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GRADE 10

POETRY

JO

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THE JOY OF POETRYA large number of people who study poetry think it is all about finding a secret message somewhere in the words. For this reason, many people take down copious notes, buy study guides or surf the internet for various interpretations. All of these can be important but they are not essential.

The study of poetry can be enjoyable if you take the following into account: What does the poem mean to YOU? What emotions or thoughts are stirred in YOU?

When one reads a study guide or listens to a teacher “explaining” a poem, that is simply the views of a particular person. You should strive to form your own opinion. It does not matter whether we are on the right path of interpretation or not. What matters is the PROCESS involved.

Reading a poem many times over. Clarifying the meaning of the words Identifying poetic devices Looking for levels of meaning

NOTE TO LEARNERS AND PARENTS

Each poem studied this year will have corresponding questions and exercises. It is COMPULSORY for these questions and exercises to be completed before the scheduled lesson in class when the poem will be discussed by the educator.

In the case of multiple choice questions, you will find many words that might not be familiar to you. You are expected to use a good dictionary to find the meaning of ALL words: Do not simply write down an answer and ignore the other words.

If this process if followed diligently, studying poetry will be an enjoyable and meaningful exercise.

Diligent use of this worksheet will enable you to answer questions easily and prepare you for the process needed to answer questions on an unseen poem.

GLOSSARY OF SOME LITERARY TERMSSimile – comparing two things using “like” or “as”Metaphor – saying one thing IS another (comparing without using “like” or “as”)Personification – describing inanimate things or phenomena as a personAlliteration – the same consonant at the beginning of two or more wordsAssonance – the repetition of a vowel sound in two or more words. They need not be the same letter and can even be a combination of letters : ay, eigh; ei; eyOnomatopoeia – a word that sounds like what is being describedHyperbole – great exaggeration to emphasize somethingIrony –Where the words and the reality are opposite (appearance different from reality)Oxymoron – words used together that are opposites (open secret; icy hot)Contrast – showing the difference between things; showing how they are like oppositesPersona – The speaker or voice that is doing the narrating in a literary textDenotation – The meaning of words as found in a dictionaryConnotation – Hidden meaning / The different levels of meaning an interpretations where personal experience is added to the dictionary meaning of the words of words as found in a dictionary.Theme – A recurring concept or idea that the poem deals with.

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PRESCRIBED POETRY LIST FOR GRADE 10 – 2013

1. Sonnet 109 – Never Say I was false of heart - William Shakespeare2. If - Rudyard Kipling3. The Lockless Door - Robert Frost4. Because I could not stop for death - Emily Dickinson5. Lines written in early Spring - William Wordsworth6. Grant Me - Rabindranath Tagore7. Phenomenal Woman - Maya Angelou8. Lines written in early Spring - William Wordsworth9. The man he killed - Thomas Hardy10. The Send-off - Wilfred Owen11. The Lesson - Roger McGough12. I am an African - Wayne Visser

OTHER PRESCRIBED LITERATUREDRAMA A play by William ShakespearePROSE The prescribed novel

ADDITIONAL LITERATUREReading and Viewing for Enjoyment

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LITERATURE – POETRY

Sonnet 109 – O, Never say that I was false of heart

sonneta poem of fourteen lines, typically featuring intentional rhyme, regular meter, and a logical structure

coupleta two-line, typically rhyming unit of verse

Early Modern Englishthe English language as it was between the years 1485 and 1650, featuring slight but noticeable differences from Modern English in spelling, pronunciation, and grammar

iambic pentametera poetic meter comprising five feet, each foot consisting of an unstressed or short syllable followed by a stressed or long syllable, making each line ten syllables long; variations on this meter are common

quatraina four-line, typically rhyming unit of verse

Shakespearean sonnetnamed after its most famous practitioner, this sonnet form comprises three quatrains and a closing couplet written in iambic pentameter

Sonnet 109: O never say that I was false of heartby William Shakespeare

O, never say that I was false of heart,Though absence seemed my flame to qualify.As easy might I from my self departAs from my soul which in thy breast doth lie. 4That is my home of love; if I have ranged,Like him that travels I return again,Just to the time, not with the time exchanged,So that myself bring water for my stain. 8Never believe though in my nature reignedAll frailties that besiege all kinds of blood,That it could so preposterously be stainedTo leave for nothing all thy sum of good; 12For nothing this wide universe I callSave thou, my rose, in it thou art my all 14

VOCABULARY

Ranged - wandered / roamed about frailties - weaknessesStain - sin; blemish besiege - surround to attackReigned - existed preposterous - outrageous; ridiculousSave - except my all - everythingSTRUCTURE

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Count the number of lines in this poem. What is the name given to this kind of poem? Count the number of syllables in each line of this poem? Do you see a pattern? Suggest

reasons for this. Is the poem one cohesive unit, or are there clear divisions? What is the rhyme scheme of this poem?

QUICK QUIZ

1. This poem is A – a limerick B – a sonnet C – free verse D – haiku

2. The tone of the poet isA – remorseful B – critical C – cynical D – jovial

3. The speaker found the separationA – easy B – painful C – comfortable D – invigorating

4. A couplet _________________ refers to two lines of a poemA – always B – usually C – seldom D – never

5. A possible synonym for the word ‘SEEMED” (Line 2) isA – compelled B – appeared C – caused D - forced

QUESTIONS TO TEST YOUR UNDERSTANDING OF THE POEM

1. Why was the persona / speaker expecting to be judged as false? Suggest what could have happened leading to this situation.

