LITERATURE COMPONENT FOR FORM 4

Foetr'y

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Introduction
Poets' background

In The Midst Of Hardship
- Synopsis

- Activities

He Had Such Quiet 'Eyes - Synopsis - Activities Assessment G,lossary Panel of writers

BtJ TtfE Nll)lT Vf tf~Ml>llillP Latif M()hidil1 liE 1i~1> SlJ(tf GlJlET EYEl Bibsy Soel1harj()
Curriculum Deyelopment Dlvlsion. Ministry of Education Malaysia. 2009 ~~

POETRY

About

Foetr_y

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."

POETRY

Characteristics of

Foetr~

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.q.
o

It was as strange as an ocean without water.

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

Poems contain sound devices (e. Characteristics of Poetry 3 . etc. personification. Her voice was like warm honey on a cold morning. metaphor.g. etc. assonance. hyperbole. onomatopoeia. Her cheeks were like the perfume of roses. g. • Poems contain figurative language (e.g.) to support the content of a poem. • • • The table below will give you a quick look at the characteristics of poetry.sense of smell e.g.) Poems may include rhythm (the regular recurrence of stressed and unstressed beats) Poems may contain rhyme. simile.o Gustatory imagery . o Olfactory imagery . consonance. alliteration.sense of taste e.

Haiku Haiku is a Japanese poem composed of three unrhymed lines of five.POETRY T. seven. 4 . Lines 3 and 4 have five to seven syllables and also rhyme with each other. 2. A perfect evening! • Limericks Limericks are short sometimes bawdy. Lines 1. '0 law! You're a horrid old bore!' So they smashed that Old Man with a gong.Ypes at • r oetr'y There are many types of poetry but the more common ones will be dealt with below. and five syllables. Temple bells die out. Haiku poetry originated in the sixteenth century and reflects on some aspect of nature and creates images. and 5 of a Limerick have seven to ten syllables and rhyme with one another. The fragrant blossoms remain. humorous poems consisting of five lines. But they called out. There was an Old Man with a gong. Who bumped at it all day long.

A Ithough things are not perfect Because of trial or pain Continue in thanksgiving Donat begin to blame Even when the times are hard Fierce winds are bound to blow 5 .• Cinquain Cinquain (cinq which means five in French) has five lines. American poet Adelaide Crapsey created the cinquain based on the Japanese haiku. picture. Line 3 is three words that tell the action. Dinosaurs Lived once. or feeling. Line 4 is four words that express the feeling. Long ago. Line 5 is one word that recalls the title. The first word of line 1 begins with an A. Line 1 is one word (the title). Lines are made up of words and phrases. but Only dust and dreams Remain • An ABC Poem An ABC poem has a series of lines that create a mood. the first word of line 2 begins with a B etc. Line 2 is two words that describe the title.

6 . sometimes called a name poem. It is based on the spacing of words. and more Homework every night On math. reading. It does not have to rhyme and can be of any length.earnlnq never stops • Concrete/Shape Poem In this kind of poetry. science. the words themselves form a picture. The pattern of the letters illustrate the meaning of the poem. books. spirals. and social studies Our class does lots of fun projects l. Th is type of poetry doesn't have to rhyme. uses a word for its subject.• Acrostic Poem An acrostic poem. Here's an example using the word 'school': Shabonee is where I go Computers. Then each line of the poem begins with a letter from the subject word.

Try this out. What do you think the shape of the poem resembles? ) a pen cil holds a gr eater know ledge than anye omp uter. a pen eil hoi ds 100 years of ex peri enee and has been thro ugh the stori es of milli ons 7 .

ednet.aboutcomlod/poetryla/poetry. The table below will best illustrate the terminology used where the elements are concerned.ns.ca/davidc/6c files/Poem%20picsl cinguaindescrip. PROSE/DRAMA Plot Theme Characterization Point of view Tone Mood POETRY Subject matter Theme Very rarely Voice/persona Tone Mood URL : http://contemporarylit.POETRY E.lements ot f oetr'y The elements in prose and poetry are almost similar.htm Date accessed: 12 October 2009 URL : http://hrsbstaff.htm Date accessed : 12 October 2009 8 .

won the Honourable Diploma Prize at the Festival of International Books at Leipzig. Latiff is a freelance poet and artist. At present. Among his books are: Sungai Mekong (1972). Singapore. The Puppeteer's Wayang. Kembara Malam (1974). 9 . a book on the creative process (art and poetry). He has served as Writer in Residence at the Science University of Malaysia. Seremban. Latiff Mohidin is usually known for his graphic and imagistic experiment. Germany in 1989. The Legend of the Dawn. His Thick Shroud. Mirror. and Wayang Pak Dalang (1977). The Shore of Time. Among the poems he has written are Dream 1.IN THE MIDST OF HARDSHIP roet's 5ackground LATIFF MOHIDIN Born on 25 August 1941 in Negeri Sembilan. Words Adrift on Air. This poet and artist has held exhibitions of his works and travelled abroad extensively in the 1960s and 1970s. and the University of Fine Arts in Berlin. Mask of My Name is Rawana and 'A City. Penang. He addresses social themes in his poems. illustrating the all-important concept that poetry serves society. the National University of Malaysia and Dewan Bahasa dan Pustaka. His poems have won the Putra I poetry Award. A Grandmother and Death '. Latiff Mohidin was educated at Lenggeng. Garis: Dari Titik ke Titik (1988).

published her first four literary pieces in their Autumn and Spring Editions in 1967 and 1968 respectively. In 1967 also. The Literary Review. USA. Bibsy and her siblings were homeschooled and each was encouraged to pursue their own interests. She had a particular fondness for literature and. with her Indonesian works translated into English. Her poems have appeared in bilingual anthologies. 10 . an Indonesian cultural magazine now defunct. after returning home from a four-year stay in Japan. while "Setelah Gerhana Bulan" (After the Eclipse of the Moon) was published in Gelanggang. Dutch and Japanese and her English poems into Indonesian and Dutch. "Jakarta. Bibsy Soenharjo now lives in Jakarta with the youngest of her three sons. Bibsy began writing her first prose in 1957. an international quarterly published by Fairleigh Dickinson University in New Jersey. his wife Sutji and their children. and then poetry in the 60s. March 1967" was published in the Australian magazine Hemisphere. She continued to write prose pieces in Indonesian that appeared in Jakarta dailies under the pen name Nuspati. Haryo. her poem.HE HAD SUCH QUIET EYES roet's _5ackground BIBSY SOENHARJO Bibsy Soenharjo was born in Jakarta on 22 November 1928.

