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CONTENT. Romantic Period Poet Description of poem Themes Symbols Language Usage Metaphors and Similies Implementions in the class Conclusion. THE ROMANTIC PERIOD (1798-1832). Industrial Revolution Individualism Love of Nature Reaction to French Revolution Enlightenment

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content
CONTENT
  • Romantic Period
  • Poet
  • Description of poem
  • Themes
  • Symbols
  • Language Usage
  • Metaphors and Similies
  • Implementions in the class
  • Conclusion
slide4

Industrial Revolution

  • Individualism
  • Love of Nature
  • Reaction to French Revolution
  • Enlightenment
  • Emotions vs rationality
slide5

Individualism: Loneliness, subjective. Individuality and the differences between human being.

Industrial Revolution: From Agricultural society to a modern industrial nation. Working class.

slide6

WILLIAM BLAKE

1757 - 1827

his life and works
HIS LIFE AND WORKS
  • Born in London 1757
  • British poet, engraver, painter,
  • At the age of 12, began to write.
  • Poetical Sketches his first book of poems.(1783)
  • Songs of Innocence and of Experience (1794).
  • The two last and greatest ‘prophetic’ poems Milton and Jerusalem.
  • Died in 1827 (buried in a common grave )
his style
His Style
  • Engraver ing affect ed his style,
  • Simple and direct speech,
  • Reaction to church, norms, wars
  • Sense of emotion
  • Reflecting of his observations and experiences from different perspective.
the chimney sweepers
THE CHIMNEY SWEEPERS

WHY DID HE WRITE THIS POEM?

Readers would likely have been members of the upper classes. With this poem, they could glance at what life is like in someone else's shoes.

first stanza
FIRST STANZA

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.

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When my mother died I was very young,

sadness

And my father sold me while yet my tongue

sense of betrayal

Could scarcely cry 'Weep! weep! weep! weep!‘

child’s attempt at saying sweep

So your chimneys I sweep, and in soot I sleep.

second stanza
SECOND STANZA

There's little Tom Dacre, who cried when his head,

That curled like a lamb's back, was shaved; so I said,

'Hush,Tom! never mind it, for, when your head'sbare,

You know that the soot cannot spoil your white hair.'

slide13

There's little Tom Dacre, who cried when his head,

That curled like a lamb's back, was shaved; so I said,

youth, innocence, purity

'Hush, Tom! never mind it, for, when your head's bare,

bald

You know that the soot cannot spoil your white hair.‘

not to have dirty hair

third stanza
THIRD STANZA

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, and Jack,

Were all of them locked up in coffins of black.

slide15

And so he was quiet, and that very night,

As Tom was a-sleeping, he had such a sight!

dream

That thousands of sweepers, Dick, Joe, Nedand Jack,

many poor sweepers in the street one syllabus name

Were all of them locked up in coffins of black.

not free (slave) similar to chimney

forth stanza
FORTH STANZA

And by came an angel, who had a bright key,

And he opened 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.

slide17

And by came an angel, who had a bright key,

holly figure but bribery hope for freedom

And he opened the coffins, and set them all free;

Then down a green plain, leaping, laughing, they run

like a Heaven happy

And wash in a river, and shine in the sun.

clean away their sins contrast to the darkness

fifth stanza
FIFTH STANZA

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

slide19

Then naked and white, all their bags left behind,

like first born, ( innocence)

They rise upon clouds, and sport in the wind;

from lower class to upper class

And the angel told Tom, if he'd be a good boy

to be God’s child

He'd have God for his father, and never want joy

obedience hope for caring

sixth stanza
SIXTH STANZA

And so Tom awoke, and we rose in the dark,

And got with our bags and our brushes to work.

Though the morning was cold,Tom was happy anwarm:

So, if all do their duty, they need not fear harm.

slide21

And so Tom awoke, and we rose in the dark

returnto real world

And got with our bags and our brushes to work.

willing to work because of dream

Though the morning was cold,Tom was happy anwarm

believed Angel

So, if all do their duty, they need not fear harm.

unfortunately, he was unaware that he is a VICTIM

slide23

INNOCENCE

  • LAMBS BACK
  • WASH NAKED AND WHITE
  • WHITE HAIR
  • DREAM
slide24

NATURE

  • GREEN FIELDS
  • CLEAN RIVER WATER
  • THE SUNSINE
  • WIND
  • ERASE THE SOOT
individualism
INDIVIDUALISM

INDUSTRIAL REVOLUTION

  • Rich people became richer, and poor people became poorer.
  • Many factory workers were children. They were behaved very badly.
  • Although in 1832 the use of boys for sweeping chimneys was forbidden by law, boys continued to be forced through the narrow winding passages of chimneys in large houses.
  • Society was in a chaos.
  • Demographics, politics, social structures and institutions, and the economy.
slide26

GOD

  • TRUST IN GOD
  • HOPEFULNESS
  • DREAM OF HEAVEN
  • ANGEL
slide28

LAMPS BACK (LINE 6)

like his curly hair (simile)

symbol of innocence

  • BLACK (SOOT) (LINE 4)

represent sin against innocence

  • BLACK COFFIN (LINE 12)

their life style is in captivity (simile)

  • ANGEL (LINE 13)

having a meaning of salvation (metaphor)

  • BRIGHT KEY (LINE 13)

device of freedom (metaphor)

slide29

WASH IN RIVER (LINE 16)

  • clean away sins
  • NAKED AND WHITE (LINE 17)
  • Like first born
  • GOD (LİNE 20)
  • care like a father
language use
LANGUAGE USE

ALLITERATION ( line 4)

‘s’ sound: So your chimneys I sweep in soot I sleep.

CONNOTATION ( LİNE 3)

‘sweep – weep’

ANAPHORA ( LİNE 3)

‘Weep! Weep! Weep!’

  • Divided into 6 stanzasa and 24 lines.
slide31

……………..very young, A ………….behind C

……………..my tongue A ………….wind C

………………weep! weep!’ B ………….boy I

…………….. I sleepB ………….joy I

………………head C …………..dark F

………………said C …………..work F

………………baer D …………..harm J

……………….hair D ………….warm J

……………….night E

……………..sight E

……………..black F

……………..Jack F

……………...key G

………………free G

……………….run H

……………….sun H

activity one using the titile and cover design
ACTIVITY ONE: Using the Titile and Cover Design

The teacher sets the scene and rise students’ curiosity by showing them a cover design and asking them to speculate about the book, it is story and mood.

activity two choosing a moral
ACTIVITY TWO: Choosing A Moral

The teacher draws out students’ ideas or values that are implicit within the poem.

activity three fly on the wall
ACTIVITY THREE: Fly On The Wall

Students act as flies on the wall and imagine that they are present in the book as themselves, though. They keep a diary.

conclusion
CONCLUSION
  • POVERTY
  • ABUSE OF THE CHILDREN
  • CHURCH’S PROMISES A BRILLIANT LIFE AFTER DEATH.
  • OBEDIENCE TO THE MASTERS
  • BRAIN WASH OF THE CHILDREN
  • WHO ARE OUGHT TO DO THEIR DUTIES ???? CHILDREN OR ADULTS !!!!!!!!
slide37

THANKS FOR LISTENING

ŞEYMA ÇETİNKAYA

DİLEK BASMAZ

BAHAR AYDOĞAN

AYÇA DUVAN