This lesson involves exploring poems from various countries, focusing on the use of descriptive and figurative language to convey imagery. Students engage in activities that encourage them to identify unfamiliar words, share knowledge about different countries, and interpret the meaning behind poems. The lesson emphasizes the importance of context in understanding poetry and features a specific poem about the poinciana tree.

1. Unit 3: Poems from
around the world
3.1 Words that make pictures

2. 1.Locate and share some information they know
about the different countries around the world.
2.Read and listen a poem.
3.Answer questions about a poem.
At the end of this lesson we are able to

3. Click icon to add picture

4. Locating countries game!

5. Exploring the world!
1.Can you find the country where you live
in?
2.How many other countries, that haven’t
been named, can you list them?
3.What do you know about the countries
that you can name?

6. • Have you ever read a poem
from another country?
• What type of things would
a poet want to include in a
poem about our country?

7. What are the features about your country
that are important and that you think a
visitor would notice?
Poets like to choose words that give the
reader clues about what a poem is about.

8. Dancing Poinciana
by Telcine Turner
/poin- ci-an-a/
Click icon to add picture

9. Did you work out what
the poem is about?
Which word clues helped?

10. treetop Petals
Regal Crimson
Blossom green

11. Group 1: Identify the unfamiliar words
from the poem.
Group 2: Match the appropriate definition
of unfamiliar words.
Group 3: Challenge learners to explain or
define the meaning of unfamiliar words.
Differentiation Ideas:

12. 2. The Bahamas
Can you imagine the poinciana tree that the
poet is describing?
What is the tree doing?

13. Perform the words
• regal: standing tall and straight like a king
or queen;
• sway: moving gently from side to side).
• Dance: dancing smoothly as the wind blew.
Assessment ideas:

14. When writers choose words that
paint a picture of their meaning it
is using a figurative language.
Writers use figurative language to
make their writing more
interesting.

15. Figurative language refers
to words or phrases that are
meaningful, but not literally
true.
Figurative language

16. Examples:
“Her eyes were a deep blue sky,”
“That news hit me like a ton of
bricks.”

17. Read the poem again, and this
time to look for clues (or
figurative language) the poet has
used about the country.
Using your coloured pencils underline
the figurative language with your
favourite colour.

18. Which words gave you clues
about the country?
(e.g. sea of green makes you think of the
sea; it could be an island;
Fire in the sky makes you think of a hot
sun; it is where poinciana trees grow)

19. Could the poem have come from
another country?
(e.g. yes, if the poinciana tree grows there)

20. Answer the questions in
part c in your notebooks.
1. What do you think of the poem?
2. Can you tell where it comes from? Can
you see the tree?
3. Write about the poem that makes you
think and see.
Individual Activity

21. In Groups, find other countries where the
poinciana tree grows, explain why.
Differentiation Ideas:

22. Share your favourite parts of
the poem.
How did you understand the
poem?

23. Summarize the key points of
the lesson and highlight the
importance of understanding
the context and background
of a poem.

24. Thumb : What have you learned from this lesson?
Index: What skills did you use?
Middle: What did you find hard today?
Ring : What have you improved on?
Pinkie: What do you need to remember next time?
Give me Five