11 . They go straight to the kitchen. The elders return at dawn in soaking-wet clothes. able to joke with one another.IN THE MIDST OF HARDSHIP 5_ynopsis This poem tells of the hardship that a family in a village faces after a big flood. They are still. After braving the dreadful flood for the last 24 hours. Their hands and legs are bruised but they do not show any sign of despair or of losing hope. They are grateful for the fact what they still have instead of what is lost. They are probably hungry. the people in the poem do not complain or lament on their misfortunes. enjoying each other's company. Despite all the adversities and suffering. They spend time together. they still can not find their son's albino buffalo. Life goes on with their daily chores of preparing food and habit of rolling their cigarette leaves.

. Let students watch a downloaded video from youtube. Conduct open class discussion: What do people do when disaster strikes? Give students Worksheet 2 called "Find Someone Who .95 A Thousand Words \f ~ To introduce the context of the poem To elicit from students feelings and attitudes 40 minutes "II Materials Pictures from newspaper cuttings of current natural disasters MPEG Video on 2004 Tsunami. Hurricane Katrina Worksheets P1a and P1 b Handout P1 o >Distribute Handout P1 and let students talk about the pictures. 8 12 . " and instruct students to go around the class to find the various people with various experiences in the set time phase.. Fill in Worksheet P1: Looking at Pictures Ask students about their personal experience in a flood.. fire or landslide.IN THE MIDST OF HARDSHIP A Ficture 5a.com of a current natural disaster.

com/watch?v=kpgsCaFe4sM http://www.com/watch?v=Jnr9Mcg Date accessed: 12 October 2009 jlo 13 .ogrish.youtube.com On Hurricane Katrina http://www.youtube.~II Sources On Tsunami http://www.youtube. Indonesia earthquake http://www.com/watch?v=yB33kPlhBkc On Padang.com/watch?v=WhugKh www.youtube.

uake in Padang.IN THE MIDST OF HARDSHIP HANDOUTP1 A Ficture Sa!Js A Thousand Words Wh.AP Source: The Star. yesterday.at'sieft: An Indonesian man standing on the ruins of his houeeftattened by an earthQ. . West Sumat'ra. 4 October 2009 14 .

fill their bathtubs in case of water supply cuts and gather dally n. ifyphDon Melor hitting the coast of Tatsugo t.· said Shinichi Nakatrukasa. Some roofs wereblowli off in while treesand power pOles were toppled. the agency ~eportoo.• the weather agency said. A total of10.OlNn In southern Japan yas(erday. Melor.of injuries. IJlI)ving east of AmamJOshima island in Japan's far south early yesten:lay. become . a weather foretraSterat the MetecrfoklgicaJ ~~wn9'.f1ady yesterday ill Okinawa •. residents to be on alert. while most feny services were suspended in the region. have been made 10 strengthen homes and equip coasta!. Officials in south-west J<agoshima .elor may Jip through the arehlpeia1W on a'Coum similar to a 1959 typhoon that le. 'Typhoon MeIer.areas with storm surge barriers." disastermanagementolfi· dal Kok! lshjro said. Amami-Oshima and other southern islamd$. . sOlllh-west of here. The storm was packing<gusts of up to 216kph.~l seas ill Kanagawa pre[ec.allY stronger. A 46-year'-Old surfer drow. 011~lIfse 10 batter tbe main island of HO)15hu today. aeeordlng local offidals. according tIJ local power cempanies.ecessitles for possible evacuation The storm could! dump torrential raln of SOOmm on south-western Japan over 24 hours-to early today . . is the latest in a series of powl!ffultyphoon5 to batter J\Sia in recent weeks. Source: The Star.Japan braces for Melor Storm and high-wave warnings issued as typhoon nears years as heavy rain and stnmg willds cut power to thousands of homes and blew ali £ioofsOIl its SOUlhern islands. from one onts strongest IYllllo01l5In TOKVO:: Japan braced fara direct hil ~ Japan since. M. prefecture advised residents to put shields an windows. 11 Oct 2009 15 .!I00 in roU. "Rain wiUbeveryheavyal1dwinds will also be fairly strong on land. ''We have advised people who plan to evaruate to do sO during ·W~ are issuing storm and highwave warnings as tile typhllon is seen-as one of the strongest for-the past decade.AP At least 145 domestic flights were grounded due to strong wjnds in western Japan. but there were florepons.000 passengers. which means jasmine in Malay. Since then efforts.600 housebolds were without electricity .. would be the first tQ make Jandfall in ! f . Police said they were investigating whether thedeath was caused by high waves brought by theaPl'roaching typhoon.ft thousands dead. It is likely to make landfall with a violent force." another a~ncy oJfirtal said. WilD urged Poul}ding the coast: Bjg waves caused by. -.AFP to daytime. affecting more than 6.ture. befo):'e wind!.2007.

