1. Advanced English 6 February 23-24
6.1 The student will participate in and contribute to small-group activities.
a) Communicate as leader and contributor.
c) Summarize and evaluate group activities.
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 23-24

2. To Do Today: You need your resource notebook and Oliver Twist copy.
Discuss Oliver Twist chapters 4-7
Review social issues and Ethos, Pathos, Logos
Analyze Victorian poems
Have matrix time
To Do Today: You need your resource notebook and Oliver Twist copy.

4. LEWIS CARROLL, AKA: Charles Lutwidge Dodgson
Occupation: Novelist
Born: 27 January 1832, Daresbury, Cheshire, England
Died: 14 January 1898, Guildford, Surrey, England
Literary period: Victorian
Genre: Victorian Literature
- See more at:
Mathematician
Father was a Parson (member of clergy-church)
He wrote many books on mathematics and logic
Alice’s Adventures in Wonderland, Through the Looking Glass, “Jabberwocky”

5. Questions/Predictions
Important Events
Characters
Setting
Questions/Predictions
Vocabulary
Irony, Sarcasm, Satire Examples
Oliver Twist Chapters 4-7: As a group, take notes on the chart paper at your tables according to these topics:

6. Compare and contrast Oliver and Noah Claypole.
Why does Oliver become enraged at Noah? How do Oliver’s actions show a subtle change over time in Oliver’s character?
How does Noah’s status as a charity boy differ from Oliver’s status as an orphan?
How does Dickens describe the conditions in which the lower classes were expected to live (pages 59-62)? What does he possibly hope to achieve by revealing such squalor to the reader?
What comment is Dickens making about the poor laws when describing the death and the funeral of the poor woman (pages 62-63)?
How does Dickens contrast the way the wealthy mourn the loss of loved ones with the way the poor mourn (pages 64-65)?
Oliver Twist Chapters 4-7: With your group, answer the question on the back of your chart paper. Be prepared to share out in a few minutes.

7. Social Issues Unfair treatment of children (orphans especially)
Child Labor
Abuse (physical, emotional, etc.)
Abuse of power
Poverty
Rich vs. poor mentality (unfair treatment of poor)
Hunger
Insufficient economy/scarcity of resources
Corruption
Pollution
Lack of health care
Homelessness
Social Issues
Discuss issues so far, add any as needed, explain social issues board (adding text evidence to support where Oliver Twist discusses these issues)

8. Ethos, Pathos, Logos (EPL) Chart
Explain EPL chart on Google Classroom.

9. “The Chimney Sweeper” by William Blake
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 & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked and 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.
Finish analyzing the poem.

10. Victorian Poetry SIFT S=Symbolism I=Imagery F=Figurative Language
T=Tone and Theme

11. Symbolism
The dove is a symbol of peace.
A red rose or red color stands for love or romance.
Black is a symbol that represents evil or death.
Using an object or idea to represent something else and to give it deeper meaning

12. “The Chimney Sweeper” by William Blake
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 & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked and 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.
Finish analyzing the poem.

13. Imagery
Using certain words to create a picture in the reader’s mind and to appeal to the five senses
It was dark and dim in the forest. 
The children were screaming and shouting in the fields.
He whiffed the aroma of brewed coffee. 
The girl ran her hands on a soft satin fabric. 
The fresh and juicy orange is very cold and sweet.

14. “The Chimney Sweeper” by William Blake
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 & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked and 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.
Finish analyzing the poem.

15. 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
Figurative Language

16. “The Chimney Sweeper” by William Blake
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 & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked and 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.
Finish analyzing the poem.

17. Tone and Theme Tone: Mood Theme:
The attitude the writer is displaying toward the subject of the poem
Mood
How the poem makes you feel
Theme:
The message or meaning the poet wants you to learn

18. “The Chimney Sweeper” by William Blake
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 & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked and 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.
Finish analyzing the poem.

19. A3: SIFT Poetry Analysis Strategy
Symbols
Images
A3: SIFT Poetry Analysis Strategy
Lines 6, 8, 17: “lamb”, “white hair”, “naked and white”- innocence, purity
Lines 8, 12: “soot”, “coffins of black”-death, chimney
Line 13: “bright key”- freedom, happiness, hope
Line 17: “bags”-chimney gear
Line 23: “morning”-happiness
Line 8: “soot”-darkness cannot overcome light
Line 23: “cold/warm”-touch
Lines 12, 13: “black/bright key”-sight, hope
Lines 15, 16: “green plain/sun”-sight, touch
Line 3: “weep”-hearing
Line 17: “clouds/wind”-touch
Stanza 6: touch, sight

20. A3: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
A3: SIFT Poetry Analysis Strategy
Line 3: “weep”- onomatopoeia, alliteration, assonance, repetition
Line 17: “bags/behind“- alliteration
Line 15: “laughing/leaping”- alliteration
Line 23: “cold/warm”- oxymoron
Line 6: “like a lamb’s back”- simile
The tone is that the writer feels angry about chimney sweeping because he writes how people are forced to sell their own children to make ends meet. He also feels that chimney sweeping poisons people and corrupts their purity. The theme is even in the worst circumstances, there is still hope, life, and purity.

