Lesson Plan: "On Killing a Tree" by Gieve Patel is given at the end of the answers.
Unit 3 – Poem – On Killing a tree - Gieve Patel
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Warm up:
1. What is a tree?
A tree is a living organism that grows slowly by absorbing sunlight, water, and nutrients from the earth. It has deep roots anchored in the soil and produces leaves, branches, and bark.
2. Why are trees important for our survival?
Trees are essential for our survival because they provide oxygen, absorb carbon dioxide, prevent soil erosion, maintain ecological balance, and offer shelter, food, and shade to humans and animals alike.
3. How long does it take a tree to grow to its full size?
According to the poem, a tree takes many years to grow to its full size. It slowly feeds on the earth’s crust and absorbs sunlight, air, and water over a long period.
4. How much time does it take to cut down a tree?
The poem suggests that although a tree takes years to grow, it can be cut down quickly. However, completely killing it requires more effort, like pulling out the roots and exposing them to the sun and air until the tree withers and dies.
It
takes much time to kill a tree,
Not a
simple jab of the knife
Will
do it. It has grown
Slowly
consuming the earth,
Rising
out of it, feeding
Upon
its crust, absorbing
Years
of sunlight, air, water,
And
out of its leperous hide
Sprouting
leaves.
So
hack and chop
But
this alone wont do it.
Not so
much pain will do it.
The
bleeding bark will heal
And
from close to the ground
Will
rise curled green twigs,
Miniature
boughs
Which
if unchecked will expand again
To
former size.
No,
The
root is to be pulled out –
Out of
the anchoring earth;
It is
to be roped, tied,
And
pulled out – snapped out
Or
pulled out entirely,
Out
from the earth-cave,
And
the strength of the tree exposed
The
source, white and wet,
The
most sensitive, hidden
For
years inside the earth.
Then
the matter
Of
scorching and choking
In sun
and air,
Browning,
hardening,
Twisting,
withering,
And then it is done.
Summary
of the Poem – “On Killing a Tree” by Gieve Patel
"On
Killing a Tree" is a powerful poem
that explores the cruelty and violence involved in cutting down a tree.
The poet shows that a tree is not easy to kill. It grows slowly, deeply rooted
in the earth, absorbing sunlight, air, and water for years. Merely hacking or
chopping the tree won't destroy it. Even if its bark bleeds, it will heal, and
new branches will sprout.
To
truly kill a tree, one must pull out its roots completely from the
earth, exposing its most sensitive and hidden parts. Once the root is removed,
the tree undergoes a process of scorching, hardening, and withering in
the sun and air until it finally dies. The poem uses vivid imagery and irony to
highlight the violence humans inflict on nature, and it subtly reminds
us of the strength and resilience of trees and the importance of
preserving the environment.
B. Read
the following lines from the poem and answer the questions in a sentence or
two.
1. It takes much time to kill a tree,
Not a simple jab of the knife Will do
it.
i. Can
a ‘simple jab of the knife’ kill a tree?
No, a
simple jab of the knife cannot kill a tree.
ii.
Why does it take much time to kill a tree?
It takes much time to kill a tree
because it is deeply rooted and strong, having grown over many years.
2. It has grown
Slowly consuming the earth,
Rising out of it, feeding
Upon
its crust, absorbing
i. How
has the tree grown?
The tree has
grown slowly by absorbing nutrients over the years.
ii.
What does the tree feed from the crust?
The tree feeds on sunlight, air, water,
and nutrients from the earth’s crust.
3. And out of its leprous hide
Sprouting leaves.
i.
What does the phrase ‘leprous hide’ mean?
The phrase ‘leprous hide’ refers to the
rough and patchy surface of the tree bark.
ii.
What comes out of the leprous hide?
Leaves
sprout out of the leprous hide.
4. The bleeding bark will heal
And from close to the ground
Will rise curled green twigs,
Miniature boughs
i.
What will happen to the bleeding bark?
The bleeding bark will heal naturally
over time.
ii.
What will rise from close to the ground?
Curled green twigs and miniature boughs
will rise from the base of the tree.
