poetry form 1
DESCRIPTION
Poetry Form 1TRANSCRIPT
Curriculum Development Division. Ministry of Education Malaysia. 2009
))
Table of ContentsIntroductionThe River - Poet’s background
- Synopsis- Activities
Mr Nobody - Synopsis- Activities
AssessmentGlossaryPanel of writers
The River(…Valerie Bloom)
Mr Nobody…Anonymous)
LITERATURE COMPONENT FOR FORM 1
Poetry
DRAFT
POETRY
What is poetry? Poetry is a genre that is very different from prose and drama.
Poetry is distinguished by moving us deeply. A poem is an expression of a vision that is
rendered in a form intelligible and pleasurable to others and so likely to arouse kindred
emotions.
There are as many definitions of poetry as there are poets. Wordsworth defined
poetry as "the spontaneous overflow of powerful feelings". Emily Dickinson said, "If I
read a book and it makes my body so cold no fire ever can warm me, I know that is
poetry" and Dylan Thomas defined poetry this way: "Poetry is what makes me laugh or
cry or yawn, what makes my toenails twinkle, what makes me want to do this or that or
nothing." In short, it is the epitome of life, the elixir of enjoyment.
Poetry is a lot of things to a lot of people. Homer's epic, The Odyssey, described
the wanderings of the adventurer, Odysseus, and has been called the greatest story
ever told. During the English Renaissance, dramatic poets like John Milton, Christopher
Marlowe, and of course Shakespeare gave us enough to fill textbooks, lecture halls, and
universities. Poems from the romantic period include Goethe's Faust (1808), Coleridge's
"Kubla Khan" and John Keats' "Ode on a Grecian Urn."
1
About Poetry Poetry
POETRY
One of the most definable characteristics of the poetry is economy of language. Poets are miserly and unrelentingly critical in the way they dole out words to a page. Carefully selecting words for conciseness and clarity is standard, even for writers of prose, but poets go well beyond this, considering a word's emotive qualities, its musical value, its spacing, and yes, even its spacial relationship to the page.
The ‘paragraph’ in a poem is called a stanza or a verse. Poetry does not necessarily have to have ordered/regular standards.
Poetry is evocative. It typically evokes in the reader an intense emotion: joy, sorrow, anger, catharsis, love and the like.
Poetry has the ability to surprise the reader with an Ah Ha! Experience -- revelation, insight, further understanding of elemental truth and beauty. Like Keats said:
"Beauty is truth. Truth, beauty.That is all ye know on Earth and all ye need to know."
Predominant use of imagery which appeals to the senses - of sight, hearing, touch, taste and smell. You might be interested in the terminology of the different imagery. They are as follows:
o Visual imagery – sense of sight
e.g. It was as strange as an ocean without water.
o Aural/auditory imagery - sense of hearing
e.g. Her voice was like the roar of a lion.
o Kinesthetic/tactile imagery – sense of touch
e.g. Her skin was as soft as satin.
2
Characteristics of Poetry
Poetry
o Gustatory imagery – sense of taste
e.g. Her voice was like warm honey on a cold morning.
o Olfactory imagery - sense of smell
e.g. Her cheeks were like the perfume of roses.
Poems contain figurative language (e.g. simile, metaphor, personification, hyperbole, etc.)
Poems may include rhythm (the regular recurrence of stressed and unstressed beats)
Poems may contain rhyme.
Poems contain sound devices (e.g. assonance, alliteration, consonance, onomatopoeia, etc.) to support the content of a poem.
The table below will give you a quick look at the characteristics of poetry.
Characteristics of Poetry
3
POETRY
There are many types of poetry but the more common ones will be dealt with below.
HaikuHaiku is a Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku poetry originated in the sixteenth century and reflects on some aspect of nature and creates images.
Temple bells die out.The fragrant blossoms remain.A perfect evening!
LimericksLimericks are short sometimes bawdy, humorous poems consisting of five lines. Lines 1, 2, and 5 of a Limerick have seven to ten syllables and rhyme with one another. Lines 3 and 4 have five to seven syllables and also rhyme with each other.
4
Types of Poetry Poetry
There was an Old Man with a gong,Who bumped at it all day long;But they called out, 'O law!You're a horrid old bore!'So they smashed that Old Man with a gong.
Cinquain
Cinquain (cinq which means five in French) has five lines. Line 1 is one word (the title). Line 2 is two words that describe the title. Line 3 is three words that tell the action. Line 4 is four words that express the feeling. Line 5 is one word that recalls the title. American poet Adelaide Crapsey created the cinquain based on the Japanese haiku.
Dinosaurs
Lived once,
Long ago, but
Only dust and dreams
Remain
An ABC Poem
An ABC poem has a series of lines that create a mood, picture, or feeling. Lines are made up of words and phrases. The first word of line 1 begins with an A, the first word of line 2 begins with a B etc.
5
A lthough things are not perfectB ecause of trial or painC ontinue in thanksgivingD o not begin to blameE ven when the times are hardF ierce winds are bound to blow
Acrostic Poem
An acrostic poem, sometimes called a name poem, uses a word for its subject. Then each line of the poem begins with a letter from the subject word. This type of poetry doesn't have to rhyme.
Here's an example using the word ‘school’:
Shabonee is where I go
Computers, spirals, books, and more
Homework every night
On math, science, reading, and social studies
Our class does lots of fun projects
Learning never stops Concrete/Shape Poem
In this kind of poetry, the words themselves form a picture. It is based on the spacing of words. The pattern of the letters illustrate the meaning of the poem. It does not have to rhyme and can be of any length.
6
Try this out. What do you think the shape of the poem resembles?
)a
pen_cil
holdsa gr
eater knowledgethan any computer,a pencil holds 100yearsof experi
ence and
7
has been through the stories ofmillions
POETRY
The elements in prose and poetry are almost similar. The table below will best illustrate the terminology used where the elements are concerned.
PROSE/DRAMA POETRY
Plot Subject matter
Theme Theme
Characterization Very rarely
Point of view Voice/persona
Tone Tone
8
Elements of Poetry
Poetry
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Mood Mood
THE RIVER
Valerie Bloom was born in Jamaica and came to England in 1979. She studied English with African and Caribbean Studies at the University of Kent at Canterbury.
