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LITERATURE COMPONENT FOR FORM 4

Poetry

Table of Contents.
Introduction Poets background In The Midst Of Hardship - Synopsis - Activities He Had Such Quiet Eyes - Synopsis - Activities Assessment Glossary Panel of writers

In The Midst Of Hardship

Latif Mohidin

He Had Such Quiet Eyes


POETRY

Bibsy Soenharjo

Curriculum Development Division. Ministry of Education Malaysia. 2009

About Poetry

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."

POETRY

Characteristics of Poetry

Poetry

One of the most definable characteristics of the poetry is economy of language. Poets are miserly and unrelentingly critical in the way they dole out words to a page. Carefully selecting words for conciseness and clarity is standard, even for writers of prose, but poets go well beyond this, considering a word's emotive qualities, its musical value, its spacing, and yes, even its spacial relationship to the page. The paragraph in a poem is called a stanza or a verse. Poetry does not necessarily have to have ordered/regular standards. Poetry is evocative. It typically evokes in the reader an intense emotion: joy, sorrow, anger, catharsis, love and the like. Poetry has the ability to surprise the reader with an Ah Ha! Experience -revelation, insight, further understanding of elemental truth and beauty. Like Keats said: "Beauty is truth. Truth, beauty. That is all ye know on Earth and all ye need to know."

Predominant use of imagery which appeals to the senses - of sight, hearing, touch, taste and smell. You might be interested in the terminology of the different imagery. They are as follows: o Visual imagery sense of sight e.g. It was as strange as an ocean without water. o Aural/auditory imagery - sense of hearing e.g. Her voice was like the roar of a lion. o Kinesthetic/tactile imagery sense of touch

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

o Gustatory imagery sense of taste e.g. Her voice was like warm honey on a cold morning. o Olfactory imagery - sense of smell e.g. Her cheeks were like the perfume of roses. Poems contain figurative language (e.g. simile, metaphor, personification, hyperbole, etc.) Poems may include rhythm (the regular recurrence of stressed and unstressed beats) Poems may contain rhyme. Poems contain sound devices (e.g. assonance, alliteration, consonance, onomatopoeia, etc.) to support the content of a poem.

The table below will give you a quick look at the characteristics of poetry. Characteristics of Poetry

POETRY

Types of Poetry

Poetry

There are many types of poetry but the more common ones will be dealt with below. Haiku Haiku is a Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku poetry originated in the sixteenth century and reflects on some aspect of nature and creates images. Temple bells die out. The fragrant blossoms remain. A perfect evening! Limericks Limericks are short sometimes bawdy, humorous poems consisting of five lines. Lines 1, 2, and 5 of a Limerick have seven to ten syllables and rhyme with one another. Lines 3 and 4 have five to seven syllables and also rhyme with each other. 5

There was an Old Man with a gong, Who bumped at it all day long; But they called out, 'O law! You're a horrid old bore!' So they smashed that Old Man with a gong.

Cinquain Cinquain (cinq which means five in French) has five lines. Line 1 is one word (the title). Line 2 is two words that describe the title. Line 3 is three words that tell the action. Line 4 is four words that express the feeling. Line 5 is one word that recalls the title. American poet Adelaide Crapsey created the cinquain based on the Japanese haiku. Dinosaurs Lived once, Long ago, but Only dust and dreams Remain

An ABC Poem

An ABC poem has a series of lines that create a mood, picture, or feeling. Lines are made up of words and phrases. The first word of line 1 begins with an A, the first word of line 2 begins with a B etc. A lthough things are not perfect B ecause of trial or pain C ontinue in thanksgiving D o not begin to blame E ven when the times are hard F ierce winds are bound to blow

Acrostic Poem An acrostic poem, sometimes called a name poem, uses a word for its subject. Then each line of the poem begins with a letter from the subject word. This type of poetry doesn't have to rhyme. Here's an example using the word school: Shabonee is where I go Computers, spirals, books, and more Homework every night On math, science, reading, and social studies Our class does lots of fun projects Learning never stops

