lesson 1

Grade Level: Nine and Ten

Subjects:   English/Language Arts
                History
                Fine Arts

Learner Outcomes:

Students will be able to follow the multi- step process to reading and understanding a poem.
Students will respond in a five minute journal write to a short poem.
Students will participate in a teacher lead discussion on the poem "Tyger, Tyger".
Students will recognize poetic devices used in the poem "Tyger, Tyger".
Students will write from memory the poem "Tyger, Tyger".
Students will write an original poem using "Tyger, Tyger" as a model.

Duration of Lesson: Two 55 minute class periods

Materials:

A copy of the original William Blake's poem "Tyger, Tyger" for each student.
Clean word-processed copy of "Tyger, Tyger".
A copy of William Blake's poem "Tyger, Tyger" on a word processor or an overhead transparency (to be projected on a screen).
List of poetry terms and devices for each student.
List of effective ways to read and understand a poem (on a word processor or overhead).

Technology Tools:

Computer with word processor
Computer projection device or overhead projector

Teacher Notes:

Students need to know in advance that they will be keeping a journal for this unit. You may want them to have a separate notebook just for their poetry portfolio. The hardback composition books work the best.
Each of the poetry lessons begins with a teacher (or student) orally reading a poem just for enjoyment. You may want to share your favorite poem on day one, and then have the students bring in their favorite poems for the remainder of the unit. They need advance notice or they will bring in any poem they can find in the shortest amount of time!

Procedures:

Read aloud the poem of your choice (click here for intro poem lesson one). It should be short and easy to understand! Allow the students five minutes to respond to the poem in their journal. Several students may want to share their entry, but don't make it mandatory on the first day of the unit.
Project a copy of the poem.
Discuss how students can interpret poetry more effectively by "actively reading". Distribute copies of the active reading guide, if necessary. You amy want to post them in your room for the duration of the unit.
Use the steps for active reading with the poem "Tyger, Tyger". Lead the students in a discussion stanza by stanza. Don't forget to use the list of poetic devices.
Student assignments:

1. Memorize the poem and all of the punctuation (allow 5 days).

          2. Write an original poem using "Tyger, Tyger" as a model. When making this assignment
               allow the students to first pick an animal, then tell them they will be writing their own poem
               asking the animal a question about it creator. The poem must be in the journal book. They
               may illustrate it as well.

Modifications:

Adapt for visually impaired students such as using an audio taped journal and include an interpreter for the hearing impaired student.
See Individual Education Plans for any modifications that may be necessary for individual students.

Enrichment Activities:

Research William Blake - life/art and works

Evaluation:

Completion of the initial journal write - credit/no credit - ten points.
After five days students will write the poem using correct spelling and punctuation. -- 100 points total -- minus four points for each mistake.
Original poem -- 50 points for completion -- six stanzas with the last stanza a refrain of the first. See rubric.

West Virginia Instructional Goals and Objectives (Lesson IGOs)
(WVDE Web Site)

National Standards (Lesson Standards)
(National Standards Web Site)
References:

William Blake - "The Tyger"
William Blake - Web Museum - Paris - life and art
Understanding William Blake's "The Tyger"

Authors:

Cabell Midland High School - Ona West Virginia