LONG TERM PLAN (LTP)

Joseph Simon
EDSL 330
Professor Terry Price
April 18, 2022
Lesson 1: Greek mythology: “Icarus” and “Prometheus”, in addition to the metaphysical poem
“The Tyger” by William Blake.

 Teacher: Joseph Simon

 Thursday, April 18, 2022, 08:30 AM.
 Length: 1 hour and 15 minutes
 Grades: Secondary 4 and Secondary 5
 The students are enriched ESL learners in a public school in Montreal, who have a strong
domain of the English language, and have been working with challenging texts in English
for a couple of years now. The purpose of this lesson, in addition to improve the
students command of the English language, is to improve their critical thinking and
analyzing skills. Also, by exposing the students to different interesting texts, they
enhance their sensitivity in relation to the arts and other social issues.

General aim and objectives:

 One of the main objectives of this lesson is for students to have a better grasp of the
“uses information” cross-curricular competency. This means that the teacher will guide
them in terms of determining the pertinence of the information. For instance, by
reading the “Icarus” and “Prometheus” myths they will see how they are present in “the
Tyger” poem by William Blake.
 Another main objective is for students to “exercise critical judgement.” The teacher will
provide an example of how to articulate his own viewpoint on the poem.
 In addition, another main objective is to “use creativity.” This means that the teacher
will provide an example of how to think “outside the box” and accept risks and
unknowns that may come with the interaction of challenging but fascinating texts.
 In terms of the broad areas of learning, the students will develop their “media literacy”
by exercising critical, ethical, and aesthetic judgement of the texts they will read.
  By the end of the lesson, the students will have improved in terms of the competency
#1, which is related to oral interaction in English. They will do this by asking questions,
making comments, and expressing possible insights.
 By the end of the lesson, the students will have improved in terms of the competency
#2, which is related to the reinvesting of the understanding of texts. They will do this by
paying close attention to the explanation of the text by the teacher, in addition to
explaining their own insights and general comments about the pertaining texts.

Competencies being covered:

 Competency #1: Interacts orally in English: Near the end of the lesson, the students will
be encouraged to interact orally in English, as they will be encouraged to ask questions,
make comments, and share insights about the texts and the teacher’s interpretation.
 Competency #2: Reinvests understanding of texts. Students will pay close attention to
the texts and to the interpretation made by the teacher, in order to have an example of
how reading can be fundamentally a creative process. By the end of the LTP they will
have to come up with interpretations of their own as they reach the summative
assessments.
 In terms of C2, or the reinvesting of the understanding of texts, students will have to
construct the meaning of texts, individually and guided by the teacher. They will also
have to demonstrate their understanding of the texts and reinvest this understanding by
delivering a personalized final product individually. To do this, students will have to do
an exam and write an essay at the end of the project. These two count assignments
count as summative assessments. The main learning objectives and expected outcomes
are for students to use the English language to engage in critical and deep thinking. The
students will also be expected to be creative when interpreting and analyzing texts. To
illustrate this, the teacher must be explicitly vocal about the fact that both the essay and
exam must be critical and creative at the same time. This means that even if the teacher
 is guiding the initial approximations to the texts, original insight and reflection are
expected from them.

Related Content and Essential Knowledge (Progression of Learning)

 In terms of the “Progression of Learning”, the students will be exploring the aesthetic
aspect of culture. This means that they will be interacting with literature texts in this
lesson. The lesson will explore cultural products from English-language cultures, such as
the William Blake poem.
 In terms of the functional language, the students will be making use
agreements/disagreements, and opinions.
 The authentic content that is being introduced to the students consists of an original
interpretation of the Tyger poem prepared by the teacher.
 The students are engaging in critical skills because they are learning how to interpret
literary texts and make connections between them. They are also being provided an
example of how to think creatively and analytically about challenging and important
texts for the general culture.

Materials and aids:

 1794 poem “The Tyger” by the English poet William Blake.