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SourcesSources
Poet’s Background
She writes poetry in English and Jamaican patois for all ages, and has performed her work throughout the world, with many television and radio appearances. Her poetry is included in a number of anthologies and she tutors regularly for schools and colleges.
Her books include the Jamaican poetry collections Touch mi! Tell mi! (1983); and Duppy Jamboree and other Jamaican Poems (1991); Hot Like Fire (2002), a collection of poems in English and Jamaican patois; and more recently, Whoop an'Shout! (2003).
She has edited several collections of poetry such as On a Camel to the Moon and other poems about journeys (2001) and One River, Many Creeks: poems from all around the world (2003). Her children's novel, Surprising Joy, was published in 2003.
Valerie Bloom has been awarded an Honorary Masters Degree from the University of Kent, and lives in Kent. Her latest books are The Tribe and A Soh Life Goh, both published in 2008.
THE RIVER
The River is about the many faces of a river. The river is a wanderer where he moves
all over the place. He does not sit still and is always in motion. He is also a winder
where he twists and turns. He meanders. He is also a hoarder where he keeps
things deep down in his river bed. Sometimes, he is a baby when he is happily
flowing along. At times, he is a singer as seen through the happy sounds of the water.
Finally, he is also a monster and can devour trees (most probably referring to a flood).
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Synopsis
To train students to listen, read and comprehend the poem
To enable team work while having fun rearranging the lines
Video from Movie Maker Computer/ laptop Overhead projector (preferred) A stop watch A blank piece of paper per large group Adhesive Sentence strips in an envelope (Handout 1)
Video from Movie Maker Computer/ laptop Overhead projector (preferred) A stop watch A blank piece of paper per large group Adhesive Sentence strips in an envelope (Handout 1)
THE RIVER ACTIVITY P1
C
11
Topsy Turvy, Make It Right
MaterialsMaterials
AimsAims
40 minutes
Instruct the students to sit in their respective groups, away from the teacher.
Tell them to listen to the model reading of The River and watch the short video presentation. Play it again.
Hand out the envelopes (one envelope per group). Tell them not to open until they are told to do so.
Start the race! Tell them to rearrange the strips correctly to form the poem The River. Tell them to secure the strips with adhesive.
Check the order. If one sentence is wrong, students must go back to their corner and try again.
Tell them that the group that hands up the correct arrangement in the shortest time wins. Alternative: The group that gets the most strips arranged correctly at the end of the set time wins!
THE RIVER HANDOUT P1
Cut along the dotted lines
He just cannot be still.
He doesn’t choose one placeTo set up his camp. He’s gobbled up treesAnd he’ll swallow you next.And he buries down deepThose little treasuresThat he wants to keep.
12
StepsSteps
Topsy Turvy, Make It Right
And sounds like he’s happilySucking his thumbs.Through valley and hillHe twists and he turns,
As he dances along,
The River’s a monsterHungry and vexed,
A nomad, a tramp,
The River’s a baby,
He gurgles and hums,
The River’s a wanderer,
The countryside echoesThe notes of his song.
The River’s a hoarder,
The River’s a singer,
The River’s a winder,
13
Cut out stanzas of the poem Cut out stanzas of the poem
To enable students to understand the meaning of the stanzas
To create the appropriate sounds made by the river in the different stanzasTo enable students to read with the correct pronunciation and intonation.
THE RIVER ACTIVITY P2
Divide the students into 6 groups. Read out the poem to them with the right enunciation and intonation.
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CUT ALONG THE DOTTED LINES AND PUT THEM INTO AN ENVELOPE.
INSTRUCT STUDENTS NOT TO OPEN THE ENVELOPE UNTIL TOLD TO DO SO.
ALLOW THE STUDENTS 5 MINUTES TO REARRANGE THE SENTENCES. OR
RECORD THE LENGTH OF TIME TAKEN TO ARRANGE THE SENTENCES CORRECTLY.
THE TEAM THAT TAKES THE SHORTEST TIME, WINS.
MaterialsMaterials
StepsSteps
The Sound Machine
AimsAims
40 minutes
Distribute one stanza to one group. Tell them to practise reading the stanza. Get them to read the stanza aloud to the class.
Then tell them to think of certain sounds and actions that they can use together with the stanza that they have been given.
Appoint a student (or a few students) within the group to read the stanza while the other students practise the sounds and movements. Give them some time to practise.
Then get them to present but do it this way – tell them to form a long line with students with stanza 1 at the beginning and students with stanza 6 at the end. Get them to start moving like a river, undulating and wavy with the appropriate movements and sounds. Make it like a Mexican wave with Stanza 1 being read aloud with the movements and sounds, then Stanza 2 being read out with movements and sound and so on till Stanza 6.
Then get them to do all 6 stanzas simultaneously with the reading, movement and sounds. Finally, get them to do just the movements and the sounds without the stanzas being read out.
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Notes
You may need to find a room or space large enough to carry out this activity. Perhaps the hall or gym may help.
Notes
You can be guaranteed that this exercise will bring
out the vividness of the poem and it will be something that the students will
never forget!
Word cards (Handout P3) Word cards (Handout P3)
To introduce students to the meanings of the words used in the poemTo introduce vocabulary in a fun way
THE RIVER ACTIVITY P3
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MaterialsMaterials
Pelmanism
Aim(s)Aim(s)
40 minutes
Prepare sets of word cards (Handout 2)
Divide students into groups of 4. Give each group a set of the word cards.
Tell them to set the cards face down on the desk.
Get each of them to open the cards one by one. Tell them that they are not to look at the cards before opening them face up on the table.
Their task is to match words and meanings together.
If they manage to match the word and the meaning, they are allowed to keep that pair.
The winner in the group will be the one who collects the most pairs.
THE RIVER HANDOUT P3
gurgle monster
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Notes
In this activity, pelmanism can
be likened to the game of Snap.
StepsSteps
Pelmanism
winder twist
hoarder treasures
to make a hollow bubbling sound
make a low, steady continuous sound like that of a bee
when a sound bounces back
to allow something to pass down the throat
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A large, ugly, and frightening
imaginary creatureupset
eat hurriedly and noisily
a person who moves from one place to
another leisurely and aimlessly
a member of a group that moves from
place to place and who has no
permanent home
a person who moves from place to place
and acts as a beggar
something that winds something like the film in a camera
precious or valuable objects
A person who likes to collect and keep
things
bend
THE RIVER ACTIVITY 4
20
Let’s Make Sense
To expose students to words and how they help to construct meaning
To expose students to rhyme
To enable students to reconstruct a stanza using contextual clues and the skill of sense-making
Strips of paper, each bearing a line of the poem (Handout P4) Strips of paper, each bearing a line of the poem (Handout P4)
Divide students into groups of four. Give each group strips of paper, each of which has a line of the stanza. Perhaps give each group either 2 or 3 stanzas which have been all cut up (Handout P4)
Tell them to unscramble the lines and reconstruct the stanzas.