21. A7: SIFT Poetry Analysis Strategy
Symbols
Images
A7: SIFT Poetry Analysis Strategy
Lines 5, 6: “hair”, “lamb”-innocence, purity
Stanza 2: “Tom’s hair”-passion, life
Line 12: “coffins of black”-death, chimney
Line 13: “bright key”: freedom, unlocking a better future
Line 23: “morning was cold”: struggles
Line 23: “Tom was happy and warm”: hope]
Line 15: “green plain”, “sun” (yellow)-happiness
Line 17: “bags behind”-leaving worries behind
Line 16: “wash in a river”-being clean
Line 7: “Hush, Tom,…head’s bare”-innocent child
Line 16: “shine in the sun”-brighter future
Line 20: “God for his Father”-good life
Line 18: “rise on clouds and sport in the wind”-carefree, worry free
Line 14: “opened coffins”-transition between life and death
Line 3: “could scarcely cry”-being young
Line 3: “cry weep”-hearing
Stanza 2: can picture his head being shaved
Line 11: “thousands of sweepers”-picture lots of sweepers
Stanza 6: “bags and brushes to work”-picture they are next to the chimney and working
Stanza 4: free and running in the field; picture heaven, happy, not gloomy
Stanza 4: angel coming and opening coffins
Line 25: “rose in the dark”- chimney sweepers getting up and working

22. A7: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
A7: SIFT Poetry Analysis Strategy
Line 6: “curl’d like a lamb’s back”- simile
Line 3: “weep, weep, weep, weep”- onomatopoeia, alliteration, assonance, repetition
Line 4: “so”, “soot”, “sweep”, “sleep”-alliteration
Line 4: “sweep”, “sleep”- assonance
Line 7: “Hush”-onomatopoeia
Line 4: “in soot I sleep”-hyperbole
Line 23: “cold/warm”-oxymoron
The author is disgusted by the chimney sweeper because he doesn’t like that it is happening. He is describing the chimney sweeper in a bad way so that it will change. The theme is child labor is dangerous and bad, but focusing on the good can cancel it out.

23. B3: SIFT Poetry Analysis Strategy
Symbols
Images
B3: SIFT Poetry Analysis Strategy
Lines 6, 8: “lamb”, “white hair”-purity, innocence Line 8: “soot”-dirty society
Line 16: “wash in the river”- clean off society, freedom
Line 13: “Angel”-parish, church, hope
Line 12: “coffins of black”: stuck in society, dirt, death, chimneys
Line 17: “bags”-society, chimney tools
Line 18: “rise upon clouds and sport in the wind”-picture them playing and having fun
Stanzas 3 and 4: locked in black coffins, Angel comes and frees them-use of colors, picture them
Line 8: “white hair”, “soot”-sight
Line 3: “weep”-hearing, speaking
Stanza 6: hear the scraping of the chimney and feel the dust getting in y0ur lungs
Line 23: “happy and warm”-feel warmth
Line 4: “in soot I sleep”-smells bad, dirty

24. B3: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
B3: SIFT Poetry Analysis Strategy
Line 3: “weep”, “weep”- repetition, onomatopoeia, assonance, alliteration
Line 6: “curl’d like a lamb’s back”-simile
Line 14: “opens the coffins”- metaphor for chimneys
Line 12: “lock’d up in coffins of black”-metaphor for society, maybe idiom
Line 17: “bags left behind”- metaphor for burden
Line 15: “leaping”, “laughing”- alliteration
The tone of the poem is that the author is upset that children are having to be chimney sweepers. He points out the tragedies that force children to be chimney sweepers and describes how children must obey, even if it is dangerous. The theme of the poem is that society needs to change, but even in the worst circumstances, you can still happy.

25. B7: SIFT Poetry Analysis Strategy
Symbols
Images
B7: SIFT Poetry Analysis Strategy
Lines 6, 8: “lamb”, “white hair”-purity, innocence, good
Line 8: “soot”-evil
Line 12: “coffins of black”- chimney, death
Line 13: “Angel”-happiness
Line 13: “bright key”-freedom
Line 18: “rise upon clouds”- freedom from work
Line 4: “in soot I sleep”-picture being dirty
Line 12: “coffins”-picture coffins being closed and locked
Line 22: “bags and brushes”- picture picking up their tools
Line 18: “rise upon clouds”- floating on clouds
Line 16: “wash in the river”, “shine in the sun”-feel the warmth and cleanness
Line 23: “cold”, “warm”-feel
Line 3: “weep”-hearing

26. B7: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
B7: SIFT Poetry Analysis Strategy
Line 6: “curl’d like a lamb’s back”-simile
Line 3: “weep”, “weep”- alliteration, assonance, onomatopoeia, repetition
Line 4: “sleep”, “sweep”- assonance
Line 4: “so”, “sleep”, “soot”, “sweep”-alliteration
The tone of this poem is that the author is upset because chimney sweeping is unfair. He thinks that children should not have to do this job. The theme is society needs to change; even in the worst circumstances, happiness can come.

27. 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.
Fill in the SIFT organizer.
Be sure to put evidence from the poem to support your answers.
You must use line numbers, as well as quotes from the poem.
SIFT Poetry Analysis
Hand out three other Victorian poems and SIFT organizer.

28. Matrix SIFT due Friday, March 3 (A) and Monday, March 6 (B)
Creative Journal 1 due Monday, Feb. 27 (A) and Tuesday, Feb. 28 (B)
Read Oliver Twist Chapters 8-14 by Wednesday, March 1 (A) and Thursday, March 2 (B). Take notes on the characters, connections, predictions, questions, vocabulary, etc. as you read.
SIFT due Friday, March 3 (A) and Monday, March 6 (B)
EPL Chart on Google Classroom
Vivid Vocabulary Board
Digital Portfolio