5. The root is to be pulled out --
Out of the anchoring earth;
i) Why should the root be pulled out?
The
root must be pulled out because it is the source of the tree’s strength and
life.
ii)
What does ‘anchoring earth’ mean?
‘Anchoring earth’ means the earth that
firmly holds the roots of the tree.
C. Based on the understanding of the poem, write down the
summary of the poem by filling in the blanks.
The
poet explains the process of ___________. A lot of work has to be done in order
to ___________completely. It cannot be accomplishedby merely cutting it with
___________. The tree has grown strong with the help of ___________ for
countless years. Even the ___________ of the tree gives rise to ___________.
The ___________ sprouts new twigs and leaves. In a short period, they grow into
a new tree. So, to ___________ completely, one should take out its roots
completely from the soil. Then they should be exposed to ___________. Only then
the tree will be completely killed.
The
poet explains the process of killing a tree. A lot of work has to be done in
order to kill it completely. It cannot be accomplished by merely cutting it
with a knife. The tree has grown strong with the help of sunlight, air, water,
and earth for countless years. Even the bleeding bark of the tree gives rise to
new twigs. The cut surface sprouts new twigs and leaves. In a short period,
they grow into a new tree. So, to kill a tree completely, one should take out
its roots completely from the soil. Then they should be exposed to sun and air.
Only then the tree will be completely killed.
D. Based on the understanding of thepoem, answer the
following questions a sentence or two.
1. What is the poem about?
The poem is about the detailed and painful process of killing a tree.
2. What are the lessons to be learnt from the
poem?
The
poem teaches us about the resilience of nature and how difficult it is to
destroy life that has grown over years.
3. What are the life sources needed for a
tree to grow?
Sunlight,
air, water, and nutrients from the earth are essential for a tree to grow.
4. What does the poet mean by ‘bleeding
bark’?
‘Bleeding
bark’ refers to the sap that comes out when the bark is cut or wounded.
5. Why does the poet say ‘No’ in the
beginning of the third stanza?
The
poet says ‘No’ to emphasize that merely hacking or chopping a tree does not
kill it.
6. How should the root be pulled out?
The
root should be pulled out completely from the anchoring earth using ropes and
force.
7. What is hidden inside the earth for years?
The
sensitive root of the tree, its true strength and source of life, is hidden
inside the earth for years.
8. What finally happens to the tree in this
poem?
The
tree withers, twists, hardens, and dies when its roots are exposed and left to
dry in the sun and air.
E.
Answer the following questions in about 80-100 words.
1. How does the
poet bring out the pain of the tree?
The poet brings out the pain of the tree by describing the slow and
violent process required to kill it. He uses phrases like “bleeding bark,”
“leprous hide,” and “snapped out from the earth-cave” to show the suffering and
agony involved. The tree is portrayed as a living being that endures pain when
hacked and chopped, and still tries to heal and regrow. Only when the root is
forcibly removed and exposed to the harsh elements does the tree truly die,
emphasizing the brutality of the act.
2. ‘A tree
doesn’t grow in a day.’ Explain it with reference to the poem.
The poem emphasizes that a tree takes years to grow by consuming the
earth and absorbing sunlight, water, and air. Its growth is slow and steady,
making it strong and resilient. This long growth process reflects how
deep-rooted and well-established a tree becomes. Therefore, destroying it is
not easy—it requires more than just physical force. This underlines the idea
that anything valuable or strong takes time and care to grow, and cannot be
undone quickly.
3. Why do you
think the poet describes the act of cutting a tree? What effect does it have on
you as a reader?
The poet describes the act of
cutting a tree in detail to highlight the violence and cruelty involved in
destroying nature. It creates a sense of guilt and sorrow in the reader. The
imagery of hacking, bleeding, and uprooting reminds us that trees are living
beings. It makes us realize how insensitive humans can be toward nature. As a
reader, it evokes a strong emotional response and makes one more conscious
about protecting the environment.
F. Complete
the table by identifying lines, against the poetic devices from the poem.
|
Poetic lines |
Poetic Devices / Figures of Speech |
|
The bleeding bark will heal. |
|
|
It takes much time to kill a tree. |
|
|
Out of the anchoring earth |
|
|
G. Listen to the passage about Nammazhwar, an environmental crusader
from Tamil Nadu. As you listen, answer the following questions.