Get them to present their work and read the stanzas out in class. Here, perhaps one group could read out one stanza.
Then get them to look again at the actual stanzas of the poem and decide if their stanzas (the assumption being that their stanzas may vary) can also stand.
21
MaterialsMaterials
Variation
You could give them the first line
of the stanzas and get them to reconstruct the
stanza.
StepsSteps
Aim(s)Aim(s)
40 minutes
It is not the accuracy of reconstructing the stanzas that matters. It does not matter if the reconstructed stanza varies from the original stanza. What is important is if the reconstructed stanza makes sense.
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NotesUse your discretion here. It may not be feasible to give them all 6 stanzas.They might pull their hair out in frustration!
Let’s discuss
Get them to discuss the
strategies they used in order to reconstruct the
stanzas.
THE RIVER HANDOUT P4
Cut along the dotted lines
He just cannot be still.
He doesn’t choose one placeTo set up his camp. He’s gobbled up treesAnd he’ll swallow you next.And he buries down deepThose little treasuresThat he wants to keep.And sounds like he’s happilySucking his thumbs.Through valley and hillHe twists and he turns,
As he dances along,
The River’s a monsterHungry and vexed,
A nomad, a tramp,
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Let’s Make Sense
The River’s a baby,
He gurgles and hums,
The River’s a wanderer,
The countryside echoesThe notes of his song.
The River’s a hoarder,
The River’s a singer,
The River’s a winder,
THE RIVER ACTIVITY P5
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Let’s Make Sense
To strengthen students’ understanding of the poem through solving a crossword puzzle.
Worksheet P5 : Crossword Puzzle Worksheet P5 : Crossword Puzzle
Hand a copy of Worksheet 1 to each student.
Tell the students that the words are from the poem.
Tell the students to solve the puzzle on their own or in pairs.
Discuss the answers with the students.
If time permits, ask the students determine in which stanza the words are found.
THE RIVER WORKSHEET P5
25
MaterialsMaterials
AimAim
40 minutes
Alternatively, the teacher may ask students to lead the discussion.
StepsSteps
Let’s Make Sense
Use the clues to help you complete the crossword puzzle.
1 2 3
4 5
6 7
8
9
10
THE RIVER
DOWN ACROSS
1. place something into the ground and cover with earth
2. a laughing sound that babies make
3. to pick one item among many
5. eat something in one gulp
6. a temporary place to sleep outdoors
4. a collection of valuable things
7. a member of a tribe that moves from place to place
8. low point between two mountains
9. sounds that are repeated
10. a fierce and fearful creature
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Answer Key
1 The River’s a wanderer,
2 A nomad, a tramp,
3He doesn’t choose one placeTo set up his camp.
4 The River’s a winder,
5Through valley and hillHe twists and he turns,
6 He just cannot be still.
7 The River’s a hoarder,
8 And he buries down deepThose little treasuresThat he wants to keep.
9 The River’s a baby,10 He gurgles and hums,
11And sounds like he’s happilySucking his thumbs.
12 The River’s a singer,
13 As he dances along,
14The countryside echoesThe notes of his song.
15The River’s a monsterHungry and vexed,
16He’s gobbled up treesAnd he’ll swallow you next.
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ANSWER TO HANDOUT P1 : TOPSY TURVYANSWER TO HANDOUT P1 : TOPSY TURVY
Worksheet P5 : Crossword PuzzleWorksheet P5 : Crossword Puzzle
1
B 2
G 3
C
U U H
4
T R
E
A
5
S U
R
E
S
O
6
C I W G 7
N O M A
D
8
V A
L
L
E
Y
A L S
M
S
L 9
E C
H
O
E
S
P L S
O 10
M O
N
S
T
E
R
W
THE RIVER BEYOND THE TEXT/ ACTIVITY P1
28
Odd One Out
To enable students to understand synonyms
To train students to use the dictionary and thesaurus
Worksheet P1a and P1b Worksheet P1a and P1b
Tell students sit in pairs. Hand out Worksheet P1a to each pair.
Tell students to read the words in each box. Tell them that 3 of the words have similar meaning but 1 does not belong to the group.
Tell them to circle the word that is the odd one out.
The pair that answers correctly will be given Worksheet P1b to complete
THE RIVER WORKSHEET P1a
29
MaterialsMaterials
AimsAims
40 minutes
StepsSteps
ENCOURAGE STUDENTS TO USE THEIR DICTIONARY OR THESAURUS.
Odd One Out
Look at the following words in the boxes and find the odd one out. Circle your answer.
GURGLE
BABBLE
PRATTLE
TALK
DOCTOR
SINGER
VOCALIST
SOLOIST
VAGABOND
CLEANER
TRAMP
BEGGAR
DISPLEASE
VEX
EXASPERATE
PLEASANT
POLITICIAN
ACCUMULATOR
HOARDER
KEEPER
RAVINE
GORGE
VALLEY
MOUNTAIN
THE RIVER WORKSHEET P1b
Look at the following words in the boxes and find the odd one out. Circle your answer.
30
Odd One Out
To enable students to focus on vocabulary and spelling
HUM
PURR
BUZZ
CHATTER
ARTISTE
OFFICIAL
DANCER
PERFORMER
WANDERER
NOMAD
TRAVELLER
KEEPER
VALLEY
HILL
MOUND
MOUNTAIN
FAMISHED
FULL
HUNGRY
RAVENOUS
GUZZLE
GOBBLE
SWALLOW
CHEW
THE RIVER BEYOND THE TEXT/ ACTIVITY P2
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AimAim
40 minutes
Jumbled letters
Worksheet P2: Jumbled Letters Worksheet P2: Jumbled Letters
Get students to work in pairs.
Give out worksheet 3
Tell students to refer to the poem for clues to decipher the words.
THE RIVER WORKSHEET P2
Rearrange the letters to form words that will describe the river in the poem. All the words can be found in the poem.
