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Poetry,

Fire-Flowers

A blossom suggests hope and resilience after a disaster.

By Emily Pauline Johnson/Tekahionwake
From the September 2019 Issue

Learning Objective: Students will determine the theme of a poem and understand how it connects with a nonfiction article.

Featured Skill: Theme,
Common Core Standards
  • Anchor Standards
    R.1, R.2, R.4, R.7, SL.1, L.4, L.5
  • Grade 4
    RL.4.1, RL.4.2, RL.4.4, RL.4.7, SL.4.1, L.4.4, L.4.5
  • Grade 5
    RL.5.1, RL.5.2, RL.5.4, RL5.7, SL.5.1, L.5.4, L.5.5
  • Grade 6
    RL.6.1, RL.6.2, RL.6.4, RL6.7, SL.6.1, L.6.4, L.6.5
TEKS Standards
  • Grade 4
    4.3a, b; 4.4; 4.6a, d, e, f; 4.7, c, g; 4.8a; 4.9b; 4.12a
  • Grade 5
    5.3a, b; 5.4; 5.6a, d, e, f; 5.7c, g; 5.8a; 5.9b; 5.12a
  • Grade 6
    6.2a, b; 6.3; 6.5a, d, e, f; 6.6c, g; 6.7a; 6.8b; 6.11a

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Theme: This poem describes a flower growing after a wildfire. What big idea do you think the poet wants to express?

Fire-Flowers

And only where the forest fires have sped,

Scorching relentlessly the cool north lands,

A sweet wild flower lifts its purple head,

And, like some gentle spirit sorrow-fed,

It hides the scars with almost human hands.


And only to the heart that knows of grief,

Of desolating fire, of human pain,

There comes some purifying sweet belief,

Some fellow-feeling beautiful, if brief.

And life revives, and blossoms once again.

Library and Archives of Canada

Emily Pauline Johnson (1861-1913) also went by her Mohawk name, Tekahionwake. She lived in Canada, and her writing was inspired by her Native heritage.

This poem was originally published in the September 2019 issue.  


Audio ()
Activities (1)
Skills Activities
Quizzes (1)
Answer Key (1)
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Skills Activities
Quizzes (1)
Answer Key (1)
Can't-Miss Teaching Extras

Learn about Emily Pauline Johnson’s fascinating life with this article from The Canadian Encyclopedia. 

Although wildfires can cause tremendous destruction, they can also help create the ideal conditions for a “super bloom.” Learn more about this natural phenomenon with this article. 

Johnson’s poem concludes, “And life revives, and blossoms once again.” Invite your students to make a connection between the flower in Johnson’s piece and this video about visiting Paradise, California, six months after the wildfire.    

More About the Story

Skills

Theme, vocabulary, fluency, making connections

Complexity Factors

Levels of Meaning

Using the image of flowers growing after a destructive wildfire, the poem illustrates the power and beauty in rebuilding.   

Structure

The poem consists of two five-line stanzas. Its rhyme scheme is ABAAB CDCCD.

Language

The poem contains some challenging vocabulary, such as scorching and relentlessly, as well as personification and a simile.

Knowledge Demands 

Some understanding of how destructive wildfires can be will aid comprehension.  

Step-by-Step Lesson Plan
Download the Lesson Plan

1. Preparing to Read (3 minutes)

  • Ask students why they think the poem is titled “Fire-Flowers.” Then call on a volunteer to read aloud the Up Close box.

2. Reading the Poem (5 minutes)

  • Invite a student to read the poem aloud for the class or play our audio version.

3. Discussion and Skill Building (30 minutes)

As a class, discuss the Up Close question. Then go online to get our Poetry Kit, which will take your students on a deep dive into the language and ideas of the poem, and connect it with the nonfiction article “Our Beautiful Town Is Gone.”

Text-to-Speech