.. .V. and Home conducted menr workers in placing sandbags to . R. Sonia Gandhi. resulted In 1055. relief camps. In Andhra Pradesh.1 rains. . tiw worst-hit . torrenti. aurhontiessay. ensuring that medica! aid reaches the In neighbouring Andhra Pradesh. hours.. people have died and more than a million people have sought shelter in 100 Aid worl<ersare .. through the town of . the death toll has risen to of . Andhra .' described as the worst in decades .OO(} are stay- rinuedro recede on Tuesday after a 48-hollrhalt ill the rain. thousands of .05 ofnornes.lrea OWl' the next 24. Just weeks ago.state-run relief camps.Minister P. .Millions U10re displacedin. food and clean drinking waterin the the state's revenue minister said.. Chidambararn strengthen rhe embankments the aerial surveys of the affected areas in flooded Krishna River. than a million people. have. officials said.. Wt'a!. Hundreds of thousands more have sought shelter in the homes. . providing aid toareasdevasrared by flooding that has-left more than 250 people dead and displaced millions more.)11are.w])ich 'is horne .Pradesh and Karnataka states. of iiWl'in hundreds 194 and more than J5D.worstdisasterin HYOERABAO. 11 Oct 2009 16 ..AP .l pressure in tile Bay of Bengal or low I I Source: The New Straits Time... 60 displaced to prevent diseaseitrom spread illg. The both state's on Monday. The state governments are now focusing on assessing tile damage and In borh stares. uffirials said. 'rhe floods in. Party.. most parts ofAmlhra Vijaywada.jagdish said.of the two states. limns and infrastructure worth over 220 billion rupees (RMJ5bH).. in Karnataka. river run..Jso disrributing relief camps.romore Pradesh and Karnataka VVt~re$uflerjllg from severedrought.: a government spokesman said.:: Thehead of India's rulingCongress army troops have joined local govern .her oiliciais say . Dharmana Prasada Rao. .. of fri ends and relatives. Rao said. the flood waters (011- has caused-the sudden. jagdlsh. decades Thousands of troops and relief workers fannedoutacross southern India. More rain is forecast for the .

ts do you see? 17 .e? ThiHgs What objec.IN THE MIDST OF HARDSHIP WORKSHEET P1a A Ficture Sa!Js A Thousand Words Looking at pictures r What kiMG af settings do you see?' People Who tAo you se.

used to dream of becoming very rich when he or she was a child . You may tell a story or relate a personal experience pertaining to hardship... .witnesses a very sad incident. ... 2. Reminder: 1..IN THE MIDST OF HARDSHIP WORKSHEET P1b A Ficture Sa!js A Thousand Words Find somebody who .. thinks he/she has given up on a hobby. _. . has an experience getting caught in a flood. FIND SOMEONE WHO ...would have given up hope at least once before.._ " .thinks he or she would not be sad even if he or she failed every single subject in Form 4 . .. o' • has a permanent scar on his/her hand or leg ....... If a student cannot find anyone with a particular trait... .. _ .. Most questions here are related to the context of 'In the Midst of Hardship'.. . 18 . . o •• ( write the name of a classmate here) thinks he or she has changed a lot since he or she were at primary school.. has donated cash or kind to a charity before. has lost a pet before. leave it blank.

19 . The first group with the most number of correct answers will be the winner. windows. Set a time frame for this activity. wall.on the board.y ou ~ To find out more about the poet 20 minutes Worksheet P2 Handout P2 o Paste strips containing information of the poet around the classroom . 8 Notes Instead of seven strips.IN THE MIDST OF HARDSHIP ACTIVITYP2 Getting. etc. table. Give each group Worksheet 3 with questions asking for information related to Latiff Mohidin. behind the chair. other information can be pasted around the classroom to allow the students to be discriminate in their selection. Decide on the winners. Get students to work in groups of four.T o-Know. door.

10.T o-Know.IN THE MIDST OF HARDSHIP WORKSHEET P2 Getting. ~~ 5. 4.Y OU Answers Questions 1. 8. When was Latiff Mohidin born? 2. Apart from being a poet.. 9. Name his birthplace. 7. Latiff Mohidin believes that poetry serves . Give a country to which he has been before.. 6.. Name one of his works. 3.. what else does he do? What award has he won? What is his nickname? Name one of his poems. 20 . Name a place where he had his education.

21 . won the Honourable Diploma Prize at the Festival of International Books at Leipzig. Germany in 1989. a book on the creative process (art and poetry). and the University of Fine Arts in Berlin. Atelier La Courriere in France and Pratt Graphic Centre in America. Latiff Mohidin was educated at Lenggeng. Among his books are: Sungai Mekong (1972). behind the chair. and Wayang Pak Dalang (1977). He also got his art training in Germany at Hochschule fur Bildende Kunste.Y OU STRIPS OF PAPER ( to be pasted around the classroom . the National University of Malaysia and Dewan Bahasa dan Pustaka. This poet and artist has held exhibitions of his works and travelled abroad extensively in :hel 1960s and 1970s.T o-Know. At present. He is Malaysia's most celebrated living artist and poet and is considered a national treasure. Singapore.on the table. His poems have won the Putra I Poetry Award. beside the door etc) Latiff was born on 25 August 1941 in Negeri Sembilan. Garis: Dari Titik ke Titik (1988). He has served as Writer in Residence at the Science University of Malaysia.IN THE MIDST OF HARDSHIP WORKSHEET P2 Getting. Penang. He shaped the development of art practice and literature through his extraordinary vision. Called 'Boy Wonder' since age 11. Seremban. Latiff is a freelance poet and artist. Kembara Malam (1974).

illustrating this all-important concept that poetry serves society. The Legend of the Dawn. Mirror. 'In the Midst of Hardship'. He finds pride in his social commitment. Words Adrift on Air. His Thick Shroud. Latiff Mohidin addresses these social problems in his poems. hardship and perseverance closely associated with the local peasants. he uses the social themes of poverty. Social or public poems are a very important sub-genre in modern Malaysian poetry. 22 . A Grandmother and Death. The Puppeteer's Wayang. The Shore of Time and Mask of My Name is Rawana and A City.Some of Mohidin's poems are Dream 1. In the poem.

Discuss the students' options and let them state the reasons why they have chosen a certain emoticon. Distribute Handout 3. 23 . Recite the poem with rhythm and intonation.IN THE MIDST OF HARDSHIP ACTIVITYP3 Show Some Emotion! ~ To enable students to grasp the mood and feelings of the poem 40 minutes ~ II Materials Worksheet P3 Handout P3 ~ III~S_tep_s > o 8 Introduce emoticons that portray different feelings. Get students write down appropriate words for each emoticon. Get students to talk about the various feelings shown. Let students cut out and paste emoticons on the section of the poem that they feel appropriate.

making jokes while rolling their cigarette leaves Translated by Salleh Ben Joned 24 .IN THE MIDST OF HARDSHIP HANDOUT P3 5how 50me Emotion! IN THE MIDST OF HARDSHIP by Latif( 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 son's albino 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.