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MaterialsMaterials
StepsSteps
Jumbled letters
Wanderer
ton sooche eon clape
__________ __________ __________ __________
To enable students to use their schemata to write another stanza To enable students to use their creative juices to write another stanzaTo encourage collaborative team work
THE RIVER BEYOND THE TEXT/ ACTIVITY P3
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AimsAims
40 minutes
Winder
sitstw runts tocann eb listl
____________________ __________ __________ __________
Hoarder
sberiu tillet sareestur
__________ __________ __________
Baby
ruggsle sumh plyhapi
__________ __________ __________
Singer
sandec gloan seeoch shi snog
____________________ __________ __________ __________
Monster
gunyrh nad deevx
__________ __________ __________
I am a poet
A4 paper, Mahjong Paper, Handout P3 A4 paper, Mahjong Paper, Handout P3
Give each group half a mahjong paper.
Tell them to write only one line of the stanza.
Then tell them to pass it to another group who will write the second line.
Then it is passed to the third group who will write the third line and so on.
Once it is completed, get a representative from each group to read out their
stanzas.
Give each group half a mahjong paper.
Tell them to write only one line of the stanza.
Then tell them to pass it to another group who will write the second line.
Then it is passed to the third group who will write the third line and so on.
Once it is completed, get a representative from each group to read out their
stanzas.
Divide students into groups of four and get them to give you a list of words that rhyme.Write down words that rhyme on the board. Tell them that they are allowed to use these words for the stanza that they are about to create. Tell them to concentrate on creating metaphors. (Refer to Handout P3)Give them time to prepare.Get them to read out the stanzas they have created.Alternatively, get them to paste them on the board, on the cork boards or walls and they could do a gallery walk.Take it further by getting them to choose the stanza or stanzas that appeal to them and write a journal entry on them.
34
MaterialsMaterials
StepsSteps
VariationVariation
HANDOUT 3
THE RIVER HANDOUT P3
Below are some examples of creative stanza-writing.You may refer to the ideas on how to write your own stanzas.
The river’s a conquerer
For he’s never afraid.
He is a seeker
35
Note
Remind them that the stanza has to do with metaphors.
I am a poet
To enable students to communicate and pass messages effectivelyTo enable students to express themselves accurately
Never ceases to raid.
The river’s a tummy,
Rumbling and grumbling, he seems
Eating and eating and eating and eating
Till he bursts at his seams.
The river’s a father,
He’s kind but forgetful
He takes care of us all
Even when his hands are full.
The river’s a savior,
A life-giver, a provider,
He’ll always be there
For all to share.
THE RIVER BEYOND THE TEXT/ ACTIVITY P4
36
AimsAims
40 minutes
Pantomime
Picture / Sentence / Verse Cards Picture / Sentence / Verse Cards
Explain the game, its objectives and rules to students. Tell the students to form large groups of 4-6.
Tell each group sit on chairs, in a straight line, with their backs facing the teacher.
This applies to all, except the first student.
Tell the students that they are not allowed to talk at any point in the game. The first
student in each line is given a picture or sentence or verse (depending on their
proficiency) from the poem The River by Valerie Bloom.
The first student to tap the shoulder of the second student and the second
student will turn to face him/her.
The first student can only show his mime to the second student. The other
students still have their backs turned.
When the second student knows what the sentence/verse is, he/she will
nod.
Then the second student will turn around and tap the third student and the
third student will turn around and face him/her.
The second student will show his mime to the second student. The other
students still have their backs turned.
When the third student knows what the sentence/verse is, he/she will nod.
Then the third student will turn around and tap the fourth student and the
fourth student will turn around and face him/her.
This will go on until the last student understands what the message is. The
last student will write or draw the message/object on the board.
Explain that the objective is for the pantomime of the message to be clear enough
each time, and that it should try to stay the same message all the way down the
line.
Explain that students may misinterpret the message given and the sentence/verse
usually changes into something entirely different.
37
StepsSteps
THE RIVER WORKSHEET P4a
Elementary
38
Teacher can complete these activities in a single lesson period but remember NOT TO FLOG A DEAD HORSE. If the students get tired of this activity, move on to other activities.
Notes
Students will try to ‘communicate’ what they see in the picture /
sentence or verse from the poem to the next student who in turn will
‘communicate’ to the next person the same ‘message as the first.
Pantomime
Intermediate
HE LIKES TO WANDER.
THAT GIRL IS A NOMAD.
THE BOYS WENT
CAMPING LAST NIGHT.
SHE TWISTS AND TURNS
WILDLY.
41
Pantomime
SHE WALKS THE HILL
EVERYDAY.
THE ANGRY BOY IS
IN A VALLEY.
THAT DOG BURIED ITS
BONE.
HE FOUND A BURIED
TREASURE.
BABY IS TICKLED AND
HE SMILES.
THE BABY IS SUCKING HIS
THUMB.
42
MOTHER IS SINGING IN
THE KITCHEN
MY SISTER ISA BEAUTIFUL
DANCER.
HE WROTE A SONG IN THE
COUNTRYSIDE.
HE WALKS LIKE A
MONSTER.
THAT POOR GUY IS
HUNGRY.
I AM UNHAPPY WITH YOUR
WORK.
THE RIVER WORKSHEET P4c
43
Advance
HE DOESN’T CHOOSE ONE
PLACE TO SET UP HIS CAMP.
HE TWISTS AND HE TURNS, HE
JUST CANNOT BE STILL.
AND HE BURIES DOWN DEEP
THOSE LITTLE TREASURES
AND SOUNDS LIKE HE’S HAPPILY SUCKING HIS
THUMB.
THE COUNTRYSIDE ECHOES THE NOTES OF HIS
SONG.
THE RIVER’S A MONSTER
HUNGRY AND VEXED,
THE RIVER BEYOND THE TEXT/ ACTIVITY P5a
44
Pantomime
A plastic apple/toy. A plastic apple/toy.
To enable students to remember lines from the poem
Divide the students into 6 groups. Tell the groups to sit in their respective circles.
Use a fake apple/toy and toss it to one student in a group.
Tell the student receiving it to say the first line of the first verse of the poem The River.
Tell him to toss the fake apple to another student within the group, after he has stated the first line of the poem
Tell the next student receiving it, to quote the second line of the first verse of the poem The River.
Tell him to throw the fake apple to any other students in the group.