Nammazhwar was born in 1938
in Elangadu, Thanjavur District, and he graduated from Annamalai University
with a B.Sc. in Agriculture. In 1963, he began working for the Agricultural
Regional Research Station, a government organisation in Kovilpatti, as a scientist,
conducting trials on spacing and use of various chemical fertilizers in cotton
and millet crops. During his tenure there, the government had conducted various
experiments in rain-fed land, using expensive inputs like hybrid seeds,
chemical fertilizers and chemical pesticides which Nammazhwar considered futile
as the farmers were resource poor. Based on his experience, he felt very
strongly that it was imperative to totally reorient the research work being
undertaken. But his peers at the institute paid little attention to his advice.
Frustrated, he left the institute in 1969. For the next 10 years, he was an
agronomist for Island of Peace, an organisation founded by the Nobel Laureate
Dominique Pire. His focus was on improving the standard of living through
agricultural development in the Kalakad block of Tirunelveli District, Tamil
Nadu. It was at this time that he realised that to get optimal results in
farming, farmers should rely only minimally on external inputs. All inputs
should come from within the farm. So called waste should be recycled and used
as input. This revelation was a turning point in his life. He completely lost
trust in conventional farming practices and began experimenting with
sustainable agricultural methods. Vegetables have a short lifespan compared to
fruit crops. By making use of modern technologies and inputs, their lifespan
can perhaps be extended to say about a year. But if there is a simple method of
growing vegetables throughout the year, without any costly gadgets, modern
technologies, or costly inputs, it is definitely worth a try for the farmers. He
advocated the ‘Bread sandwich’ method. In this method once the soil is made ready
and the suggested practices followed, one need not work on the soil for the second
time. They can go on sowing and reaping, all through the year. He always said
it was no use trying to teach a farmer. Instead, one should make the farmer
understand the issue. He never stopped learning from them himself and had
become a vast repository of farming practices and knowledge that he shared with
whoever was interested. He never pushed ideas down anyone’s throat. Each farm
is unique according to the farmers’ understanding and the conditions,
Nammazhwar would say. He would keep experimenting with what he learned from the
farmers, refined this knowledge and then gave it back to them.
He often said “Farming
is not a way of producing crops to make money. It is a way of living, and a way
of living that is possible even in the 21st century.” He trained
hundreds of farm youths as trainers and helped many farmers to be master
trainers—all this without the support of the government.
1.
Who is Nammazhwar? What is his contribution to farmers and farming?
Nammazhwar was an environmentalist and agricultural scientist from
Tamil Nadu. He promoted sustainable farming methods and helped farmers
improve their livelihoods by encouraging the use of natural, farm-based
inputs instead of chemical fertilizers and pesticides.
2.
In 1963 he worked for ___________ as ___________
In
1963 he worked for the Agricultural Regional Research Station as a scientist.
3.
What was the turning point in the life of Nammazhwar?
The
turning point in Nammazhwar's life was when he realized that farming should
rely minimally on external inputs, and instead, all resources needed
should come from within the farm. This led him to shift completely to
sustainable farming practices.
4.
How is the “Bread sandwich method” a boon to the farmers?
The “Bread
sandwich method” helps farmers grow vegetables throughout the year
without the need for costly gadgets, modern technologies, or repeated soil
work. It saves effort and money, making it highly beneficial for farmers.
5.
Pick out ideas from the passage to show that he learnt first and then shared
with farmers.
- He believed in understanding issues rather
than teaching farmers.
- He learned from the farmers themselves,
refined that knowledge, and then gave it back to them.
- He never forced his ideas but shared
insights after experimentation.
6.
Explain in your own words the meaning of
“Farming
is not a way of producing crops to make money. It is a way of living, and a way
of living that is possible even in the 21st century.”
Nammazhwar believed that farming is not just a business to earn profit
but a holistic lifestyle connected to nature. This self-sustaining,
eco-friendly way of life is still practical and meaningful even in
modern times.
7.