25 .IN THE MIDST OF HARDSHIP WORKSHEET P3 Show Some Emotion! Which emoticons do you think will describe the feelings of the people in each stanza? Cut and paste them on the handout given.

onomatopoeia.IN THE MIDST OF HARDSHIP ACTIVITYP4 The Search )s On To allow students to explore ways in which figurative language is used in the ooern - 40 minutes <411 Materials Worksheet P4 Handout P4 <4111 St"-ps Choose a figure of speech. Give out a copy of Worksheet 5 to each student. or personification. Instruct students to look for examples of assonance in the poem they are reading. o C) 8 " o 8 e 26 . for e. Discuss its meaning in class. Distribute Handout 4 and discuss it with the students. simile. Instruct students to form groups of four and discuss what each student has found. metaphor. Let students write out two lines using either alliteration or assonance. and share examples.g. Write the word 'Assonance' on the top line. Let students write out the full line with the figure of speech and the line number(s) in each lens of the binoculars.

IN THE MIDST OF HARDSHIP HANDOUTP4 The 5earch )5 On Find two examples of assonance. Assonance Line 12 and tIny chjps of tree Qarks Assonance Lines 2 and 3 their s. Write them in the binoculars with the line number or numbers.Qaky cI.Qrn and approached the stove 27 .Qthest.

IN THE MIDST OF HARDSHIP WORKSHEET P4 The Search IsOn Find two examples of _ Write them in the binoculars with the line number or numbers. 28 .

Ask the students to write a word or a phrase that begins with each letter creating a poem.g. albino.~ Materials The poetry text Handout P5 Get each student to write a word from the poem (for e. 29 . Tell them to use Handout 5 as a guide. despair.IN THE MIDST OF HARDSHIP ACTIVITYP5 Acrostic Foem 40 minutes To enable students to write simple poetry using key words found in the poem ~ II . hardship) vertically on the left hand side of the paper.

oh very unfortunate Perhaps some would just shake their heads And move on In fact many would not understand Reality is what we confront 30 .IN THE MIDST OF HARDSHIP HANDOUTP5 Acrostic roem Do you know what it means to be poor Especially when disaster strike every year Some would say.

The Shore of Time and Mask of My Name is Rawana. His Thick Shroud. A Grandmother and Death.GETTING·TO·KNOW·YOU (25 August )1941 Negeri Sembilan Lenggeng!Seremban!Singapore! University of Fine Arts in Berlin/ Hochshule fur Bildende Kunste! Atelier La Courriere in France or Pratt Graphic Centre in America. society. Mekong! Kembara Malam I Wayang Pak Dalang/ Garis: Deri Titik ke Titik 4 5 Singapore! France! Germany! America artist 9 10 31 . Mirror. The Legend of the Dawn. A City. The Puppeteer's Wayang. Words Adrift on Air.IN THE MIDST OF HARDSHIP AnswerKe~ ~I 1 2 Worksheet P2 . 6 7 8 3 Putra f Poetry Award/ Honourable Diploma Prize 'Boy Wonder' Dream 1.

Let the group members write sentences describing the way the people lead their lives after a disaster and add their feelings when doing it. Steps O Divide students into four groups and give each group a card with a picture of the four elements. Get each group to discuss and list all the disasters that could occur in the element given. wind.IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P1 To evoke students' awareness of the disasters around the world 40 minutes "III 'if Materials -~-- Worksheet P1 "ill A V . Get two teams to choose representatives from their groups. (This can be given as homework. A descriptive essay on the life of a disaster victim as a follow-up activity.. Tell them to write on the worksheet given be presented to the class. earth.) Tell them to write what they have discussed in the worksheet given. (They should guess how these people move on with their daily lives such as how they prepare food. Distribute Worksheet 1. Get each group to choose one disaster and discuss how it affects people's lives. Variation Hold a debate on which disaster is the most impactful. and where they sleep. etc. water. the sun. 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 32 . > A. wash themselves and their clothes clean.

IN THE MIDST OF HARDSHIP WORKSHEET P1 ~.--~~------------------------~-------------------~ ELEMENT: DISASTERS RELATED TO ELEMENT: DAILY LIVES AFFECTED: 33 .

pictures. 34 . scissors I. Tell them to create a poster which includes the heading of the fund-raising project.__s_te_p_s > Tell students to bring articles and pictures of natural disasters they can find in the newspapers. glue. pictures. Let the students judge which poster is the most impressive. magazines or from the Internet Tell them to discuss ways to raise money to help the victims. They are to choose the best way to raise money to help the victims. coloured markers. method of delivering the cash and kind. and venue of collection. Tell them to paste all posters around the classroom. mahjong paper.IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P2 Keport a Disaster Aim 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 80 minutes Materials Newspaper.

Get the students to extend from the words they have chosen (like a spidergram). markers. Write the words on the board. masking tape M' Handout P3 ~111 o 8 Steps Divide the students into groups of 3 to 5. Give each group the materials above and Handout 1. Instead of the group brainstorming for ideas. 35 . > The activity can also be conducted with the whole class. you can help the students by giving clues for students to come up with words. If the students are weak. Allow or encourage high profiency students to write an essay based on the word" Disaster" at home. (Students may use the words in the poem) Ask students their reasons for choosing those words.IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P3 Word Explosion To enable students to make word associations in order to extend their vocabulary 40 minutes ~11 ~ Mahjong papers. Get the students to make as many words as they can that are related to 'Disaster' in five minutes. Ask each group to write the word 'Disaster' in the middle of the mahjong paper.

IN THE MIDST OF HARDSHIP HANDOUTP3 Word E.. RAISE FUNDS DROWN WATER FLOOD DEATH LEVEL BOAT LOSS SMELLY CLOUD SWIM 36 .xplosion AN EXAMPLE OF WORD EXPLOSION RECEDE ___.