Concrete/Shape Poem

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

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

) a pen _cil holds a gr eater know ledge than any c omp uter, a pen cil hol ds 100 years 8

of ex peri ence and has been thro ugh the stori es of milli ons

POETRY

Elements of Poetry

Poetry

The elements in prose and poetry are almost similar. The table below will best illustrate the terminology used where the elements are concerned. PROSE/DRAMA Plot Theme Characterization Point of view Tone Mood POETRY Subject matter Theme Very rarely Voice/persona Tone Mood

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

URL

: http://contemporarylit.about.com/od/poetry/a/poetry.htm

D Date accessed : 12 October 2009 INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET


URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/ cinquaindescrip.htm Date accessed : 12 October 2009 D

IN THE MIDST OF HARDSHIP

Poets Background
LATIFF 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

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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 and A City, A Grandmother and Death.

HE HAD SUCH QUIET EYES

Poets Background
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

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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

Synopsis

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.

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IN THE MIDST OF HARDSHIP

A Picture Says A Thousand Words


Aims
To introduce the context of the poem To elicit from students feelings and attitudes

To train students to listen, read and c 40 To enable team work while having fu minutes

Materials

P Pictures from newspaper cuttings of current natural disasters 2 2004 Tsunami, Hurricane Katrina
Worksheets P1a and P1b

MPEG Video on Handout P1

Steps 13

Distribute Handout P1 and let students talk about the pictures. Fill in Worksheet P1 : Looking at Pictures Ask students about their personal experience in a flood, fire or landslide. Let students watch a downloaded video from youtube.com of a current natural disaster . Conduct open class discussion: What do people do when disaster strikes? Give students Worksheet 2 called Find Someone Who. and instruct students to go around the class to find the various people with various experiences in the set time phase.

Sources O 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 w www.ogrish.com


O On Hurricane Katrina INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET h http://www.youtube.com/watch?v=yB33kPIhBkc

O On Padang, Indonesia earthquake INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=Jnr9Mcg_jIo D Date accessed : 12 October 2009

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IN THE MIDST OF HARDSHIP

HANDOUT P1

A Picture Says A Thousand Words

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Source : The Star, 4 October 2009

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Source : The Star, 11 Oct 2009

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Source: The New Straits Time, 11 Oct 2009

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IN THE MIDST OF HARDSHIP

WORKSHEET P1a

A Picture Says A Thousand Words


Looking at pictures

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IN THE MIDST OF HARDSHIP

WORKSHEET P1b

A Picture Says A Thousand Words


Find somebody who
FIND SOMEONE WHO. used to dream of becoming very rich when he or she was a child. thinks he or she would not be sad even if he or she failed every single subject in Form 4. has an experience getting caught in a flood. thinks he or she has changed a lot since he or she were at primary school. ...would have given up hope at least once before. witnesses a very sad incident. has donated cash or kind to a charity before. thinks he/she has given up on a hobby. has a permanent scar on his/her hand or leg. 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. ( write the name of a classmate here)

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IN THE MIDST OF HARDSHIP

ACTIVITY P2

Getting-To-Know-You
Aim
To find out more about the poet

20 To train students to listen, read and c minutes To enable team work while having fu

Materials

W Worksheet P2

Handout P2

Steps

Paste strips containing information of the poet around the classroom - on the board, 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 to Latiff Mohidin. Set a time frame for this activity. Decide on the winners. The first group with the most number of correct answers will be the winner.

Notes
Instead of seven strips, other information can be pasted around the classroom to allow the students to be discriminate in their selection.

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IN THE MIDST OF HARDSHIP

WORKSHEET P2

Getting-To-Know-You

1. 2. 3. 4. 5. 6. 7. 8.

Questions When was Latiff Mohidin born? Name his birthplace. Name a place where he had his education. Give a country to which he has been before. Apart from being a poet, what else does he do? What award has he won? What is his nickname? Name one of his poems.

Answers

9. Latiff Mohidin believes that poetry serves .. 10. Name one of his works.

IN THE MIDST OF HARDSHIP

WORKSHEET P2

Getting-To-Know-You
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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.

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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.

IN THE MIDST OF HARDSHIP

ACTIVITY P3

Show Some Emotion!


