Year 8 - English
'The Chimney Sweeper': a protest against child labour
Taking a stand
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils learn about the different ways that writers have expressed their points of view across history. They look at some key techniques that writers use, such as motif and triad, before reading a speech, article, poem and song. They finally write and deliver their own presentation.
Lesson Summary
You will learn to explain why and how William Blake took a stand against child labour.
Key Notes
- The Industrial Revolution created great wealth and great poverty.
- Young children were used to sweep the chimneys of houses in the growing cities.
- Poet William Blake used his writing to took a stand against the exploitation of child workers.
- His poem 'The Chimney Sweeper' uses the language of religion and the language of social issues to take a stand.
Vocabulary To Learn
- influence: to affect or change how someone or something develops, behaves, or think
- awareness: knowing that something exists
- harsh: cruel, unkind, or unpleasant in a way that seems unfair
- widespread: existing or happening in many places and/or among many people
- exploitation: the use of something in order to get an advantage from it
Common Mistakes To Avoid
- Students often think that serious topics need serious text types such as articles or speeches.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
The Industrial Revolution created great wealth and great poverty. Young children were used to sweep the chimneys of houses in the growing cities.
2. Define this language term and use it in a sentence. 'influence'
to affect or change how someone or something develops, behaves, or think.
3. Correct this common English misunderstanding.
Mistake: Students often think that serious topics need serious text types such as articles or speeches. Correction: Encourage students to consider why a writer might choose to use a poem to write about a serious topic and take a stand.
More Lessons In This Unit
- 'Where Have All the Flowers Gone?': a song of conviction Study Guide
- Analysing an opinion article about protecting the greenbelt Study Guide
- Aristotle's triad Study Guide
- Creating content for a formal presentation Study Guide
- Delivering a formal presentation Study Guide
- Evaluating how two non-fiction writers express their opinions Study Guide
- Expressing convictions Study Guide
- Hillary Clinton's passionate speech about women's rights Study Guide
- Planning a fairy tale about a social issue Study Guide
- Planning content for a presentation Study Guide
- Preparing to deliver a presentation Study Guide
- The use of a motif in Hillary Clinton's speech Study Guide
- Using a motif in your writing Study Guide
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