without answer)

8/8/2019 Without Answer)

1/79

LITERATURE COMPONENT FORFORM 4

Poetry

Table ofContents.Introduction He Had Such Quiet EyesPoets background - SynopsisIn The Midst Of Hardship - Activities- Synopsis Assessment- Activities Glossary

Panel of writers

In The Midst Of Hardship Latif Mohidin


2/79

He Had Such Quiet Eyes Bibsy Soenharjo

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."

2

About Poetry Poetry


3/79

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 apage. Carefully selecting words for conciseness and clarity is standard, even forwriters of prose, but poets go well beyond this, considering a word's emotivequalities, its musical value, its spacing, and yes, even its spacial relationship tothe page.

The paragraph in a poem is called a stanza or a verse. Poetry does notnecessarily 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. LikeKeats 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 differentimagery. 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

3

Characteristics of Poetry


4/79

e.g. Her skin was as soft as satin.

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 unstressedbeats)

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

4


5/79

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, andfive syllables. Haiku poetry originated in the sixteenth century and reflects onsome 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 oneanother. Lines 3 and 4 have five to seven syllables and also rhyme with eachother.

5

Types of Poetry Poetry


6/79

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 thattell the action. Line 4 is four words that express the feeling. Line 5 is one wordthat 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

6


7/79

An ABC poem has a series of lines that create a mood, picture, or feeling. Linesare made up of words and phrases. The first word of line 1 begins with an A, thefirst word of line 2 begins with a B etc.

A lthough things are not perfect

B 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

7


8/79

In this kind of poetry, the words themselves form a picture. It is based on thespacing of words. The pattern of the letters illustrate the meaning of the poem. Itdoes not have to rhyme and can be of any length.

Try this out. What do you think the shape of the poem resembles?

)a

pen_cilholdsa gr

eaterknowledge

thanany computer,a pencil holds 100years

8


9/79

of experi

enceandhas

beenthroughthestories ofmillions

POETRY

The elements in prose and poetry are almost similar. The table below will best illustratethe terminology used where the elements are concerned.

PROSE/DRAMA POETRYPlot Subject matter

Theme Theme

Characterization Very rarely

Point of view Voice/persona

Tone Tone

Mood Mood

9

Elements of Poetry


10/79

INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET

URL : http://contemporarylit.about.com/od/poetry/a/poetry.htmDate accessed : 12 October 2009

INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINE

URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/

cinquaindescrip.htmDate accessed : 12 October 2009

IN THE MIDST OF HARDSHIPLATIFF MOHIDIN

Born on 25 August 1941 in Negeri Sembilan, Latiff Mohidin was educated at Lenggeng,

Seremban, Singapore, and the University of Fine Arts in Berlin. This poet and artist has held

exhibitions of his works and travelled abroad extensively in the 1960s and 1970s. He has

served as Writer in Residence at the Science University of Malaysia, Penang, the National

University of Malaysia and Dewan Bahasa dan Pustaka. At present, Latiff is a freelance poet

and artist. His poems have won the Putra I poetry Award. Among his books are: Sungai

10

Sources

Poets
http://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpahttp://contemporarylit.about.com/od/poetry/a/poetry.htmhttp://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpahttp://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/http://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpahttp://contemporarylit.about.com/od/poetry/a/poetry.htmhttp://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpa


11/79

Mekong(1972), Kembara Malam (1974), and Wayang Pak Dalang(1977). Garis: Dari Titik ke

Titik(1988), a book on the creative process (art and poetry), won the Honourable Diploma Prize

at the Festival of International Books at Leipzig, Germany in 1989.

Latiff Mohidin is usually known for his graphic and imagistic experiment. He addresses

social themes in his poems, illustrating the all-important concept that poetry serves society.

Among the poems he has written are Dream 1, Mirror, The Puppeteers Wayang, Words Adrift

on Air, The Legend of the Dawn, His Thick Shroud, The Shore of Time, Mask of My Name is

Rawana andA City, A Grandmother and Death.

HE HAD SUCH QUIET EYES

BIBSY SOENHARJO

Bibsy Soenharjo was born in Jakarta on 22 November 1928. Bibsy and her siblings were

homeschooled and each was encouraged to pursue their own interests. She had a particular

11

Poets


12/79

fondness for literature and, after returning home from a four-year stay in Japan, Bibsy began

writing her first prose in 1957, and then poetry in the 60s. The Literary Review, an international

quarterly published by Fairleigh Dickinson University in New Jersey, USA, published her first

four literary pieces in their Autumn and Spring Editions in 1967 and 1968 respectively. In 1967

also, her poem, Jakarta, March 1967 was published in the Australian magazine Hemisphere,

while Setelah Gerhana Bulan (After the Eclipse of the Moon) was published in Gelanggang, an

Indonesian cultural magazine now defunct.

Her poems have appeared in bilingual anthologies, with her Indonesian works translated

into English, Dutch and Japanese and her English poems into Indonesian and Dutch. She

continued to write prose pieces in Indonesian that appeared in Jakarta dailies under the pen

name Nuspati.

Bibsy Soenharjo now lives in Jakarta with the youngest of her three sons, Haryo, his wife

Sutji and their children.

IN THE MIDST OF HARDSHIP

This poem tells of the hardship that a family in a village faces after a big flood. The elders return

at dawn in soaking-wet clothes. They go straight to the kitchen. They are probably hungry. Their

hands and legs are bruised but they do not show any sign of despair or of losing hope.

After braving the dreadful flood for the last 24 hours, they still can not find their sons albino

buffalo. Despite all the adversities and suffering, the people in the poem do not complain or

lament on their misfortunes. They spend time together, enjoying each others company. They

are grateful for the fact what they still have instead of what is lost. Life goes on with their daily

chores of preparing food and habit of rolling their cigarette leaves. They are still able to joke with

one another.