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Aim
To enable students to grasp the mood and feelings of the poem

40 To train students to listen, read and c minutes To enable team work while having fu

Materials

W Worksheet P3

Handout P3

Steps

Introduce emoticons that portray different feelings. Get students to talk about the various feelings shown. Get students write down appropriate words for each emoticon. Distribute Handout 3. Recite the poem with rhythm and intonation. Let students cut out and paste emoticons on the section of the poem that they feel appropriate. Discuss the students options and let them state the reasons why they have chosen a certain emoticon.

IN THE MIDST OF HARDSHIP P3

HANDOUT

Show Some Emotion!


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IN THE MIDST OF HARDSHIP 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 sons 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, making jokes while rolling their cigarette leaves Translated by Salleh Ben Joned

IN THE MIDST OF HARDSHIP

WORKSHEET P3

Show Some Emotion!


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

_____________________

_______________________

__________________

____________________

_____________________

________________________

IN THE MIDST OF HARDSHIP

ACTIVITY P4

The Search Is On
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Aim
To allow students to explore ways in which figurative language is used in the poem

40 To train students to listen, read and c minutes To enable team work while having fu

Materials

W Worksheet P4

Handout P4

Steps

Choose a figure of speech, for e.g. simile, metaphor, onomatopoeia, or personification. 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 Assonance on the top line. Instruct students to look for examples of assonance in the poem they are reading. Let students write out the full line with the figure of speech and the line number(s) in each lens of the binoculars. Instruct students to form groups of four and discuss what each student has found. Let students write out two lines using either alliteration or assonance.

IN THE MIDST OF HARDSHIP P4

HANDOUT

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The Search Is On

Find two examples of assonance. Write them in the binoculars with the line number or numbers.

Assonance Line 12 and tiny chips of tree barks

Assonance Lines 2 and 3 their soaky clothes torn and approached the stove

IN THE MIDST OF HARDSHIP

WORKSHEET P4

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The Search Is On
Find two examples of _________________________ . Write them in the binoculars with the line number or numbers.

Line ________

Line ________

IN THE MIDST OF HARDSHIP

ACTIVITY P5

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Acrostic Poem
Aim
To enable students to write simple poetry using key words found in the poem 40 minutes

Materials

T The poetry text

Handout P5

Steps

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 letter creating a poem. Tell them to use Handout 5 as a guide.

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IN THE MIDST OF HARDSHIP P5

HANDOUT

Acrostic Poem

Do you 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

IN THE MIDST OF HARDSHIP

Answer Key
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Worksheet P2 : GETTING-TO-KNOW-YOU

1 2 3

(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. Singapore/ France/ Germany/ America artist

6 7 8

Putra I Poetry Award/ Honourable Diploma Prize 'Boy Wonder' Dream 1, Mirror, The Puppeteers Wayang, Words Adrift on Air, The Legend of the Dawn, A City, A Grandmother and Death, His Thick Shroud, The Shore of Time and Mask of My Name is Rawana. society. Mekong / Kembara Malam / Wayang Pak Dalang/ Garis: Dari Titik ke Titik

4 5

9 10

IN THE MIDST OF HARDSHIP

BEYOND THE TEXT / ACTIVITY P1

Oh My!
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Aim
40 minutes

To evoke students awareness of the disasters around the world

Materials W Worksheet P1

Steps

Divide students into four groups and give each group a card with a picture of the four elements; the sun, earth, wind, water. Distribute Worksheet 1. Get each group to discuss and list all the disasters that could occur in the element given. Tell them to write on the worksheet given be presented to the class. Get each group to choose one disaster and discuss how it affects peoples lives. (They should guess how these people move on with their daily lives such 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 worksheet given. Let the group members write sentences describing the way the people lead their lives after a disaster and add their feelings when doing it. (This can be given as homework. A descriptive essay on the life of a disaster victim as a follow-up activity.

Variation
Hold a debate on which disaster is the most impactful. Get two teams to choose representatives 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

d disaster. IN THE MIDST OF HARDSHIP WORKSHEET P1

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Oh My!

ELEMENT: DISASTERS RELATED TO ELEMENT:

DAILY LIVES AFFECTED:

IN THE MIDST OF HARDSHIP

BEYOND THE TEXT / ACTIVITY P2

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Report a Disaster
Aim
80 minutes

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

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

Steps

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 to choose the best way to raise money to help the victims. Tell them to create a poster which includes the heading of the fund-raising project, pictures, method of delivering the cash and kind, and venue of collection. Tell them to paste all posters around the classroom. Let the students judge which poster is the most impressive.

