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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

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

  2. THE ROMANTIC PERIOD(1798-1832)

  3. Industrial Revolution • Individualism • Love of Nature • Reaction to French Revolution • Enlightenment • Emotions vs rationality

  4. Individualism: Loneliness, subjective. Individuality and the differences between human being. Industrial Revolution: From Agricultural society to a modern industrial nation. Working class.

  5. WILLIAM BLAKE 1757 - 1827

  6. 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 )

  7. 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.

  8. 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.

  9. 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.

  10. 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.

  11. 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.'

  12. 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

  13. 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.

  14. 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

  15. 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.

  16. 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

  17. 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

  18. 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

  19. 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.

  20. 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

  21. THEMES

  22. INNOCENCE • LAMBS BACK • WASH NAKED AND WHITE • WHITE HAIR • DREAM

  23. NATURE • GREEN FIELDS • CLEAN RIVER WATER • THE SUNSINE • WIND • ERASE THE SOOT

  24. 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.

  25. GOD • TRUST IN GOD • HOPEFULNESS • DREAM OF HEAVEN • ANGEL

  26. METAPHOR AND SIMILE

  27. 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)

  28. WASH IN RIVER (LINE 16) • clean away sins • NAKED AND WHITE (LINE 17) • Like first born • GOD (LİNE 20) • care like a father

  29. 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.

  30. ……………..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

  31. IMPLEMENTATIONS IN CLASS

  32. 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.

  33. ACTIVITY TWO: Choosing A Moral The teacher draws out students’ ideas or values that are implicit within the poem.

  34. 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.

  35. 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 !!!!!!!!

  36. THANKS FOR LISTENING ŞEYMA ÇETİNKAYA DİLEK BASMAZ BAHAR AYDOĞAN AYÇA DUVAN

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