Tell them that in the event a student is unable to state a subsequent line, that student must toss the fake apple to another student and excuse himself/herself out of the group.
Tell them that the game ends, when all the lines from the poem The River have been quoted, OR when there is only one student remaining.
THE RIVER BEYOND THE TEXT/ ACTIVITY P5b
45
MaterialsMaterials
StepsSteps
Apple Pass (Part 1)
AimsAims
40 minutes
A plastic apple/toy. A plastic apple/toy.
To challenge students to remember verses from the poem 40 minutes
Divide the students into 6 groups. Tell the groups to sit in their respective circles.
Use a fake apple/toy and toss it to one student in a group.
Tell the student receiving it to say the first verse of the poem The River.
Tell him to toss the fake apple/toy to another student within the group, after he has stated the first verse of the poem
Tell the next student receiving it to quote the second verse of the poem The River. He is then to throw the fake apple/toy to any other students in the group.
In the event, a student is unable to quote the subsequent verse that student must toss the fake/toy to another student and excuse himself/herself out of the group.
Tell them that the game ends when all the verses from the poem The River have been quoted OR when there is only one student remaining.
THE RIVER BEYOND THE TEXT/ ACTIVITY P6
46
StepsSteps
Apple Pass (Part 2)
MaterialsMaterials
AimsAims
To enable students to use their mathematical knowledge in solving the gridTo encourage collaborative team work
To recognize the different modes of water transport in Malaysia
Worksheet P6a :Solving Grid, Worksheet P6b : Poetry in Motion Worksheet P6a :Solving Grid, Worksheet P6b : Poetry in Motion
Divide students into groups of 5. Hand out Worksheet P6 to each group. Tell students to decode the grid.
Tell them that the group that decodes correctly will be given Worksheet 5 to decode
Start the race! Tell them that he first group that is able to decode and get all the answers correctly wins
THE RIVER WORKSHEET P6a
47
MaterialsMaterials
AimsAims
40 minutes
StepsSteps
Decode This If You Can
TEACHER MUST DECIDE WHICH OF THE TWO SOLVING GRIDS TO USE.CLUE IN SOLVING; “IT’S IN 3’s AND 2’s.ALLOW STUDENTS 5 MINUTES TO DECODE WORKSHEET ONE, ORRECORD THE LENGTH OF TIME TAKEN TO DECODE THE WHOLE ACTIVITY CORRECTLY.
3. THE TEAM THAT TAKES THE SHORTEST TIME, WINS.
SOLVING GRID
You can use this solving grid OR
4 40 3 21 16 6 27 36 32 12 33 15 26A V I R
9 20 24 2 39 18 22 14 34 8 28 10 30E Y S
-------------------------------------------------------------------------------------------------------------------------------
this solving grid OR even both!
A B C D E F G H I J K L M
3 9 15
N O P Q R S T U V W X Y Z
26 30 32 39
THE RIVER WORKSHEET P6b
48
Decode This If You Can
POETRY IN MOTION
There are many ways to travel on rivers in Malaysia. The following are the different ways you can travel. However, all these have been coded. Some of the numbers have been solved. Now that you have broken the code, try solving the vehicles Malaysian use to travel on rivers!
30 3 21 22 3 20
6 3 20 24 9
2 24 3 28
36 3 28 9 26 30 6 24 24 28 19 26
10 24 32 9 26 6 26 3 8 28
26 3 8 28
16 24 20 12 2 24 3 28
32 9 30 30 9 16
21 24 28 24 26 2 24 3 28
6 26 33 15 30 9 26
2 3 26 27 33 9
8 9 26 26 39
30 10 15 22
16 15 20 9 26
THE RIVER
49
Decode This If You Can
TalkDoctorCleanerPleasantPoliticianMountain
ChatterOfficialKeeperValleyFullChew
1 not choose one place2 twists turns cannot be still3 buries little treasures4 gurgles hums happily5 dances along echoes his song6 hungry and vexed
50
Answer Key
Worksheet P6a : SOLVING GRIDWorksheet P6a : SOLVING GRID
Worksheet P1a : ODD ONE OUTWorksheet P1a : ODD ONE OUT
Worksheet P2 : JUMBLED LETTERSWorksheet P2 : JUMBLED LETTERS
Worksheet P1b : ODD ONE OUTWorksheet P1b : ODD ONE OUT
You can use this solving grid OR
4 38 3 21 16 6 27 36 32 12 33 15 26
D Z A M L C Q W V G U I R
9 20 24 2 39 18 22 14 34 8 28 10 30
E N O B Y K P J X F T H S
this solving grid OR even both!
A B C D E F G H I J K L M
3 2 6 4 9 8 12 10 15 14 18 16 21
N O P Q R S T U V W X Y Z
20 24 22 27 26 30 28 33 32 36 34 39 38
SampanCanoeBoatWaterscooterHovercraftRaftLongboatVesselMotorboatCruiserBarqueFerryShipLinerMR NOBODY
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Worksheet P6b : POETRY IN MOTIONWorksheet P6b : POETRY IN MOTION
The poem talks about irresponsible behavior. The persona in the poem
is most probably a parent who wants to admonish the children for always
running away from responsibility and for blaming others for the mischief
that they have done.
The message, though serious, is put in a light-hearted manner as a
gentle reminder to children that they should not conveniently blame
others for something that they could easily do themselves. It is
irresponsible to claim ignorance for little misdeeds that occurs frequently
in the house.
The repetition of the reference to Mr Nobody emphasizes how
conveniently we blame others for our indifference, negligence and
irresponsibility. There is a tinge of humour and we can sense the poet
chiding us for blaming others for our carelessness and misdeeds.
MR NOBODY ACTIVITY P1
52
Synopsis
To allow students to focus on words found in the poem and gain understanding of their meanings.
Worksheet P1 Handout P1 Worksheet P1 Handout P1
Divide the class into groups of 5.
Give the noun-cards to each group.
Paste the verb/verb phrases cards all around the classroom before the students enter.
Tell the group that the objectives of the exercise is to match the nouns with the appropriate verbs/verb phrases which are all found in the poem.
Get each group to select:a) two runners that will read the cards and report back b) a scribe that will write the words as given by the runnersc) two managers that will match the nouns and verbs
Complete the matching exercise as fast as possible and compare answers in a discussion. Facilitate the discussion.