IN THE MIDST OF HARDSHIP

BEYOND THE TEXT / ACTIVITY P3

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Word Explosion
Aim
To enable students to make word associations in order to extend their vocabulary

40 minutes

Materials
Mahjong papers, markers, masking tape Handout P3 H

Steps

Divide the students into groups of 3 to 5. Ask each group to write the word Disaster in the middle of the mahjong paper. Give each group the materials above and Handout 1. Get the students to make as 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 to extend from the words they have chosen (like a spidergram). Allow or encourage high profiency students to write an essay based on the word Disaster at home.

Variation
The activity can also be conducted with the whole class. Instead of the group brainstorming for ideas. If the students are weak, you can help the students by giving clues for students to come up u with words. Write the words on the board.

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IN THE MIDST OF HARDSHIP P3

HANDOUT

Word Explosion
AN EXAMPLE OF WORD EXPLOSION RAIN RECEDE DROWN RAISE WATER FUNDS

FLOOD
DEATH BOAT SMELLY CLOUD SWIM LEVEL LOSS

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IN THE MIDST OF HARDSHIP

BEYOND THE TEXT / ACTIVITY P4

I Remember Poem
Aim
To enable students to share an unforgettable memory by writing simple poetry using key words found in the poem 40 minutes

Materials
The poetry text Handout P4 H

Steps

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 to form a stanza ( as in a poem ). Ask them to present their work.

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IN THE MIDST OF HARDSHIP

HANDOUT P4

I Remember Poem
Example 1

I remember it was in the month of November I remember that there was a thunderstorm And I couldnt 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

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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

HE HAD SUCH QUIET EYES

Synopsis
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 to any advice concerning the mans true behaviour. In the end, she realized her error and was broken hearted.

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HE HAD SUCH QUIET EYES

ACTIVITY P1

Do You Know Me?


Aims
To enable students to observe and describe features using adjectives To encourage students to put their creativity to work 40 minutes

Materials W Worksheet P1

Steps 42

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 on the 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 words describing their friends eyes. Introduce adjectives into the lesson via the labeling activity.

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. Students then label the eyes, e.g.: round eyes, big eyes, small eyes or any other adjectives that befit the 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. Then, label each character. For example; angry eyes, loving eyes, sad eyes, etc.

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HE HAD SUCH QUIET EYES

ACTIVITY P2

Chain Reading
Aim
To read poem aloud with correct stress, intonation, pronunciation and expression 20 minutes

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Materials T The poetry text

Steps

Tell students to make two big circles in the classroom. Each group consists of 19 students. Get a student to read a line, starting from the title, followed by the name of the poet Bibsy Soenharjo and the seventeen lines of the poem. Encourage students to read with expression and tell them to try to memorise the lines. Once the reading starts, it must be continuous so that the chain ( flow ) will not be broken. Let the students read a few rounds to be familiar with the poem.

Notes
Variation to Steps 1 and 2 Form groups to read each stanza as part of choral reading

HE HAD SUCH QUIET EYES

ACTIVITY P3

Put Me Straight
Aims
To introduce rhythm in a fun way To train students in spelling To encourage team work in a fun way

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To enable students to observe and d 40 minutes adjectives To encourage students to put their cr

Materials W Worksheet P3

Steps

Get students to sit in groups of 3 4. Hand out Worksheet 2 to them. Tell students to unscramble the letters to form words that will in turn form short sentences from the poem. The group that is able to unscramble all the sentences correctly wins.

Students are not encouraged to refer to their text books. The group that finishes with all correct answers wins.

HE HAD SUCH QUIET EYES

WORKSHEET P3

Put Me Straight
The following words are related to the poem He Had Such Quiet Eyes by Bibsy Soenharjo. Unscramble them to find out what the sentences are.

