DETAILED LESSON PLAN

In English 8

I. Objectives
At the end of the lesson the students should be able to:
a. comprehend the poem The Tyger:
b. illustrate the message of the poem; and
c. analyze the structure and sound devices of the poem.
II. Subject Matter
Topic: The Tyger (William Blake)
References: The Tyger by William Blake | Poetry Foundation
Materials: Laptop, PowerPoint presentation, and Projector
III. Learning Procedure
Teacher’s Activity Student’s Activity
A. Preliminary Activities

a. Greetings

Good morning, class!

Good morning, teacher!
b. Prayer

Let us all rise and feel the presence

of our Lord Jesus Christ.

“Dear Lord, thank you for this day.

Give us knowledge, wisdom, and
understanding. Guide us always and
cover us with your precious blood. Amen!
In the mighty name of Jesus, we
pray, and everybody says, Amen.”

c. Checking of Attendance

Class, who is absent today?

No one teacher.

d. Review / Drill / Pre- test

Before we start our lesson, let’s

have a short recap of our topic from
our last meeting.

Class, what did we tackled at our

last meeting? Teacher, we studied the poem by William Shakespeare
entitled Shall I compare thee to a summer’s day?
Class, what is the poem all about?
The stability of love and its power to immortalize
someone is the overarching theme of this poem.

Very good; that’s right, class! Any

other answers?
Teacher, Shakespeare uses Sonnet 18 to praise his
beloved's beauty and describe all the ways in which their
beauty is preferable to a summer day.
Excellent!

B. Motivation

Class, I want you to look at the

presentation and tell me what is in
the picture.

Class, what is in the picture?

Teacher, it is a picture of a tiger.

Very good!

Now, class, will you please

give me some
characteristics of a tiger that
you know?
Teacher, one of the characteristics of a tiger is that it is
brave, fearless, etc.

What do you think is the

characteristic of a tiger you
also possess?
Teacher, I think brave.

Some of you describe the

tiger as a fierce, fearless,
and evil creature. Does that
mean that there is also a
possibility that you possess
those characteristics? (Students gives their opinions)

The creature tiger will be

the central figure of our
discussion later; let's find
out why as we proceed with
our lesson.

C. Presentation of the lesson

Class, why do you think evil

 exists in our world? Why do
you think our creator
created such a fearless and
evil creature as a tiger?
(Students give their opinions)
Let's read and study the
poem “The Tyger” by
William Blake, which talks
about a creature created by
God.

D. Development of the
Lesson
a. Unlocking the difficulties

Before we proceed to the

discussion of the poem, let
us first unlock the difficult
words you might encounter
in the text.

Class, I have here some

jumbled letters; what you
are going to do is arrange
them in order to form a
word. After you arrange it,
use it in a sentence. The
meaning of the word is
already given.

1. “ymetsrym” - the quality of

being made up of exactly
similar parts facing each
other or around an axis.
2. “sparei”- direct one's hopes
or ambitions towards
achieving something.
3. “swinse” - a piece of tough
fibrous tissue uniting
muscle to bone or bone to
bone; a tendon or ligament.
4. “moatlrim” - living forever;
never dying or decaying.
5. “ismle” - form one's
features into a pleased, kind,
or amused expression,
typically with the corners of
the mouth turned up and the
front teeth exposed.

Ok, class, as I call your name, stand

up and try to arrange the jumbled
letters, and then give an example
sentence.

Let us start first with Kim. Ms. Kim

please stand up. What is the word
that you form?
Kim: Teacher the word for number 1 is symmetry. (The
 butterfly is an example of symmetry.)
Okay, very good! The answer is
symmetry, now try to use it in a
sentence.
Teacher, this series has a line of symmetry through its
center.

Very good! Next, Mr. Jerby, please

stand up. What is the word that you
Jerby: Teacher the number 2 is aspire. (When I was
form?
young, I would aspire to be a famous actress.)

Very good! The answer is aspire,

now try to use it in a sentence. Teacher, she aspired to a career in medicine

Very good! Next, Ms. Diana please

stand up. What is the word that you
form? Diana: Teacher the number 3 is sinews. (It strengthens the
sinews of democracy and promotes good governance.)

