage 4 English lessons from the Poetry anthology (Assessment until summer 2026) unit, dive into the full secondary English curriculum, or learn more about lesson planning.