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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

HE HAD SUCH QUIET EYES

ACTIVITY P4

Bingo
Aim
To identify meanings of words 40 minutes

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Materials H Handouts P4a, P4b and P4c

Steps

Prepare the BINGO cards in advance. Give each student a BINGO card with different combinations of words found in the poem. ( see Handout P4a ) Prepare strips with meanings of the rhyming words of this poem in advance, (Handout P4b)

Notes
You can play BINGO with the rhymes or verb tense. Two or three students may have the same card ( all words arranged similarly ) but it depends on who will be more alert to shout BINGO! first. DO NOT FORGET TO CHECK WITH DRAWN STRIPS.

Set rules for this game, for e.g. Lets play Diagonal Line (or vertical / horizontal line ). Students must wait for the teacher to draw a Meaning Strip from a bag/envelope / box. Read out the phrase /word /sentence loudly. Get students to look for the one word which has the same meaning as the Meaning Strips drawn. Strike out the word. Repeat Step 5 until there is a student who strikes all three words diagonally. The student must shout BINGO! and he/ she wins. (Refer to Handout P4c) Continue pulling out the remaining strips until all the nine words are struck out to play FULL 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

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

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pleasure-seeking dice

realise compromise

desolate paradise

quiet advice breathing

render pools lies

compromise layered dice

listened sighs heart

wise imploring thinnest

advice lies dice

heart advice pools

thinnest realise compromise

wise desolate dice

HE HAD SUCH QUIET EYES P4b

HANDOUT

Bingo
20 chosen words and the meaning strips in Bingo.

Long, deep audible breaths

Sighs

A pair of organs of sight


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eyes

Guidance

advice

Unhappy and uninhabited

desolate

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
layered Pleasure-seeking

dice

lies

become aware agree

realise

compromise

heaven

paradise

no noise
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quiet

inhaling and expelling air from the lungs shallow patches of liquid

breathing

pools

provide or give help superlative of thin begging desperately

render

thinnest

imploring

having knowledge and good judgement muscular body organ that pumps blood

wise

heart

Past tense of listen

listened

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HE HAD SUCH QUIET EYES

HANDOUT P4c

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

quiet advice breathing

render pools lies

compromise layered dice

or pool advice eyes compromise layered layered

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quiet

lies

breathing

HE HAD SUCH QUIET EYES

ACTIVITY P5

Haiku It!
Aim
To enable students to write a simple poem 40 minutes

Materials T The poetry text


Worksheet P5

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

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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 .

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 ____________________________ ____________________________

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iv.

Never compromise ____________________________ ____________________________

HE HAD SUCH QUIET EYES

BEYOND THE TEXT / ACTIVITY P1

Idioms Uncovered
Aims
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

Materials W Worksheets P1a and P1b

Steps

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

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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.

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

HE HAD SUCH QUIET EYES

WORKSHEET P1a

Idioms Uncovered
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 the idioms.

EXAMPLE:

EAGLE

EYES

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clue .................. ....... ...........

..

..

..

....

clue .. ..... .... .....

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Use this to ..

.................. clue

......

..

..

Sounds like

..

.....

......

..... WORKSHEET P1b

HE HAD SUCH QUIET EYES

Idioms Uncovered
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 the idioms.

FROM

MEANING:

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..

R
Sounds like clue

clue MEANING: HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P2

Eye!
Aim
To extend key word usage in idiomatic expressions 40 minutes

Materials 59

H Handout P2

Worksheet P2

Steps

Elicit phrases / idiomatic expressions / proverbs which consist of the word eye from the students. Pre-teach Idioms with the word eye (see Handout 1 for guidance ). Alternatively, Step 2 can be given as a matching exercise you can get the students to match the phrases with their relevant meanings. Give worksheet 3 and tell the students to work on it in pairs

Notes
Make a bookmark using the word eye

HE HAD SUCH QUIET EYES

HANDOUT P2

Eye!

to catch someone's eye

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

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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 : ignore something.

Meaning

to do something with one's eyes closed

Meaning : do something very easily

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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

HE HAD SUCH QUIET EYES

WORKSHEET P2

Eye!
Complete the sentences with appropriate idioms.

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1. 2. 3. 4. 5. 6.

The teacher knows everything we do, she must have ___________________of her head! Would you ________________________on the children while I go to the doctor's? They are a perfect couple, they ____________________________ on most things. If you would ___________________________________, I'd like some more bread. Using this fax machine is really easy, you can do it _________________________! Her flat is so beautiful. She obviously ____________________________________ for decoration.