Excellent! The answer is sinews,

Teacher, the sinews of government.
now try to use it in a sentence.

Very good!

Next, Mr. Simon please stand up.

What is the word that you form? Simon: Teacher the number 4 is immortal. (He believed
his immortal soul was in peril.)

Very good! The answer is

immortal, now try to use it in a Teacher, our mortal bodies are inhabited by immortal
sentence. souls

Next, Ms. Mae ann, please stand

up. What is the word that you
form? Mae ann: The last number is smile. (The smile warmed
his eyes)

Excellent! The answer is smile,

now try to use it in a sentence. Teacher, he flashed his most winning smile.

Very good class!

Now, class, that we have already

unlocked the unfamiliar words, you
are now ready to read the poem.

b. Background of the author

But before that, let us first

introduce the author of the
poem.

Class, who is William Blake? Will Joshua: William Blake (28 November 1757 – 12 August
you please kindly read Mr. Joshua. 1827) was an English poet, painter, and printmaker.
 Largely unrecognized during his life, Blake is now
considered a seminal figure in the history of the poetry
and visual art of the Romantic Age.

Thank you, Mr. Joshua. William

Blake born in November 28, 1757.
He was born in Soho, London,
United Kingdom.

Did William Blake have any

Yes Teacher, he had four brothers and one sister.
brothers or sisters? Any idea from
the class?

That’s right Reign. Their name is

John, Richard, James, John William
and Catherin Elizabeth.

Now, class, we already know

William Blake, so let’s identify first
why William Blake wrote this
poem.

Why did William Blake write this

poem? Who wants to read anyone Diane: Rather than believing in war between good and
from the class? evil or heaven and hell, Blake thought each man must
first see and then resolve the contraries of existence and
life.

That’s right.

As a person, we must first see those

who oppose us. We will not grow if
there is an obstacle to our growth.

For example, before we can reach

our dream, we must first overcome
our journey in life, which includes
hardship, pain, and problems,
before we can reach our
destination.

For whom is the poem the Tyger by

William Blake? Kindly read Earl. Earl: The poem The Tyger by William Blake is written in
the praise of the Creator God who has made such a
fiercely creature. However, it also reflects the poet's
amazement over the Creator because He is the same who
has created the lamb which is quite opposite in nature to
the tiger.

c. Discussion

Class, we will discuss the

form/structures, and sound
 devices.

Form/Structure - A poem’s
form is its appearance. Poems
are divided into lines. Many
poems, especially longer ones,
may also be divided into groups
of lines called stanzas.

So, class, the stanzas are like

paragraphs in a story. Each one
contains a single idea or takes the
idea one step further.

What is the purpose of the first (Student raise his/her hand)” It explores the dark and
stanza of “The Tyger”? Any destructive side of God and his creation.”
idea from the class?

Very good!

In the first stanza, Blake seems to

be less amazed by the powers of the
tiger and God, but after going
through all the features of the tiger,
he wonders if it is only God who
can dare to create such an animal.

Poetic line – single line in a

poem
Couplet – 2 lines
Triplet – 3 lines
Quatrain – 4 lines
Quintain (quintet) – 5 lines
Sestet – 6 lines
Septet – 7 lines
Octet / octave– 8 lines

Sound Devices are

Alliteration- The repetition of

consonant sounds at the beginnings
of words. Example; Peter Piper
picks a peck of pickled peppers.
Assonance- The repetition of
vowel sounds within non-rhyming
words. Example; The light of the
fire sight.
Consonance- The Repetitive sound
produced by consonants in the
middle or end of words in a
sentence. Example: Stopping by
woods on a snowy evening.
 Onomatopoeia- The Words that are
used to represent particular sounds.
Example; buzz of a bee.
Repetition- The repeating of a
particular sound devise to create an
effect. Example; Sorry, not sorry

d. Reading of the selection.

Class, we will discuss the
works of William Blake
entitled “The Tyger,” so
listen, for I will read it first
and you will follow after
me.

(Teacher read the poem)

The Tyger
By: William Blake
(Now, the students read the poem)
Tyger Tyger, burning bright,
In the forests of the night;
What immortal hand or eye,
Could frame thy fearful symmetry?