12

Synopsis


13/79

To introduce the context of the poem To train students to listen, re

To elicit from students feelings and attitudes To enable team work while h

Pictures from newspaper cuttings of current natural disasters MPEG Video on

2004 Tsunami, Hurricane Katrina Worksheets P1a and P1b Handout P1


13

A Picture Says AThousand Words

Materials

Aims

40minutes

Steps
http://rds.yahoo.com/_ylt=A0S02052ENFKLHkArp.JzbkF;_ylu=X3oDMTBpdDZuNzZrBHBvcwM5BHNlYwNzcgR2dGlkAw--/SIG=1igmj5ct4/EXP=1255301622/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dclock%252Bclip%252Bart%2526js%253D1%2526b%253D1%2526ni%253D21%2526ei%253Dutf-8%2526pstart%253D1%2526fr%253Dyfp-t-701%26w=100%26h=100%26imgurl=www.clipart-free.com%252Fclipart%252Fclock%252Ftn_House19c.jpg%26rurl=http%253A%252F%252Fwww.clipart-free.com%252FClock_clipart.shtml%26size=4k%26name=tn%2BHouse19c%2Bjpg%26p=clock%2Bclip%2Bart%26oid=74c212d48ba51f42%26fr2=%26no=9%26tt=1560%26b=1%26ni=21%26sigr=11fenm5vm%26sigi=11ilvdoe6%26sigb=13bc9skco


14/79

On Tsunami

INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET

http://www.youtube.com/watch?v=kpgsCaFe4sM

http://www.youtube.com/watch?v=WhuqKh

www.ogrish.comOn Hurricane KatrinaINCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET

http://www.youtube.com/watch?v=yB33kPIhBkc

On Padang, Indonesia earthquakeINCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET

http://www.youtube.com/watch?v=Jnr9Mcg_jIo

Date accessed : 12 October 2009

Distribute Handout P1 and let students talk about the pictures. Fill inWorksheet P1 : Looking at Pictures

Ask students about their personal experience in a flood, fire or landslide. Letstudents watch a downloaded video from youtube.com of a current naturaldisaster .

Conduct open class discussion: What do people do when disaster strikes?

Give students Worksheet 2 called Find Someone Who. and instructstudents to go around the class to find the various people with variousexperiences in the set time phase.

14

Sources
http://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpahttp://www.youtube.com/watch?v=kpgsCaFe4sMhttp://www.youtube.com/watch?v=WhuqKhhttp://www.ogrish.com/http://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpahttp://www.youtube.com/watch?v=yB33kPIhBkchttp://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpahttp://www.youtube.com/watch?v=Jnr9Mcg_jIohttp://www.youtube.com/watch?v=Jnr9Mcg_jIohttp://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpahttp://www.youtube.com/watch?v=yB33kPIhBkchttp://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpahttp://www.ogrish.com/http://www.youtube.com/watch?v=WhuqKhhttp://www.youtube.com/watch?v=kpgsCaFe4sMhttp://rds.yahoo.com/_ylt=A0S0200_A9RK16kAndmJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1fhthli4f/EXP=1255494847/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dglobe%252Bclip%252Bart%2526ei%253Dutf-8%2526fr%253Dyfp-t-701%26w=148%26h=148%26imgurl=www.mygeo.info%252Fcliparts%252Fearth%252Fglobe1.gif%26rurl=http%253A%252F%252Fwww.mygeo.info%252Fcliparts_erde.php%26size=3k%26name=globe1%2Bgif%26p=globe%2Bclip%2Bart%26oid=4ff3e42df474e0f4%26fr2=%26no=2%26tt=4369%26sigr=117hjqu4u%26sigi=118l81edu%26sigb=12j651gpa


15/79

IN THE MIDST OF HARDSHIP HANDOUT P1

15

A Picture Says AThousand Words


16/79

Source : The Star, 4 October 2009

16


17/79

Source : The Star, 11 Oct 2009

17


18/79

Source: The New Straits Time, 11 Oct 2009

18


19/79

IN THE MIDST OF HARDSHIP WORKSHEET P1aLooking at pictures

19

A Picture Says A

Thousand Words


20/79

IN THE MIDST OF HARDSHIP WORKSHEET P1bFind somebody who

FIND SOMEONE WHO. ( write the name of a classmate here)

used to dream of becoming very rich whenhe or she was a child.

thinks he or she would not be sad even ifhe or she failed every single subject inForm 4.

has an experience getting caught in a flood.

thinks he or she has changed a lot since heor she were at primary school.

...would have given up hope at least oncebefore.

witnesses a very sad incident.

has donated cash or kind to a charitybefore.

thinks he/she has given up on a hobby.

has a permanent scar on his/her hand orleg.

has lost a pet before.

Reminder:1. If a student cannot find anyone with a particular trait, leave it blank. Most questions

here are related to the context of In the Midst of Hardship.2. You may tell a story or relate a personal experience pertaining to hardship.

20

A Picture Says A

Thousand Words


21/79

To find out more about the poet To train students to listen, re

To enable team work while h

Worksheet P2 Handout P2

IN THE MIDST OF HARDSHIP ACTIVITY P2

Paste strips containing information of the poet around the classroom - on theboard, wall, table, behind the chair, door, windows, etc.

Get students to work in groups of four.Give each group Worksheet 3 with questions asking for information related toLatiff Mohidin. Set a time frame for this activity.

Decide on the winners. The first group with the most number of correctanswers will be the winner.

21

Getting-To-Know-You

Materials

Aim

20

Steps

NotesInstead of seven strips,other information can be

pasted around theclassroom to allow the

students to bediscriminate in their

selection.


