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In The Midst of Hardship & He Had Such Quiet Eyes

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					                LITERATURE COMPONENT FOR FORM 4


                                  Poetry

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




 In The Midst Of Hardship Latif Mohidin
 He Had Such Quiet Eyes Bibsy Soenharjo

           Curriculum Development Division. Ministry of Education Malaysia. 2009
POETRY




                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."




                                               1
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.




                                             2
          o Gustatory imagery – sense of taste
              e.g. Her voice was like warm honey on a cold morning.

          o Olfactory imagery - sense of smell
              e.g. Her cheeks were like the perfume of roses.

      Poems contain figurative language (e.g. simile, metaphor, personification,
       hyperbole, etc.)

      Poems may include rhythm (the regular recurrence of stressed and unstressed
       beats)

      Poems may contain rhyme.

      Poems contain sound devices (e.g. assonance, alliteration, consonance,
       onomatopoeia, etc.) to support the content of a poem.


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


                               Characteristics of Poetry




                                            3
POETRY



               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.

                           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.




                                           4
   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




                                          5
   Acrostic Poem

    An acrostic poem, sometimes called a name poem, uses a word for its subject.
    Then each line of the poem begins with a letter from the subject word. This type
    of poetry doesn't have to rhyme.

    Here's an example using the word „school‟:

                  Shabonee is where I go

                  Computers, spirals, books, and more

                  Homework every night

                  On math, science, reading, and social studies

                  Our class does lots of fun projects

                  Learning never stops

   Concrete/Shape Poem

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




                                          6
Try this out. What do you think the shape of the poem resembles?



                                )
                                a
                              pen
                              _cil
                             holds
                              a gr
                             eater
                             know
                            ledge
                             than
                             any c
                             omp
                             uter,
                            a pen
                            cil hol
                            ds 100
                            years
                             of ex
                              peri
                             ence
                              and
                              has
                             been
                              thro
                              ugh
                               the
                             stori
                             es of
                              milli
                              ons




                               7
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                                     POETRY

                   Plot                                    Subject matter

                 Theme                                         Theme

             Characterization                               Very rarely

              Point of view                                Voice/persona

                  Tone                                          Tone

                  Mood                                         Mood




           Sources

          URL           : http://contemporarylit.about.com/od/poetry/a/poetry.htm
          Date accessed : 12 October 2009
          URL           : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/
                          cinquaindescrip.htm
          Date accessed : 12 October 2009




                                             8
IN THE MIDST OF HARDSHIP




                Poet’s 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 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 Puppeteer’s 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’.




                                                 9
HE HAD SUCH QUIET EYES




                 Poet’s 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
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.


                                                10
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 son‟s 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 other‟s 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.




                                                  11
IN THE MIDST OF HARDSHIP


              A Picture Says A
              Thousand Words

          Aims


     To introduce the context of the poem                                 To train students to listen, read and c
                                                                                 40 minutes
     To elicit from students feelings and attitudes                       To enable team work while having fu



          Materials


     Pictures from newspaper cuttings of current natural disasters
     MPEG Video on 2004 Tsunami, Hurricane Katrina
     Worksheets P1a and P1b
     Handout P1




          Steps




      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.




                                             12
         Sources


On Tsunami
       http://www.youtube.com/watch?v=kpgsCaFe4sM
       http://www.youtube.com/watch?v=WhuqKh
       www.ogrish.com

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


On Padang, Indonesia earthquake
      http://www.youtube.com/watch?v=Jnr9Mcg_jIo

Date accessed : 12 October 2009




                                      13
IN THE MIDST OF HARDSHIP                                  HANDOUT P1


           A Picture Says A
           Thousand Words




                                Source : The Star, 4 October 2009




                           14
     Source : The Star, 11 Oct 2009




15
Source: The New Straits Time, 11 Oct 2009



  16
IN THE MIDST OF HARDSHIP        WORKSHEET P1a


           A Picture Says A
           Thousand Words

Looking at pictures




                           17
IN THE MIDST OF HARDSHIP                                                      WORKSHEET P1b


                 A Picture Says A
                 Thousand Words

Find somebody who…

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



                                                 18
IN THE MIDST OF HARDSHIP                                                     ACTIVITY P2




             Getting-To-Know-You


          Aim


     To find out more about the poet                                         20 minutes
                                                                      To train students to listen, read and c
                                                                      To enable team work while having fu


          Materials


     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.