2. Why does the speaker find it difficult to be away from his beloved?3. Why are the words “my self” written separately and not as one word : myself.4. In Line 5 he refers to his “home of love”. Where is this?5. What are some of the frailties that he refers to in Line 10?6. What evidence is there in the poem that this relationship has been a long-lasting one?7. Comment on the effectiveness of the rhyming couplet (Is it effective? Why?).

EXTENDING THE CONTENTS OF THE POEM

1. Write a 4-line poem in iambic pentameter. You can choose any theme you want.2. Imagine you are the speaker. Write a single diary entry in which you express the way you

feel the day before you plan to be reunited with your beloved.3. Write a monologue expressing the thoughts and feelings of the person to whom this poem

is aimed.4. Choose either the speaker or the recipient of this poem. Write the concluding paragraph of

a narrative essay that shows what happened after this poem.5. Write the introductory paragraph of a reflective essay where you are the speaker or the

beloved and you are reflecting on this painful / difficult period in this relationship.


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IFBIOGRAPHICAL NOTE.Joseph Rudyard Kipling (1865-1936) was born in Mumbai on 30 December 1865 in Mumbai, India.

He grew up among the Indians and imbibed much of the Indian culture as he had an Indian nanny. He used this experience in his best-known children’s book, The Jungle Book. Kipling and his family spent many of their holidays in South Africa.

IFIf you can keep your head when all about youAre losing theirs and blaming it on you;If you can trust yourself when all men doubt you,But make allowance for their doubting too:If you can wait and not be tired by waiting, 5Or, being lied about, don't deal in lies,Or being hated don't give way to hating,And yet don't look too good, nor talk too wise;

If you can dream---and not make dreams your master;If you can think---and not make thoughts your aim, 10If you can meet with Triumph and DisasterAnd treat those two impostors just the same:.If you can bear to hear the truth you've spokenTwisted by knaves to make a trap for fools,Or watch the things you gave your life to, broken, 15And stoop and build'em up with worn-out tools;

If you can make one heap of all your winningsAnd risk it on one turn of pitch-and-toss,And lose, and start again at your beginnings,And never breathe a word about your loss: 20If you can force your heart and nerve and sinewTo serve your turn long after they are gone,And so hold on when there is nothing in youExcept the Will which says to them: "Hold on!"

If you can talk with crowds and keep your virtue, 25Or walk with Kings---nor lose the common touch,If neither foes nor loving friends can hurt you,If all men count with you, but none too much:If you can fill the unforgiving minuteWith sixty seconds' worth of distance run, 30Yours is the Earth and everything that's in it,And---which is more---you'll be a Man, my son!

VOCABULARY

Triumph - victory; winningImpostor - someone who pretends to be somebody else for a selfish / bad reason

http://poemhunter.com/poem/if/

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Knave - a male; In common usage it usually refers to an unprincipled personSinew - courage or physical strengthPitch-and-toss – throw of diceVirtue - noble or good qualitiesFoes - enemies

QUICK QUIZ ON THE POEM

1. The first stanza deals with the importance of havingA – self-confidence B – high status among friends C – money D – power

2. This poem can be said to beA – controversial B – surreal C – inspirational D – derogatory

3. The expression “build ‘em” (Line 16) is an example ofA – onomatopoeia B – colloquialism C – propaganda D –euphemism

4. The third stanza teaches one toA – take calculated risks B – be foolhardy C – be cautious D – be loyal

5. The rhyme scheme of the first stanza of this poem isA – aaabcdcd B – aaaacdcd C – aabbcdcd D – aabbccdd

TESTING YOUR UNDERSTANDING OF THE POEM

1. Refer to “keep your head” (l. 1). 1.1. Is the meaning here literal or figurative?1.2. Explain what is meant by the expression “keep your head”.

2. Lines 3-4 appear to contradict each other. Do you agree? Explain.3. Why, do you think, is it important not to “look too good” or appear “too wise” (Line 4)?4. Who are the “impostors” spoken about in Line 12? Discuss the effectiveness of this word

in this context.5. One can argue that lines 13-16 suggest that one should be a coward. Do you agree with

this view? Substantiate.6. Is the third stanza advocating gambling or encouraging gambling? Discuss briefly.7. How could “loving friends” “hurt you” (Line 27)8. Lines 29-30 appear to be very cryptic. Paraphrase what Kipling is saying in these lines.9. Explain what is meant by Yours is the Earth and everything that's in it,(Line 31).10. The term “Be a Man” is used in the modern context to mean something vastly different

from the line “You’ll be a man” (Line 32). Discuss briefly.

EXTENDING YOUR UNDERSTANDING OF THE POEM

1. DEBATE : Elect 2 panels of four members each to take opposing views on the following statement: Rudyard Kipling’s poem If talks about being principled in a corrupt world. Such an approach in current times will surely result in failure or humiliation.

2. A friend of yours wants to know what the poem IF is about. In no more than 25 words, give a brief description of what the poem is about.


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THE LOCKLESS DOOR

BIOGRAPHICAL NOTE.

Robert Frost (1874-1963) was born in San Francisco, California. He was a school teacher by profession. In 1894 he had his first poem published in New York but struggled to get his other poems published.