22/79

IN THE MIDST OF HARDSHIP WORKSHEET P2

Questions Answers

1. When was Latiff Mohidin born?

2. Name his birthplace.

3. Name a place where he had his

education.4. Give a country to which he has been

before.

5. Apart from being a poet, what else

does he do?

6. What award has he won?

7. What is his nickname?

8. Name one of his poems.

9. Latiff Mohidin believes that poetry

serves ..

10. Name one of his works.


22

Getting-To-Know-You

Getting-To-Know-You


23/79

STRIPS OF PAPER ( to be pasted around the classroom on the table, behind the chair,beside the door etc)

Latiff was born on 25 August 1941 in Negeri Sembilan. He is Malaysia's most celebrated living

artist and poet and is considered a national treasure.

Called 'Boy Wonder' since age 11, Latiff Mohidin was educated at Lenggeng, Seremban,

Singapore, and the University of Fine Arts in Berlin. He also got his art training in Germany at

Hochschule fur Bildende Kunste, Atelier La Courriere in France and Pratt Graphic Centre in

America. He shaped the development of art practice and literature through his extraordinary

vision.

This poet and artist has held exhibitions of his works and travelled abroad extensively in the

1960s and 1970s. He has served as Writer in Residence at the Science University of

Malaysia, Penang, the National University of Malaysia and Dewan Bahasa dan Pustaka.

At present, Latiff is a freelance poet and artist.

His poems have won the Putra I Poetry Award. Among his books are: Sungai Mekong(1972),

Kembara Malam (1974), and Wayang Pak Dalang(1977). Garis: Dari Titik ke Titik(1988), a

book on the creative process (art and poetry), won the Honourable Diploma Prize at the

Festival of International Books at Leipzig, Germany in 1989.

Some of Mohidins poems are Dream 1, Mirror, The Puppeteers Wayang, Words Adrift on Air,

The Legend of the Dawn, His Thick Shroud, The Shore of Time and Mask of My Name is

Rawana and A City, A Grandmother and Death.

23


24/79

Social or public poems are a very important sub-genre in modern Malaysian poetry. Latiff

Mohidin addresses these social problems in his poems, illustrating this all-important concept

that poetry serves society. He finds pride in his social commitment. In the poem, In the Midst

of Hardship, he uses the social themes of poverty, hardship and perseverance closely

associated with the local peasants.


24

Show Some Emotion!


25/79

To enable students to grasp the mood and feelings of the poem To train students to listen, re



Introduce emoticons that portray different feelings. Get students to talk aboutthe various feelings shown. Get students write down appropriate words foreach emoticon.

Distribute Handout 3. Recite the poem with rhythm and intonation. Let studentscut out and paste emoticons on the section of the poem that they feelappropriate.

Discuss the students options and let them state the reasons why they havechosen a certain emoticon.

IN THE MIDST OF HARDSHIP HANDOUT

P3

25

Materials

Aim

40

Steps

Show Some Emotion!


26/79


by Latiff Mohidin

At dawn they returned home

their soaky clothes torn

and approached the stove

their limbs marked by scratches

their legs full of wounds

but on their brows

there was not a sign of despair

The whole day and night just passed

they had to brave the horrendous flood

in the water all the time

between bloated carcasses

and tiny chips of tree barks

desperately looking for their sonsalbino buffalo that was never found

There were born amidst hardship

and grew up without a sigh or a complaint

now they are in the kitchen, making

jokes while rolling their cigarette leaves

Translated by Salleh Ben Joned


26

Show Some Emotion!


27/79

Which emoticons do you think will describe the feelings of the people in each stanza?Cut and paste them on the handout given.

_____________________ _______________________

__________________ ____________________

_____________________ ________________________


27

The Search Is On


28/79

To allow students to explore ways in which figurative language isused in the poem

To train students to listen, rea



Choose a figure of speech, for e.g. simile, metaphor, onomatopoeia, orpersonification. Discuss its meaning in class, and share examples.

Distribute Handout 4 and discuss it with the students.

Give out a copy of Worksheet 5 to each student. Write the word Assonanceon the top line.

Instruct students to look for examples of assonance in the poem they arereading.

Let students write out the full line with the figure of speech and the linenumber(s) in each lens of the binoculars.

Instruct students to form groups of four and discuss what each student hasfound.

Let students write out two lines using either alliteration or assonance.

IN THE MIDST OF HARDSHIP HANDOUT

P4

28

Materials

Aim

40

Steps


29/79

Find two examples of assonance.

Write them in the binoculars with the line number or numbers.


29

AssonanceLine 12

and tiny chips of tree barks

AssonanceLines 2 and 3

their soaky clothes tornand approached the stove

The Search Is On


30/79

Find two examples of _________________________ .

Write them in the binoculars with the line number or numbers.


30

Line ________ Line ________

The Search Is On


31/79

To enable students to write simple poetry using key words foundin the poem

The poetry text Handout P5

Get each student to write a word from the poem ( for e.g. despair, albino,

hardship ) vertically on the left hand side of the paper.

Ask the students to write a word or a phrase that begins with each lettercreating a poem.

Tell them to use Handout 5 as a guide.

31

Aim

40 minutes

Steps

Acrostic Poem

Materials


32/79

IN THE MIDST OF HARDSHIP HANDOUTP5

Doyou know what it means to be poor

Especially when disaster strike every year

Some would say, oh very unfortunate

Perhaps some would just shake their heads

And move on

In fact many would not understand

Reality is what we confront


32

Acrostic Poem

Answer Key


33/79

1 (25 August )1941 6 Putra I Poetry Award/ HonourableDiploma Prize

2 Negeri Sembilan 7 'Boy Wonder'3 Lenggeng/Seremban/Singapore/

University of Fine Arts in Berlin/Hochshule fur Bildende Kunste/Atelier La Courriere in France orPratt Graphic Centre in America.