                                           19
IN THE MIDST OF HARDSHIP                                  WORKSHEET P2




                  Getting-To-Know-You


                  Questions                     Answers
1.   When was Latiff Mohidin born?


2.   Name his birthplace.


3.   Name a place where he had his
     education.
4.   Give a country to which he has been
     before.
5.   Apart from being a poet, what else
     does he do?
6.   What award has he won?


7.   What is his nickname?


8.   Name one of his poems.


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




                                           20
IN THE MIDST OF HARDSHIP                                                      WORKSHEET P2




                 Getting-To-Know-You


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.




                                                  21
Some of Mohidin‟s poems are Dream 1, Mirror, The Puppeteer‟s 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.




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.




                                              22
IN THE MIDST OF HARDSHIP                                                     ACTIVITY P3




             Show Some Emotion!


         Aim


     To enable students to grasp the mood and feelings of the poem            40 minutes
                                                                       To train students to listen, read and c

                                                                       To enable team work while having fu

         Materials


     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.




                                           23
IN THE MIDST OF HARDSHIP                                HANDOUT P3




           Show Some Emotion!



           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 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, making
           jokes while rolling their cigarette leaves

           Translated by Salleh Ben Joned




                                           24
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.




           _____________________                _______________________




           __________________                       ____________________




         _____________________                    ________________________



                                           25
IN THE MIDST OF HARDSHIP                                                           ACTIVITY P4




             The Search Is On



          Aim


     To allow students to explore ways in which figurative language is           40 minutes
                                                                          To train students to listen, read and c
     used in the poem
                                                                          To enable team work while having fu


          Materials


     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.




                                             26
IN THE MIDST OF HARDSHIP                                                  HANDOUT P4




               The Search Is On


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




        Assonance
        Line 12                                Assonance
                                               Lines 2 and 3
        and tiny chips of tree barks
                                               their soaky clothes torn
                                               and approached the stove




                                          27
IN THE MIDST OF HARDSHIP                                          WORKSHEET P4




              The Search Is On


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




           Line ________                          Line ________




                                          28
IN THE MIDST OF HARDSHIP                                                      ACTIVITY P5




             Acrostic Poem

          Aim


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




          Materials


     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.




                                            29
IN THE MIDST OF HARDSHIP                          HANDOUT P5




               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




                                             30
IN THE MIDST OF HARDSHIP




              Answer Key


          Worksheet P2 : GETTING-TO-KNOW-YOU


  1   (25 August )1941                     6    Putra I Poetry Award/ Honourable
                                                Diploma Prize
  2   Negeri Sembilan                      7    'Boy Wonder'
  3   Lenggeng/Seremban/Singapore/         8    Dream 1, Mirror, The Puppeteer‟s
      University of Fine Arts in Berlin/        Wayang, Words Adrift on Air, The
      Hochshule fur Bildende Kunste/            Legend of the Dawn, A City, A
      Atelier La Courriere in France or         Grandmother and Death, His Thick
      Pratt Graphic Centre in America.          Shroud, The Shore of Time and Mask
                                                of My Name is Rawana.

  4   Singapore/ France/ Germany/          9    society.
      America
  5   artist                               10   Mekong / Kembara Malam / Wayang
                                                Pak Dalang/ Garis: Dari Titik ke Titik




                                           31
IN THE MIDST OF HARDSHIP                                 BEYOND THE TEXT / ACTIVITY P1




                 “Oh My!”

             Aim


                                                                                  40 minutes
       To evoke students‟ awareness of the disasters around the world




             Materials


      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 people‟s
             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
 disaster.



                                                32
IN THE MIDST OF HARDSHIP             WORKSHEET P1




           “Oh My!”


ELEMENT:


DISASTERS RELATED TO ELEMENT:




DAILY LIVES AFFECTED:




                                33
IN THE MIDST OF HARDSHIP                              BEYOND THE TEXT / ACTIVITY P2




             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


     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.




                                             34
IN THE MIDST OF HARDSHIP                             BEYOND THE TEXT / ACTIVITY P3




              Word Explosion

           Aim


     To enable students to make word associations in order to extend             40 minutes
     their vocabulary




           Materials


      Mahjong papers, markers, masking tape          Handout P3



           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 with words. Write the words on the board.