 The students will not need to read this, but the lesson will be primarily based on an
essay that the teacher wrote in Concordia University, in which it is argued that Blake
was ultimately writing about the “nature of disobedience.”
 The students will be provided with a short version of Greek myth “Icarus.”
 The students will be provided with a short version of Greek myth “Prometheus.”
  Essay by Joseph Simon, attached in the appendix.

Anticipated Problems and Solutions:

 Problem: the students are not willing to participate. Solution: The teacher will take a
couple minutes to explain the importance of these literary texts, trying to stimulate the
students’ imagination in an engaging and thought-provoking way.
 Problem: It’s difficult for the teacher to provide paper copies of the three texts.
Solution: The teacher can either project the texts so everyone can read them, or he can
hold the students accountable and ask them to bring an artifact, (such as a computer or
an iPad, for instance), where they will be able to read the texts. These solutions are
good and should probably be “plan A” since they are more environmentally friendly.

Structure of the Lesson

What the teacher What the students do Rationale

does
Activity and timing Reading of texts. 30 Even if the three
minutes. texts are not very
long, it is important
that the students
have time to finish
reading them. In
addition to that,
giving a longer time
helps the students
 read more than once
and be able to come
up with
interpretations,
analysis, and insights.
Reading faster
doesn’t necessarily
mean anything, and
this is something I
would like to
communicate to my
students.

Explanation of the The whole purpose of

interpretation. 30 this LTP is to hone
minutes. the students’ critical
thinking skills,
creative analysis, and
production of overall
meaning when it
comes to interacting
with texts. For this,
the teacher will start
the first lesson of this
LTP by explaining his
own interpretation of
William Blake’s The
Tyger.
 Questions, Since this is the first
comments, and lesson of the LTP, the
insights. 15 minutes. students will not be
asked to come up
with much outcome.
The purpose of this
lesson is for them to
listen, so in a way it’s
more of an expositive
lesson. However,
there will be time
allocated for them to
express their overall
feelings and ideas
about the teacher’s
presentation. They
will be encouraged to
ask questions,
analyze, and come up
with some insights.
As already said, the
standards held will
not be too high, since
this is acting as an
introductory lesson.
Pre- The teacher explains The students will It's fundamental that
that the students are have 30 minutes to the students are
given 30 minutes to read the texts. They exposed to the
read the texts. He will be encouraged to aesthetic aspects of
 will either give the read them more than the larger culture.
texts in paper format once if possible and English poems
or have them read come up with as (Blake), and Greek
from their tablets or many interpretations literature are
computers. of them as possible. essential pillars of
Also, they will be our society’s literary
asked to pay close culture. Not only
attention to the texts that, but they also
and try to draw are excellent texts to
connections between work with when it
them. comes to develop
critical thinking skills.
While- The teacher will The students are This is not a
proceed to explain expected to pay close “narcissistic” thing, as
his own attention and write I won’t be relying
interpretation of the notes when only on my own
William Blake poem. pertinent. interpretation of
things when I’m a
teacher.
Nevertheless, I feel
like it’s a good
starting point to
share something
personal with the
students. If not, how
could I encourage
them to do the same
and take risks when it
comes to reinvesting
 their understanding
of texts and putting
their own
interpretations out
there?
Post- The teacher will The students will Even if it’s not the
encourage, at first, become active main focus of the
the students to participants of the lesson, it’s important
comment on the lesson and show they that the students
presentation, or ask are able to start to generate
anything they want understand different some output not only
really. If the students interpretations of because of the
are shy, which could texts. As it has linguistic aspect of
happen especially at already been said, the language, but to
a first lesson, the the teacher won’t use the English
teacher will have expect that much language to their
prepared some from the students, advantage.
discussion questions since it’s possible Interpretations allow
that will help the they haven’t had the students, who
students think about much exposition to are still developing as
the texts in a deeper the creative analysis members of society,
way. of literary texts. to see things in their
own eyes, their own
views and feel a
deeper sense of self.
Lesson 2: “Androgynous” by The Replacements: Gender and Identity.

