Gold is the Garden

Learning Intention:

I am learning to analyse the imagery and ideas typical of an author so that I can create a poem using a similar style.

Success Criteria:

• I can identify the language features used in a poem
• I can create a poem using another author’s style

Essential knowledge:

For more information about style, see the NSW Education page on Styleungroup.

For more information on language features, use the NSW Education’s glossaryungroup.

Oral language and communication

Explain to students that poets are very particular about their word choice and spend a long time finding the best vocabulary to give their work a beautiful cadence and sound. Brainstorm with the class some interesting vocabulary they might come across in a poem about nature. Give the examples “autumnal”, “rivulets” and “lush”. Write students’ suggestions on the board, then allow them to use dictionaries and thesauruses to find other interesting words to do with nature. Ensure they finish with a wide source of words to draw from when they create their poems later.

Ask students how they might use the vocabulary on the board in imagery, such as similes, metaphors and personification. Give examples, such as:

- Tulips bloomed like teacups, waiting to be sipped by bees (simile)

- Moss carpets the forest floor (metaphor)

- Sunlight stroked the unfurling frond of a fern (personification)

Allow students time to attempt their own language features using their brainstormed vocabulary.

Understanding text:

Read Gold is the Garden as a class or listen to the audio recording if you have a digital subscription. Ask students to note any language features or interesting vocabulary they find in the poem. For example, “bite of the air” and “envelops us all” are metaphors, while “sleek”, “hearth” and “song thrush” are interesting words. Discuss the use of senses, such as the sweet, hot cider (taste) and the sharp bite of air (touch).

Creating text:

Explain that students will be creating their own poem in the style of Gold is the Garden, using a different season. This can either be spring, summer or winter, or an Indigenous season observed in your area. For prompts, pose the following questions for students to consider:

- What happens to the natural world during your season?

- What happens to the sunlight?

- What do you hear during your season? Smell? Taste? Feel?

- What colours do you see during your season?

- What birds and animals are prevalent?

- What is your favourite thing about the season?

Discuss the rhyme of the poem – each stanza has an ABCB rhyming scheme. Have students count the syllables for each line and try to keep the same rhythm their own poems as well. Encourage students to use the vocabulary they brainstormed earlier, as well as a few language features.

Remind students to read their work aloud as they compose it, as this will help them with the rhythm.

Assessment for/as learning:

Students read their work to a peer, who, after listening, can fill out a Two Stars and a Wishungroup feedback form.