Begin the sentence with "I Remember . " Edit and arrange these sentences to form a stanza ( as in a poem )...IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P4 "I R. > 37 . Tell them to use as a guide. Ask them to present their work. Write down words related to the memory. Give out Handout 2.emember" F oem 40 minutes To enable students to share an unforgettable memory by writing simple poetry using key words found in the poem ~ II ~ Materials The poetry text ~ Handout P4 ~III o C) Steps e Get students to think of all the memories related to time shared with someone.

IN THE MIDST OF HARDSHIP HANDOUTP4 "I Kemember" F oem Example 1 I remember it was in the month of November I remember that there was a thunderstorm And I couldn't leave the house I remember it was cold and the lights were out But most of all I remember it was a time to be together... Example 2 I remember when I was small I remember the cute little kitten I once had As a pet I remember the days we spent cuddling and playing together But most of all I remember the day the cute little kitten was gone . 38 .

In the end. she realized her error and was broken hearted. 39 . a flirt. she did not listen or did not want to listen to any advice concerning the man's true behaviour. The man's eyes had the power to charm her and made her believe him and be nice to him. As the lady was truly fascinated and charmed by the man. a lady who fell for the wrong man. the man was actually a 'pleasure seeking man'.HE HAD SUCH QUIET EYES 5_ynopsis The poem is about a persona. She was fascinated with his 'quiet eyes' and believed that his eyes showed his true emotion and feelings for her. However.

e. Hand out Worksheet 1 to them.HE HAD SUCH QUIET EYES ACTIVITYP1 Do You Know Me? To enable students to observe and describe features using adjectives To encourage students to put their creativity to work 40 minutes "11 ~ Worksheet P1 "111. Students then label the eyes. big eyes.. Tell them to list in writing the words describing their friends' eyes. Introduce adjectives into the lesson via the labeling activity.g. Tell students to look for different types of eyes._ o 8 S_tep_s --> Get students to sit in their respective places facing each other. small eyes or any other adjectives that befit the eyes.. 40 .: round eyes. Get students to move around the room to complete their worksheet. 8 e Students are encouraged to slowly observe their friends eyes and draw the best that they can.. They can use colour pencils if they choose to. Tell them to look into their friends' eyes and draw on the worksheet what they see.

etc. sad eyes. Then. For example. angry eyes. 41 . loving eyes.HE HAD SUCH QUIET EYES WORKSHEET P1 Do YOU Know Me? Draw eyes to complete the characters above. Take examples by looking at eyes of those around you. label each character.

eading Aim To read poem aloud with correct stress. Encourage students to read with expression and tell them to try to memorise the lines. Let the students read a few rounds to be familiar with the poem. starting from the title. it must be continuous so that the chain (flow) will not be broken. Each group consists of 19 students.HE HAD SUCH QUIET EYES ACTIVITYP2 Chain R. pronunciation and expression 20 minutes <ill ~ II III Materials The poetry text <ill Steps 8 o > Variation to Steps 1 and 2 Form groups to read each stanza as part of choral reading Tell students to make two big circles in the classroom. Once the reading starts. Get a student to read a line. 42 . intonation. followed by the name of the poet Bibsy Soenharjo and the seventeen lines of the poem.

4. 43 .. 8 C) Students are not encouraged to refer to their text books. The group that finishes with all correct answers wins.HE HAD SUCH QUIET EYES ACTIVITYP3 rut Me Straight To introduce rhythm in a fun way To train students in spelling To encourage team work in a fun way 40 minutes ~II ~ Worksheet P3 ~ III.._s_te_ps__ o Get students to sit in groups of 3 . Tell students to unscramble the letters to form words that will in turn form short sentences from the poem. Hand out Worksheet 2 to them. The group that is able to unscramble all the sentences correctly wins.

7. ERLPUSAE-EGSNKIE 13. NCOE RO ETCWI SHWO NDA SHYW SLOING TA ICED LOASETDE SSHGI 2. ECSOIMMPOR 12. EB REUS AHTT 14. A TIB FO 15. 5. ELSO RYUO THREA 11. TTSEHINN CIE LOOPS FO LEIS RINGMOLIP ERH RREEDN MIH 8. DENETSIL OT 16. 3. 10. 1. 4. Unscramble them to find out what the sentences are. REEF FORM 44 . TQEIU YEES 6.HE HAD SUCH QUIET EYES WORKSHEET P3 Fut Me Straight The following words are related to the poem He Had Such Quiet Eyes by Bibsy Soenharjo. 9.

Two or three students may have the same card ( all words arranged similarly) but it depends on who will be more alert to shout 'BINGOI "first DO NOT FORGET TO CHECK WITH DRAWN STRIPS. Get students to look for the one word which has the same meaning as the Meaning Strips drawn. will win. The student must shout "BINGO!" and hel she wins. Repeat Step 5 until there is a student who strikes all three words diagonally. Give each student a BINGO card with different combinations of words found in the poem. Strike out the word.g. The first student to strike out all the words on the card and shouts " BINGO! " first. (Refer to Handout P4c) Continue pulling out the remaining strips until all the nine words are struck out to play FULL HOUSE. S_tep_s o --> You can play BINGO with the rhymes or verb tense. 45 . P4b and P4c ~ 1114-. Read out the phrase /word /sentence loudly. ( see Handout P4a ) Prepare strips with meanings of the rhyming words of this poem in advance. Prepare the BINGO cards in advance.HE HAD SUCH QUIET EYES ACTIVITYP4 5ingo To identify meanings of words 40 minutes ~II ~ Handouts P4a. Students must wait for the teacher to draw a Meaning Strip from a bag/envelope / box. (Handout P4b) Set rules for this game. for e. Let's play 'Diagonal Line" (or vertical/ horizontal line ).

layered lies 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 46 .HE HAD SUCH QUIET EYES HANDOUTP4a 5ingo Use combinations eyes based on 20 words taken from the poetry text for Bingo cards.

HE HAD SUCH QUIET EYES HANDOUTP4b 5ingo 20 chosen words and the meaning strips in Bingo. deep audible breaths I Sighs A pair of organs of sight I eyes I advice I desolate I Pleasure-seeking I dice Guidance I 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 I layered 47 . Long.

