Hello, Mrs. Butterworth here, and I am ready for today's English lesson and I hope you are too.

So in this lesson, we are focusing on the romantics, but more specifically, we are going to be comparing the Romantics, Romantics' criticism of powerful institutions.

So some really big ideas to think about today.

Sounds great, huh? So let's get started.

So in this lesson, you will compare how Romantic poets use language, form, and structure to critique power and authority.

Before we get going with the main part of the lesson, let's just look at some keywords.

Now, you may notice some of these keywords popping up throughout the lesson.

These words are succumb, incessant, condemn, futility, and ephemeral.

Let's just look at the definitions to help with our understanding.

So we have succumb, which means giving way to the overwhelming power of another force.

You sort of give yourself up to something.

We have incessant, which means something unpleasant continuing without pause or interruption.

To condemn is to express complete disapproval of something.

Futility means that something is pointless or useless.

So the futility of something means that it has no worth.

And ephemeral means it lasts for a very short time.

Something that is fleeting and temporary can be described as ephemeral.

So the outline of our lesson looks like this.

We're going to begin by recapping Romanticism, so just reminding ourselves of some of the key ideas of the period.

We're then going to look at the two poems "London" and "Ozymandias" and begin comparing those before finishing by planning a comparative response.

So let's start with that recap of Romanticism.

So our Oak pupils are discussing the Romantic period.

So you'll see them on your screen in a moment.

And what I would like you to do is I would like you to discuss and decide which of their statements are accurate.

So let's read through their statements together and then you can have time to discuss which you think are accurate.

So Izzy said that Romanticism, it occurred during the 1600 and 1700s.

Laura says it was influenced by big societal changes, so Enlightenment and the Industrial Revolution.

Lucas, it emphasised the beauty of nature.

Sofia says that it focused on shared experiences, and Sam says it often praised society at the time.

So pause the video so you've got time to discuss or just think quietly to yourself, which of these statements are accurate.

Off you go.

Okay, so who thinks they have the right answer? Shall we check? Okay, fantastic.

Right, so the correct answer is that Lucas and Laura's statements are accurate.

So Romanticism emphasised the beauty of nature and Romanticism was influenced by big societal changes, so Enlightenment and Industrial Revolution.

Now if we look at Izzy, Sam, and Sofia's statements, they only need to change a few words to be accurate.

So they're nearly there, but not quite.

So what I would like you to do now is I would like you to discuss or just think quietly about how you can help Izzy, Sam, and Sofia to redraft their statements to make them accurate, okay? So pause the video so you've got time to look at those statements again and decide how you are going to make them accurate.

Off you go.

Okay, so you may have come up with things like this.

So actually if you noticed, Izzy originally said an earlier time, but actually Romanticism occurred during the 1700-1800s.

So she was almost right, but not quite.

But now she's correct.

It occurred during the 1700-1800s.

And let's look at Sofia.

So it didn't focus on shared experiences, it focused on individual experiences.

So just by changing that word, we see that Sofia's statement is now accurate.

Now, Sam's initial statement was it often praised society at the time, but if we change the word critique, his statement now becomes accurate.

So Romanticism often critiqued society at the time.

So all of these statements are now accurate.

So it's not just literature.

Romanticism influenced many different forms of art and culture across Europe.

Let's look at some examples.

So we have art, so an example is the painting "Wander Above the Sea of Fog" by Casper David Friedrich.

In literature, "Songs of Innocence and Of Experience" by William Blake, and "Frankenstein" by Mary Shelley, and in music, things like "Nocturnes" by Frederic Chopin.

So maybe at some point you want to go away and look these up, just to give you an even better understanding of what Romanticism is.

I would like you to discuss, I've highlighted here "Songs of Innocence and Of Experience" by William Blake.

I'd like you to discuss, please, what is significant about Blake's poetry collection? Pause the video to come up with your answer.

Okay, great.

Well done to everyone that noticed this collection of poems by William Blake features "London" and "London" is one of the poems in your anthology.

So well done to everyone that got that right.

Let's keep going.

So let's see what we remember.

So I need you to pick the correct answers.

So which of the following are conventions of Romantic art and literature? A, B, C, D? Off you go.

Okay, who feels like they are feeling confident and they've got the answer right? Oh, good.

Okay, so let's have a look.

A and C are the correct answers.

So well done to everyone that got that right.

So yes, conventions include they focus on individual experience and love of the natural world.

Now look, what I would like you to do now is I'd like you to look at answers B and D.

So B, praising society's progress, and D, focus on upholding societal conventions, and think back to those initial statements that we saw from the Oak pupils.

