Article
Art by Susie Ghahremani
Poetry,

Carrying Our Words

By Ofelia Zepeda
From the October/November 2020 Issue

Learning Objective: Students will explore what the ocean and the speakers in the poem offer each other with the sounds they make.

Common Core Standards
  • R.1, R.2, R.3, R.4, R.5, R.6, R.7, SL.1, SL.2, L.1
TEKS Standards
  • 1a, 1c, 3b, 4a, 6a, 6c, 6e, 6f, 6g, 6i, 7c, 7d, 7g, 8a, 8b, 9b, 10a, 10d, 10e

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Big Idea

In this poem, sounds—from the ocean and humans-—are special and important. As you read, think about why.

Carrying Our Words

By Ofelia Zepeda

We travel carrying our words.

We arrive at the ocean.

With our words we are able to speak

of the sounds of thunderous waves.

We speak of how majestic it is,

of the ocean power that gifts us songs.

We sing of our respect

and call it our relative.

Photo Courtesy of Ofelia Zepeda

Author Close-Up

Ofelia Zepeda first wrote this poem in O’odham, a Native American language from the Southwest. She then translated it into English.

 used by permission of the poet 

Audio ()
Activities (3)
Skills Activities
Answer Key (1)
Audio ()
Activities (3) Download All Quizzes and Activities
Skills Activities
Answer Key (1)
Can't Miss Teaching Extras
Listen to the Author

Author Ofelia Zepeda reads another one of her poems, “O’odham Dance,” in both English and in Tohono O’odham. The accompanying visuals show beautiful footage of the Sonoran Desert, which is home to the Tohono O’odham Nation. [Fun connection to this issue’s fiction story: The Sonoran Desert is also where the saguaro cactus grows.]

Watch a Video About the Ocean

Experience what makes the ocean such an incredible place with five minutes of stunning footage from BBC’s Blue Planet II. Your students will be amazed by all of the amazing animals that call the ocean home. Note: This is a trailer for the TV series. There isn’t a lot of dialogue, but you could choose to show this with the sound off or select a portion in which the series is not mentioned.

 

Make a Science Connection

Want to know the science behind why you “hear the ocean” when you put a seashell to your ear? This entertaining three-minute video from SciShow Kids offers a clear and simple explanation.

 

More About the Article

Essential Question

How are humans connected to nature?

Key Skills

interpreting text, text features, vocabulary, point of view, key idea, supporting detail, theme

Step-by-Step Lesson Plan
Download the Lesson Plan

1. PREPARING TO READ

Set a Purpose for Reading (10 minutes)

  • Ask: What sounds does the ocean make? Students might wish to try to make the sounds of the ocean or to use words to describe those sounds.

  • Read aloud the bubble labeled Big Idea. As students read, they should look for the different ways that humans and the rest of nature talk to one another and to think about why the sounds of each are special and important.

Preview Text Features and Vocabulary

  • Point out the Author Close-Up bubble and explain that the poem was first written in O’odham, a Native American language, by Ofelia Zepeda. She then translated it into English. Zepeda is a member of the Tohono O’odham Nation, a group of Native American people from Arizona and Mexico. [pronunciation of Ofelia Zepeda is available here and pronunciatio nof Tohono O’odham is available here.]

  • Direct students’ attention to the white bubble containing the meaning of majestic. Ask them to think of things that could be described as majestic. 

  • Point out the word thunderous in the fourth line and ask if anyone knows its definition. Help them see that the word thunder is part of thunderous and provides a clue about its meaning.

  • Ask students to describe what is happening in the illustration. What might the children be doing with the shell? (Some students may not be aware that you can “hear the sound of the ocean” by holding a seashell up to your ear.)

2. READING AND DISCUSSING

  • Read the poem to the class, play the audio version, or use text-to-speech.

  • Next, ask students to take turns reading aloud each line in the poem.

  • Discuss the Close-Reading and Critical-Thinking Questions (available in your Resources tab). Alternatively, assign all or part of the Learning Journey Slideshow, which contains the questions—along with other activities from this lesson plan and a link to the poem.

Close-Reading and Critical-Thinking Questions (30 minutes)

  1. Who do you think is speaking in the poem? (point of view) At least two people are speaking. You know this because the poet uses the words we, our, and us. Students might suggest the boy and girl in the picture are the speakers, or that the poet is referring to all humans.
  2. What do the speakers talk about when they get to the ocean? (key idea) The speakers talk about the sounds the ocean makes and how majestic the ocean is.
  3. How does listening to the ocean make the speakers feel? Explain using details from the poem. (interpreting text/supporting detail) The speakers feel impressed by the ocean. They say it is “majestic” and mention their “respect,” which shows they think it has greatness and beauty.
  4. What gift does the ocean give to the speakers? (theme) The ocean gives them songs, “the sounds of thunderous waves.”  
  5. What gift do the speakers offer to the ocean? Hint: What do the speakers carry with them to the ocean? (theme) The speakers offer their words as a gift to the ocean.
  6. In the last line, why do you think the speakers call the ocean their relative? How are they connected to one another? (key idea) Both they and the ocean are part of nature. They are related as parts of Earth.  

3. SKILL BUILDING

Featured Skill: Interpreting Text

  • Distribute our Understanding the Poem Skill Builder (available in your Resources tab) and have students complete it in class or for homework.  

  • After completing the Skill Builder, students can share their pictures in class or online.

GREAT IDEAS FOR REMOTE LEARNING

  • Our new Learning Journey Slideshow (available in your Resources tab) is designed to make your life easier. Have students move through at their own pace or assign smaller chunks for different days. You can also customize the slideshow to your liking.

  • Have students record video or audio of themselves reciting the poem. Encourage them to include sounds that they feel represent the ocean. Invite students to share their recordings with you, or if they would like, with the class. 

Differentiate and Customize
For Struggling Readers

Read the poem aloud as students follow along. Pause after lines 1-4 and again after lines 5-8 to discuss what is happening in those lines. Afterward, have students work in pairs to complete the poetry Skill Builder.

For ELL Students

Your ELL students might appreciate that the poem was translated from another language. After working with them on understanding the poem, ask them to choose a line to say in their native language.

For Advanced Readers

Instruct students to write a short paragraph with their answers to the essential question from the beginning of the lesson plan: How are humans connected to nature? In their answers, they should include what part (or parts) of nature they feel a special connection with.

For School or at Home

Ask students to choose another part of nature that they would like to honor or celebrate. Have them write a thank-you note to that part of nature. Have them include what gifts they give to nature, and what gifts nature gives to them.

Text-to-Speech