-----~--------. inhaling and expelling air from the lungs shallow patches of liquid I pools L___ p_r_o_V_id_e_o_r_g_iv_e_h_e_lp___ '--- sup_e_rl_at_iv_e_o_f_th_in . l l I render I thinnest 48 ."?""' agree statements 1 IL-I_ies ---.l.l become aware I realise I compromise I~ heaven l__________ __ no norse I ~ I paradise I quiet I breathing .----------.

'--- b_e_9_9_in_9 d_e_s_p_e_ra_te_I_Y j I imploring having knowledge and 900d judgement muscular body organ that pumps blood I wise I heart Past tense of listen I listened 49 .

HE HAD SUCH QUIET EYES

HANDOUTP4c

5ingo
BINGO - EXAMPLES TO HOW AND WHEN A STUDENT CAN SHOUT 'BINGO!'

quiet

render ~

advice ~ lies ~ or

layered

dice

.r-:
advice ~ quiet

eyes

layered

layered

lies ~

50

HE HAD SUCH QUIET EYES

ACTIVITYP5

Haiku
Aim

It!

To enable students to write a simple poem

40 minutes

<4,
\f

Materials
The poetry text Worksheet P5

<4111
o
8

Steps

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 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.

51

HE HAD SUCH QUIET EYES

WORKSHEET P5

Haiku

It!

A haiku has a specific pattern, It has 3 lines and 17 syllables, The first and last lines have 5 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

iv.

Never compromise

52

HE HAD SUCH QUIET EYES

BEYOND THE TEXT / ACTIVITY P1

Idioms Uncovered

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

40 minutes

..I I
~

Materials

Worksheets P1a and P1b

"II
o
G)

--r.1,

s==tep:=s

====~

Get students to sit in pairs. Hand out Worksheet 1 to the pairs. Students must read the picture to find out what they say. Tell the students to use the clues or unfinished sentences to help uncover the correct word. Get students to work out the message in each of the images or combination of images. 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 a thousand words', students must find the correct one that will make a proper idiom.

f}

o

e

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

53

EXAMPLE: EAGLE EYES ~ ~ •• r'~ ~ ~ ~ ~ ~@ r> ""'"" »<. I@f 54 .HE HAD SUCH QUIET EYES WORKSHEET P1a Idioms Uncovered Try to work out the message in each of these images or combination of images. state the idioms that have the word 'eye/s' in them and give the correct meaning to the idioms. Then.

..clue Use this to .. clue Sounds like 55 ..

........................................................ 56 ..............................HE HAD SUCH QUIET EYES WORKSHEET P1b Idioms Uncovered Try to work out the message in each of these images or combination of images...... FROM MEANING: .......... 'R' Sounds like ) clue MEANING: .......................................................................... Then........................... state the idioms that has the word 'eye/so in them and give the correct meaning to the idioms.........................

HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P2 To extend key word usage in idiomatic expressions 40 minutes ~ II \f Materials Worksheet P2 Handout P2 o Elicit phrases I idiomatic expressions I proverbs which consist of the word" eye" from the students. Pre-teach Idioms with the word 'eye' (see Handout 1 for guidance ). Give worksheet 3 and tell the students to work on it in pairs Make a bookmark using the word 'eye' 57 . Step 2 can be given as a matching exercise you can get the students to match the phrases with their relevant meanings. Alternatively.

Meaning: • to have eyes in the back of one's head be alert. Meaning: 58 . Meaning: • to keep an eye on something/somebody look at something/somebody continually and carefully. Meaning: • to have an eye for something be a good judge of something. Meaning: • to see eye to eye (with someone) (on something) agree. notice everything going on around one. Meaning: • to be up to one's eyes (in something) be extremely busy.HE HAD SUCH QUIET EYES HANDOUTP2 • to catch someone's eye attract someone's attention. make someone notice.

• to do something with one's eyes closed Meaning: do something very easily 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 one's eye Meaning: a person of whom one is extremely fond and proud of 59 .• to turn a blind eye to something Meaning : ignore something.

Using this fax machine is really easy. Would you _~ on the children while I go to the doctor's? 3. They are a perfect couple. _ 7. she must have head! of her 2. and tell me if 60 .HE HAD SUCH QUIET EYES WORKSHEET P2 Complete the sentences with appropriate idioms. so someone is coming. Her flat is so beautiful. 8. 4. 1. If you would . they on most things. He knows I am always late. but he just Theyoungestsonisthe to it. __ 10. you can do it _ 6. 5. but I was in work. 9. She obviously for decoration. The teacher knows everything we do. I'm sorry I didn't call you yesterday. Nobody should see that I'm doing this. I'd like some more bread.

Tell them to create a collage of their future spouse using the pictures they have brought. The spouse with the most stars will be the most desirable. mahjong papers. List them down. markers and pictures of celebrities Worksheet P3 ~ III o Steps Divide the students into 5 to 7 groups. They are to put it on the mahjong paper together with the list they have come up with. Planning is crucial here. Each group will count the stars and total them up.HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P3 )sShe The One? Is He The One? Aim To enable the students to explore the criteria of their future spouse and give reasons for the criteria chosen 80 minutes Materials Coloured papers. Discuss the following topic: Is the reality show on television on looking for the right spouse by meeting with many men and women the right way? What do you think? 61 . Give them worksheet 4 and the materials or ask them to bring some. Put the stars on the mahjong paper itself. Use the words in the poem in the criteria too. Each group is only to come up with one collage. Use the coloured paper to make 5 stars for each group member. Tell them to paste the mahjong paper on the board and get the other students to view and give comment by giving ratings up to 5 stars for the future spouse of the other groups. Allow sometime for this activity. Let them choose the criteria of the spouse in terms of physical and character traits.