                                             35
IN THE MIDST OF HARDSHIP                                   HANDOUT P3




                Word Explosion

                    AN EXAMPLE OF WORD EXPLOSION


                               RAIN                            FUNDS
       RECEDE                                   RAISE


DROWN                                                   WATER
                            FLOOD
DEATH                                           LEVEL


BOAT                                                    LOSS


       SMELLY                            SWIM

                           CLOUD




                                   36
IN THE MIDST OF HARDSHIP                            BEYOND THE TEXT / ACTIVITY P4




             “I Remember” Poem

          Aim


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




          Materials


     The poetry text                               Handout P4



          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.




                                           37
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 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
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 man‟s 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 man‟s true behaviour. In the end, she realized her error and
was broken hearted.




                                            39
HE HAD SUCH QUIET EYES                                                            ACTIVITY P1




             Do You Know Me?

          Aims


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




          Materials


     Worksheet P1



          Steps


    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.




                                                    40
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.




                                           41
HE HAD SUCH QUIET EYES                                          ACTIVITY P2




             Chain Reading

          Aim


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



          Materials


     The poetry text




          Steps




       Tell students to make two big circles in the
       classroom. Each group consists of 19 students.           Notes


       Get a student to read a line, starting from the
       title, followed by the name of the poet Bibsy           Variation to
       Soenharjo and the seventeen lines of the             Steps 1 and 2 –
       poem.                                                 Form groups to


       Encourage students to read with expression              read each
       and tell them to try to memorise the lines.          stanza as part of
                                                             choral reading

       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.




                                             42
HE HAD SUCH QUIET EYES                                                         ACTIVITY P3




              Put Me Straight

          Aims


     To introduce rhythm in a fun way                                         40 minutes
                                                                        To enable students to observe and d
                                                                        adjectives
     To train students in spelling                                      To encourage students to put their cr
     To encourage team work in a fun way




          Materials


     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.




                                                43
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.


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




                                         44
HE HAD SUCH QUIET EYES                                                          ACTIVITY P4




             Bingo

          Aim


     To identify meanings of words                                              40 minutes




          Materials


     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.                                              Notes
     ( see Handout P4a )


     Prepare strips with meanings of the rhyming                      You can play BINGO
     words of this poem in advance, (Handout P4b)                       with the rhymes or
                                                                        verb tense. Two or

     Set rules for this game, for e.g. Let‟s play
     „Diagonal Line” (or vertical / horizontal line ).                 three students may
     Students must wait for the teacher to draw a                      have the same card
     Meaning Strip from a bag/envelope / box.                          ( all words arranged
                                                                          similarly ) but it

     Read out the phrase /word /sentence loudly. Get
     students to look for the one word which has the                   depends on who will
     same meaning as the Meaning Strips drawn.                        be more alert to shout
     Strike out the word.                                               „BINGO! “first. DO
                                                                        NOT FORGET TO

     Repeat Step 5 until there is a student who strikes
     all three words diagonally. The student must                         CHECK WITH
     shout “BINGO!” and he/ she wins. (Refer to                         DRAWN STRIPS.
     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.




                                             45
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


     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                                        HANDOUT P4b




              Bingo
20 chosen words and the meaning strips in Bingo.

       Long, deep audible breaths
                                                   Sighs



          A pair of organs of sight
                                                   eyes




                   Guidance                        advice




        Unhappy and uninhabited                    desolate




      Looking for a feeling of happy
                                                   Pleasure-seeking
                  satisfaction

 A small cube with each side having a              dice
  different number ranging from 1 to 6


                                                   layered
             arranged in layers




                                         47
   Intentional false statements
                                      lies




                                      realise
         become aware

              agree                   compromise




             heaven
                                      paradise



                                      quiet
             no noise

inhaling and expelling air from the   breathing
              lungs

    shallow patches of liquid         pools




                                      render
       provide or give help

                                      thinnest
        superlative of thin




                                48
     begging desperately
                                  imploring




  having knowledge and good       wise

          judgement

muscular body organ that pumps    heart

             blood



      Past tense of listen        listened




                             49
HE HAD SUCH QUIET EYES                                       HANDOUT P4c




             Bingo

BINGO – EXAMPLES TO HOW AND WHEN A STUDENT CAN SHOUT ‘BINGO!’




         quiet               render              compromise


        advice                pools                layered


       breathing               lies                 dice




or


         pool                 eyes                 layered


        advice             compromise              layered


         quiet                 lies               breathing




                                      50
HE HAD SUCH QUIET EYES                                                         ACTIVITY P5




             Haiku It!