7. 8. 9. 10.

I'm sorry I didn't call you yesterday, but I was ________________________ in work. He knows I am always late, but he just _______________________ _________ to it. The youngest son is the _______________________________________________ . Nobody should see that I'm doing this, so _______________________ and tell me if someone is coming.

HE HAD SUCH QUIET EYES

BEYOND THE TEXT / ACTIVITY P3

Is She 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

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Materials
Coloured papers, mahjong papers, markers and pictures of celebrities Worksheet P3 p

Steps

Divide the students into 5 to 7 groups. Give them worksheet 4 and the materials or ask them to bring some. Planning is crucial here. Let them choose the criteria of the spouse in terms of physical and character traits. Use the words in the poem in the criteria too. List them down. Tell them to create a collage of their future spouse using the pictures they have brought. They are to put it on the mahjong paper together with the list they have come up with. Use the coloured paper to make 5 stars for each group member. Each group is only to come up with one collage. 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. Put the stars on the mahjong paper itself. Allow sometime for this activity. Each group will count the stars and total them up. The spouse with the most stars will be the most desirable.

Notes
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?

HE HAD SUCH QUIET EYES

WORKSHEET P3

Is She The One? Is He The One?

CRITERIA FOR FUTURE SPOUSE:

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PHYSICAL TRAITS: . CHARACTER TRAITS: .

HE HAD SUCH QUIET EYES

BEYOND THE TEXT / ACTIVITY P4

Blame It On Him Or Her?


Aim
To enable students to explore different perspectives. 80 minutes

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Materials W Worksheet P4

Steps

Divide the students into two groups of gender, boys and girls. (If in a single sex school 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 very important 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 why they agree or disagree with the groups work. Discuss with the whole class.

Variation
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. 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. Another variation would be by reducing the age from teenagers to young children and explain what things they lie about. e

HE HAD SUCH QUIET EYES

WORKSHEET P4

Blame It On Him Or Her?


GROUP: MALE / FEMALE LIST SITUATIONS WHEN EYES PLAY A VERY IMPORTANT ROLE:

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1)

. . .

2)

. . .

3)

. . .

LIST THE REASONS FOR THE HEARTBREAK IN THE POEM. [FROM THE MALE OR FEMALE PERSPECTIVES.] 1) . . . 2) . . . 3) . . .

HE HAD SUCH QUIET EYES

Answer Key
WORKSHEET P3 : PUT ME STRAIGHT

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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
WORKSHEET P1a : IDIOM UNCOVERED

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

Roll your eyes Stars in your eyes Cry your eyes out Keep your eyes peeled Sight for sore eyes WORKSHEET P1b : IDIOM UNCOVERED

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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 and take on more than they can consume or manage.
WORKSHEET P2 : EYE

1 Eyes in the back 2 3 4 5 Keep an eye See eye on eye Catch the waiters eye With your eyes closed

6 7 8 9 10

Has an eye Up to my eyes Turn a blind eye The apple of the mothers eye Keep your eyes peeled/skinned

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

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

Authentic Assessment
THEY WOULD BE ASSESSED BY: PORTFOLIO

Poetry

THE STUDENTS WOULD BE ASSESSED BY USING AUTHENTIC ASSESSMENT.

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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 PORTFOLIOS AND SCRAPBOOKS.

IN THE MIDST OF HARDSHIP

ASSESSMENT 2

Poetry Analysis Folder


In the Midst of Hardship by Latiff Mohidin. Objectives: 1. To allow students to present a graphic representation of the context of the poem. 2. To encourage students to give a personal response to the poem

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

Poetry Analysis Worksheet


Title of Poem Poet Theme Type of Poem Number of stanzas ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

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Select one stanza. Identify the rhyme scheme.

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

Analyze and explain the message of the poem.