8 Dream 1, Mirror, The PuppeteersWayang, Words Adrift on Air, TheLegend of the Dawn, A City, AGrandmother and Death, His ThickShroud, The Shore of Time and Maskof My Name is Rawana.

4 Singapore/ France/ Germany/America

9 society.

5 artist 10 Mekong/ Kembara Malam / WayangPak Dalang/Garis: Dari Titik ke Titik

IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P1

33

Oh My!

Worksheet P2 : GETTING-TO-KNOW-YOU


34/79

To evoke students awareness of the disasters around the world

Worksheet P1

Hold a debate on which disaster is the most impactful. Get two teams to chooserepresentatives from their groups. Let other groups judge who the winner is.

Tell them to write out an interview with a person who has been a victim of a natural

disaster.

Divide students into four groups and give each group a card with a pictureof the four elements; the sun, earth, wind, water.

Distribute Worksheet 1. Get each group to discuss and list all the disastersthat could occur in the element given. Tell them to write on the worksheetgiven be presented to the class.

Get each group to choose one disaster and discuss how it affects peopleslives. (They should guess how these people move on with their daily livessuch as how they prepare food, wash themselves and their clothes clean,and where they sleep, etc.)

Tell them to write what they have discussed in the worksheetgiven.Let the

group members write sentences describing the way the people lead theirlives after a disaster and add their feelings when doing it. (This can begiven as homework. A descriptive essay on the life of a disaster victim asa follow-up activity.


34

Materials

Aim

40 minutes

Steps

Variation


35/79

ELEMENT:

DISASTERS RELATED TO ELEMENT:

DAILY LIVES AFFECTED:


35

Oh My!


36/79

To enable students to draw a fund-raising poster

To prompt students imaginative and creative involvement

To allow students to extend literary texts in another medium

Newspaper, mahjong paper, coloured markers, pictures, glue, scissors

Tell students to bring articles and pictures of natural disasters they can find

in the newspapers, magazines or from the Internet

Tell them to discuss ways to raise money to help the victims. They are tochoose the best way to raise money to help the victims.

Tell them to create a poster which includes the heading of the fund-raisingproject, pictures, method of delivering the cash and kind, and venue ofcollection.

Tell them to paste all posters around the classroom. Let the students judgewhich poster is the most impressive.


36

Report a Disaster

Materials

Aim

80 minutes

Steps


37/79

To enable students to make word associations in order to extendtheir vocabulary

Mahjong papers, markers, masking tape

Handout P3

The activity can also be conducted with the whole class. Instead of the groupbrainstorming for ideas.

If the students are weak, you can help the students by giving clues for students to comeup with words. Write the words on the board.

Divide the students into groups of 3 to 5. Ask each group to write the wordDisaster in the middle of the mahjong paper.

Give each group the materials above and Handout 1. Get the students to makeas many words as they can that are related to Disaster in five minutes.(Students may use the words in the poem)

Ask students their reasons for choosing those words. Get the students toextend from the words they have chosen (like a spidergram).

Allow or encourage high profiency students to write an essay based on theword Disaster at home.

37

Materials

Aim

40minutes

Steps

Word Explosion

Variation


38/79

IN THE MIDST OF HARDSHIP HANDOUTP3AN EXAMPLE OF WORD EXPLOSION

RAIN FUNDSRECEDE RAISE

DROWN WATER

DEATH LEVEL

BOAT LOSS

SMELLY SWIM

CLOUD

38

FLOOD

Word Explosion


39/79

To enable students to share an unforgettable memory bywriting simple poetry using key words found in the poem

The poetry text

Handout P4


Get students to think of all the memories related to time shared with someone.Write down words related to the memory.

Give out Handout 2. Tell them to use as a guide.

Begin the sentence with I Remember Edit and arrange these sentences toform a stanza ( as in a poem ).

Ask them to present their work.

39

Materials

Aim

40minutes

Steps

I Remember


40/79

IN THE MIDST OF HARDSHIP HANDOUT P4

Example 1

I rememberit was in the month of November

I rememberthat there was a thunderstorm

And I couldnt leave the house

I rememberit was cold and the lights were out

But most of all

I rememberit was a time to be together.

Example 2

I rememberwhen I was small

40

I Remember
http://rds.yahoo.com/_ylt=A0S0200xUPtKi5YAW3uJzbkF;_ylu=X3oDMTBpZm5udGl1BHBvcwM1BHNlYwNzcgR2dGlkAw--/SIG=1i4lqaenv/EXP=1258070449/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dkitten%252Bclip%252Bart%2526b%253D1%2526ni%253D21%2526ei%253DUTF-8%2526pstart%253D1%2526fr%253Dyfp-t-701%26w=150%26h=144%26imgurl=www.clipartof.com%252Fimages%252Fthumbnail%252F16298.jpg%26rurl=http%253A%252F%252Fwww.clipartof.com%252Fgallery%252Fclipart%252Fkitten.html%26size=36k%26name=16298%2Bjpg%26p=kitten%2Bclip%2Bart%26oid=d8c6a99880e7b4c0%26fr2=%26no=5%26tt=325%26b=1%26ni=21%26sigr=11kp4c5ks%26sigi=11c11i61l%26sigb=137t79fmahttp://rds.yahoo.com/_ylt=A0S02000UPtKi5YAmXyJzbkF;_ylu=X3oDMTBpdnJhMHUzBHBvcwMxBHNlYwNzcgR2dGlkAw--/SIG=1j68tu0i1/EXP=1258070452/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dthunder%252Bclip%252Bart%2526b%253D1%2526ni%253D21%2526ei%253DUTF8%2526rd%253Dr2%2526pstart%253D1%2526fr%253Dyfp-t-701-s%26w=154%26h=126%26imgurl=www.systemaxonline.com%252Fclipart%252Fweather%252Fthunder_cloud2.gif%26rurl=http%253A%252F%252Fwww.systemaxonline.com%252Fclipart%252Fweather1.htm%26size=2k%26name=thunder%2Bcloud2%2Bg...%26p=thunder%2Bclip%2Bart%26oid=ee5efb0361a547a8%26fr2=%26no=1%26tt=64%26b=1%26ni=21%26sigr=11id0i2le%26sigi=11p8klbmu%26sigb=13fp1vi1j


