Objectives

• Analyse how Blake's use of interrogative syntax and the shift from 'could' to 'dare' in stanzas 1 and 6 enacts the speaker's movement from wonder to moral dread.
• Explain how the extended blacksmith conceit in stanzas 2–4 (hammer, chain, anvil, furnace) constructs the Creator as a figure of terrifying industrial power.
• Evaluate how the allusion to 'The Lamb' in stanza 5 forces a theological question about whether good and evil share a single divine origin.
• Write an evidenced comparative paragraph that places 'The Tyger' in its Songs of Experience context and argues a clear interpretive position.
• Identify how Blake's choice of the trochaic tetrameter and the AABB rhyme scheme contribute to the poem's relentless, incantatory energy.

The sequence

1. Lesson 1: Fearful Symmetry: Close Reading Blake's Six Stanzas

   60 min · ch. 1

   Do now

   The poem is on your desk. Number each stanza from 1 to 6. In the margin next to each one, jot down a single word that reflects the main emotion of the speaker in that stanza. You have four minutes — no dictionaries, no talking. Go with your first instinct.

   Teacher input

   Using a projected copy of stanzas 1 and 6, the teacher reads both aloud and highlights the key word change: 'could' (stanza 1, line 4) shifts to 'dare' (stanza 6, line 4). The teacher explains the significance of this modal verb change — 'could' suggests possibility and wonder, while 'dare' brings in ideas of transgression and moral risk — demonstrating how this single swap alters the meaning of every question in the poem when viewed in hindsight. The teacher then analyzes the repeated phrase 'fearful symmetry,' exploring how 'fearful' blends beauty with terror and how 'symmetry' suggests an intelligence at work in the design, which intensifies the implications of the creator question.

   Independent task

   Annotate stanzas 2 and 3 in detail, focusing on the blacksmith conceit. For each image — 'distant deeps or skies,' 'fire of thine eyes,' 'hammer,' 'chain,' 'furnace,' 'anvil' — write a marginal note explaining what aspect of the Creator the image constructs and what emotion it provokes in the speaker.

   • Distant deeps or skies: This image suggests the vastness and omnipotence of the Creator, evoking feelings of awe and reverence in the speaker. It highlights the Creator's control over the universe, creating a sense of insignificance in the face of such power.

   • Fire of thine eyes: Here, the fire symbolizes passion and intensity, reflecting the Creator's fervor and creative force. It provokes admiration in the speaker, showcasing a divine energy that is both captivating and intimidating.

   • Hammer: The hammer represents the Creator's active role in shaping existence. It evokes feelings of both respect and fear, as it signifies the potential for creation or destruction, emphasizing the Creator's duality.

   • Chain: This image conveys the idea of binding or limitation, suggesting that the Creator's creations are subject to constraints. It instills a sense of unease in the speaker, hinting at the darker implications of divine authority.

   • Furnace: The furnace symbolizes transformation and the refining process, portraying the Creator as a figure who brings forth change. This evokes a mixture of hope and anxiety, as it indicates that the process of creation can be painful.

   • Anvil: The anvil serves as a foundation for creation, highlighting the hard work and struggle involved in bringing ideas to fruition. It provokes a feeling of resilience in the speaker, acknowledging the necessity of labor in the creative process.

   In these stanzas, Blake presents the Creator as both admirable and monstrous, skillfully weaving ambiguity into his portrayal. The image of the 'fire of thine eyes' evokes admiration, showcasing the Creator's passionate intensity, while the 'hammer' and 'chain' introduce a darker aspect, hinting at the potential for oppression. This ambivalence is further underscored by the 'furnace,' which signifies a transformative power that can be both enlightening and painful. Through these contrasting images, Blake captures the complexity of the Creator, inviting the reader to grapple with the dual nature of divine influence—both inspiring and fearsome, crafting an intricate tapestry of emotions.

   Exit ticket

   In one sentence, explain why Blake changes 'could' to 'dare' in the final stanza and what that change tells us about the speaker's attitude to the Creator by the poem's end.

2. Lesson 2: The Lamb and the Tyger: Writing a Contextualised Comparative Paragraph

   60 min · ch. 1

   Do now

   • Both poems by Blake explore the theme of creation, presenting contrasting aspects of the divine: the gentle innocence of 'The Lamb' and the fierce power of 'The Tyger.'
   • While 'The Lamb' depicts a nurturing, gentle creator, 'The Tyger' questions the moral implications of a creator capable of crafting something as fearsome as a tiger.

   Teacher input

   The teacher projects stanza 5 ('Did he who made the Lamb make thee?') and demonstrates how to craft a contextualized paragraph using the PEA-C structure: Point — Blake poses a profound theological question regarding the divine authorship of both innocence and experience; Evidence — the direct question 'Did he who made the Lamb make thee?' along with the capitalized 'Lamb' (which connects to the companion poem and the figure of Christ); Analysis — this unanswered question suggests God’s involvement in the creation of terror, challenging the portrayal of a benevolent deity in Songs of Innocence; Context — Blake wrote during a time of post-Revolutionary disillusionment, expressing skepticism toward the reassuring answers provided by organized religion. The teacher writes the model paragraph on the board in real-time, explaining each choice.

   Independent task

   Write a complete exam-style paragraph (150–200 words) addressing the question: 'In what ways does Blake use the relationship between the Tyger and the Lamb to question traditional notions of God and creation?' Your paragraph should: begin with a strong argument; include a quote and analysis from stanza 5, as well as one from either stanza 1 or stanza 6; incorporate a contextual detail about Songs of Experience or Blake's historical context that directly supports your argument; and conclude with a sentence that considers a different interpretation. Submit the paragraph at the door.

   Exit ticket

   Write one sentence explaining how the unanswered question in stanza 5 — 'Did he who made the Lamb make thee?' — functions differently from the questions in stanzas 1–4, and why that difference matters to Blake's argument.

Activities

Assessment

• Stanza emotion-word notes (Lesson 1 do-now) — checking whether students can identify tonal shifts across the poem's six stanzas without prompting.
• Marginal annotations on stanzas 2–3 (Lesson 1 independent task) — checking whether students can name specific images and link them to the construction of the Creator's character.
• Exit ticket on 'could' vs. 'dare' (Lesson 1) — checking whether students have grasped how a single modal verb shift enacts the speaker's movement from wonder to moral challenge.
• Two bullet points comparing 'The Lamb' and stanza 5 (Lesson 2 do-now) — checking whether students can identify intertextual tension before formal instruction.
• Exit ticket on stanza 5's interrogative function (Lesson 2) — checking whether students can distinguish the theological weight of the Lamb question from the earlier craft questions.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.
• RL.11-12.9 — Demonstrate knowledge of eighteenth- and nineteenth-century foundational works of American and British literature, including how two or more texts from the same period treat similar themes or topics.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature.
• Textual Evidence (LAN-1.B) — Select and use relevant evidence from the text to support a literary argument.
• Figurative Language (FIG-1) — Explain the function of figurative language in a literary text, including extended metaphor and symbol.
• Narrator and Speaker (NAR-1) — Explain how the speaker's perspective shapes the meaning of a poem.
• Literary Context (CON-1) — Explain the relevance of historical, cultural, or authorial context to an interpretation of a literary text.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO4 — Explore connections across literary texts, including the relationship between 'The Tyger' and 'The Lamb' within Songs of Innocence and Experience.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO5 — Demonstrate understanding of the contribution of the reader in the creation of meaning, including alternative interpretations of Blake's unresolved theological questions.