 Teacher: Joseph Simon

 Thursday, April 20, 2022, 08:30 AM.
 Length: 1 hour and 15 minutes
 Grades: Secondary 4 and Secondary 5
 The students are enriched ESL learners in a public school in Montreal, who have a strong
domain of the English language, and have been working with challenging texts in English
for a couple of years now. The purpose of this lesson, in addition to improve the
students command of the English language, is to improve their critical thinking and
analyzing skills. Also, by exposing the students to different interesting texts, they
enhance their sensitivity in relation to the arts and other social issues.

General aim and objectives:

 One of the main objectives of this lesson is for students to have a better grasp of the
“uses information” cross-curricular competency. This means that the teacher will guide
them in terms of determining the pertinence of the information. For instance, by
reading the lyrics for the 1984 song “Androgynous” by The Replacements, the students
will use “close reading” techniques to “solve problems” (discussion questions.)
 Another main objective is for students to “exercise critical judgement.” The teacher will
provide discussion questions and guide the possible answers if needed, by ultimately
the students will be held accountable for coming up with different interpretations and
insights about the song.
 In addition, another main objective is to “cooperate with others.” The students will
cooperate with each other to come up with meaningful interpretations of the song.
  In terms of the broad areas of learning, the students will develop their “media literacy”
by exercising critical, ethical, and aesthetic judgement of the lyrics of the song they’ll
read.
 By the end of the lesson, the students will have improved in terms of the competency
#1, which is related to oral interaction in English. They will do this by talking to each
other and coming up with potential answers to the discussion questions that the
teacher will provide.
 By the end of the lesson, the students will have improved in terms of the competency
#2, which is related to the reinvesting of the understanding of texts. They will do this by
paying close attention to the lyrics of the song and connecting to the text in a
meaningful -and hopefully personal- manner.

Competencies covered:

 Competency #1: Interacts orally in English: The students will help each other come up
with possible interpretations of the song. To monitor that the students speak in English
to each other, the teacher will walk around the room answering questions and quietly
making sure that there’s a proper use of language. Then, the students will share their
own ideas with the rest of the class.
 Competency #2: Reinvests understanding of texts. The students will work in groups to
come up with different ideas about the song, always guided by the discussion questions
provided by the teacher.

Related Content and Essential Knowledge (Progression of Learning)

  In terms of the “progression of learning”, the students will be exploring the aesthetic
aspect of culture. Since they will be analyzing a song from a band from the United
States, they will be exploring a product from an English-language culture.
 In terms of the sociological aspect, they will be comparing the 1984 society of the
United States with the current Canadian climate. For instance, they will be exploring the
themes of “gender identity” (an example of this is the use of non-binary bathrooms,
which are hinted in the song in an almost prophetic way.)
 The authentic content that is being produced is related to the discussion questions that
will guide the students to think in a deeper way about the meaning of the song.

Materials and Aids:

 Lyrics of the 1984 song “Androgynous” by The Replacements.

 Discussion questions:

1. In the context of the song and in broader terms, what do you think the phrase
"tomorrow who is gonna fuzz" could mean? What are the current views on gender
identity? Do you think they have evolved in time?

2. What about "kewpie dolls and urine stalls will be laughed at the way you're laughed
at now"? What do you think the metaphor of "urine stalls" could mean? Hint: Think of
what the differences between male and female bathrooms are.

3. "Now, something meets boy, and something meets girl." What do you make out of
this phrase? What do you think about the word "something" in this context? How is
language important when constructing our identities?
 4. "And tomorrow Dick is wearing pants, tomorrow Janie's wearing a dress, future
outcasts and they don't last"...what does this phrase evoke to you? Do you think the
author is saying that the "search" of gender is just a phase? Or is it maybe that
society in 1984 didn't really allow for much diversity?