And I'd like you to discuss how could we amend these two answers so that they are also correct.

So what do we need to do to B and D to make these answers correct? So pause the video so you've got time to figure out your answers and we'll feedback in a moment.

Okay, great.

So to make it correct, we need to just change that word to critiquing society's progress.

And then finally, there was a focus on breaking or challenging societal norms, not adhering to them.

Okay, so we've reached our first practise task.

So you may know that Blake illustrated each of the poems in "Songs of Innocence" and "Songs of Experience".

Okay, so you'll see on the screen here, there is an illustration for the poem "London".

What I would like you to do is I would like you to discuss, can you spot any Romantic ideas in Blake's artwork? So remember, the Romantic ideas are in this box here.

So we've got influenced by societal changes, so Enlightenment, Industrial Revolution, and the rise of British Empire; critiqued society at the time; focused on individual experiences; and emphasised the beauty of nature.

So pause the video so you've got time to really look at the image and see if you can spot any Romantic ideas in Blake's work.

So you may want to discuss your answers, think quietly to yourself, or even jot some ideas down.

But pause the video now so you've got time to complete that task.

Off you go.

Thank you, everyone.

It's a really interesting image, isn't it, in terms of those ideas.

So here are some ways as to how you could have analysed the image.

You may have come up with some different things, which is absolutely fine, but these may also add to those too.

So the images show individuals struggling to survive and overcome the challenges they face, so through pollution, poverty, and disability.

So it's that idea of focusing on individual experiences.

We've got the smoke on the right-hand side, and this could be linked to mass pollution caused by the Industrial Revolution.

And one of those key ideas is those influence, how Romanticism was influenced by societal changes, so things like the Industrial Revolution.

And you may have noticed at the top, the image at the top of the child helping the disabled man could be a critique of corrupt, powerful institutions who did not actually help those in need and instead leave them to suffer.

So again, feeding into that bigger idea about critiquing society at the time.

And at the very bottom of the image, there is a thin green border.

I'm not sure if you can see that there, but there is a thin green border and it looks like a field or grass if you look very closely in contrast to the bricks at the top.

And perhaps Blake is suggesting that the beauty of nature is far away from this polluted poverty-stricken city.

Okay, so we're now moving on to the second part of the lesson where we're going to compare "London" and "Ozymandias".

So both poems explore power and/or conflict.

I'd like you please to discuss the text and identify the key information below.

So let's just look at that table together.

So you'll notice we have our two poems there, and I'd like you to think about who the writer is, the time period, the form, and a brief summary.

Okay, so you're thinking about both those poems, who the writer is, what the time period was, the form, and a brief summary.

Okay, so you'll definitely need to pause the video to give yourself time to discuss the text and identify the key information below.

Okay, when you are ready, pause the video and off you go.

Okay, fantastic.

Are we ready to share some ideas? Okay, brilliant.

So the writer of "Ozymandias" was Percy Shelley, who was a Romantic poet, and "London" was William Blake, who was also a Romantic poet, absolutely.

Now, the time period was for "Ozymandias" 1817, so the 19th century, whereas William Blake was writing in 1789 to 1794, which is the 18th century, so quite different time periods.

And the form, we've got a sonnet with subversions, whereas "London" is a dramatic monologue, a rhyming poem and is in four quatrains.

Okay, so there's some definite differences there.

And then the summary of "Ozymandias" is this crumbling statue depicts tyrannical and arrogant leader.

And for "London", a bleak walk around London reveals oppression caused by corrupt institutions.

So hopefully, you've got some similar answers to what we are looking at in the grid here.

Now, I would like you to discuss, now we found that key information, how do "Ozymandias" and "London" convey similar ideas about power, that key theme there, power? So pause the video so you've got time to discuss how these poems convey similar ideas about power.

So pause the video and off you go.

Okay, great.

So we know that both poems look at excess power via authority figures or establishments, and both poems explore the abuse of power.

Okay, so there's some real similarities there of that key theme of power.

And now what I would like you to discuss is the fact that both Shelley and Blake are Romantic poets.

Can you discuss, please, how does this influence their presentation of power? So think about everything we looked at in the first part of this lesson and how this may influence their presentation of power.

Okay, as ever, pause the video so you've got time to discuss, think quietly to yourself, or even jot some ideas down.

Off you go.

Great, so let's just feed back the answer.

So as Romantic poets, both Shelley and Blake criticise those in powerful positions and how they abuse their power to the detriment of those weaker.

So hopefully, you came up with something similar.

So here are some words we could use to analyse the presentation of power in "Ozymandias" and/or "London".