41/79

I rememberthe cute little kitten I once had

As a pet

I rememberthe days we spent cuddling and playing together

But most of all

I rememberthe day the cute little kitten was gone


The poem is about a persona, a lady who fell for the wrong man. She was

fascinated with his quiet eyes and believed that his eyes showed his true emotion and

feelings for her. The mans eyes had the power to charm her and made her believe him

and be nice to him.

However, the man was actually a pleasure seeking man, a flirt. As the lady was

truly fascinated and charmed by the man, she did not listen or did not want to listen toany advice concerning the mans true behaviour. In the end, she realized her error and

was broken hearted.

41

Synopsis


42/79

To enable students to observe and describe features usingadjectivesTo encourage students to put their creativity to work

Worksheet P1

HE HAD SUCH QUIET EYES ACTIVITY P1

42

Materials

Steps

Aims

40 minutes

Do You Know


43/79

Get students to sit in their respective places facing each other.

Hand out Worksheet 1 to them. Tell them to look into their friends eyes and draw onthe worksheet what they see.

Get students to move around the room to complete their worksheet.

Tell students to look for different types of eyes. Tell them to list in writing the wordsdescribing their friends eyes. Introduce adjectives into the lesson via the labelingactivity.

HE HAD SUCH QUIET EYES WORKSHEET P1

Draw eyes to complete the characters above. Take examples by looking at eyes of thosearound you. Then, label each character. For example; angry eyes, loving eyes, sad eyes,etc.

43

Students are encouraged to slowly observe theirfriends eyes and draw the best that they can. Theycan use colour pencils if they choose to.

Students then label the eyes, e.g.: round eyes, bigeyes, small eyes or any other adjectives that befit

the eyes.

Do You Know


44/79

To read poem aloud with correct stress, intonation,pronunciation and expression


44

Aim

20 minutes

Chain Reading


45/79

The poetry text

To introduce rhythm in a fun way To enable students to observadjectives

To train students in spelling To encourage students to pu

To encourage team work in a fun way

Tell students to make two big circles in theclassroom. Each group consists of 19 students.

Get a student to read a line, starting from thetitle, followed by the name of the poet BibsySoenharjo and the seventeen lines of thepoem.

Encourage students to read with expressionand tell them to try to memorise the lines.

Once the reading starts, it must be continuousso that the chain ( flow ) will not be broken. Letthe students read a few rounds to be familiarwith the poem.


45

Materials

Notes

Variation toSteps 1 and 2 Form groups to

read each stanzaas part of choral

reading

Steps

Put Me Straight

Aims

40 minutes


46/79

Worksheet P3

Get students to sit in groups of 3 4.

Hand out Worksheet 2 to them. Tell students to unscramble the letters to form wordsthat will in turn form short sentences from the poem.

The group that is able to unscramble all the sentences correctly wins.


The following words are related to the poem He Had Such Quiet Eyes by BibsySoenharjo. Unscramble them to find out what the sentences are.

46

Materials

Steps

Students are not encouraged to refer totheir text books.

The group that finishes with all correctanswers wins.

Put Me Straight


47/79

To identify meanings of words

1. NCOE RO ETCWI

2. SHWO NDA SHYW

3. SLOING TA ICED

4. LOASETDE SSHGI

5. TQEIU YEES

6. TTSEHINN CIE

7. LOOPS FO LEIS

8. RINGMOLIP ERH

9. RREEDN MIH

10. ELSO RYUO THREA

11. ECSOIMMPOR

12. ERLPUSAE-EGSNKIE

13. EB REUS AHTT

14. A TIB FO

15. DENETSIL OT

16. REEF FORM


47

Aim

40 minutes

Bingo


48/79

Handouts P4a, P4b and P4c

Prepare the BINGO cards in advance. Give eachstudent a BINGO card with different combinations

of words found in the poem.( see Handout P4a )

Prepare strips with meanings of the rhymingwords of this poem in advance, (Handout P4b)

Set rules for this game, for e.g. Lets playDiagonal Line (or vertical / horizontal line ).Students must wait for the teacher to draw aMeaning Strip from a bag/envelope / box.

Read out the phrase /word /sentence loudly. Getstudents to look for the one word which has thesame meaning as the Meaning Strips drawn.Strike out the word.

Repeat Step 5 until there is a student who strikesall three words diagonally. The student mustshout BINGO! and he/ she wins. (Refer toHandout P4c)

Continue pulling out the remaining strips until all the nine words are struck out to playFULL HOUSE. The first student to strike out all the words on the card and shouts BINGO! first, will win.

HE HAD SUCH QUIET EYES HANDOUT P4a

Use combinations based on 20 words taken from the poetry text for Bingo cards.

eyes layered lies

48

Materials

NotesYou can play BINGOwith the rhymes orverb tense. Two orthree students mayhave the same card( all words arranged

similarly ) but itdepends on who will

be more alert to shoutBINGO! first. DO

NOT FORGET TOCHECK WITH

DRAWN STRIPS.

Steps

Bingo


49/79

pleasure-seeking realise desolate

dice compromise paradise

quiet render compromise

advice pools layered

breathing lies dice

listened wise advice

sighs imploring lies

heart thinnest dice

heart thinnest wise

advice realise desolate

pools compromise dice

HE HAD SUCH QUIET EYES HANDOUT

P4b

20 chosen words and the meaning strips in Bingo.