Give the synonyms of ‘rely’ and ‘sustainable’.
- Rely – depend, trust
- Sustainable – eco-friendly, renewable,
long-lasting
8.
“He never pushed ideas down anyone’s throat” means
(b)
compelled
WRITING
H. Based
on the reading of the poem, complete the web chart given below.
Gieve
Patel's poem is about...
1.-------------------------
-------------------------
2. To
create a new
awareness
in the
minds
of the people.
3.
------------------------
-------------------------
4. Cutting
a
tree
is an act
of
murder.
5.
----------------------
-------------------------
6. Disapproval
of
mankind
is failure to
care
for the earth
Gieve
Patel's poem is about...
- The deep-rooted strength and resilience of
trees
The slow and natural process of a tree’s growth - To create a new awareness in the minds of the
people
- The violent process of destroying a tree
How merely chopping it isn’t enough to kill it - Cutting a tree is an act of murder
- The insensitivity of humans towards nature
Destruction of nature for selfish needs - Disapproval of mankind’s failure to care for
the earth
I.
Look at the two trees. One is a green flourishing tree and the other, a brown
withering tree.
The
class will now be divided into two groups. Group A will list down the agents
that
support
a tree’s growth. Group B will list down those that prevent it. Once the groups
are
ready with their lists, a few representatives from each group will write down
the lists
on the
black board.
Taking
clues from the lists on the board, complete the following chart.
I will
not_____ I will _______
___________ I will not_____
I will
_______ I will
_______
____________
|
I
will not |
I
will |
|
Cut
trees unnecessarily |
Plant
more trees |
|
Burn
leaves or throw garbage |
Water
plants regularly |
|
Use
plastic that harms soil |
Use
eco-friendly materials |
|
Pluck
flowers or fruits for fun |
Educate
others to save trees |
|
Waste
paper |
Recycle
paper and reuse materials |
|
Pollute
the air with smoke |
Keep
my surroundings clean |
J.
Work in pairs. Create three slogans on ‘Saving Trees’.
🌳 "Plant a tree, plant a life – save the Earth from
future strife!"
🌿 "Don’t be mean, keep the Earth green!"
🍃 "Cutting trees is cutting lives – protect our
planet, let nature thrive!"
K. Deliver a short speech for about five minutes on the
following.
Speech
1: Imagine What Will Happen If All the Trees Disappear
Good
morning everyone,
Today,
let’s imagine a world without trees. Sounds impossible, right? But let’s think
about it for a minute.
If all
the trees on Earth disappeared, the air we breathe would be full of carbon
dioxide. There would be no oxygen – and without oxygen, life on Earth would
slowly vanish. Trees are our natural air purifiers. Without them, pollution
levels would rise, temperatures would increase, and rainfall would decrease.
Our rivers would dry up. The beautiful animals that depend on trees for food
and shelter would vanish. Even we, humans, would struggle to survive.
No
trees means no fruits, no shade, no wood, no birdsong, and worst of all – no
greenery. It would be a dull, hot, and lifeless world.
So,
what can we do? Let’s plant trees. Let’s protect them. Let’s make sure we never
see a world without trees.
Thank
you!
🌳 Speech 2: Imagine a World Where Trees Can Speak
Good
morning friends,
Let’s
have a little fun today! Imagine if all the trees around us could speak. What
would they say?
Maybe
the mango tree in your backyard would yell, “Hey! Don’t climb me like that! I’m
not a jungle gym!”
The
coconut tree might say, “Could someone please get rid of those monkeys? They’re
driving me nuts – literally!”
The
banyan tree in the school yard might be whispering, “Psst! I’ve seen all the
exam answers you dropped here!”
But on
a serious note, maybe trees would say, “Please stop hurting us. We give you
air, shade, fruit, and beauty – and what do we get in return? Chainsaws!”
Some
trees might be sad. “I lost my friend yesterday to a bulldozer. Can you help me
save my family?”
If
trees could speak, we would surely listen. But just because they’re silent
doesn’t mean they don’t feel.
Let’s
be their voice and protect them.
Thank
you!
Let
us laugh together
How
do trees access the internet?