          Aim


     To enable students to write a simple poem                                 40 minutes




          Materials


     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
       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

          Aims


     To enable students to interpret a picture and find its meaning to        40 minutes
     complete a task
     To encourage team work and brainstorming in completing a task



          Materials


    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.


     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.




                                             53
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




                  clue


 …………................……….. ……..…………...…………..               ……..…..………...……..…..




                                           54
……………..……                ……………………..       ……………………..      …..………..………




                                                               clue

……………..………               …..………….……..     ……………..……..     …..………..……….

   Use this to …..




……..................……   …..…………..……..    ……………………..      ……………….….…

        clue

                            Sounds like




……………..………               …….……….……...     ……………...……...   …..………...………




                                          55
HE HAD SUCH QUIET EYES                                               WORKSHEET P1b




               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:

…………………………………………………………………………………………………..




                                   ‘R’
                                     Sounds like
                                                                      clue

     ……………………                     ……………………                     ……………………


            ›
            clue



     ……………………                     ……………………                     ……………………

MEANING:

…………………………………………………………………………………………………


                                           56
HE HAD SUCH QUIET EYES                               BEYOND THE TEXT / ACTIVITY P2




             Eye!

         Aim


     To extend key word usage in idiomatic expressions                  40 minutes




         Materials


     Handout P2                                Worksheet P2



         Steps




       Elicit phrases / idiomatic expressions / proverbs
       which consist of the word “ eye” from the                       Notes
       students.


       Pre-teach Idioms with the word „eye‟                             Make a
       (see Handout 1 for guidance ). Alternatively,                bookmark using
       Step 2 can be given as a matching exercise                    the word ‘eye’
       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




                                            57
HE HAD SUCH QUIET EYES                                                HANDOUT P2




             Eye!


       to catch someone's eye

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



       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.




                                           58
   to turn a blind eye to something

Meaning   : ignore something.



   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
HE HAD SUCH QUIET EYES                                                  WORKSHEET P2




               Eye!

Complete the sentences with appropriate idioms.


1.    The teacher knows everything we do, she must have ___________________of her
      head!
2.    Would you ________________________on the children while I go to the doctor's?


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


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


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


6.    Her flat is so beautiful. She obviously ____________________________________
      for decoration.


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


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


9.    The youngest son is the _______________________________________________ .


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




                                            60
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             80 minutes
     spouse and give reasons for the criteria chosen



          Materials


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



          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.                         Notes


       Let them choose the criteria of the spouse in
       terms of physical and character traits. Use the                Discuss the following
       words in the poem in the criteria too. List them                 topic: Is the reality
       down. Tell them to create a collage of their                   show on television on
       future spouse using the pictures they have                      looking for the right
       brought. They are to put it on the mahjong                      spouse by meeting
       paper together with the list they have come up                  with many men and
       with. Use the coloured paper to make 5 stars                   women the right way?
       for each group member. Each group is only to                    What do you think?
       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.



                                              61
HE HAD SUCH QUIET EYES              WORKSHEET P3


            Is She The One?
            Is He The One?

CRITERIA FOR FUTURE SPOUSE:


PHYSICAL TRAITS:

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   ………………………………………………………………………………………………….


CHARACTER TRAITS:

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   …………………………………………………………………………………………………

   ………………………………………………………………………………………………….




                              62
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




          Materials


     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 group‟s presentation and explain why
       they agree or disagree with the group‟s 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.




                                            63
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:

1)   …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

2)   …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

3)   …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

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

1)   …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

2)   …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

3)   …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….

     …………………………………………………………………………………………………….