Long, deep audible breaths

A pair of organs of sight

49

Bingo

Sighs

eyes


50/79

Guidance

Unhappy and uninhabited

Looking for a feeling of happy

satisfaction

A small cube with each side having a

different number ranging from 1 to 6

arranged in layers

Intentional false statements

become aware

agree

heaven

no noise

50

advice

desolate

Pleasure-seeking

dice

layered

lies

realise

compromise

paradise

quiet


51/79

inhaling and expelling air from the

lungs

shallow patches of liquid

provide or give help

superlative of thin

begging desperately

having knowledge and good

judgement

muscular body organ that pumps

blood

Past tense of listen

51

render

breathing

pools

imploring

wise

thinnest

heart

listened


52/79

HE HAD SUCH QUIET EYES HANDOUT P4c

BINGO EXAMPLES TO HOW AND WHEN A STUDENT CAN SHOUT BINGO!

quiet render compromise

advice pools layered

breathing lies dice

or

pool eyes layered

advice compromise layered

52

Bingo


53/79

To enable students to write a simple poem

The poetry text Worksheet P5

quiet lies breathing


Distribute worksheet 3 to the students

Haiku poems have a specific pattern. Introduce the pattern to the students.Haiku has 3 lines and 17 syllables. The first and last lines have 5 syllables

53

Materials

Aim

40 minutes

Haiku It!

Steps


54/79

each while the second line has 7

Give students phrases taken from the poem as the first line.

Tell students to complete the haiku with their own words .


A haiku has a specific pattern. It has 3 lines and 17 syllables. The first and last lines have5 syllables each, while the second line has 7 syllables. Create your own haiku.

i. Pleasure seeking guys

____________________________

____________________________

ii. You may lose your heart

____________________________

____________________________

iii. A bit of advice

____________________________

____________________________

54

Haiku It!


55/79

To enable students to interpret a picture and find its meaning tocomplete a taskTo encourage team work and brainstorming in completing a task

Worksheets P1a and P1b

iv. Never compromise

____________________________

____________________________

HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P1

Get students to sit in pairs. Hand out Worksheet 1 to the pairs. Students must readthe picture to find out what they say.

55

Idioms

Materials

Aims

40 minutes

Steps


56/79

YOU MUST WARN THE STUDENTS THAT IN ORDERTO FIND THE CORRECT IDIOM, THEY MUST FIRSTFIND THE CORRECT WORD TO THE PICTURE.

Tell the students to use the clues or unfinished sentences to help uncover thecorrect word.

Get students to work out the message in each of the images or combination ofimages. Then, state the idioms that have the word eyes in them.

The group that decodes correctly will be given worksheet 2 to work on.

Tell them to combine the words to form correct idioms. Because a picture holds athousand words, students must find the correct one that will make a proper idiom.

HE HAD SUCH QUIET EYES WORKSHEET P1a

Try to work out the message in each of these images or combination of images. Then,state the idioms that have the word eye/s in them and give the correct meaning to theidioms.

EXAMPLE:

EAGLE EYES

56

Idioms


57/79

clue

.................. ....... ...........

.. .. .. ....

clue

.. ..... .... .....

57


58/79

Use this to ..

.................. ...... .. ..

clue

Sounds like

.. ..... ...... .....

HE HAD SUCH QUIET EYES WORKSHEET P1b

Try to work out the message in each of these images or combination of images. Then,state the idioms that has the word eye/s in them and give the correct meaning to theidioms.

FROM

MEANING:

58

Idioms


59/79

To extend key word usage in idiomatic expressions

..

RSounds likeclue

clue

MEANING:


59

Eye!

Materials

Aim

40 minutes


60/79

Handout P2 Worksheet P2

Elicit phrases / idiomatic expressions / proverbswhich consist of the word eye from thestudents.

Pre-teach Idioms with the word eye(see Handout 1 for guidance ). Alternatively,Step 2 can be given as a matching exerciseyou can get the students to match the phraseswith their relevant meanings.

Give worksheet 3 and tell the students to workon it in pairs

HE HAD SUCH QUIET EYES HANDOUT P2

to catch someone's eye

Meaning : attract someone's attention, make someone notice.

60

Notes

Make abookmark usingthe word eye

Steps

Eye!


61/79

to be up to one's eyes (in something)

Meaning : be extremely busy.

to have an eye for something

Meaning : be a good judge of something.

to have eyes in the back of one's head

Meaning : be alert, notice everything going on around one.

to keep an eye on something/somebody

Meaning : look at something/somebody continually and carefully.

to see eye to eye (with someone) (on something)

Meaning : agree.

to turn a blind eye to something

Meaning : ignore something.

to do something with one's eyes closed

Meaning : do something very easily

61


62/79

. to keep one's eyes skinned/peeled

Meaning : remain alert

. to open someone's eyes

Meaning: make somebody realize the truth about something

. the apple of ones eye

Meaning: a person of whom one is extremely fond and proud of


Complete the sentences with appropriate idioms.

62

Eye!


63/79

To enable the students to explore the criteria of their futurespouse and give reasons for the criteria chosen

1. The teacher knows everything we do, she must have ___________________of her

head!

2. Would you ________________________on the children while I go to the doctor's?

3. They are a perfect couple, they ____________________________ on most things.

4. If you would ___________________________________, I'd like some more bread.

5. Using this fax machine is really easy, you can do it _________________________!

6. Her flat is so beautiful. She obviously ____________________________________

for decoration.