Anticipated Problems and Solutions:

 Problem: The students don’t like the song, and therefore are reluctant to participate.
Solution: The teacher will remind the students that it is important to keep an open mind
and be willing to “try new things.” Also, the point of the activity is not “liking the song
itself”, but to appreciate the lyrics in a deeper way.
 Problem: The students do not understand the discussion questions. Solution: The
teacher will go around the room asking if everybody understands and making sure
everyone participates. If they are having trouble with the analysis, the teacher will
provide subtle hints that will help the students answer the questions. These hints could
be, for instance, pointing out certain lyrics of the songs that may be crucial in terms of
its understanding. Or the hints could be related to contemporary sociological aspects
that are essential to the understanding of the song. Regardless of the outcome, the
teacher will explain beforehand that the lyrics are open to interpretation and that
there’s not only “one right answer.” What’s important is to be somewhat coherent and
to have fun with the activity.
 Problem: As I learned in the C2 activity, it is possible that for cultural reasons some of
the students react negatively to the content of the song. Solution: The teacher will not
force anyone to participate and will explain that it is important to be respectful in order
to learn in a safe environment. This will not constitute an issue in terms of evaluation,
 since the in the summative assessment (essay and exam) the students can choose from
the different texts that will be seen throughout the LTP.

Structure of the Lesson:

What the teacher What the students Rationale

does do
Activity and timing Reading the The experience from
discussion questions. our C2 activity taught
5 minutes. me that it is best to
let the students read
and familiarize
themselves with the
discussion questions
before listening to
the song. This way,
they can have a
sharper focus when
reading the lyrics. If
they don’t read the
discussion questions
beforehand, they will
not know what to
focus their attention
on.

First of all, it’s very

important that the
Listening to the song students not only
and reading the read the lyrics, but
lyrics. 5 minutes. also get to hear the
music. This way, the
emotional impact of
the song doesn’t get
lost. I believe that if
the students are to
analyze songs -which
are a fundamental
part of culture- they
need to get “the full
picture”. Second of
all, reading the lyrics
it's very important as
well. When analyzing
a song as a literary
text, students cannot
rely only on listening,
as many times
singers do not
pronounce words the
same way they would
as if they were
speaking, and so on.
Reading the text
helps making sure
that all the subtleties
 of the lyrics are not
lost.

I feel like the

Re-reading the discussion questions
discussion questions are a little
and coming up with challenging since the
interpretations, in song is not very easy
groups of 3 or 4 to grasp at first.
(depending on the Therefore, I believe
size of the class.) 25 working in groups
minutes. can facilitate the
discussion.
The teacher will
guide the discussion It's important that
of the text, ideally The groups will share the students learn to
with as little their views of the be “brave” and take
intervention as song with the rest of risks when it comes
possible. the class. 35 minutes. to sharing their
interpretations.
Therefore, they will
share them with the
rest of the class.

The teacher will

make a summary of It’s important to do
the main points and these types of
ideas that were exercises because it
helps the students
 discussed in the remember what they
lesson. 5 minutes. saw in the lesson.

Pre- The teacher will The students will It is important to

present the focus on reading the contextualize, even if
discussion questions discussion questions. is done briefly. This
to the class. He will Then, the students way the students are
also briefly explain will listen to the song not completely “in
the context of the and read the lyrics. the dark” when it
song, the band, and comes to doing the
the time in which the analysis.
song was written.
While- The teacher will The students will re- Sharing the answers
explain to the read the discussion with the rest of the
students that they questions and work class allows for
need to re-read the in groups of 3 or 4. respectful feedback
discussion questions Then, they will and creation of
and work in groups participate in the deeper meaning. I
of 3 or 4. Later, he discussion with the personally find that
will guide the whole class, sharing collaboration is a
discussion of the text their own views and great way of honing
with the whole class. ideas about the one’s critical thinking
songs. In this lesson, skills, since it forces
the expectation from the individuals to
the teacher is that situate themselves in
the students do most different
of the talking. perspectives and
 challenge themselves
to think in different
ways.
Post- The teacher will The students will pay Summarizing and
summarize the main attention and take having a concrete
ideas that were seen notes of the main view of the main
in the lesson. ideas of the lesson. ideas can help
students get a better
grasp of the lesson.