53
MaterialsMaterials
StepsSteps
AimAim
40 minutes
Word Association
MR NOBODY WORKSHEET P1
1. Sit in groups of 5.2. Elect a scribe, two runners and two managers.3. Runners - read the words pasted around the room, then go back and tell the scribe
the words and correct spelling.Scribe - write down the words clearlyManagers - work together to decide where the words go.
4. Complete the task as fast as possible and hand in to the teacher.
54
Word Association
MR NOBODY HANDOUT P1
break cracked tear
leave ajar squeak bring in mud
soil mislaid tosses about
leave unclosed fade spill
lying around
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Word Association
To enable students to draw a character sketch about the persona using clues in the poemTo raise students’ awareness about issues that can cut across genres.
Worksheet P2 Worksheet P2
MR NOBODY ACTIVITY P2
Divide students into groups of four. They could also work in pairs.
Give them a copy of worksheet P2 and tell them to concentrate on one stanza
Tell them to read the stanza they have chosen and come up with two character traits of Mr Nobody.
Give them a few minutes for discussions. Get them to present the character traits of Mr Nobody to the class.
Get the class to decide whether they agree or disagree with the character traits aforementioned. Advise them to give reasons for their choice.
MR NOBODY WORKSHEET P2
56
MaterialsMaterials
StepsSteps
AimAim
40 minutes
What’s in a name?
Read the following stanzas. Then decide what character traits Mr Nobody demonstrates in each of the stanzas.
57
I know a funny little man, As quiet as a mouse,Who does the mischief that is done In everybody's house!There's no one ever sees his face, And yet we all agreeThat every plate we break was cracked By Mr. Nobody
STANZA CHARACTER TRAIT
What’s in a name?
58
`Tis he who always tears our books, Who leaves the door ajar,He pulls the buttons from our shirts, And scatters pine afar;That squeaking door will always squeak, For, prithee, don't you see,We leave the oiling to be done By Mr. Nobody
He puts damp wood upon the fire, That kettles cannot boil;His are the feet that bring in mud, And all the carpets soil.The papers always are mislaid, Who had them last but he?There’s no one tosses them about But Mr. Nobody.
The finger marks upon the door By none of us are made;We never leave the blinds unclosed, To let the curtains fade. The ink we never spill; the boots That lying round you seeAre not our boots they all belong To Mr. Nobody.
To encourage students to evaluate their own behaviour and challenge themselves to do good.
Worksheet P3 Cardboards and marker pens Worksheet P3 Cardboards and marker pens
MR NOBODY ACTIVITY P3
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Do It Right!
MaterialsMaterials
AimAim
40 minutes
Get students to elicit the negative behavior that is mentioned in the poem.
Get them to discuss in groups and list the opposite behavior that is positive in nature.
Distribute the worksheet for students to fill in. (accept any suitable answers)
Students list other positive things that they can do at home to help their parents.
Give to the students for them to make signboards that will remind them to do good deeds around the house.
MR NOBODY WORKSHEET P3
Fill in the positive behavior in the opposite column.
Negative behavior Positive behaviorcrack plates
tear books
leave doors ajar close the doors tightly
pull buttons from shirts
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StepsSteps
Notes
Alternatively, the teacher can ask
students to produce signs for
the classroom.
Do It Right!
To teach students to express their feelings in the form of a letter.
Handouts P4a and P4b Handouts P4a and P4b
scatter pins
oil the doors
put damp wood on the fire
feet bring in mud
soil carpets
mislay the papers
toss papers about
dirty the doors with finger marks
leave the blinds unclosed
spill the ink
leave boots lying around
MR NOBODY ACTIVITY P4
61
Dear Mr Nobody
MaterialsMaterials
40 minutes
AimAim
Begin by asking students to extract and list the bad things that Mr. Nobody haddone in the poem.
Give students the vocabulary needed to express dissatisfaction and to request for a change in behavior. (Handout P4a)
Go through the vocabulary with the students.
.Ask students to come forward and act a short scene: Asking someone to return a pen he had borrowed. Asking someone keep quiet as you have to study. Asking someone to clean the mess under their table.
Give students Handout P4b. Students choose An example of a misbehavior they would like Mr. Nobody to change and write him a letter about this.
MR NOBODY HANDOUT P4a
Prepare these single-person monologues. Students can pick one at random and read it a few times before saying it aloud. Explain the scenario to the students/ ask students what they think happened.
ACT 1 – ASKING FOR A BORROWED PEN
A Excuse me, do you remember borrowing my red pen the other day? If you do not need it anymore, may I please have it back? Thank you.
62
StepsSteps
Dear Mr Nobody
ACT 2 – ASKING OTHERS TO BE QUIET
B Will all of you please make a little less noise? I am trying to study here. Thank you for your cooperation.
ACT 3 – ASKING SOMEONE TO CLEAN THEIR DESK
C Your desk is a mess. I think you need to clean out your desk. I can help you if you like.
MR NOBODY HANDOUT P4b
63
Nadiah1 Jalan Sultan 74000 Seremban
1st October 20__
Dear Mr Nobody,
I know that you like to keep yourself hidden. However, what you have been doing in my house is a bit too much.
You have been cracking the plates in the kitchen. When I help Mummy to wash the dishes, the plates break. Then Mummy gives me a scolding and most of the time some punishment like washing the wok and pots since they cannot break.
Please help me, Mr. Nobody. Please do not crack the plates anymore. I promise to be good and help Mummy without being asked.
Thank you.
Your friend,Nadiah
Dear Mr Nobody
To enable students to understand the content of the poem through a drama activity
None None
MR NOBODY ACTIVITY P4
64
MaterialsMaterials
AimAim
80 minutes
Hot Seat
Divide students into 5 groups.
Call one group out and get the group to form a circle.
Place a chair in the circle and ask for a volunteer to sit on the chair.
Give them the following instructions: The chair is a hot seat. The person sitting on the chair is suspected to be Mr Nobody. Students are to ask Mr Nobody questions about what he does. This is where
the content of the poem comes in useful. This is a perfect opportunity to practise ‘wh’ questions.
Students can also ask about Mr. Nobody’s other wrongdoings (which may not be in the poem). Let their imagination run!
Mr. Nobody has to refute/deny their accusations. His role is to convince the group that he is not Mr Nobody. Alternatively, his role could be to convince them that he is not guilty of any wrongdoings as mentioned in the poem.