7. I'm sorry I didn't call you yesterday, but I was ________________________ in work.

8. He knows I am always late, but he just _______________________ _________ to it.

9. The youngest son is the _______________________________________________ .

10. Nobody should see that I'm doing this, so _______________________ and tell me if

someone is coming.


63

Is She The One?

Is He The One?

Aim

80 minutes


64/79

Coloured papers, mahjong papers, markers and

pictures of celebrities Worksheet P3

Divide the students into 5 to 7 groups. Givethem worksheet 4 and the materials or ask

them to bring some. Planning is crucial here.

Let them choose the criteria of the spouse interms of physical and character traits. Use thewords in the poem in the criteria too. List themdown. Tell them to create a collage of theirfuture spouse using the pictures they havebrought. They are to put it on the mahjongpaper together with the list they have come upwith. Use the coloured paper to make 5 starsfor each group member. Each group is only tocome up with one collage.

Tell them to paste the mahjong paper on the

board and get the other students to view andgive comment by giving ratings up to 5 stars forthe future spouse of the other groups. Put thestars on the mahjong paper itself. Allowsometime for this activity. Each group will countthe stars and total them up. The spouse withthe most stars will be the most desirable.


CRITERIA FOR FUTURE SPOUSE:

64

Materials

NotesDiscuss the following

topic: Is the realityshow on television onlooking for the rightspouse by meetingwith many men and

women the right way?What do you think?

Steps

Is She The One?Is He The One?


65/79

To enable students to explore different perspectives.

PHYSICAL TRAITS:

.

CHARACTER TRAITS:

.


65

Blame It On Him Or

Aim

80 minutes


66/79

Worksheet P4

This activity can be changed by exchanging the gender of the girls to think like boys

and boys to think like girls when explaining the usage of eyes by girls and boys in anysituation possible.This activity can also focus on one aspect of the eyes; can they be used to lie? Let thetwo groups discuss how the eyes are used to lie.Another variation would be by reducing the age from teenagers to young children andexplain what things they lie about.

Divide the students into two groups of gender, boys and girls. (If in a single sexschool get another group to imagine themselves as the other gender if possible)

Get the groups to think of the power of the eyes to men and women and how they

use them to get the things they want. List the situations where the eyes play a veryimportant role. Complete worksheet 5.

Get each group to present their findings to the rest of the class.

Get the groups to comment on the other groups presentation and explain whythey agree or disagree with the groups work. Discuss with the whole class.


GROUP: MALE / FEMALE

LIST SITUATIONS WHEN EYES PLAY A VERY IMPORTANT ROLE:

66

Materials

Steps

Variation

Blame It On Him Or


67/79

1) .

.

.

2) .

.

.

3) .

.

.

LIST THE REASONS FOR THE HEARTBREAK IN THE POEM. [FROM THE MALE ORFEMALE PERSPECTIVES.]

1) .

.

.

2) .

.

.

3) .

.

.


67

Answer Key

WORKSHEET P3 : PUT ME STRAIGHT


68/79

1. NCOE RO ETCWI O N C E O R T W I C E2. SHWO NDA SHYW H O W S A N D W H Y S3. SLOING TA ICED L O S I N G A T D I C E4. LOASETDE SSHGI D E S O L A T E S I G H S5. TQEIU YEES Q U I E T E Y E S6. TTSEHINN CIE T H I N N E S T I C E7. LOOPS FO LEIS P O O L S O F L I E S

8. RINGMOLIP ERH I M P L O R I N G H E R9. RREEDN MIH R E N D E R H I M10. ELSO RYUO THREA L O S E Y O U R H E A R T11. ECSOIMMPOR C O M P R O M I S E12. ERLPUSAE-EGSNKIE P L E A S U R E - S E E K I N G13. EB REUS AHTT B E S U R E T H A T14. A TIB FO A B I T O F15. DENETSIL OT L I S T E N E D T O16. REEF FORM F R E E F R O M

Roll your eyesStars in your eyesCry your eyes outKeep your eyes peeledSight for sore eyes

68

WORKSHEET P1a : IDIOM UNCOVERED

WORKSHEET P1b : IDIOM UNCOVERED


69/79

Scales fall from your eyes

MEANING: When the scales fall from your eyes, you suddenly realise the truth about

something.

Eyes are bigger than ones stomach

MEANING: If someone's eyes are bigger than their stomach, they are greedy andtake on more than they can consume or manage.

1 Eyes in the back 6 Has an eye

2 Keep an eye 7 Up to my eyes3 See eye on eye 8 Turn a blind eye4 Catch the waiters eye 9 The apple of the mothers eye5 With your eyes closed 10 Keep your eyes peeled/skinned

PHYSICAL TRAITS:

Slim and slender.Clean and smell nice.Long hair.

CHARACTER TRAITS:

Intelligent.Careful and think before she acts.Open minded to many current and new things.

POETRY ASSESSMENT 1

THE STUDENTS WOULD BE ASSESSED BY USING AUTHENTIC ASSESSMENT.

THEY WOULD BE ASSESSED BY:

- PORTFOLIO

69

Authentic Poetry

WORKSHEET P2 : EYE

WORKSHEET P3 : IS SHE THE ONE? IS HE THE ONE?


70/79


71/79

Read the poem carefully. Then decide on how best you can graphically presentthe content of the poem.

Poetry Analysis Worksheet

Title of Poem ___________________________________________

Poet ___________________________________________

Theme ___________________________________________

Type of Poem ___________________________________________

Number of stanzas ___________________________________________

71


72/79

Select one stanza. Identify the rhyme scheme.

Identify literary elements (mood, imagery, symbolism, contrast, comparison) and explainhow they add to your understanding of the poem.

Analyze and explain the message of the poem.

72


73/79

What feelings has poem evoked in you?