They
simply ___________ in.
What
will the tree do, if the banks are closed?
It
will start its own ____________.
What
type of tree fits in your hand?
A
____________ tree.
1. How
do trees access the internet?
They simply log in.
2. What
will the tree do if the banks are closed?
It will start its own branch.
3. What
type of tree fits in your hand?
A palm tree.
----------------------------- -------------------- -------------------- ------------------ - - --------------
Lesson Plan: "On Killing a Tree" by Gieve Patel
Subject: English Literature
Unit: 3
Grade Level: Secondary/High School
Duration: 45-50 minutes
1. Learning Objectives
The teacher expects to learn from this lesson:
- How to effectively convey environmental themes through poetry analysis
- Methods to help students understand metaphorical language and symbolism
- Techniques to connect literary texts with contemporary environmental issues
- Ways to develop students' critical thinking about human-nature relationships
2. Learning Outcomes
Students will be able to apply the knowledge learned from this lesson in their daily life by:
- Developing greater environmental consciousness and responsibility
- Understanding the long-term consequences of environmental destruction
- Appreciating the resilience and value of nature
- Making informed decisions about environmental conservation
- Recognizing the deeper meanings behind literary works in real-world contexts
3. Introduction
Engaging Questions to Introduce the Lesson:
- "When you see a tree being cut down in your neighborhood, what thoughts come to your mind?"
- "Do you think trees have feelings? Why or why not?"
- "What would happen if all the trees in your city disappeared overnight?"
- "How do you think a tree 'fights' to survive when someone tries to cut it down?"
- "What's the difference between cutting a branch and killing an entire tree?"
4. Reading and Understanding
New Vocabulary and Meanings:
| Word | Part of Speech | Meaning | Example Sentence |
|---|---|---|---|
| Jab | Verb | To poke or thrust sharply with a quick blow | "A simple jab of the knife will not kill the tree." |
| Crust | Noun | The hard outer surface or layer | "The tree feeds upon the earth's crust." |
| Leprous | Adjective | Covered with scales; diseased-looking | "The tree's leprous hide shows its age." |
| Hide | Noun | The thick outer skin or bark | "Leaves sprout from its leprous hide." |
| Miniature | Adjective | Very small in size | "Miniature boughs will grow from the ground." |
| Anchoring | Adjective | Providing stability and support | "Roots must be pulled from the anchoring earth." |
| Scorching | Verb | Burning or withering with heat | "The exposed root suffers scorching in the sun." |
5. Mind Map
ON KILLING A TREE
|
┌─────────────────┼─────────────────┐
│ │ │
TREE'S LIFE DESTRUCTION FINAL DEATH
│ PROCESS │
┌───┴───┐ │ ┌─────┴─────┐
│ │ │ │ │
Growth Survival ┌──┴──┐ Complete Withering
│ │ │ │ Uprooting │
Slow & Resilient Hack Chop │ │
Patient │ │ │ Pull Roots Sun & Air
│ Healing Pain Bleeding │ Exposure
│ Capacity │ │ Expose │
Years of │ │ │ Source │
Sunlight Regrowth │ │ │ │
Water │ │ │ White & Brown &
Air New │ │ Wet Harden
Twigs │ │ │ │
│ │ │ Most Sensitive Final
Expand │ │ │ Twisting
│ │ │ Hidden │
Former Size │ │ │ │
│ │ │ COMPLETE
│ │ │ DEATH
NOT ENOUGH EARTH-CAVE
6. Consolidation and Presentation
Summary of the Lesson:
"On Killing a Tree" by Gieve Patel is a powerful environmental poem that reveals the brutal reality of tree destruction. The poem demonstrates that killing a tree is not a simple act but a systematic process of violence. The poet shows how trees are living beings that grow slowly over years, absorbing sunlight, air, and water, developing a strong connection with the earth through their roots.
The poem reveals that surface-level attacks like hacking and chopping cannot kill a tree completely, as it possesses remarkable healing abilities and can regenerate from its roots. To truly kill a tree, one must uproot it entirely, exposing its most sensitive and hidden parts to the harsh elements until it finally withers and dies.