Now, you may notice some of these were in our keywords at the very start of the lesson, so hopefully you'll remember those.

So the words are ephemeral, futility, arrogance, domineering, oppressed, and incessant.

Now, I'd like you to think about these words and I'd like you to discuss, please, which words would you use to discuss "Ozymandias" and which words would you use to discuss "London"? And also which words would you use to discuss both poems? So the words for "Ozymandias", words for "London", and which would you use for both? Okay? Great.

So pause the video and discuss your answers.

Off you go.

Fantastic, some very lively discussions there.

Great to see some of you referring back to those keywords just to remind yourselves of the definitions.

So that's really, really great.

So you might have said something like this.

So "Ozymandias" reflects on the ephemeral nature of human existence.

That despite his great power, the king's legacy was quickly forgotten.

You may have also said that King Ozymandias is presented as a domineering leader who oppressed his subjects.

His arrogance is captured in the description of his sneer of cold command.

And you may have said about "London": In Blake's poem "London", the oppressed inhabitants of the city are depicted as enduring incessant suffering and hardship.

And in the poem, the futility of the people's struggles is starkly contrasted with the arrogance of the institutions that perpetuate their suffering.

Okay, so we've considered the words, we've considered the poems. Now I want to explore the subtle similarities and differences between the two poems' presentation of power.

So we've got "Ozymandias" on one side, we've got "London" on the other side, and then we have that middle section which shows those similarities.

So let's explore together.

So both poems expose how the powerful oppress the weak.

So that's a really important similarity between the two poems and that link to power, that they both expose how the powerful oppress the weak.

In "Ozymandias", the oppression is suggested through the tyranny of a callous leader, and it focuses on the oppressor, so that one figure of authority.

Whereas in "London", oppression is shown through the suffering present in every face and focus on the oppressed.

Not a single person doing the oppressing, like in "Ozymandias".

In "London", it's focusing on those that are oppressed.

Okay, so a slight difference there between those two poems. So let's explore another similarity and difference between the two poems' presentation of power.

So both poems advocate for an end to oppressive power.

However, "Ozymandias" suggests that institutional power is ephemeral, so it's not long lasting, it's fleeting, because it eventually succumbs to nature.

So "Ozymandias" is all about that power of nature compared to man's power, that nature will always overcome the ephemeral power of man.

And in "London", so a difference here is that "London" suggests that oppressive power is incessant unless citizens emancipate themselves.

So for William Blake and his poem is this idea that oppressive power will just never end, it's incessant, unless citizens are freed from it.

Okay, so let's explore one more similarity and difference between the two poems' presentation of power.

So we know that both poems criticise the abuse of power, but I'd like you to discuss now, on one side, "Ozymandias", what type of leadership does Shelley condemn in "Ozymandias" and what type of institution does Blake criticise and why? So pause the video so you've got time to look at those poems and answer those questions.

Off you go.

Okay, so let's share some possible answers to those questions.

So you may have come up with something similar, you may have something different, that's absolutely fine, but this is a good opportunity to share those answers.

So "Ozymandias" criticises arrogant tyrannical leaders, whereas in "London", Blake criticises corrupt institutions that perpetuate suffering in those most vulnerable.

So whereas "Ozymandias" is focusing on an individual, in "London", it's more about the societal institutions.

Okay, so we need to pick A, B, C, or D, which of these is a similarity between "Ozymandias" and "London"? A, B, C, or D? What do you think? Okay, so you need to have picked an answer because I'm about to give you the answer in a moment.

And the answer is D, both criticise the abuse of power.

So well done to everyone that got D.

Okay, so for your second practise task, what I would like you to do is I would like you to summarise the similarities and differences we've identified, and you're going to use those to write a thesis statement answering this question.

How do the poets of "Ozymandias" and "London" present power? So think of everything we've looked at in this lesson so far, particularly those similarities and differences that we've just explored.

And in order to write your thesis statement, you should begin with a more general sentence about how both poems relate to the question focus.

So in this case, power.

You need to focus on specific similarities between the poems and explore subtle differences within these similarities.

Okay, so we've done all the hard work, so we've done all the discussion and we've come up with the ideas, and now you just need to summarise and write that thesis statement to go with that question.

How do the poets of "Ozymandias" and "London" present power? Okay, so make sure you've got anything you need to complete this task.

And when you are ready, pause the video and get that thesis statement written.

Off you go.

Okay, well done, everyone, really great work and I love how you're using some of those ideas from the discussion to create an excellent thesis statement.

So we have Jun's thesis statement here.