About the Poet

What have you learned about the poet that contributes to the type of poetry he/shewrites? Consider:

1. Personal beliefs

2. Nationality or ethnicity3. Male or Female4. Time period in which he/she lived

73


74/79

IN THE MIDST OF HARDSHIP ASSESSMENT 3Objectives:

To conduct a diagnostic assessment for students to recall information from the poem toget insight into how well they have learned the material

74

Have I


75/79

To give indication to the teacher of how well the information has been taught in the previouslessons

To enable the teacher to conduct remedial or enrichment exercises in the forthcoming lessonbased on error analysis of each and every question

1. When did the people in the poem return home?

2. What kind of a setting do you see in the poem, In the Midst of Hardship by Latiff

Mohidin?

3. Describe the conditions of the people in this poem.

4. Despite the conditions of the people in the above poem, did they give up?

Which line tells you this?

5. What do you understand by but on their brows, there was not a sign of despair?

6. What natural disaster had occurred to the place?7. Name the animal that had gone missing in this poem.

8. Do you think the people in the poem are rich? Justify your answer with evidence

from the poem?

9. Why do you think the people are desperately looking for the lost animal?

10. What is alliteration? Give an example of alliteration from the poem.

11. Do you think the people here are hopeful and optimistic? Justify your answer.

12. What can you learn from this poem?

13. Do you think the poet has chosen a good title for this poem? Give a reason foryour answer.

14. Do you like the poem? Give a reason for your answer.

HE HAD SUCH QUIET EYES ASSESSMENT 4

QUESTIONS BASED ON THE POEM

1. The eyes have a lot of functions other than seeing. Explain one function of the eyes that

you know and give an example when that function is being used.

75

Have I


76/79

2. Do you believe in seeing is believing? Give a reason for your answer and relate it to the

poem He had such quiet eyes.

3. Why do you think the persona in the poem fell for the guys quiet eyes? Give a reason

why she likes his quiet eyes.

4. How can you help a friend who fell for a person who you know is a pleasure seeking

person? Give a suggestion on how to help this friend.

5. In the poem there is a phrase hows and whys. Form a question for each of the

question in the phrase with close relation to the situation of the persona in the poem.

6. Which one is easier to do, giving advice or listening to advice? Give a reason for your

answer with close reference to the poem.

POETRY

acrostic a series of lines or verses in which the first, last, or otherparticular letters when taken in order spell out a word, phrase,etc.

albino A person or animal lacking normal pigmentation, with the result

76

Glossary Poetry


77/79

being that the skin and hair are abnormally white or milky andthe eyes have a pink or blue iris and deep-red pupil

alliteration The repetition of the same sounds or of the same kinds ofsounds at the beginning of words on in a stressed syllable, as inon scrolls ofsilversnowy sentences (Hart Crane). Modern

alliteration is predominantly consonantal.

amidst In the middle of, among

assonance The repetition of identical or similar vowel sounds, especially instressed syllables, that dolphin-torn, that gong-tormented sea(William Butler Yeats)

bloated Swollen with fluid or gas

carcasses Dead bodies of animals

despair Absence of hope

Haiku a major form of Japanese verse, written in 17 syllables dividedinto 3 lines of 5, 7, and 5 syllables, and employing highlyevocative allusions and comparisons, often on the subject ofnature or one of the seasons.

horrendous Awful, terrible

idiom An idiom (Latin: , special property, f. Greek: , specialphrasing, f. Greek: , ones own) is an expression, word, orphrase that has figurative meaning

metaphor A figure of speech in which a word or phrase that ordinarilydesignates one thing is used to designate another, thus makingan implicit comparison, as in a sea of troubles or All theworlds a stage

personification A figure of speech in which an inanimate object or abstract ideais represented as animated, or endowed with personality, as inthe floods clap their hands.

proverbs a short popular saying, usually of unknown and ancientorigin, that expresses effectively some commonplacetruth or useful thought; adage; saw.

rhyme A similarity of sound between words, such as moon, spoon,croon, tune, and June. Rhyme is often employed inverse.A similarity of sound between words, such as moon, spoon,croon, tune, and June. Rhyme is often employed inverse.

scrapbook an album in which pictures, newspaper clippings, etc.,

77
http://dictionary.reference.com/browse/versehttp://dictionary.reference.com/browse/versehttp://dictionary.reference.com/browse/versehttp://dictionary.reference.com/browse/versehttp://dictionary.reference.com/browse/versehttp://dictionary.reference.com/browse/versehttp://dictionary.reference.com/browse/versehttp://dictionary.reference.com/browse/verse


78/79

may be pasted or mounted.

scratches Superficial wounds in the skin caused by a sharp object

simile A figure of speech in which two essentially unlike things arecompared, often in a phrase introduced by like or as, as in howlike the winter hath my absence been or so are you to mythoughts as food to life (Shakespeare)

soaky Extremely wet

DIANA FATIMAH AHMAD SAHANI (COORDINATOR)BAHAGIAN PEMBANGUNAN KURIKULUMKEMENTERIAN PELAJARAN MALAYSIA

78

Panel of Writers Poetry


79/79

AMAR SHOBHA SARNA (PANEL HEAD)INSTITUT PERGURUAN MALAYSIA KAMPUS ILMU KHAS,

KUALA LUMPUR

YONG WAI YEESMK SERI HARTAMAS, DESA SERI HARTAMAS,

KUALA LUMPUR

ANDREW LEONG KONG MENGSMK AIR ITAM, GEORGETOWN,

PULAU PINANG

ABANG MUAMMAR GHADDAFI

SM TEKNIK BINTULU,SARAWAK

NADIAH CHOONG ABDULLAHSMK DATUK MANSOR, BAHAU,

N.SEMBILAN

ASMAH ABU HADZIMSMK PUTRAJAYA PRESINT 9(1),

PUTRAJAYA

without answer)

Documents