In 1910 he emigrated to England where his poems were soon published and his fame spread. He returned to the USA in 1915 and remained there until his death on 29 January 1963.

Frost’s best-known poem is The Road not Taken.

THE LOCKLESS DOORby Robert Frost

It went many years,But at last came a knock,And I thought of the doorWith no lock to lock. 4

I blew out the light,I tip-toed the floor,And raised both handsIn prayer to the door. 8

But the knock came again.My window was wide;I climbed on the sillAnd descended outside. 12

Back over the sillI bade a 'Come in'To whatever the knockAt the door may have been. 16

So at a knockI emptied my cageTo hide in the worldAnd alter with age. 20

VOCABULARY

descended - go / climb downbade - past tense of “bid” (to call)

STRUCTURE OF THE POEM

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The lines of this poem are very short. Although they don’t have the same number of syllables (varying from 4 to 6), the shortness of the line creates a tumbling effect in the rhythm and this is best appreciated when the poem is read out aloud.

ABOUT THE POEM

This poem is an enigma (something that is difficult to understand or interpret), There seems to be many contradictions in the poem and things that don’t make sense.

Whenever a poem does not seem to make sense on a literal level, it means that there is a deeper meaning or level. It is clear that the door (and the missing locks) stand for or represent something else. This means that the “door” and its “lockless” nature are metaphors.

An enigmatic poem is always an exciting one because it allows for so many different interpretations. The important thing to remember about any interpretation is that every line of the poem should be able to be interpreted consistently according to that interpretation.

The poem uses very simple words but these simple words are used in unusual ways.


6. A knock on the door wasA – frequent B – rare C – inaudible D – incessant

7. This second “lock” in line 4 is aA – noun B – verb C – adjective D – adverb

8. The rhyme scheme of the first stanza isA – abcb B – abcd C – abab D –aabb

9. “The window was wide” (Line 10) is an example ofA – a simile B – a metaphor C – alliteration D – onomatopoeia

10. The punctuation mark between “tip” and “toed” in “tip-toed” isA – a hyphen B – parenthesis C – a colon D – a semicolon

TEST YOUR UNDERSTANDING OF THE POEM

11. What evidence is there that the speaker’s room does not have electricity?12. Suggest what is being represented by the door? Why then are there no locks?13. Suggest reasons for the long time period that has lapsed since the last knock on the door.14. Lines 7-8 make the poem more enigmatic and intense. Do you agree? Discuss.15. Where was the speaker when he bade “come in”? (Line 14)16. Comment on the effectiveness of the word “whatever” instead of “whoever”.17. Why does the speaker refer to his room as a “cage” (Line 18)18. Is it possible to “hide in the world”? Discuss briefly.19. Does the word “alter” in Line 20 convey something positive or negative? Discuss briefly.20. Trace the emotions felt by the speaker from Lines 1 to 20.


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BECAUSE I COULD NOT STOP FOR DEATH

BIOGRAPHICAL NOTE.

Emily Elizabeth Dickinson (10 December 1830 -15 May 1886) was born in Amherst, Massachusetts in the USA.

Although she was born into a successful and wealthy family, she chose to live most of her life alone. She spent a part of her life as a nun before returning to her parents’ home where she remained until her death.

BECAUSE I COULD NOT STOP FOR DEATHby Emily Dickinson

Because I could not stop for DeathHe kindly stopped for meThe Carriage held but just OurselvesAnd Immortality. 4

We slowly drove, he knew no hasteAnd I had put awayMy labor and my leisure too,For his civility. 8

We passed the School, where Children stroveAt recess in the ringWe passed the fields of gazing grainWe passed the setting sun. 12

Or rather, he passed usThe dews drew quivering and chillFor only Gossamer, my gownMy tippet only tulle. 16

We paused before a house that seemedA swelling of the GROUNDThe roof was scarcely visibleThe cornice in the ground. 20

Since then 'tis centuries and yetFeels shorter than the DAYI first surmised the horses' headsWere toward eternity.

VOCABULARY

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immortality - living forevercivility - the act of being kind and respectfulstrove - (past tense of strive) tried very hardquivering - shaking / tremblingGossamer - thin material / fabricTippet - a small capeTulle - cheap / common / thin material / fabricCornice - a moulding or decorative covering usually found at the edges of ceilings.Surmised - assumption; guess based on limited informationEternity - forever

POETIC DEVICES

ANAPHORA – This is the repetition of a word or phrase at the beginning of successive clauses. (Successive clauses are clauses that come one after the other) In the poem IF, the repetition of the word “If” at the beginning of so many clauses is an example of anaphora.