HE HAD SUCH QUIET EYES WORKSHEET P3 )sShe The One? Is He The One? CRITERIA FOR FUTURE SPOUSE: PHYSICAL TRAITS: • • • • • • • CHARACTER TRAITS: • • • • • • • 62 .

o 8 s :-: ==-__". Another variation would be by reducing the age from teenagers to young children and explain what things they lie about. This activity can also focus on one aspect of the eyes. can they be used to lie? Let the two groups discuss how the eyes are used to lie. Get each group to present their findings to the rest of the class.HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P4 51ame It On Him Or Her? ~~~ H~------~ Aim \f' To enable students to explore dfferent perspectives. boys and girls. 63 . Discuss with the whole class. Complete worksheet 5. (If in a single sex school get another group to imagine themselves as the other gender if possible) o e 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.~ -=s tep Divide the students into two groups of gender. 80 minutes "11 ~ Worksheet P4 "111T. Get the groups to comment on the other group's presentation and explain why they agree or disagree with the group's work. "11 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 any situation possible. List the situations where the eyes playa very important role.

HE HAD SUCH QUIET EYES WORKSHEET P4 51ame It On Him Or Her? GROUP: MALE I FEMALE LIST SITUATIONS WHEN EYES PLAY A VERY IMPORTANT ROLE: 1) 2) 3) LIST THE REASONS FOR THE HEARTBREAK FEMALE PERSPECTIVES.] 1) IN THE POEM. [FROM THE MALE OR 2) 3) 64 .

EB REUS AHTI 14. 5. 7. WORKSHEET P3 : PUT ME STRAIGHT NCOE RO ETCWI SHWO NDA SHYW SLOING TA ICED LOASETDE SSHGI ONCE OR TWICE HOWS AND WHYS LOSING AT DICE DESOLATE SIGHS QUIET EYES THINNEST ICE POOLS OF LIES IMPLORING HER RENDER HIM LOSE YOUR HEART COMPROMISE PLEASURE-SEEKING BE SURE THAT A BIT OF LISTENED TO FREE FROM 2.HE HAD SUCH QUIET EYES AnswerKe'y ~I 1. TTSEHINN CIE LOOPS FO LEIS RINGMOLIP ERH RREEDN MIH 10. 3. DENETSIL OT 16. ERLPUSAE-EGSNKIE 13. TQEIU YEES 6. ELSO RYUO THREA 11. REEF FORM 65 . ECSOIMMPOR 12. 4. 9. 8. A TIB FO 15.

Long hair. Clean and smell nice. they are greedy and take on more than they can consume or manage. you suddenly realise the truth about something. Careful and think before she acts. Open minded to many current and new things.Roll your eyes Stars in your eyes Cry your eyes out Keep your eyes peeled Sight for sore eyes Scales fall from your eyes MEANING:_When the scales fall from your eyes. Eyes are bigger than one's stomach MEANING:_If someone's eyes are bigger than their stomach. 66 . 1 Eyes in the back 2 Keep an eye 6 7 8 9 10 Has an eye Up to my eyes Turn a blind eye The apple of the mother's eye Keep your eyes peeled/skinned 3 See eye on eye 4 Catch the waiter's eye 5 With your eyes closed WORKSHEET P3 : IS SHE THE ONE? IS HE THE ONE? PHYSICAL TRAITS: Slim and slender. CHARACTER TRAITS: Intelligent.

67 .POETRY ASSESSMENT 1 Authentic Assessment THE STUDENTS WOULD BE ASSESSED BY USING AUTHENTIC ASSESSMENT. THEY WOULD BE ASSESSED BY: PORTFOLIO SCRAP BOOK THE CRITERIA TO BE ASSESSED WOULD BE: PORTFOLIO: ANSWER QUESTIONS GIVEN COLLECT PICTURES RELATED TO THE POEM FIND ARTICLES WITH SIMILAR THEME TO THE POEM CREATE A PARALLEL POEM SIMILAR TO THE POEM GIVE PERSONAL RESPONSE TO THE POEM IN 200 WORDS MAKE REFERENCES TO SUPPORT YOUR PERSONAL RESPONSE FIND A SIMILAR SONG TO THE POEM AND EXPLAIN THE SIMILARITIES COMPARE THE ASPECTS OF LIVES TOUCHED BY THE TWO POEMS STUDENTS HAVE TO USE AND FOLLOW THE SAME STYLE IN PRESENTING THE PORTFOLIO SCRAP BOOK: THE CRITERIA WOULD BE THE SAME AS THE ABOVE THE STUDENTS CAN ADD MORE CONTENTS INSIDE THEIR SCRAP BOOK STUDENTS CAN PRESENT THEIR SCRAP BOOK ANY WAY THEY WANT ACCORDING TO THEIR CREATIVITY *HOLISTIC MARKING SCHEME WILL BE USED TO ASSESS THE QUALITY OF THE STUDENTS J PORTFOLIOS AND SCRAPBOOKS.

Objectives: 1.IN THE MIDST OF HARDSHIP ASSESSMENT 2 Foetr!J Anal!Jsis Folder In the Midst of Hardship by Latiff Mohidin. To encourage students to give a personal response to the poem Read the poem carefully. 68 . To allow students to present a graphic representation of the context of the poem. Then decide on how best you can graphically present the content of the poem. 2.

Identify the rhyme scheme.Poetry Analysis Worksheet Title of Poem Poet Theme Type of Poem Number of stanzas Select one stanza. imagery. comparison) and explain how they add to your understanding of the poem. contrast. symbolism. Identify literary elements (mood. 69 .

Analyze and explain the message of the poem. What feelings has poem evoked in you? 70 .

3.About the Poet What have you learned about the poet that contributes to the type of poetry he/she writes? Consider: 1. 2. 4. Personal beliefs Nationality or ethnicity Male or Female Time period in which he/she lived 71 .

13. 10. did they give up? Which line tells you this? 5. 7. Despite the conditions of the people in the above poem. Do you think the people here are hopeful and optimistic? Justify your answer. ' In the Midst of Hardship' by Latiff Mohidin? 3. 4. 6. 2. Describe the conditions of the people in this poem. 12. 8. What can you learn from this poem? Do you think the poet has chosen a good title for this poem? Give a reason for your answer. but on their brows. Do you think the people in the poem are rich? Justify your answer with evidence from the poem? 9.IN THE MIDST OF HARDSHIP ASSESSMENT 3 Have I Understood? Objectives: To conduct a diagnostic assessment for students to recall information from the poem to get insight into how well they have learned the material To give indication to the teacher of how well the information has been taught in the previous lessons To enable the teacher to conduct remedial or enrichment exercises in the forthcoming lesson based on error analysis of each and every question 1. there was not a sign of despair'? What natural disaster had occurred to the place? Name the animal that had gone missing in this poem. Why do you think the people are desperately looking for the lost animal? What is alliteration? Give an example of alliteration from the poem. 72 . Do you like the poem? Give a reason for your answer. 11. 14. What do you understand by . When did the people in the poem return home? What kind of a setting do you see in the poem.