So let's read this together and this will be a nice opportunity for you to just have a look at your own work and reflect back on what it is you have written.

So let's read Jun's for an example.

"Both Shelley and Blake, as Romantic poets, rejected institutions that claimed absolute power over ordinary man, thus both their poems criticised social inequality in society.

More specifically, the poems expose and criticise those who abuse their power and oppress others.

Whilst Shelley criticises and mocks arrogant and tyrannical leadership in "Ozymandias", Blake shows contempt for corrupt institutions that perpetuated suffering in society." So what I would like you to do is I'd like you to look at Jun's statement and discuss please what makes this thesis statement effective? So pause the video so you've got time to discuss or think quietly to yourself about what makes Jun's thesis statement effective.

So pause the video and off you go.

Okay, great, thank you for your suggestions.

So what makes it effective? You may have come up with the following.

Number one, it's summarises how the poems relate to power.

It focuses on specific similarities.

So it even uses the phrase, "More specifically, the poems expose and criticise those who abuse power and oppress others." So you can see how it's focusing on the specific similarities of the poems. And then it explores subtle differences within these similarities.

"So whilst Shelley criticises and mocks arrogant and tyrannical leadership, Blake shows," so there's that really subtle difference there between the two poems. Okay, well done, everyone, for your hard work so far.

You are doing great work on these poems and it's lovely to see all of that knowledge about these poems coming out.

So we have one final bit of the lesson to look at.

So we're going to think about planning a comparative response and we're going to do that now.

So we now have a thesis statement answering the question, how do the poets of "Ozymandias" and "London" present power? So well done.

We've already done that part.

We've also identified lots of similarities and differences already too.

So we know both poems explore how the powerful oppress the weak.

"London" focuses on the oppressed, "Ozymandias" on the oppressor.

We know that both poems advocate for an end to oppressive power.

"Ozymandias" power is ephemeral, "London" power is incessant.

We know that both poems criticise the abuse of power.

"Ozymandias" criticises tyrannical leaders and "London" criticises corrupt institutions.

So we've done that work already.

We've identified lots of similarities and differences.

But now what I want us to think that is how we can use all of this to plan the rest of our response.

So again, you're going to need to pause a video to discuss your answer.

You may wish to think quietly to yourself or even start jotting down some ideas.

But I want you to think about all of the stuff we've just looked at that's on the screen and discuss how can we use them to plan the rest of our response.

So pause the video.

Off you go.

Okay, so what you may have picked up on is that each of those ideas, so those similarities and differences that we've looked at, each of those can actually be used as a topic sentence for analytical paragraph.

So let's add them to a multiple paragraph outline.

So you can see here I have added my thesis statement there, and my first statement is going to be, "Both expose how the powerful oppress the weak.

Blake focuses on the oppressed, Shelley on the oppressor." So we've heard that phrase quite a lot throughout the lesson and we're now using it to create an effective topic sentence.

Next topic sentence: "Both advocate for an end to oppressive power.

Shelley, power is ephemeral; and Blake, power is incessant." Thank you.

Yes.

Again, we've had these phrases already today.

Now we're just using it as a topic sentence.

So finally, "Both poems criticise abuse of power.

Shelley focuses on tyrannical leaders and Blake on corrupt institutions." That's right.

So again, we've heard this phrase throughout the lesson.

We're now just using it as our topic sentence.

So we've got those all ready to go.

Now we just need to think about our supporting detail and our concluding sentence.

So just to remind you what supporting detail is.

So supporting detail is all about adding evidence from each poem, so it needs to come from both poems. And you need to think about any methods you identify or subtle meanings that you've inferred.

So it's all about finding that evidence and thinking about what you are going to say about it.

So it is really important that your evidence is relevant to your thesis and topic sentence.

So your analysis should link back, your language analysis should link back to the ideas in your topic sentence and then your wider argument.

You must choose the best evidence to support your overarching argument.

So it's a really important part of the planning process.

Now, your concluding sentence, now this is where you summarise your argument, so you kind of bring your paragraph all together.

So a great way to complete this section is to consider why you think each writer made these creative choices.

So the writer has done this to, or both poets aim to, a really good way to create your concluding sentence.

So think about what were their intentions, how does it link to the overall message of the poem? And perhaps you can link to their experiences, beliefs, or influences here.

So start thinking about the poets themselves.

So let's finish planning the first paragraph together.

So we have our single paragraph outline here.

So let's do this one together.

So we've got our topic sentence.

"Both poets expose how the powerful oppress the weak.

Blake focuses on the oppressed, whereas Shelley focuses on the oppressor." It's that topic sentence again.