PERSONIFICATION – Describe an inanimate thing / concept or issue like a person or using words to that usually refer to a person.STRUCTURE OF THE POEMAlmost all of Dickinson’s poems follow the same structure of rhythmically patterned stanzas. Count the number of syllables in the first 8 lines of the poem? Can you see a pattern?QUICK QUIZ ON THE POEM

11. Death in this poem is portrayed as somethingA – fearful B – kind C – funny D – cruel

12. Lines 1-2 contain an example ofA – alliteration B – personification C – anaphora D – onomatopoeia

13. In the line “Or rather, he passed us” (Line 13), the “he” refers toA – death B – the sun C – the carriage D –the school

14. Lines 15-16 contain examples ofA – alliteration B – personification C – metaphor D – onomatopoeia

15. The punctuation mark before the word ‘tis showsA – a missing letter B – possession C – parenthesis D – compound word

TEST YOUR UNDERSTANDING OF THE POEM21. Where is the speaker currently? Refer to specific words or phrases from the poem to

support your answer.22. What is the meaning of the first line / title of the poem?23. Her journey in the carriage with death was in sharp contrast with her life. So you agree

with this statement? Discuss briefly.24. Comment on the effectiveness of the anaphora used in Stanza 3.25. Give two examples of Americanism from the poem and rewrite these in standard English.26. What is the significance of the “house” that they saw which appeared to be half-

submerged into the ground?27. What does the speaker suggest when referring to the horses’ heads being turned “toward

eternity”? Discuss this with reference to the rest of the poem.28.

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LINES WRITTEN IN EARLY SPRINGWilliam wordsworth

BIOGRAPHICAL NOTE.William Wordsworth (07 April 1770 – 23 April 1850) was born in in North-West England. He had a very troubled childhood and did not enjoy a stable family life. This was to later affect his romantic relationships as well.

Wordsworth is famous for his poems about nature and his appreciation of it. The poem Lines Written in Early Spring is different from many of his other poems for the following reasons:

It is a poem that is filled with sadness and regret - unlike the jubilant (happy) poems he usually writes about nature.

The poem deals more with his thoughts about humans than about Nature. The poem offers no solution to his dilemma.

LINES WRITTEN IN EARLY SPRING

I heard a thousand blended notes,While in a grove I sate reclined,In that sweet mood when pleasant thoughtsBring sad thoughts to the mind.

To her fair works did Nature link 5The human soul that through me ran;And much it grieved my heart to thinkWhat man has made of man.

Through primrose tufts, in that green bower,The periwinkle trailed its wreaths; 10And 'tis my faith that every flowerEnjoys the air it breathes.

The birds around me hopped and played,Their thoughts I cannot measure:--But the least motion which they made 15It seemed a thrill of pleasure.

The budding twigs spread out their fan,To catch the breezy air;And I must think, do all I can,That there was pleasure there. 20

If this belief from heaven be sent,If such be Nature's holy plan,Have I not reason to lamentWhat man has made of man?

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VOCABULARY

blended – Two or more things being mixed together to form one.grove – tress planted close togethersate – satfair - beautifulgrieve – to feel great sadnessbower – under the branches of a tree in the woods or a gardenperiwinkle – plant with small blue flowerswreaths – flowers and leaves arranged in a circular shape (usually for a funeral) Why does Wordsworth use this particular word?Lament – to feel sorry or sad about something


16. The rhyme scheme of each stanza isA – ABAB B – ABBA C – ABCA D – ABCD

17. The tone of the poem isA – morose B – sad C – melancholy D – A, B and C

18. The word ‘tis (Line 11) is an example ofA – colloquialism B – contraction C – verbosity D –euphemism

19. The word “her” (Line 5) refers toA – Nature B – his wife C – his mother D – his daughter

20. This poem is probably set in the month ofA – January B – April C – September D – December


29. Identify the figure of speech in Line 1 and comment on its effectiveness.30. Lines 3-4 are enigmatic : It is puzzling and mysterious. What, do you think, is

Wordsworth referring to in these lines?31. What relevance do lines 3-4 have on the thoughts expressed in Lines 5-6?32. Stanzas 3-5 form a contrast to the rest of the poem. Explain.33. What is the “belief” referred to in the last stanza?34. Define Nature’s “holy plan” (Line 22)35. What is Wordsworth referring to in Line 24? Refer to the biographical note to guide you.36. The last line is a repetition of Line 8. What is Wordsworth trying to convey through this?


3. DISCUSSION POINT : Does the family one grows up with determine one’s character or personality?

4. CREATIVE WRITING : What had recently transpired in Wordsworth’s life for him to have felt this way? Use your imagination and the biographical note to create a possible scenario.

5. USING SOCIAL NETWORKS WISELY : Write a tweet (for Twitter) in which you outline what you have learnt from this poem.

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GRANT ME – by Rabindranath TagoreBIOGRAPHICAL NOTE.

Rabindranath Tagore (07 May 1861 – 07 August 1941) was born in India in the state of Bengal, situated in North-Eastern India. The state of Bengal is bordered by the countries Nepal, Butan and Bangladesh. Its capital city is Kolkata (formerly Calcutta).

Tagore began composing poems at the age of 8 and by age 16 had his first anthology of poems published. In 1913 he became the first non-European to win the Nobel Prize for Literature.

He was a prolific writer and artist. Three of his poems were chosen as national anthems for India, Bangladesh and Sri Lanka.

He was knighted by King George V but he refused to accept the knighthood as a form of protest against British atrocities during

their rule of India. Tagore passed away six years before India achieved independence from Britain in 1947.

GRANT MELet me not pray to be sheltered from dangers but to be fearless in facing them.Let me not beg for the stilling of my pain but for the heart to conquer it.Let me not look for allies in life's battlefield 5but to my own strength.Let me not crave in anxious fear to be saved but hope for the patience to win my freedom.Grant me that I may not be a coward, feeling your mercy in my success alone; 10but let me find the grasp of your hand in my failure.