In what distant deeps or skies.

Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand, dare seize the fire?

And what shoulder, & what art,

Could twist the sinews of thy
heart?
And when thy heart began to beat,
What dread hand? & what dread
feet?

What the hammer? what the chain,

In what furnace was thy brain?
What the anvil? what dread grasp,
Dare its deadly terrors clasp!

When the stars threw down their

spears
And water’d heaven with their
tears:
Did he smile his work to see?
Did he who made the Lamb make
thee?

Tyger Tyger burning bright,

In the forests of the night:
What immortal hand or eye,
Dare frame thy fearful symmetry?

Ok, class, group yourself into 3

groups. Let us start counting from
(Students counting their self in 1, 2, and 3 up to the last
this first row up to the last.
 row)

Now, class, proceed to your

designated group and form a circle.

I will give you a task as you read

the poem once more.

Group 1: You will present or

illustrate your thoughts about
stanzas 1 and 2 of the poem The
Tyger in the class.
(Students cooperates and participate in their assigned
Group 2: You will present or groups)
illustrate your thoughts about the
stanzas 3 and 4 of the poem The
Tyger in the class.

Group 3: You will present or

illustrate your thoughts about the
stanzas 5 and 6 of the poem The
Tyger in the class.

Class, are you done?

Yes, Teacher

Ok, class, let’s start with group 1.

Group one: present your work.

(Group 1 share their answers and knowledge)

Very good! Give them a round of

applause.

The second is group 2.

(Group 2 share their answers)

Excellent! Give them a round of

applause.

Last is group 3.
(Group 3 share their answers)

Very good! Give them a round of

applause.

Now, class, do you now understand

Yes Teacher!
this poem?

e. Comprehension Question

1. What is the lesson of

The Tyger?
2. How does this poem
relate to Blake’s other
poem, "The Lamb"?
3. What is the significance
of the one-word change
 from the first to last stanza
of the poem?
4. What immortal hand or
eye could frame thy
fearful symmetry?
5. How do the first two
lines (called a couplet)
contrast?
6. The fourth stanza
compares the creator of
the Tyger to what/whom?

E. Generalization

Ok, class, who wants to summarize

the poem? Any volunteers from the
group?
"The Tyger" is a poem by visionary English poet William
Blake, and is often said to be the most widely
anthologized poem in the English language. It consists
entirely of questions about the nature of God and
creation, particularly whether the same God that created
vulnerable beings like the lamb could also have made the
fearsome tiger. The tiger becomes a symbol for one of
religion's most difficult questions: why does God allow
evil to exist? At the same time, however, the poem is an
expression of marvel and wonder at the tiger and its
fearsome power, and by extension the power of both
nature and God.

Class, why do you think God

created such creature like tiger?
Teacher, creatures like tigers were actually not wild and
dangerous when God created them. The way humans treat
them alters their natural attitude. That's why baby tigers
who haven't had any contact with humans are adorable
and soft.

Very good! Any other ideas?

For us to see how powerful God is, he can create a wild
and strong creature.

Excellent!

Why do you think God allow evil to

exist? For us to experience how good God is and how much He
loves us. Evil comes to kill and destroy. But with the help
of God, we can overcome everything because we are
under his protection.

Excellent! Any answers?

God didn't allow evil to exist. People choose evilness to
exist in their lives.
 Very good!

Now, class, go back to your proper

seat.

F. Application
Direction: Read the poem again and
look out for words or lines that
sound like they are examples of
alliteration, assonance, consonance,
onomatopoeia, and repetition. List
all of them and chart them. Use the
table below as your guide.
(Students do the activity)
The Tyger by William Blake
All Con Ass Ono Rep

IV- Evaluation
Directions: In one half sheet of pad paper relate yourself in the poem of William Blake “The
Tyger”.

V- Agreement
Directions: In a white long coupon bond make a poster or slogan about a Tiger or a Lamb.
Explain your poster or slogan.

EDRIANNE EDES P. AQUINO

4 BSED ENGLISH (Intern Student)

ZENAIDA U. SUYAT, ED.D.

Vice President for Academic Affairs
(Teaching Internship Instructor)