Lesson 7: J.D. Salinger’s “Franny and Zooey”

 Teacher: Joseph Simon

 Thursday, April 25, 2022, 08:30 AM.
 Length: 1 hour and 15 minutes
 Grades: Secondary 4 and Secondary 5
 The students are enriched ESL learners in a public school in Montreal, who have a strong
domain of the English language, and have been working with challenging texts in English
for a couple of years now. The purpose of this lesson, in addition to improve the
students command of the English language, is to improve their critical thinking and
analyzing skills. Also, by exposing the students to different interesting texts, they
enhance their sensitivity in relation to the arts and other social issues.

General aims and Objectives:

  One of the main objectives of this lesson is for students to have a better grasp of the
“uses information” cross-curricular competency. This means that the teacher will guide
them in terms of determining the pertinence of the information. For instance, by
explaining the subtle intricacies of J.D. Salinger’s Franny and Zooey, the students will
know an example of what to pay attention when reading an interesting but challenging
text such as this.
 Another main objective is for students to “exercise critical judgement.” The teacher will
provide an interpretation of the book and will allow time and space for students to
intervene and present their own views about the text.
 In terms of the broad areas of learning, the students will develop their “media literacy”
by exercising critical, ethical, and aesthetic judgement of the book they’ll interact with.
 By the end of the lesson, the students will have improved in terms of the competency
#1, which is related to oral interaction in English. They will do this by asking questions
and sharing their own insights.
 By the end of the lesson, the students will have improved in terms of the competency
#2, which is related to the reinvesting of the understanding of texts. They will do this by
paying close attention to the interpretation made by the teacher.

Competencies covered:

 Competency #1: Interacts orally in English. The students will ask questions regarding the
book and the upcoming evaluations. It is essential that they ask questions in English and
not in French.
 Competency #2: Reinvests understanding of texts. By paying attention and interacting
with the teacher’s presentation, the students will have a better understanding of the
text and of how to use critical thinking skills.
Related content and Essential Knowledge: (Progression of Learning)

 In terms of the “progression of learning”, the students will be exploring the aesthetic
aspect of culture. Since Franny and Zooey was written by an author from the United
States, it pertains to an English-culture text.
 Since there will be a class discussion in the lesson, the students will be reflecting on
vocabulary.
 In terms of metacognitive strategies, the students will be paying direct attention, that is,
they will be maintaining attention during the task by purposely avoiding distracters.
 In terms of the response process, the students will learn to determine the overall
message of the texts.

Materials and Aids:

 Franny and Zooey by J.D. Salinger

 Example of a discussion question: “What does the “fat lady” symbolize in the story?”
 The students will have already read the novel. The rationale behind this reading is to,
after having analyzed some “dire” and “grim” literature, have the students reflect on the
value of being compassionate and having “life-affirming” values. This class will be mainly
expository, although there will be some time dedicated to student reflection near the
end of the lesson.

Anticipated Problems and Solutions:

  Problem: The students haven’t read the book yet. Solution: The teacher will politely
explain that it is very important to read the book, but in the meantime, they should try
their best to pay attention to the lesson in order to grasp its intricacies. Nevertheless,
the teacher will put emphasis in the fact that for the summative assessment is essential
that they do at least some readings from the LTP, and that it is in their best interest to
keep up with the readings. Therefore, it is fundamental that the lessons are compelling,
since this will help the students avoid getting bored and help spark their curiosity.

What the teacher What the students Rationale

does do
Activity and timing The students ask any It's important to give
questions they may students the space to
have about the book. ask questions and
They are also share insights. One of
encouraged to share the purposes of this
any comments they LTP is to achieve a
may have. 10 collaborative effort
minutes. between the teacher
and students.