VOCABULARY

sheltered – protectedstilling – stoppingcrave – to long greatly for somethingallies - friends(Revision) ANAPHORA – This is the repetition of a word or phrase at the beginning of successive clauses. periwinkle – plant with small blue flowersQUICK QUIZ ON THE POEM

21. The poem is written as aA – speech B – argument C – prayer D – eulogy

22. The mood of the poem is

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A – inspirational B – depressing C – jovial D – condescending

23. The repetition of the words “Let me” is an example ofA – verbosity B – anaphora C – alliteration D –hyperbole

24. The speaker / persona of the poem seeks to findA – controversy B – fear C – courage D – confusion

25. This poem is addressed toA – King George V B – God C – Tagore’s friend D – Tagore’s Father


37. Explain why the speakera. does not want protection from dangerb. does not want to be freed from painc. does not want friends at his side when fighting battlesd. does not want to be saved or rescued

38. What is the battlefield referred to in Line 5?39. Suggest a synonym for the word “heart” in Line 4.40. In Line 9, the speaker speaks about not wanting to be a coward. What is the speaker’s

understanding of cowardice in that context?41. What, do you think, is the link between “patience” and “freedom”42. Given the fact that this poem was written before India’s Independence from Great Britain,

what other interpretations can one ascribe to this poem?


6. DISCUSSION POINT : Is it possible / practical to achieve a state of fearlessness when facing danger?

7. CREATIVE WRITING : Write an inspiring story relating how you overcame failure.8. E-MAIL : Draft an e-mail to a friend / relative about what you have learnt from the study

of this poem.9. DEBATE : Those who want to achieve independence are ignoring the existence and power

of God. Do you agree?

LANGUAGE EXERCISES

1. Form adjectives from the following words1.1. Dangers 1.2. strength 1.3. patience 1.4. mercy

2. Form nouns from each of the following words.2.1.pray 2.2. anxious 2.3. sheltered 2.4. coward

3. What word beginning with the letter “f” is an antonym of the word “allies”?4. Find a pair of antonyms in the poem.5. Find an example of singular possession in the poem


PHENOMENAL WOMAN – by MAYA ANGELOUBIOGRAPHICAL NOTE.

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Maya Angelou was born Marguerite Johnson on 04 April 1928 in the city of St Louis in the state of Missouri in USA.

She is an author, poet, historian, songwriter, playwright, dancer, stage and screen producer, director, performer, singer, and civil rights activist.

Angelou was chosen by Dr Martin Luther King Jnr to head a Christian Leadership Conference. From 1961 to 1973 she worked in Africa and the Middle East and returned to USA in 1974. There she was chosen by Presidents Gerald Ford and Jimmy Carter to head the commission that selects International Woman of the Year.

Angelou became the first Black woman director in Hollywood and has worked on hundreds of broadway plays and television productions.

In 1993 Angelou composed and delivered a poem at the inauguration of President Bill Clinton. She was the first person to enjoy this honour since Robert Frost who in 1961 composed and delivered a poem at the inauguration of President John F Kennedy.

She was highly regarded as a spokesperson for Black people and women. She passed away in 2013.

PHENOMENAL WOMANPretty women wonder where my secret lies.I'm not cute or built to suit a fashion model's sizeBut when I start to tell them,They think I'm telling lies.I say,It's in the reach of my armsThe span of my hips,The stride of my step,The curl of my lips.I'm a womanPhenomenally.Phenomenal woman,That's me.

I walk into a roomJust as cool as you please,And to a man,The fellows stand orFall down on their knees.Then they swarm around me,A hive of honey bees.I say,It's the fire in my eyes,And the flash of my teeth,

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The swing in my waist,And the joy in my feet.I'm a womanPhenomenally.Phenomenal woman,That's me.

Men themselves have wonderedWhat they see in me.They try so muchBut they can't touchMy inner mystery.When I try to show themThey say they still can't see.I say,It's in the arch of my back,The sun of my smile,The ride of my breasts,The grace of my style.I'm a woman

Phenomenally.Phenomenal woman,That's me.

Now you understandJust why my head's not bowed.I don't shout or jump aboutOr have to talk real loud.When you see me passingIt ought to make you proud.I say,It's in the click of my heels,The bend of my hair,the palm of my hand,The need of my care,'Cause I'm a womanPhenomenally.Phenomenal woman,That's me.

VOCABULARY

sheltered – protectedstilling – stoppingcrave – to long greatly for somethingallies - friends(Revision) ANAPHORA – This is the repetition of a word or phrase at the beginning of successive clauses. periwinkle – plant with small blue flowers


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26. The poem is written as aA – speech B – argument C – prayer D – eulogy

27. The mood of the poem isA – inspirational B – depressing C – jovial D – condescending

28. The repetition of the words “Let me” is an example ofA – verbosity B – anaphora C – alliteration D –hyperbole

29. The speaker / persona of the poem seeks to findA – controversy B – fear C – courage D – confusion

30. This poem is addressed toA – King George V B – God C – Tagore’s friend D – Tagore’s Father


43. Explain why the speakera. does not want protection from dangerb. does not want to be freed from painc. does not want friends at his side when fighting battlesd. does not want to be saved or rescued

44. What is the battlefield referred to in Line 5?45. Suggest a synonym for the word “heart” in Line 4.46. In Line 9, the speaker speaks about not wanting to be a coward. What is the speaker’s

understanding of cowardice in that context?47. What, do you think, is the link between “patience” and “freedom”48. Given the fact that this poem was written before India’s Independence from Great Britain,

what other interpretations can one ascribe to this poem?