Get other students to try out the HOT SEAT.
MR NOBODY
Nouns Verbsplates break crackedbooks teardoors leave ajar squeakfeet bring in mud
carpets soilpapers mislaid tosses aboutblinds leave unclosed
curtains fadeink spill
boots lying around
65
StepsSteps
Answer key
Worksheet P1: WORD ASSOCIATIONWorksheet P1: WORD ASSOCIATION
Stanza One : funny, quiet, mischievous, elusive, cunning, mysterious
Stanza Two : careless, inconsiderate, untidy, mischievous, lazy
Stanza Three : inconsiderate, selfish, tardy, unbothered, careless, untidy
Stanza Four : careless, inconsiderate, untidy, unbothered
Negative behaviour Positive behavior
crack plates wash plates carefully
tear books wrap books
leave doors ajar close the doors tightly
pull buttons from shirts sew loose buttons
scatter pins use a pin cushion
lazy to oil squeaky doors oil the doors
put damp wood on the fire choose dry wood
feet bring in mud take off shoes before entering the house
66
Worksheet P2: WHAT’S IN A NAME?Worksheet P2: WHAT’S IN A NAME?
Worksheet P3: DO IT RIGHT!Worksheet P3: DO IT RIGHT!
Handout P1 Handout P1
To lead in to the poem by acting out a simple scene similar to the one in the poem
soil carpets vacuum the carpet
mislay the papers place papers in a specific place after reading
toss papers about gather papers and place properly
dirty the doors with finger marks wash hand when dirty
leave the blinds unclosed close the blinds
spill the ink tighten cap on ink bottle every time after use
leave boots lying around place boots in shoe cupboard
MR NOBODY BEYOND THE TEXT / ACTIVITY P1
67
Role-Play
MaterialsMaterials
AimAim
40 minutes
Provide enough copies of the script (Handout P1) with the different roles highlighted. Choose a few students to do the role-play
Give students a few minutes to read the script. Then allow them to read the script. Allow them to read from the script.
Encourage the students to try again, with more expression. Repeat with another group
MR NOBODY HANDOUT P1
Role-play Script
MOM : Hey, this plate is cracked, almost broken. Who has been so careless? Was it
you, honey?
DAD : No, it wasn’t me. Maybe it was Aaron who did it.
MOM : Aaron, did you drop this when you were washing it?
ARON : No, maybe it could have been sis who cracked the plate.
MOM : Alice, was it you?
ALICE : Of course not. I’m always careful, not like Aaron.
MOM : Well, as usual, if I ask, the answer is always nobody did it.
68
StepsSteps
You can do a role-play as an extension activity after the
students have studied the poem. The students can even write a simple script on their own to
dramatise the incidents in the poem basing it on their own
experience at home.
Role-Play
To enable students to share similar experiences as found in the poemTo enable students to find joy beyond the page
Poem Poem
DAD : Aha, I know for sure that one of the children must have dirtied the
carpet. I can see muddy sneaker prints on it. Weren’t the two of you
outside playing in the rain yesterday?
ARON : Dad, we did not wear sneakers, only slippers.
ALICE : Nobody’s sneakers were muddy at all. Check the shoe-cupboard.
MOM : What do you know! It’s Mr. Nobody again!
DAD : Looks like we need to install a CCTV to see who does not close the door
properly, who leaves the newspapers scattered everywhere, who forgets to
draw the curtains, who spills ink, who tears the books and whatever else that
goes wrong.
MOM : Okay, I’ll call the CCTV company tomorrow.
MR NOBODY BEYOND THE TEXT / ACTIVITY P2
69
MaterialsMaterials
AimsAims
40 minutes
Anybody?
To enable students to draw what they think Mr Nobody looks likeTo check students’ comprehension of the text
Poem Mahjong paper Poem Mahjong paper
Divide students into groups of four.
Tell them to think of an experience such as that found in the poem.
Tell them to share their experience with the rest of the group.
Then, tell them to choose what they think was the best experience shared among the group.
Give them some written work - tell them to write about the account they heard and why they thought it was the best recount in about 200 words.
MR NOBODY BEYOND THE TEXT / ACTIVITY P3
70
StepsSteps
MaterialsMaterials
AimsAims
80 minutes
Anybody?
To enable students to understand the concept of a persona.
Drawing paper markers and coloured pens Drawing paper markers and coloured pens
Get students into groups of 4.
Distribute half a mahjong paper to each group.
Tell them to read the poem again.
Get them to discuss their impressions of what they think Mr Nobody looks like.
Get them to come up with a portrait/caricature/stick figure/cartoon of their perceived Mr Nobody on the mahjong paper.
Conduct a parallel session where one representative of each group will go to another group and explain how they came up with their product. This will save a lot of time and will ensure maximum participation.
Paste the students’ masterpieces on the wall so that students can peruse it at their leisure.
MR NOBODY BEYOND THE TEXT / ACTIVITY P4
71
StepsSteps
MaterialsMaterials
AimAim
40 minutes
StepsSteps
Wanted Poster
Distribute Worksheet P4.
Instruct the students to work in pairs to produce a wanted poster.
Tell them to choose a ‘crime’ and decide on the reward to be offered.
Tell them to draw a composite picture of what they imagine Mr. Nobody would look like.
MR NOBODY WORKSHEET P4
72
For weaker students, provide
both the crime and the reward.
Wanted Poster
WANTED
MR NOBODY
Height :___________________Weight :___________________Hair colour :___________________
MR NOBODY BEYOND THE TEXT / ACTIVITY P5
73
[Write down his crime here.] [Write down the reward here.]
Portrait
AimsAims
[Draw a picture of Mr. Nobody here.]
To enable students to draw what they think Mr Nobody looks likeTo check students’ comprehension of the text
Poem Mahjong paper Poem Mahjong paper
Get students into groups of 4.
Distribute half a mahjong paper to each group.
Tell them to read the poem again.
Get them to discuss their impressions of what they think Mr Nobody looks like.
Get them to come up with a portrait/caricature/stick figure/cartoon of their perceived Mr Nobody on the mahjong paper.
Conduct a parallel session where one representative of each group will go to another group and explain how they came up with their product. This will save a lot of time and will ensure maximum participation.
Paste the students’ masterpieces on the wall so that students can peruse it at their leisure.