The teacher gives an This lesson, being the

expository lesson of last of the LTP, it’s an
his views of the book. opportunity for the
45 minutes. teacher to expose
some concepts that
are essential. (..)
 The students ask any This is very important
questions about the because this will be
upcoming the main opportunity
evaluations they may the students will
have. 20 minutes. have to sort out any
doubts they may
have regarding the
evaluations. If the
time is not enough,
they will be allowed
to send emails with
questions.
Pre- The teacher will The students will ask (…)
answer any questions any questions they
the students may may have about the
have about the book book. They will also
at the best of his share any insights or
capabilities. comments they may
have from the
reading.
While- The teacher will give The students will be
an expository lesson active listeners. They
about “Franny and will have to take
Zooey.” notes and are also
encouraged to ask
questions about the
content.
Post- The teacher will The students will
answer any questions have about 20
 pertaining the minutes to ask
upcoming summative anything related to
evaluations. the upcoming
evaluations.

Lesson 3: Flannery O’Connor’s “A Good Man is Hard to Find”

 A southern gothic story, this black comedy explores complex themes such as “moral”
and “religious” values.
 Once again, the short story will be read in class. The lesson will be a mixture of the two
previous lessons: the teacher will briefly explain the main concepts of the novel, and
then the students will be invited to discuss their own opinions, views, arguments, and
insights about the short story.
 C1: The students will be active participants in the discussion.
 C2: The students will indeed need to come up with arguments based on the teacher’s
explanation of the text.

Lesson 4: Franz Kafka’s “A Hunger Artist”

 The Hunger Artist by Franz Kafka. Some of the themes explored in this short story are
allegories, irony, and artistic struggles.
 Much like lesson 3, the short story will be read in the classroom. The teacher will then
expose some of the ideas behind the text and the students will engage in active
discussion. The difference with lesson 3, is that during lesson 4 the participation of the
students will precede the exposition of ideas by the teacher.
  C1: The students will be in charge of opening the discussion.
 C2: The students will share insights, and they will then compare their views with what
the teacher has to say. This dialogical nature of learning will help the students come up
with deeper meaning and different perspectives.
 Homework for next lesson: To read the extract from Discipline and Punish by Michel
Foucault.

Lesson 5: Extract from “Discipline and Punish” by the French philosopher Michel Foucault.

 The extract is the part that’s dedicated to the panopticon, and some of the themes that
the text explores are “vigilance” and “control.”
 This time it will be expected that the students read the philosophy extract before going
to class. The class will start by contextualizing a bit of the history behind the creation of
the panopticon, and the students then will be engaged in a discussion of what they think
about the concepts of “vigilance” and “control” in our times. The students will be invited
to think critically about these issues in a contemporary manner.
 C1: The students will participate in an active discussion.
 C2: After the lesson, the students will have a better overall understanding of the text.

Lesson 6: “Distant Star”, a novel by Roberto Bolaño

 The main topic that will be discussed with students is that of Chilean dictatorship.
 t is expected that students will have read the novel before coming to class. Much like
lesson 5, lesson 6 will begin by giving a contextualization of the main aspects of the
Chilean dictatorship. Then, the class (students and teacher) will engage in a reflection
that involves the horrors of dictatorships as well as analysis of the characters from the
novel.
 C1: The students will engage in the lesson’s reflection.
  C2: The students will have learned a lot about Chilean history; hence they will have a
better understanding of the text.

Lesson 8: Exam

 The students will have to answer two of the following questions for the exam:
 Argue why The Tyger might be a poem about disobedience. Fully develop your answer.
 In terms of the song Androgynous, what about "kewpie dolls and urine stalls will be
laughed at the way you're laughed at now"? What do you think the metaphor of
"urine stalls" could mean? Hint: Think of what the differences between male and
female bathrooms are. Fully develop your answer.
 A Good Man is Hard to Find: Explain the final interaction between the grandmother and
the Misfit. Fully develop your answer. (This will have been explored in lesson #3.)
 What do you think about the separation of the artist from society in A Hunger Artist?
Fully develop your answer.
 Regarding Discipline and Punish, do you think we lived in a controlled society? Why or
why not? Fully develop your answer.
 In Distant Star, how does the book compare to real life dictatorship in Chile? Provide
examples. Fully develop your answer.
 In Franny and Zooey, what does the “fat lady” symbolize in the story? Fully develop your
answer.
 C2: If the students did the readings and went to class and participated, they should have
no problems when it comes to reinvesting their understanding of the texts.
 C3: The students will develop their answers in a written manner.
Appendix