10. DISCUSSION POINT : Is it possible / practical to achieve a state of fearlessness when facing danger?

11. CREATIVE WRITING : Write an inspiring story relating how you overcame failure.12. E-MAIL : Draft an e-mail to a friend / relative about what you have learnt from the study

of this poem.13. DEBATE : Those who want to achieve independence are ignoring the existence and power

of God. Do you agree?

LANGUAGE EXERCISES

6. Form adjectives from the following words6.1. Dangers 1.2. strength 1.3. patience 1.4. mercy

7. Form nouns from each of the following words.2.1.pray 2.2. anxious 2.3. sheltered 2.4. coward

8. What word beginning with the letter “a” is an antonym of the word “allies”?9. Find a pair of antonyms in the poem.10. Find an example of singular possession in the poem


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THE MAN HE KILLED – by THOMAS HARDY

BIOGRAPHICAL NOTE.

Thomas Hardy (02 June 1840 – 11 January 1928) was an English novelist and poet.He was born in Dorchestter in England where he spent most of his younger days.

An architect by profession, Hardy wrote many poems but is best known for his novels like Tess of the d’Urbervilles, Under the Greenwood Tree, Far from the Madding Crowd and The Mayor of Casterbridge.

The poem The Man he killed was written and published in 1902 and is reflective of the issues that affected Hardy personally.

THE MAN HE KILLED

Had he and I but met By some old ancient inn, We should have set us down to wet Right many a nipperkin!

But ranged as infantry, 5And staring face to face, I shot at him as he at me, And killed him in his place.

I shot him dead because-- Because he was my foe, 10Just so: my foe of course he was; That's clear enough; although

He thought he'd 'list, perhaps, Off-hand like--just as I-- Was out of work--had sold his traps-- 15No other reason why.

Yes; quaint and curious war is! You shoot a fellow down You'd treat, if met where any bar is, Or help to half a crown. 20

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VOCABULARY

nipperkin – approximately 70 ml of alcoholinfantry – foot soldiersinn - hotelfoe – enemyenlist – to joinquaint – something unusual; sometimes used to show one’s disapproval of somethinghalf a crown – old English currency : one-eighth of a pound


31. The speaker of the poem is aA – barman B – soldier C – security guard D – policeman

32. Had the two of them met at an inn, they would have beenA – friends B – enemies C – partners D – opponents

33. The tone of the poem isA – conversational B – critical C – humorous D –tongue-in-cheek

34. This poem deals with the _______________ of warA – importance B – futility C – power D – advantages

35. The first stanza suggests that the speaker and the other soldier would have hadA – many drinks B – few drinks C – no drink D – 70 ml of drink

NOTES ON THE POEM

The poem is written in five quatrains. Alternate lines in each stanza rhyme The poem uses lots of colloquial and informal language


49. What is the speaker’s opinion of war? How do you know?50. What is the effect of the word “ranged” in line 2?51. Why is it significant that the two of them stood face to face?52. In Line 10, the first word is the same as the last word in Line 9, separated by a punctuation

mark. Discuss the significance of this and how it reveals more about how the speaker feels about his deed.

53. Why does the speaker employ an informal tone after he mentions killing the soldier?54. What are the possible reasons given by the speaker for joining the army? What was his

reason?


14. DISCUSSION POINT : When is violence an acceptable means of dealing with a problem?15. POSTER : Design a poster with a catchy slogan to highlight the message of this poem.

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THE SEND-OFF – by WILFRED OWENBIOGRAPHICAL NOTE.

Wilfred Owen (18 March 1893 – 4 November 1918) was a British poet. When Great Britain was involved in World War 1, the newspapers and general public believed that the soldiers who were

being killed in the war were dying as heroes serving the country.

Wilfred Owen, was only 22 years old when he joined the army and he was an enthusiastic and cheerful man when he did so, as he believed he was serving his country. He was, however, soon filled with disgust, anger and repulsion over what he saw and experienced in the battlefields.

This is one of many poems he wrote while he was still a soldier where he laments the futility of war.

Tragically, he was killed on the battlefield only two weeks before the war ended. His poems were published posthumously (after his death) four years later.

LITERARY TERMS

ENJAMBMENT – a run-on line; An idea that begins on one line and continues to another. This technique serves to emphasize the words that appear on the second line as they appear to be another thought or idea at first glance.

MOOD / ATMOSPHERE – is the mood created in the reader through the use of specific words or expressions. This includes all imagery and figures of speech.

TONE – This refers to the mood / feelings or tone of voice of the speaker of the poem. as with the mood / atmosphere

IMAGERY – This refers to vivid descriptions that help the reader to understand how something looked, sounded, felt, smelled or tasted (the senses). In most cases, imagery is dominated by references to sight, sound and smell.

CONTRAST – An idea or image that is directly opposite to something previously mentioned.

SYNOPSIS OF THE POEMThe poem deals with young men leaving a train station on their way to join the army. The manner in which they leave contrasts sharply with the way they would return (if they return) and there is a tense and somber atmosphere. Even the reference to things of beauty (the flowers) have a sinister edge to it.