Through this detailed description, Patel criticizes human callousness toward nature and highlights the resilience of trees, making us reflect on our relationship with the environment.
7. Reinforcement
Additional Information and Context:
-
Historical Context: This poem was written in 1966 during India's rapid industrialization when deforestation became a major concern.
-
Environmental Significance: Trees take decades to grow but can be destroyed in minutes, highlighting the imbalance in human-nature relationships.
-
Literary Device Focus: The poem uses personification extensively, giving the tree human qualities like feeling pain, bleeding, and having sensitivity.
-
Symbolism: The tree represents not just vegetation but also resilience, life force, and the interconnectedness of all living beings.
-
Contemporary Relevance: With current climate change concerns, this poem remains highly relevant for environmental conservation movements.
-
Metaphorical Reading: Some critics interpret the poem as a metaphor for colonialism or the destruction of traditional ways of life.
8. Evaluation Questions
a) Lower Order Thinking Question (Knowledge/Comprehension)
Question: "List three things that the tree needs to grow according to the poem." Expected Answer: The tree needs sunlight, air, and water to grow. It also feeds upon the earth's crust.
b) Middle Order Thinking Question (Application/Analysis)
Question: "Explain why 'hack and chop' alone cannot kill the tree. What does this reveal about the tree's nature?" Expected Answer: Hack and chop cannot kill the tree because it has strong healing abilities. The bleeding bark will heal, and new twigs will grow from close to the ground, eventually expanding to former size. This reveals the tree's resilient and regenerative nature.
c) Higher Order Thinking Question (Synthesis/Evaluation)
Question: "Analyze how the poet's detailed description of killing a tree serves as a criticism of human behavior toward nature. What alternative relationship between humans and trees would the poet likely advocate?" Expected Answer: The poet's graphic description makes the reader uncomfortable with the violence involved in destroying a tree, criticizing human insensitivity toward nature. The detailed process reveals how trees are living, feeling entities deserving respect. The poet would likely advocate for a relationship based on coexistence, conservation, and recognition of trees as vital partners in our ecosystem rather than objects to be destroyed.
9. Remedial Teaching
Strategy for Slow Learners:
- Visual Learning: Use real tree images and videos showing growth stages and cutting processes
- Simplified Language: Break down complex metaphors into simple comparisons
- Interactive Reading: Read the poem line-by-line with students, explaining each image
- Role Play: Have students act as trees describing their experiences
- Drawing Activity: Ask students to draw the tree's journey from growth to destruction
- Simple Questions: Start with basic factual questions before moving to interpretation
- Peer Support: Pair slow learners with stronger students for discussion
- Repetition: Review key concepts multiple times using different methods
- Real-world Connection: Take students to observe actual trees and discuss the poem
10. Writing Activity
Creative Writing Task:
Choose one of the following writing activities:
Option A: Write a diary entry from the perspective of an old tree that is about to be cut down. Express its thoughts, memories, and feelings about its life and impending death. (150-200 words)
Option B: Compose a letter to the local municipal corporation requesting them to reconsider cutting trees in your area for a development project. Use ideas from the poem to support your argument. (200-250 words)
Option C: Write a short story about a community that learns to value trees after experiencing the consequences of deforestation. Include a character who quotes lines from this poem. (250-300 words)
11. Follow-up
Homework/Assignment/Activity:
Primary Assignment:
Create an environmental awareness poster with the theme "Save Trees, Save Life." Include:
- One powerful quote from the poem
- Statistics about deforestation in your region
- Three practical ways students can help protect trees
- Colorful illustrations or photographs
Extended Activities:
- Research Project: Find information about one endangered tree species in India and present your findings to the class
- Community Service: Organize or participate in a tree plantation drive and document the experience
- Creative Project: Write and perform a short skit based on the poem for younger students
- Comparative Study: Read another environmental poem and compare its message with "On Killing a Tree"
Reading Assignment:
Read the next poem in Unit 3 and identify three environmental themes for discussion in the next class.
Assessment Rubric: Students will be evaluated based on participation in discussions, accuracy of responses to evaluation questions, creativity in writing tasks, and completion of follow-up activities.
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