Explain one function of the eyes that you know and give an example when that function is being used. 2. 5. In the poem there is a phrase "how's and why's". BASED ON THE POEM The eyes have a lot of functions other than seeing. 6. 3.HE HAD SUCH QUIET EYES ASSESSMENT 4 Have I Understood? QUESTIONS 1. 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. Which one is easier to do. Form a question for each of the question in the phrase with close relation to the situation of the persona in the poem. Do you believe in 'seeing is believing'? Give a reason for your answer and relate it to the poem "He had such quiet eyes". 73 . Why do you think the persona in the poem fell for the guy's quiet eyes? Give a reason why she likes his 'quiet eyes'. giving advice or listening to advice? Give a reason for your answer with close reference to the poem.

. Any possible reason(s) It is their son's buffalo/ They love their sonl Any other possible answer between bloated carcasses Yes.. and their clothes are tattered !They are probably hungry after a day braving through the flood and slightly injured They did not give up as shown in ' their brows there was not a sign of despair' or 'They were born amidst hardship and grew up without a sigh or a complaint' These people did not give up or lose hope. A flood (An albino) buffalo No.' 'They were born amidst hardship and grew up without a sigh or a complaint' Any possible answer Any possible answer Any possible answer 2 3 4 5 6 7 8 9 10 11 12 13 14 74 .IN THE MIDST OF HARDSHIP . 1 dawn Village They are soaked in water and sweat. 'but on their brows there was not a sign of despair. ~.

No. In the poem the girl fell for the guy's quiet eyes because she thought that those eyes portrayed a true and genuine feeling of love. the girl was mistaken as he was only a guy who wanted to seek pleasure in a relationship and he was not serious in his relationship. The persona in the poem fell for the guy's quiet eyes because she thought that those quiet eyes were showing genuine feeling of love and care for her and the guy really loved her for who she is and there is no other reason. 3. 75 . 2. I would help this friend by looking for proofs first and show these proofs to prove that this person is not who she thinks he is because she might not want to believe in words as she has fallen for him really badly. One of the eyes' functions is to show emotion like sadness and happiness. However. An example would be when one feels very sad and his eyes cry and shed tears because he has lost someone he really loved and that person is now gone forever. 5. listening to advice is easier because we can listen and choose which part of the advice really matters and have close relation to the problems we have. 4. How did I fall for such a pleasure seeking guys? Why I could not see that this guy does not really love me for who I am? 6. It is because there are a lot of things in this world that we can see do not really portray their true identity or the reality. If she still does not believe me I would not do anything else to help her and let her fall for herself.HE HAD SUCH QUIET EYES ~I ASSESSMENH 1.

"special property". among The repetition of identical or similar vowel sounds. as in "on ~crolls of ~ilver ~nowy ~entences" (Hart Crane). and 5 syllables. especially in stressed syllables. last. thus making an implicit comparison. written in 17 syllables divided into 3 lines of 5. "special phrasing". Modern alliteration is predominantly consonantal. that gQng-tQrmented sea" (William Butler Yeats) Swollen with fluid or gas Dead bodies of animals Absence of hope a major form of Japanese verse. and employing highly evocative allusions and comparisons. often on the subject of nature or one of the seasons. "that dQlphin-tQrn. In the middle of. as in "a sea of troubles" or "All the world's a stage" albino alliteration amidst assonance bloated carcasses despair Haiku horrendous idiom metaphor 76 . phrase. terrible An idiom (Latin: . "one's own") is an expression. f. or other particular letters when taken in order spell out a word. or phrase that has figurative meaning A figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another. word. with the result being that the skin and hair are abnormally white or milky and the eyes have a pink or blue iris and deep-red pupil The repetition of the same sounds or of the same kinds of sounds at the beginning of words on in a stressed syllable. Awful. etc. Greek: . A person or animal lacking normal pigmentation.POETRY Glossar'y acrostic a series of lines or verses in which the first. Greek: . 7. f.

as in "how like the winter hath my absence been" or "so are you to my thoughts as food to life" (Shakespeare) Extremely wet scratches simile soaky 77 . rhyme scrapbook an album in which pictures. tune. such as moon. croon. that expresses effectively some commonplace truth or useful thought. adage. spoon. A similarity of sound between words. etc. may be pasted or mounted. Rhyme is often employed in verse. tune. croon.. often in a phrase introduced by like or as. A similarity of sound between words. saw. Rhyme is often employed in verse. such as moon. or endowed with personality. Superficial wounds in the skin caused by a sharp object A figure of speech in which two essentially unlike things are compared. proverbs a short popular saying. spoon. newspaper clippings.personification A figure of speech in which an inanimate object or abstract idea is represented as animated. and June. usually of unknown and ancient origin. as in "the floods clap their hands'. and June.

BAHAU.(COO. DESA SERI HARTAMAS.SEMBILAN ASMAH ABU HADZI:M SMK PUTRAJAYA PRESINT 9(1). GEORGETOWN. SARAWAK NADIA. KUALA LUMPUR YONG 'WAI YEE SMK SERI HARTAMAS. PULAU PINANG ABANG MUAMMAR GHADD:AiFI 8M TEKNIIK BIINTULU. PUTRAJAYA 78 .H C:HOONG ABDULLAH SMK DATUK MANISO'R. N.Fanel of Writers :O:IANA FATIMAH AHMAD SAHAN'I.N1EL HEAD) INSTIITUT PERGURUAN MALAYSIA iKAMPUS ILMU KHAS. KUAiLA LUMPUR ANDREW LEONG KONG MEN:G 8MKAIR ITAM .R!DINATOR) BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN iPELAJARAN MALAYSilA AMARSHOBHASARNA (!PA.

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