THE RIVER ASSESSMENT 1
Question 1
74
MaterialsMaterials
StepsSteps
80 minutes
Have I Understood?
Which of the following words does not show that the river is a wanderer?
A nomad C travellerB tramp D camp
Question 2
Why is the river considered a hoarder?
A The river twists and turns. C The river goes through valleys and hills.B The river sounds like a baby. D The river buries and keeps things.
Question 3
Which two words denote happiness?
A baby and singer C nomad and monsterB tramp and hoarder D winder and wanderer
Question 4
Which of the following words have the same meaning as ‘vexed’?
A busy C flexibleB angry D anxious
Question 5
Which stanza depicts the river as dangerous?
A Stanza 1 C Stanza 4B Stanza 2 D Stanza 6
THE RIVER ASSESSMENT 2
Answer the following questions based on the poem The River by Valerie Bloom.Write your answer in about 50 words. Make references to the text.
75
Have I Understood?
THE RIVER
76
Answer Key
Assessment 1 : Have I Understood?Assessment 1 : Have I Understood?
Describe the persona of the poem.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Describe the character of the persona.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What is the message in the poem?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
1. D2. D3. A4. B5. D
Students would be graded on a holistic marking system.
MR NOBODY ASSESSMENT 1
Read the following stanza and then answer the questions below.
The finger marks upon the door
77
Have I Understood?
Assessment 2 : Have I Understood?Assessment 2 : Have I Understood?
By none of us are made;We never leave the blinds unclosed, To let the curtains fade;The ink we never spill; the boots That lying round you seeAre not our boots – they all belong To Mr. Nobody
1. What do you think the following lines mean? “The finger marks upon the door / By none of us are made;”
_______________________________________________________________
_______________________________________________________________
2. Why are the blinds never left undone?
_______________________________________________________________
_______________________________________________________________
3. What do these lines “the boots /that lying round …” tell you about Mr, Nobody?
_______________________________________________________________
_______________________________________________________________
4. Who do you think Mr. Nobody is?
_______________________________________________________________
_______________________________________________________________MR NOBODY ASSESSMENT 2
Read the following questions and choose the best answer for each.
1. Mr Nobody can be described as beingA agreeable
78
Have I Understood?
C carelessD quietE dirty
2. Where is the poem set?A In a house.C Near a campsite.D At a place of work.E Outside the house.
3. Why does the kettle not boil in stanza 3?A Muddy feet C Damp woodD Soiled carpetsE Squeaky doors
4. The mischief in the house was done byA the mouseC Mr. NobodyD the people in the house
5. Which one of these words from the poem suggests carelessness?A quiet C oilingD mislaidE squeaking
6. The poem teaches us to beA careless C untruthful D accountableE irresponsible
MR NOBODY ASSESSMENT 3
With reference to “Mr Nobody”, answer the following questions.
1. How is Mr Nobody like a mouse?
79
Have I Understood?
_______________________________________________________________
_______________________________________________________________
2. What happened to the buttons on the shirts?
_______________________________________________________________
3. Why is it important to oil the doors of the house?
_______________________________________________________________
_______________________________________________________________
4. What is causing the curtains to fade?
_______________________________________________________________
5. Who do you think is doing all the mischief in the house?
_______________________________________________________________
6. Have you done anything in your home that you did not want to admit to?Share it here.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
MR NOBODY ASSESSMENT 4
Write T if the statement is true or F if the statement is false.
1. Mr Nobody is a man. ( )
80
Have I Understood?
2. Mr Nobody left the door slightly open. ( )
3. The newspapers have been thrown away. ( )
4. Everything that goes wrong is done by Mr Nobody. ( )
5. The carpets are dirtied by muddy feet. ( )
6. The mouse is the one that does all the mischief. ( )
7. The kettle cannot boil because the fire cannot be lit. ( )
8. Mr Nobody does not exist. ( )
MR NOBODY
1. There are dirty marks/smudges made upon the door.2. The blinds are never left unclosed because the heat of the sun would make the
colour of the curtains fade.3. It suggests that he is very untidy/not neat.4. I think Mr Nobody refers to anybody in the house, a person who does not want
to accept responsibility for his/her actions.
81
Answer Key
Assessment 1 : Have I Understood?Assessment 1 : Have I Understood?
1 B2 A3 B4 C5 C6 C
1 Mr Nobody is quiet like a mouse.2 The shirt buttons had been pulled off from the shirts.3 To keep the doors from squeaking.4 When the blinds are always not closed, the sun will cause the curtains to fade.5 Most likely the people in the house themselves are doing all the mischief but do
not want to admit it.6 Accept any answer.
1 F 5 T2 F 6 F3 F 7 T4 F 8 T
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Assessment 2 : Have I Understood?Assessment 2 : Have I Understood?
Assessment 3 : Have I Understood?Assessment 3 : Have I Understood?
Assessment 4 : Have I Understood?Assessment 4 : Have I Understood?
POETRY
ajar adv. slightly open
echoes v. repeat or reverberate a sound after the original sound has stopped
gobble v. to eat food too fast
gurgles v. to make a hollow bubbling sound like that made by water running out
of a bottle
hoarder n. a person who amasses a store of useful or useless things
metaphor when two things are compared without the use of “like” or “as … as”
83
Glossary Poetry
mischief n. playful misbehavior; playfulness that is intended to tease or create
trouble
mislaid v. unintentionally put where an object cannot be readily found
mood It is the poet’s attitude towards the subject or theme. It is the
atmosphere that prevails in the poem.
nomad n. a member of a people that travels from place to place to find fresh
pasture for its animals and has no permanent home
prithee archaic please; to convey polite request
scatter v. throw in various random direction
theme It is the message that the poet intends to convey to the leader.
tone It is what the poet feels through the words he uses. It is the poet’s
attitude towards the reader.
tosses v. throw an object lightly or casually
tramp n. a person who travels on foot in search of work; a beggar
vexed adj. angry; annoyed
wanderer n. a person who does not stay long in the same place
DIANA FATIMAH AHMAD SAHANI (COORDINATOR)BAHAGIAN PEMBANGUNAN KURIKULUMKEMENTERIAN PELAJARAN MALAYSIA
AMAR SHOBHA SARNA (PANEL HEAD)INSTITUT PERGURUAN MALAYSIA KAMPUS ILMU KHAS,
KUALA LUMPUR
84
Panel of Writers Poetry