                                   64
HE HAD SUCH QUIET EYES




               Answer Key


         WORKSHEET P3 : PUT ME STRAIGHT



1. NCOE RO ETCWI                           ONCE OR TWICE

2. SHWO NDA SHYW                           HOWS AND WHYS

3. SLOING TA ICED                          LOSING AT DICE

4. LOASETDE SSHGI                          DESOLATE SIGHS

5. TQEIU YEES                                QUIET EYES

6. TTSEHINN CIE                             THINNEST ICE

7. LOOPS FO LEIS                            POOLS OF LIES

8. RINGMOLIP ERH                           IMPLORING HER

9. RREEDN MIH                                RENDER HIM

10. ELSO RYUO THREA                       LOSE YOUR HEART

11. ECSOIMMPOR                              COMPROMISE

12. ERLPUSAE-EGSNKIE                      PLEASURE-SEEKING

13. EB REUS AHTT                            BE SURE THAT

14. A TIB FO                                  A BIT OF

15. DENETSIL OT                             LISTENED TO

16. REEF FORM                                FREE FROM


                                 65
  WORKSHEET P1a : IDIOM UNCOVERED



Roll your eyes
Stars in your eyes
Cry your eyes out
Keep your eyes peeled
Sight for sore eyes


  WORKSHEET P1b : IDIOM UNCOVERED



Scales fall from your eyes

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

Eyes are bigger than one’s 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                     6    Has an eye
2 Keep an eye                          7    Up to my eyes
3 See eye on eye                       8    Turn a blind eye
4 Catch the waiter‟s eye               9    The apple of the mother‟s eye
5 With your eyes closed                10   Keep your eyes peeled/skinned



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



 PHYSICAL TRAITS:                    CHARACTER TRAITS:
 Slim and slender.                   Intelligent.
 Clean and smell nice.               Careful and think before she acts.
 Long hair.                          Open minded to many current and new things.




                                  66
POETRY                                                      ASSESSMENT 1




              Authentic Assessment                            Poetry




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’ PORTFOLIOS AND SCRAPBOOKS.



                                      67
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


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




                                              68
                 Poetry Analysis Worksheet
Title of Poem             ___________________________________________

Poet                      ___________________________________________

Theme                     ___________________________________________

Type of Poem              ___________________________________________

Number of stanzas         ___________________________________________

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.




                                          69
Analyze and explain the message of the poem.




What feelings has poem evoked in you?




                                        70
About the Poet
What have you learned about the poet that contributes to the type of poetry he/she
writes? Consider:

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




                                            71
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.     When did the people in the poem return home?
 2.     What kind of a setting do you see in the poem, „ In the Midst of Hardship‟ by Latiff
        Mohidin?
 3.     Describe the conditions of the people in this poem.
 4.     Despite the conditions of the people in the above poem, did they give up?
        Which line tells you this?
 5.     What do you understand by „ but on their brows, there was not a sign of despair‟?
 6.     What natural disaster had occurred to the place?
 7.     Name the animal that had gone missing in this poem.
 8.     Do you think the people in the poem are rich? Justify your answer with evidence
        from the poem?
 9.     Why do you think the people are desperately looking for the lost animal?
 10.    What is alliteration? Give an example of alliteration from the poem.
 11.    Do you think the people here are hopeful and optimistic? Justify your answer.
 12.    What can you learn from this poem?
 13.    Do you think the poet has chosen a good title for this poem? Give a reason for
        your answer.
 14.    Do you like the poem? Give a reason for your answer.




                                               72
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.


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 guy‟s 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 “how‟s and why‟s”. 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.




                                             73
POETRY




               Glossary                                                      Poetry




acrostic        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.

albino          A person or animal lacking normal pigmentation, 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

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.

amidst          In the middle of, among

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

bloated         Swollen with fluid or gas

carcasses       Dead bodies of animals

despair         Absence of hope

Haiku           a major form of Japanese verse, written in 17 syllables 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.

horrendous      Awful, terrible

idiom           An idiom (Latin: , “special property”, f. Greek: , “special
                phrasing”, f. Greek: , “one‟s own”) is an expression, word, or
                phrase that has figurative meaning

metaphor        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
                world‟s a stage”


                                            74
personification   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‟.

proverbs          a short popular saying, usually of unknown and ancient
                  origin, that expresses effectively some commonplace
                  truth or useful thought; adage; saw.

rhyme             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.

scrapbook         an album in which pictures, newspaper clippings, etc.,
                  may be pasted or mounted.

scratches         Superficial wounds in the skin caused by a sharp object

simile            A figure of speech in which two essentially unlike things 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)

soaky             Extremely wet




                                             75
    Panel of Writers                    Poetry




 DIANA FATIMAH AHMAD SAHANI (COORDINATOR)
     BAHAGIAN PEMBANGUNAN KURIKULUM
      KEMENTERIAN PELAJARAN MALAYSIA

       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




                     76

				
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