1. Advanced English 6 February 25
6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
d) Identify and analyze figurative language.
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
b) Make, confirm, and revise predictions.
c) Describe how word choice and imagery contribute to the meaning of a text.
d) Describe cause and effect relationships and their impact on plot.
e) Use prior and background knowledge as context for new learning.
f) Use information in the text to draw conclusions and make inferences.
g) Explain how character and plot development are used in a selection to support a central conflict or story line.
h) Identify the main idea.
i) Identify and summarize supporting details.
j) Identify and analyze the author’s use of figurative language.
k) Identify transitional words and phrases that signal an author’s organizational pattern.
l) Use reading strategies to monitor comprehension throughout the reading process.
February 25

2. Choice Time
Finish your poetry analysis. Turn it in to your class bin when it is completed.
Read Oliver Twist chapters Look for social themes, and take notes on in your journals (due Monday, February 29).
Add text evidence the social issues board and vocabulary to the Vivid Vocab. board.
Continue to explore London via ArcGIS, and take notes in your journal about what Dickens would have seen, heard, smelled, tasted, and touched. Think about why he would have written about the topics he chose.
Work on vocabulary activities 1 and 2 (due March 16 [A] and March 17 [B]).

3. “The Chimney Sweeper” by William Blake
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd like a lamb's back, was shav'd: so I said "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair."
And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins and set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.

4. A1: SIFT Poetry Analysis Strategy
Symbols
Images
Line 12: coffins=death
Line 6: lamb=innocence
Line 3: weep could mean sweep or not being able to talk very well because he is young or did not have much education
Line 21: dark=death
Line 8: white hair=being clean from coal, being innocent
Line 23: happy and warm=emotions, free
Line 8: white hair
Line 11: picture the many sweepers
Line 12: coffins are painted black
Line 4: picture a dirty child
Line 18: rising on clouds; rising to Heaven
Lines 19-20: hear the angel talking

5. A1: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
The tone is sad or depressed because the child did not really have a choice to be a sweeper or not. He was in poverty. The tone turned joyful at the end because the boy realized he would go to a happy place if he did his duty. The tone is a child’s perspective; he is innocent and ignorant. At the end, the poem’s tone becomes joyful and hopeful because Tom thinks things will get better.
Blake wanted to change society’s perspective of chimney sweepers, poor people, child labor, orphans. He also wanted people to see the downfalls of the Indurtrial Revolution.

6. “The Chimney Sweeper” by William Blake
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd like a lamb's back, was shav'd: so I said "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair."
And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins and set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.

7. A7: SIFT Poetry Analysis Strategy
Symbols
Images
Lines 15-16: playing
Line 3: crying
Line 19: Angel speaking
Line 12: black coffins, soot
Line 6: white hair, curly hair
Line 21: picture the darkness
Line 21: feel the cold
Line 13: picture the bright key
Line 15: green plain
Line 13: bright key=opening the door to freedom
Line 6: lamb=innocence (chimney sweepers)
Lines 15-16: running, playing, washing=happiness, freedom, new life, not industrialism
Line 13: Angel=helper
Line 12: coffin: “cage” of chimney-sweeping; death
Line 20: God as their Father: parents they never had
Line 3: weep=young age
Line 23: happy and warm=safety, happiness, protection

8. A7: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
The chimney sweepers had a bad life filled with sadness. The children dream of a better life. The boys have hope that warms them.
Blake wanted to show people problems in society, such as child labor, absent labor regulations, treatment of children/orphans, and poverty. Blake wants to change people’s perspectives because of his emotional poem.

9. “The Chimney Sweeper” by William Blake
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd like a lamb's back, was shav'd: so I said "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair."
And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins and set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.

10. B1: SIFT Poetry Analysis Strategy
Symbols
Images
Line 6: hair=lamb’s wool, symbolizes innocent
Line 6: lamb=innocence
Line 14: coffins=death; Angel=helper
Line 20: God as their father=have parents
Line 2: tongue=ability to speak
Line 13: key=freedom
Line 17: bags=old life, chimney-sweeping
Stanza 2: shaving head=letting go of worries; old life with parents being gone
Line 18: children rising on clouds
Lines 15-16: children playing, laughing, having fun, washing off “dirt”
Line 3: hear the child crying
Line 17: picture the children lying down and leaving worries behind
Line 4: soot/dirt
Stanza 2: picture the white hair being shaved so that it doesn’t become black from soot
Line 12: black coffins
Line 13: Angel being bright

11. B1: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
The tone is sad at the beginning because the word choice promotes darkness and coldness. It is also angry in the first stanza because the child is screaming because he is taken from his father. Toward the end of the poem, the children have hope because the dream made them wish for a happy afterlife.
Blake wanted to expose problems in society, such as child laborers, a high mortality rate, bad working conditions, and poverty, so that society could change.

12. “The Chimney Sweeper” by William Blake
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd like a lamb's back, was shav'd: so I said "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair."
And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins and set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.

13. B7: SIFT Poetry Analysis Strategy
Symbols
Images
Line 6: lamb=innocence
Line 8: white hair=purity, innocence
Line 12: coffins of black=death, soot
Lines 13: Angel=hope, helper
Line 14: doors=barrier, chimney sweep job
Line 4: chimney sweeper=hard life, dirty
Line 16: wash in the river=free from chimney sweeping
Stanza 2: white hair
Line 12: picture the coffins being black
Stanzas 4-5: running, playing, being happy
Lines 15-16: green grass, running, playing, washing, being clean
Line 13: Angel with bright key shining

14. B7: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
Life is hard for chimney sweepers; the children are sad and depressed. When they dream, though, they become happier. The children become hopeful that life will be better in the future.
Blake wants society to change some issues, such as child labor, treatment of children/orphans, poverty, and discrimination.

15. Analyze Victorian poems
To Do Today:
Analyze Victorian poems
Have choice time

16. Color-Coding and Labeling
SIFT Poetry Analysis
Color-Coding and Labeling
Metaphor (a surprising comparison between two unlike things) -Red
Simile (a surprising or unlikely comparison using “like” or “as”) -Blue
Personification (giving human qualities to anything non-human) -Brown
Symbolism (the use of object or action that means something more than its literal meaning) -Orange
Imagery (descriptive language that appeals to the senses) -Purple
Alliteration (repetition of beginning sounds in a series of words) -Green
Assonance (the repetition of vowel sounds in a series of words) -Yellow
Onomatopoeia (a word that sounds like what it means) -Pink
Now you will analyze a poem of your choice. Use the color-coding key to help you find figures of speech.
Fill in the SIFT organizer.
Be sure to put evidence from the poem to support your answers.
You may use line numbers, as well as quotes from the poem.