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THE SEND-OFF

Down the close, darkening lanes they sang their wayTo the siding-shed,And lined the train with faces grimly gay.

Their breasts were stuck all white with wreath and sprayAs men's are, dead. 5

Dull porters watched them, and a casual trampStood staring hard,Sorry to miss them from the upland camp.Then, unmoved, signals nodded, and a lampWinked to the guard. 10

So secretly, like wrongs hushed-up, they went.They were not ours:We never heard to which front these were sent.

Nor there if they yet mock what women meantWho gave them flowers. 15

Shall they return to beatings of great bellsIn wild trainloads?A few, a few, too few for drums and yells,May creep back, silent, to still village wellsUp half-known roads. 20

QUICK QUIZ1. The events described in the poem are set in the

A – morning B – early evening C – late evening D – night2. The term “grimly gay” is an example of an alliteration and

A – oxymoron B –onomatopoeia C – metaphor D – simile3. Line 4 contains an example of

A – alliteration B –personification C – metaphor D – simile4. “Stood staring” (Line 8 ) is an example of

A – oxymoron B –onomatopoeia C – metaphor D – simile5. “like wrongs hushed up” (Line 11) is an example of

A – oxymoron B –onomatopoeia C – metaphor D – simile6. “Spray” (Line 4) is a / an

A – verb B – noun C – adjective D – adverb

QUESTIONS.

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1. Explain the effect of the following words in the context of the poem. In doing so, take into account the mood / tone of the poem.1.1. Siding shed (Line 2) (2)1.2. Unmoved (Line 9) (2)1.3. Winked (Line 10) (2)1.4. Creep (Line 19) (2)1.5. Half-known (Line 20) (2)

2. How does Line 1 complement Line 3? (3)3. Why is it significant that only the “dull porters” and the “tramp” are there to see the

young men off? (3)4. Why, do you think was the tramp “staring hard”? (2)5. Refer to lines 11-13

5.1. Why is the send-off described as something “secretly” done? (2)5.2. Comment on the effectiveness of the figure of speech used in Line 11. (3)5.3. What does the speaker mean in Line 12 “They were not ours.” (2)5.4. Why is Line 13 a very significant line? (3)

6. What is the speaker suggesting in Lines 14-15? (2)7. Comment on the effectiveness of the question posed in Lines 16-17. (2)8. Why are the village wells described as “still”? (2)9. Why is the word “few” repeated in the last stanza? (2)10. Comment on the effectiveness of the title of the poem. (2)

LANGUAGE IN LITERATURE1. Identify the punctuation mark used in the words siding-shed. What is the function of the

punctuation mark? (2)2. What is the function of the apostrophe in Line 5? Be specific. (2)3. Form an adjective from ”secretly”. (Line 11) (1)4. Name two adverbs that appear in the stanza beginning on Line 11. (2)5. Name two auxiliary verbs from the last stanza. (2)

FUN QUIZIn the following quiz, the question appears on the left. The answer must be written on the right. Each block stands for one letter.

Indirect ComparisonDirect ComparisonReferring to the five senses(Plural) Recurring ideas or concepts in a poemRun-on line in a poemFeelings invoked in readerDescription using opposing terms.Arrangement of words of poemBrief summaryA paragraph in a poem


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THE LESSON – by ROGER McGOUGH

BIOGRAPHICAL NOTE.Roger McGough (born 09 November 1937) is a humourist and poet.

He is a performance poet who regularly performs his own poetry and is currently a presenter of a poetry-based programme called Poetry Please on BBC radio.

Roger McGough was also responsible for writing the humorous sections of a film script, Yellow Submarine, which was based on Britain’s trend-setting music group from the 1960s The Beatles.

Roger McGough was also a prolific songwriter and was part of a successful trio called The Scaffold

LITERARY TERMS

Parody – an exaggerated and often ridiculous version of something which usually mocks or criticizes something / someone

Pun – a play on words where a word has two different meanings or when a word sounds very similar to another word (with a different meaning). In explaining a pun you must identify the word and two different interpretations of the word.

Simile – An indirect comparison where two things are being compared, usually using the words “like” or “as”. In explaining a simile, you must indicate the two things being compared and in what way / ways they are similar.

Personification – Human qualities are given to something non-human. You should always consider the resemblance between the words and what is being described.

Alliteration – The use of the same consonant at the beginning of two or more words close together. These do not have to be consecutive words (coming one after the other). Since alliteration is a form of repetition, it is always used to emphasize something.OTHER TERMS

Corporal Punishment – Punishment by beating / hitting / hurting someone

Capital Punishment – Punishment by killing someone

THE LESSON – Roger McGough

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Chaos ruled OK in the classroomas bravely the teacher walked inthe hooligans ignored himhis voice was lost in the din

"The theme for today is violence 5and homework will be setI'm going to teach you a lessonone that you'll never forget"

He picked on a boy who was shoutingand throttled him then and there 10then garrotted the girl behind him(the one with grotty hair)

Then sword in hand he hacked his waybetween the chattering rows"First come, first severed" he declared 15"fingers, feet or toes"

He threw the sword at a latecomerit struck with deadly aimthen pulling out a shotgunhe continued with his game 20

The first blast cleared the backrow(where those who skive hang out)they collapsed like rubber dinghieswhen the plug's pulled out

