Performing 'The Tyger' by William Blake

English

In this unit, pupils read and analysed classic and contemporary poetry about animals, exploring structure, form and language, whilst developing personal responses. In 'Poetry of Place', pupils build on this knowledge, reading and analysing classic and contemporary poetry that evokes a strong sense of place.

In 'Poetry inspired by weather', pupils read and responded to a range of poetry linked to weather, exploring form, structure and language, whilst developing personal responses. In 'Poetry inspired by animals', pupils build on this knowledge, reading and analysing classic and contemporary poetry about animals, exploring structure, form and language, whilst developing personal responses.

Poetry inspired by animals

Which of the following words in the poem rhyme with one another?

something eternal or not subject to death

tendons or connective tissues in the body

a high-temperature oven used for melting / forging

Match the following words from the poem to their definitions.

True or false? Our use of voice can affect the performance of the poem.

create a square in front of your body, as if outlining a piece of artwork

mimic tears falling from your eyes with your fingers

place a thoughtful hand on your chin and then smile slightly

Which gesture might be used to best show "framing thy fearful symmetry"?

Which of these descriptions best describe the atmosphere of the poem?

What is the rhyme scheme of the poem 'The Tyger'?

Which of the following emotions and feelings are symbolised by the tiger in the poem?

the quality of being made up of exactly similar parts

Match the following key terms to their definitions.

the pattern of stressed and unstressed syllables in a poem

the point of view or position from which the poet writes

the act of presenting or reciting a poem in front of an audience

What is the most appropriate definition of **performance**?

True or false? Facial expressions and body language can help to convey meaning as we perform a poem.

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