A Poem From the Treetops

What responsibility do humans have for wild animals?

point of view, text features, inference, key idea, interpreting text, key details, text to self, main idea

Set a Purpose for Reading 

• Although the poem may be taught separately, it makes a perfect pairing with this issue’s nonfiction feature, “How to Save a Baby Orangutan.” Direct students to the nonfiction feature on page 4. The article explains how one baby orangutan was rescued and why orangutans are in danger of dying out.

• Read aloud the title of the poem and its author’s name and ask students to predict what the poem might be about.

• Read aloud the bubble labeled Point of View, along with the second white bubble, and instruct students to keep these prompts in mind as they read the poem.

Preview Text Features and Vocabulary

• Direct students’ attention to the white bubble explaining the meaning of Malay. Ask them what this information might tell them about where orangutans live. 

• Point out any vocabulary terms that may be challenging for your students and ask if anyone knows their definitions. Look up their meanings together, as needed.

• Ask students to describe what is happening in the photographs.

• 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. Which words show that the orangutan is the speaker in the poem? (point of view) The words us, we, and our show that the orangutan is the speaker.

2. To whom is the orangutan speaking? (inference) The orangutan is speaking to the readers of the poem, and to all humans.

3. Based on the poem, what are three ways that orangutans and humans are alike? (key idea) Answers may include any three of the following: Both have 10 fingers and 10 toes; sleep in soft beds; cover their heads during the rain; use gestures and sounds to communicate; use tools; stay with their children for years; teach their children; have babies that communicate with cries and whimpers; have children that enjoy cuddling and playing; have feelings.

4. Look at the photographs of the orangutans. What lines from the poem does each picture illustrate? (text features/interpreting text) One photograph shows an orangutan pointing to itself. This illustrates the lines, “we share our thoughts through gestures and sounds.” The second photograph shows an orangutan holding leaves over itself and its baby. This illustrates the line, “and cover our heads when it rains.” It also shows the close bond between adult and baby orangutans, which the poet describes. 

5. How does the poem change beginning at the line, “But ‘people of the forest’ ”? (interpreting text) At this point in the poem, the orangutan starts to tell how orangutans and humans are different rather than how they’re alike.

6. Think about the title of the poem. What does the title tell you about where orangutans live? (text features/interpreting text) The title tells you that orangutans live in the treetops.

7. Read the last two lines of the poem: “and we never cut down trees.” What does the orangutan mean by these words? Why do you think the orangutan ends the poem this way? (main idea/point of view) The lines “and we never cut down trees” show that orangutans don’t cut down trees in their forest homes. The lines suggest that some humans do cut down trees where orangutans live. The orangutan ends the poem this way because it is the most important difference between orangutan “people of the forest” and human people.

Empathy

Ask: How does the poem help you better understand orangutans? What do you think and feel about orangutans after reading it? Answers will vary. Students may say that learning the ways that orangutans are like humans helped them understand orangutans better. They may feel a close bond with orangutans because they are similar to people in many ways. After reading the poem, students may believe that cutting down trees where orangutans live can be harmful to orangutans.

Featured Skill: Interpreting Text

• Distribute or digitally assign our Point of View Skill Builder (available in your Resources tab) and have students complete it in class or for homework.  

• 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. Invite students to share their recordings with you or, if they would like, with the class.