"Please may I leave the room sir?" 25a trembling vandal enquired"Of course you may" said teacherput the gun to his temple and fired

The Head popped a head round the doorwayto see why a din was being made 30nodded understandinglythen tossed in a grenade

And when the ammo was well spentwith blood on every chairSilence shuffled forward 35with its hands up in the air

The teacher surveyed the carnagethe dying and the deadHe waggled a finger severely"Now let that be a lesson" he said 40

1. VOCABULARY

Explain the following words in the context of the poem:

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1.1. Hooligans (Line 3) 1.5. severed (Line 15)

1.2. Garroted (Line 11) 1.6. dinghies (Line 23)1.3. Grotty (Line 12) 1.7. shuffled (Line 35)1.4. Skive (Line 22) 1.8. carnage (Line 37)

2. QUICK QUIZ

2.1. The word “OK” in the first line is an example ofA – colloquialism B – slang C – conundrum D – pun

2.2. The main character of the poem is aA – terrorist B – teacher C – learner D – principal

2.3. Line 12 is an example ofA – parenthesis B – ellipsis C – simile D – metaphor

2.4. Line 23 contains an example ofA – metaphor B – simile C – juxtaposition D – alliteration

2.5. The Head (Line 29) refers to theA – head terrorist B – principal C – The Head Prefect D – Vandal

3. QUESTIONS ON THE POEM

3.1. What is the speaker’s opinion of the children in the class? Refer to specific words from the poem in your answer.

3.2. Comment on the effectiveness of the word “bravely” (Line 2) and show how it helps in understanding the poem.

3.3. Suggest reasons for the use of the word “picked” (Line 9)3.4. What, do you think, “chattering” (Line 14) refers to? Give reasons for your answer

by referring to other words or lines in the poem.3.5. Comment on the effectiveness of the figure of speech in Line 15.3.6. Why did the learner want to leave the room (Line 25). Give a reason for your

answer through your own sentence or by quoting specific words or phrases.3.7. Line 31 is a very significant line in the poem? Do you agree? Substantiate with

specific references to the poem.3.8. Comment on the effect of the words “well spent” (Line 33) by referring to the

different interpretations of these words.3.9. How would the effect of this poem been affected (positively or negatively) had it

been written in the first person?3.10. In a paragraph of approximately 100 words, provide an interpretation of this poem

which obviously should not be interpreted literally. In your paragraph, consider the following:

3.10.1. The graphic and severe nature of the violence described3.10.2. The use of negatively charged words to describe the learners.3.10.3. The title of the poem

4. LANGUAGE IN POETRY 4.1. Form a noun from the word “bravely”4.2. Form a noun from the word “declared”4.3. Rewrite Line 19 using parenthesis.4.4. Form an adverb from the word “silence”4.5. Form a personal noun from the word “surveyed”4.6. Form a noun from the word “severely”


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I AM AN AFRICAN – by WAYNE VISSER

BIOGRAPHICAL NOTE.

Dr Wayne Visser is a multi-talented academic with degrees in many different fields of study, including a PhD in Corporate Social Responsibility from the Nottingham University in the UK..

He is the author of 15 books and penned the poem I am an African rather casually, little expecting it to be given such an exalted status.

The film has been translated into various African, European, Middle Eastern and Asian languages.

I AM AN AFRICAN – Wayne VisserI am an AfricanNot because I was born thereBut because my heart beats with Africa’sI am an AfricanNot because my skin is black 5But because my mind is engaged by AfricaI am an AfricanNot because I live on its soilBut because my soul is at home in AfricaWhen Africa weeps for her children 10My cheeks are stained with tearsWhen Africa honours her eldersMy head is bowed in respectWhen Africa mourns for her victimsMy hands are joined in prayer 15When Africa celebrates her triumphsMy feet are alive with dancingI am an AfricanFor her blue skies take my breath awayAnd my hope for the future is bright 20I am an African

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For her people greet me as familyAnd teach me the meaning of communityI am an AfricanFor her wildness quenches my spirit 25And brings me closer to the source of lifeWhen the music of Africa beats in the windMy blood pulses to its rhythmAnd I become the essence of soundWhen the colours of Africa dazzle in the sun 30My senses drink in its rainbowAnd I become the palette of natureWhen the stories of Africa echo round the fireMy feet walk in its pathwaysAnd I become the footprints of history 35I am an AfricanBecause she is the cradle of our birthAnd nurtures an ancient wisdomI am an AfricanBecause she lives in the world’s shadow 40And bursts with a radiant luminosityI am an AfricanBecause she is the land of tomorrowAnd I recognise her gifts as sacred

1. What is the contextual meaning of the following words”1.1. Triumphs (Line 16)1.2. Quenches (Line 25)1.3. Luminosity (Line 41)

2. Comment on the tone of the poem.3. Identify the poetic device used in Line 3 and comment on its effectiveness.

4. Refer to Line 10.4.1. When and why does the speaker shed tears? 4.2. Is this expected to be taken literally? Give a reason for your answer.5. Why is Line 13 a powerful line?

6. Who is the “her” referred to in Line 25? What is the wildness spoken about in this line?7. Refer to Lines 31-32. What actions and processes is the speaker describing here. What

does this show about his attitude.8. Why are the last two lines of the poem particularly powerful?9. Do you classify yourself as an African? Why? What makes you an African?

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