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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/she writes? Consider: 1. 2. 3. 4. Personal beliefs Nationality or ethnicity Male or Female Time period in which he/she lived

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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

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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. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. When did the people in the poem return home? What kind of a setting do you see in the poem, In the Midst of Hardship by Latiff Mohidin? Describe the conditions of the people in this poem. Despite the conditions of the people in the above poem, did they give up? Which line tells you this? What do you understand by but on their brows, 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. Do you think the people in the poem are rich? Justify your answer with evidence from the 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. Do you think the people here are hopeful and optimistic? Justify your answer. 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. Do you like the poem? Give a reason for your answer.

HE HAD SUCH QUIET EYES

ASSESSMENT 4

Have I Understood?
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.

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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.

IN THE MIDST OF HARDSHIP

Answer Key
ASSESSMENT 3

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1 2 3 4 5 6 7 8 9 10 11

dawn Village They are soaked in water and sweat, 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. Any possible reason(s) It is their sons buffalo/ They love their son/ Any other possible answer between bloated carcasses Yes. but on their brows there was not a sign of despair. They were born amidst hardship and grew up without a sigh or a complaint Any possible answer Any possible answer Any possible answer

12 13 14

HE HAD SUCH QUIET EYES

Answer Key
ASSESSMENT 4

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1. One of the eyes functions is to show emotion like sadness and happiness. 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. 2. No. 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. In the poem the girl fell for the guys quiet eyes because she thought that those eyes portrayed a true and genuine feeling of love. However, 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. 3. The persona in the poem fell for the guys 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. 4. 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. If she still does not believe me I would not do anything else to help her and let her fall for herself. 5. 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. 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.

POETRY

Glossary
acrostic

Poetry

a series of lines or verses in which the first, last, or other particular letters when taken in order spell out a word, phrase, etc. A person or animal lacking normal pigmentation, with the result

albino

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being that the skin and hair are abnormally white or milky and the eyes have a pink or blue iris and deep-red pupil alliteration The repetition of the same sounds or of the same kinds of sounds at the beginning of words on in a stressed syllable, as in on scrolls of silver snowy sentences (Hart Crane). Modern alliteration is predominantly consonantal. In the middle of, among The repetition of identical or similar vowel sounds, especially in stressed syllables, that dolphin-torn, that gong-tormented sea (William Butler Yeats) Swollen with fluid or gas Dead bodies of animals Absence of hope a major form of Japanese verse, written in 17 syllables divided into 3 lines of 5, 7, and 5 syllables, and employing highly evocative allusions and comparisons, often on the subject of nature or one of the seasons. Awful, terrible An idiom (Latin: , special property, f. Greek: , special phrasing, f. Greek: , ones own) is an expression, 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, thus making an implicit comparison, as in a sea of troubles or All the worlds a stage A figure of speech in which an inanimate object or abstract idea is represented as animated, or endowed with personality, as in the floods clap their hands. a short popular saying, usually of unknown and ancient origin, that expresses effectively some commonplace truth or useful thought; adage; saw. A similarity of sound between words, such as moon, spoon, croon, tune, and June. Rhyme is often employed in verse. A similarity of sound between words, such as moon, spoon, croon, tune, and June. Rhyme is often employed in verse. an album in which pictures, newspaper clippings, etc.,

amidst assonance

bloated carcasses despair Haiku

horrendous idiom

metaphor

personification

proverbs

rhyme

scrapbook

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may be pasted or mounted. scratches simile Superficial wounds in the skin caused by a sharp object A figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as, as in how like the winter hath my absence been or so are you to my thoughts as food to life (Shakespeare) Extremely wet

soaky

Panel of Writers

Poetry

DIANA FATIMAH AHMAD SAHANI (COORDINATOR) BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PELAJARAN MALAYSIA
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AMAR SHOBHA SARNA (PANEL HEAD) INSTITUT PERGURUAN MALAYSIA KAMPUS ILMU KHAS, KUALA LUMPUR YONG WAI YEE SMK SERI HARTAMAS, DESA SERI HARTAMAS, KUALA LUMPUR ANDREW LEONG KONG MENG SMK AIR ITAM, GEORGETOWN, PULAU PINANG ABANG MUAMMAR GHADDAFI SM TEKNIK BINTULU, SARAWAK NADIAH CHOONG ABDULLAH SMK DATUK MANSOR, BAHAU, N.SEMBILAN ASMAH ABU HADZIM SMK PUTRAJAYA PRESINT 9(1), PUTRAJAYA

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