Disobedience in William Blake’s “The Tyger” (1789)

William Blake’s poem “The Tyger” from Songs of Innocence and Experience suggests the

possibility that God wanted Adam and Eve to disobey. In the poem, Blake posits the figure of

the tiger as a creation of “fearful symmetry,” comparing it to rebellious figures from Greek

mythology, while also alluding to John Milton’s Paradise Lost. Ultimately, Blake subtly reveals

that although the tiger is purposely put on Earth, the disobedience that it embodies also means

there is a price to pay for those who choose to rebel.

In “The Tyger,” the speaker employs a tone that is at once elevated, threatening, and on a

deeper level, highly ironic: “Tyger! Tyger!, burning bright, In the forests of the night.” It is

possible to infer that the use of an exclamation point serves as an invocation, while the

alliteration of “burning bright” reinforces the idea of the tiger as an eager, passionate animal. In

this sense, the poem feels almost like an ode. Regarding its threatening aspect, the last two

verses used at the end of the first and last stanzas of the poem - “What immortal hand or eye

Could frame thy fearful symmetry?” - reveal the figure of the tiger as something intimidating

and otherworldly. Posing the question of who could frame it is essential, since even if we can

see its physical form, we never fully understand it. It is also interesting to note that each time

these verses appear, there is a break from the formal rhyming couplet that gives the poem its

structure. Perhaps this implies that the tiger can never completely belong within the ordinary

world.

This idea of the transgressive progresses in the second stanza, where the poet wonders about

the origin of its muse: “In what distant deeps or skies Burnt the fire of thine eyes?” There is a
sense of a valuable and respectful distance, since we don’t really know where the tiger comes

from, or what it has seen.

In addition, this idea is well-expressed in the tradition of Greek Mythology: “On what

wings dare he aspire? What the hand dare seize the fire?” The idea that the tiger aspires to

have wings inevitably makes us think about the possibility of freedom, and at the same time

points toward the myth of Icarus. While for the Ancient Greeks, Icarus provided a lesson in the

necessity of moderation and self-control, the Renaissance Artist would have admired his

audacity in breaking with the limitations of convention and ordinary experience 1. Furthermore,

the “hand which dares to seize the fire” connotes an act of disobedience embodied by the myth

of Prometheus, and the Romantic period associated with William Blake held Prometheus as a

heroic rebel who, filled with creative energy, fought oppressive authority. 2

The third stanza of the poem presents a few more rhetorical questions, regarding the question

of the tiger’s Creator: “And what shoulder, & what art, Could twist the sinews of thy heart?”

The word “shoulder” can be understood as a synecdoche for a very strong body capable of

building such creation, while “art” serves as a metaphor for the act of creation itself. To “twist

the sinews of thy heart” represents the act of completing the making of a very strong spirit.

The rhetorical questions continue in the fourth stanza: “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?” The repetition of the adjective “dread” indicates the

frightening qualities of the creator himself. The use of “hammer” and “chain” represent the

1
Harris, Stephen, Platzner, Gloria. (1945) Classical Mythology: Images and Insights. California,
Mayfield Publishing Company.
2
Ibid
figure of God as a blacksmith, whose “dread grasp” was bold enough to forge such a menacing

being with its own hands. The metaphor here is quite intriguing: if God creates men in his own

image, then the tiger must also represent certain qualities of its own builder.

