Year 5 - English
Reading and responding to 'The Tyger' by William Blake
Poetry inspired by animals
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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 read, respond to and perform classic and contemporary poetry about animals by a range of different poets. They explore form, structure and language, whilst developing personal responses. Finally, pupils use a range of strategies to support learning poetry by heart.
Lesson Summary
You will learn to describe the imagery and themes in the poem and give some evidence to justify your ideas.
Key Notes
- 'The Tyger' is a poem written by William Blake in 1794 as part of the collection titled 'Songs of Experience'.
- Imagery may be interpreted differently depending on the reader or listener's experiences.
- The poem uses symbolism; the use of symbols that represent ideas beyond their literal meaning.
- The poem references two animals: the lamb and the tiger; these can symbolise a range of emotions and themes.
- A take-away idea within a text may link to themes that are explored and developed in it.
Vocabulary To Learn
- theme: a big idea, topic or message that recurs within a text
- symbolism: the use of objects, actions or ideas to represent deeper meanings or concepts
- imagery: the use of language to create a mental picture or sensory experience for the reader or listener
- atmosphere: the mood created in a section or whole of a text
Common Mistakes To Avoid
- Pupils may find some examples of imagery and language challenging to understand.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
'The Tyger' is a poem written by William Blake in 1794 as part of the collection titled 'Songs of Experience'. Imagery may be interpreted differently depending on the reader or listener's experiences.
2. Define this language term and use it in a sentence. 'theme'
a big idea, topic or message that recurs within a text.
3. Correct this common English misunderstanding.
Mistake: Pupils may find some examples of imagery and language challenging to understand. Correction: It may be useful to provide a visual sheet accompanying the poem, exploring some of the more complex terms (anvil, furnace).
More Lessons In This Unit
- Exploring human relationships with animals through poetry Study Guide
- Introduction to 'The Tyger' by William Blake Study Guide
- Learning animal poetry by heart Study Guide
- Performing 'The Tyger' by William Blake Study Guide
- Reading and performing 'Blackbird' by John Foster &'Hawk Roosting' by Ted Hughes Study Guide
- Reading and performing 'The Snow Leopard' by Philip Gross Study Guide
- Reading and responding to 'Pike' by Ted Hughes Study Guide
- Reading and responding to 'The Invaders' and 'Kingfisher' by John Foster Study Guide
- Reading, responding to&performing 'A Bird came down the Walk' by Emily Dickinson Study Guide
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