And I want us to think about the evidence first, that supporting detail.

So what I would like you to do is before we look at an example is I'd just like you to discuss, if you can discuss and identify evidence from each poem that links to this topic sentence.

So pause the video to give yourself time to look at those poems and identify evidence from each poem that links to that topic sentence.

Okay, so make sure you've got what you need.

Great.

Pause the video and off you go.

Okay, fantastic.

Let's just share an example of some supporting detail.

You may have something different, but again, as long as it's relevant to the topic sentence, then you've done it correctly, okay? So the example is Blake uses, "Every face marks of weakness, marks of woe." And you'll see here I've identified that this is repetition and I've explained what this does.

It emphasises the scale of suffering.

So you'll see that's in note form as well.

And for Shelley, I've picked up on the word sneer, which is a verb, so I've used terminology to identify a word type.

So "sneer of cold command" is my quote.

And Ozymandias shows contempt for his subjects.

Okay, so you can see how that evidence really links to that topic sentence about the oppressed and the oppressors and how I've laid out my evidence there in that section.

So it is now time to think about the concluding sentence.

So I'd like you to discuss your ideas first before we share an example.

So why do you think the poets made these choices? Why that repetition for Blake or that verb for Shelley? And I want you to think if you can make any contextual links as well, okay? So pause the video and discuss why do you think the poets made these choices in our evidence, in our supporting detail? And can you make any contextual links? Okay? Great.

Off you go.

Brilliant.

Okay, again, let's share an example.

As I said earlier, you may have something different, which is fine, but it's just a good thing to do to look at some examples to compare.

So the concluding sentence is here.

"Both poets draw on Romantic ideas by critiquing society." So I'm drawing on that first part of the lesson.

"Shelley uses the figure of the tyrannical leader, whereas Blake focuses on how individual experiences are lost among the large scale suffering." So you can see how that concluding sentence starts to link to the poets' intentions and it also links to that topic sentence.

Okay, so a great way to create a concluding sentence is to, so you need to complete that sentence by picking A, B, C, or D.

Which is the correct answer? Okay, so a great way to create a concluding sentence is to, hearing lots of answers being shouted, B, that's right.

It is to explore the writer's intentions and make relevant links to the wider context of the poems. Well done to everyone that answered B.

So now it is over to you for our third and final practise task.

So let's keep up the good work.

I would like you please to use a single paragraph outline to plan another paragraph for this response.

So the question is, how do the poets of "Ozymandias" and "London" present power? So remember, we have been exploring this question throughout the lesson, so you should have everything you need to complete another single paragraph outline.

So remember, you need a topic sentence.

So you can choose either of these topic sentences.

You need to include your supporting detail.

So you'll need to copy one or two pieces of evidence from each poem and make notes on the poet's use of language, form, and structure, exactly like the example we've just looked at.

And then you'll need to do your concluding sentence, which is to comment on why you think the writers have made the choices they did.

And if relevant to your topic sentence, link to the wider context, okay? So make sure you've got everything you need to get this task completed.

You have got this.

We have done loads of work on this already, so we have all of our ideas, we've just got to get it written up, okay? So pause the video to give yourself time to complete that single paragraph outline, and I can't wait to see what you come up with.

So off you go.

Okay, well done, everyone.

So now this is an opportunity just for you to review your single paragraph outline and the work that you have done.

So check your supporting detail.

So have you copied your quotations accurately? So check that.

Are they relevant to your topic sentence? That's a really key part of this.

Make sure that the evidence is the best that you can have to match your topic sentence.

Have you chosen the best quotation to help you make your point? So think about the length.

Is the quote too long? Have you used the best words? And have you identified how the writer has used language, form, and structure? And then look at your concluding sentence.

Have you considered the writer's intention? Are your interpretations shaped by relevant, wider contextual knowledge? So there's lots there to think about when you're reviewing that planning process.

And when you have checked it through, make sure you give yourself a WWW, a what went well, and an EBI, an even better if, for next time, okay? So pause the video so you can review and check through your work and give yourself that what went well and even better if.

Okay, pause the video and get reviewing.

Thank you so much for your hard work.

We are now at the end of the lesson, so well done.

Let's just look at everything we have covered in this lesson.

We know that both poets critique the power held by institutions and society, that Shelley focuses on the oppressor, whereas Blake focuses on the oppressed.

We also know that both Shelley and Blake were Romantic poets and that their work critiques society while focusing on individual experiences, and that both poets explore how power can be abused and advocate for an end to oppressive power.

So again, a very well done and I look forward to seeing you all again in another lesson too.

Until then, goodbye.