The references to John Milton’s Paradise Lost in the fifth stanza further reinforce the idea

of God as the tiger’s creator: “When the stars threw down their spears And water’d heaven

with their tears.” It seems likely that these verses make reference to the passage in which Satan

and his angels fall into Hell after revolting from God. 3 It is possible that this fall is

metaphorically represented by spears thrown down by the stars: the spear symbolizes a spirit

of tenacity being expelled from heaven into the underworld. Perhaps the stars crying represent

the pain and suffering that result from Satan’s act of confrontation.

The most crucial verse in support of this argument comes right after: “Did he smile his work to

see?” It is important to appreciate the irony implied by the word “smile.” Following the

introduction of several rhetorical questions and mythological images of rebelliousness, the

possibility that the Creator would smile at his creation is puzzling. If this possibility does indeed

exist, then there is a strong suggestion on the speaker’s behalf in saying that this disobedience

is, in fact, part of God’s desire. Otherwise, why would he have gone through the trouble of

creating it in the first place? The following verse – “Did he who made the Lamb make thee?” -

continues to develop this argument. The lamb symbolizes docility, and to a certain extent

also refers to those individuals who need guidance and are willing to conform to certain

conditions of life. In this sense, Blake reveals a very strong paradox: if the creator of the lamb

and the “tyger” is one and the same, then it is very likely that there is a purpose behind this.

3
Milton, J. (1674): Paradise Lost.
Given the possibility that Blake is subtly referring to Milton’s Paradise Lost, a connection to

the myth of creation in the Genesis inevitably comes to mind. In strictly narrative terms,

Paradise Lost is a tale in which Adam and Eve are expelled from Paradise, and also explores

the story behind their act of disobedience. In other words, if a single creator is responsible for

both the tiger and the lamb, then it is possible that Adam and Eve embody the tiger as well. It

seems relevant to note that the ironic aspect of this possibility is frightening and fascinating,

very much like the tiger itself.

As the speaker gradually explores the significance of the rebellious spirit, it becomes evident

that the figures of Satan, Icarus and Prometheus have more than rebelliousness in common.

Satan had to go live in the underworld, Icarus drowned after flying too close to the sun, and

Prometheus was chained to a rock, having his liver eternally eaten by an eagle. In short, they all

had to pay a price. While this adds to the deeper ironic tone of the poem, it is important to

note that, in the myth of Prometheus, Society pays a price as well. This is quite interesting,

since the fact that Society accepted the fire may represent an act of disobedience unto itself.

The price that Society paid for this act was the creation of Pandora, and suffering alienation

from the Gods, which resulted in a lack of protection, and a life of injustice and strife. This is of

course very similar to the conditions Adam and Eve had to suffer.

The relationship between Society and the “Outsider,” then, becomes very significant. While it is

possible to argue that Society has an attitude of resentment and fear towards the Outsider, it

also seems possible that it needs this figure as well. And while the most obvious example of

fear towards the outsider is exemplified by Satan, the true beauty of the poem relies in the fact

that these characteristics are embodied by the “tyger” itself.

The tiger is an animal both fearful and exciting. Its behaviour is unpredictable, and it seems as

though no matter what price it has to pay, it will always inevitably disobey. The tiger, unless

imprisoned, naturally lives in the periphery of Society, in fearful symmetry. And when the tiger

dares to transgress the boundaries established by Society, the price of living in an inextricable

place will also have an impact in Society. Perhaps one of the reasons that its symmetry is so

fearful is that the tiger cannot be seen as an aberrant “other” figure, but rather as a more

universal expression that forces an individual to engage in a more honest examination of

himself. This is clearly suggested in the myths of Prometheus and of Adam and Eve, where

Society ends up embarking on a perilous journey towards radical change. And this, Blake

implies, makes God smile.

References

Blake, W. (1789): Song Of Innocence And Experience. New York, W.W. Norton & Company, Inc.

Harris, Stephen, Platzner, Gloria. (1945) Classical Mythology: Images and Insights. California,

Mayfield Publishing Company.

Milton, J. (1674): Paradise Lost. New York, W.W. Norton & Company, Inc.