LITERATURE FORM 4

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notes on poem in the midst of hardship and he had such quiet eyes prepared by the curriculum development division

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<p>LITERATURE COMPONENT FOR FORM 4</p> <p>Poetry</p> <p>Table of Contents.Introduction Poets background In The Midst Of Hardship - Synopsis - Activities He Had Such Quiet Eyes - Synopsis - Activities Assessment Glossary Panel of writers</p> <p>In The Midst Of Hardship</p> <p>Latif Mohidin</p> <p>He Had Such Quiet EyesPOETRY</p> <p>Bibsy Soenharjo</p> <p>Curriculum Development Division. Ministry of Education Malaysia. 2009</p> <p>About Poetry</p> <p>Poetry</p> <p>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."</p> <p>2</p> <p>POETRY</p> <p>Characteristics of Poetry</p> <p>Poetry</p> <p>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."</p> <p>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</p> <p>3</p> <p>e.g. Her skin was as soft as satin.</p> <p>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.</p> <p>The table below will give you a quick look at the characteristics of poetry. Characteristics of Poetry</p> <p>4</p> <p>POETRY</p> <p>Types of Poetry</p> <p>Poetry</p> <p>There are many types of poetry but the more common ones will be dealt with below. Haiku Haiku is a Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku poetry originated in the sixteenth century and reflects on some aspect of nature and creates images. Temple bells die out. The fragrant blossoms remain. A perfect evening! Limericks Limericks are short sometimes bawdy, humorous poems consisting of five lines. Lines 1, 2, and 5 of a Limerick have seven to ten syllables and rhyme with one another. Lines 3 and 4 have five to seven syllables and also rhyme with each other. 5</p> <p>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.</p> <p>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</p> <p>An ABC Poem</p> <p>6</p> <p>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</p> <p>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</p> <p>Concrete/Shape Poem</p> <p>7</p> <p>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.</p> <p>Try this out. What do you think the shape of the poem resembles?</p> <p>) a pen _cil holds a gr eater know ledge than any c omp uter, a pen cil hol ds 100 years 8</p> <p>of ex peri ence and has been thro ugh the stori es of milli ons</p> <p>POETRY</p> <p>Elements of Poetry</p> <p>Poetry</p> <p>The elements in prose and poetry are almost similar. The table below will best illustrate the terminology used where the elements are concerned. PROSE/DRAMA Plot Theme Characterization Point of view Tone Mood POETRY Subject matter Theme Very rarely Voice/persona Tone Mood</p> <p>9</p> <p>SourcesINCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET</p> <p>URL</p> <p>: http://contemporarylit.about.com/od/poetry/a/poetry.htm</p> <p>D Date accessed : 12 October 2009 INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINETURL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/ cinquaindescrip.htm Date accessed : 12 October 2009 D</p> <p>IN THE MIDST OF HARDSHIP</p> <p>Poets BackgroundLATIFF MOHIDIN</p> <p>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</p> <p>10</p> <p>Mekong (1972), Kembara Malam (1974), and Wayang Pak Dalang (1977). Garis: Dari Titik ke Titik (1988), a book on the creative process (art and poetry), won the Honourable Diploma Prize at the Festival of International Books at Leipzig, Germany in 1989. Latiff Mohidin is usually known for his graphic and imagistic experiment. He addresses social themes in his poems, illustrating the all-important concept that poetry serves society. Among the poems he has written are Dream 1, Mirror, The Puppeteers Wayang, Words Adrift on Air, The Legend of the Dawn, His Thick Shroud, The Shore of Time, Mask of My Name is Rawana and A City, A Grandmother and Death.</p> <p>HE HAD SUCH QUIET EYES</p> <p>Poets BackgroundBIBSY SOENHARJO</p> <p>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</p> <p>11</p> <p>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.</p> <p>IN THE MIDST OF HARDSHIP</p> <p>Synopsis</p> <p>This poem tells of the hardship that a family in a village faces after a big flood. The elders return at dawn in soaking-wet clothes. They go straight to the kitchen. They are probably hungry. Their hands and legs are bruised but they do not show any sign of despair or of losing hope. After braving the dreadful flood for the last 24 hours, they still can not find their sons albino buffalo. Despite all the adversities and suffering, the people in the poem do not complain or lament on their misfortunes. They spend time together, enjoying each others company. They are grateful for the fact what they still have instead of what is lost. Life goes on with their daily chores of preparing food and habit of rolling their cigarette leaves. They are still able to joke with one another.</p> <p>12</p> <p>IN THE MIDST OF HARDSHIP</p> <p>A Picture Says A Thousand WordsAimsTo introduce the context of the poem To elicit from students feelings and attitudes</p> <p>To train students to listen, read and c 40 To enable team work while having fu minutes</p> <p>Materials</p> <p>P Pictures from newspaper cuttings of current natural disasters 2 2004 Tsunami, Hurricane KatrinaWorksheets P1a and P1b</p> <p>MPEG Video on Handout P1</p> <p>Steps 13</p> <p>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.</p> <p>Sources O On Tsunami INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=kpgsCaFe4sM http://www.youtube.com/watch?v=WhuqKh w www.ogrish.comO On Hurricane Katrina INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET h http://www.youtube.com/watch?v=yB33kPIhBkc</p> <p>O On Padang, Indonesia earthquake INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=Jnr9Mcg_jIo D Date accessed : 12 October 2009</p> <p>14</p> <p>IN THE MIDST OF HARDSHIP</p> <p>HANDOUT P1</p> <p>A Picture Says A Thousand Words</p> <p>15</p> <p>Source : The Star, 4 October 2009</p> <p>16</p> <p>Source : The Star, 11 Oct 2009</p> <p>17</p> <p>Source: The New Straits Time, 11 Oct 2009</p> <p>18</p> <p>IN THE MIDST OF HARDSHIP</p> <p>WORKSHEET P1a</p> <p>A Picture Says A Thousand WordsLooking at pictures</p> <p>19</p> <p>IN THE MIDST OF HARDSHIP</p> <p>WORKSHEET P1b</p> <p>A Picture Says A Thousand WordsFind somebody whoFIND SOMEONE WHO. used to dream of becoming very rich when he or she was a child. thinks he or she would not be sad even if he or she failed every single subject in Form 4. has an experience getting caught in a flood. thinks he or she has changed a lot since he or she were at primary school. ...would have given up hope at least once before. witnesses a very sad incident. has donated cash or kind to a charity before. thinks he/she has given up on a hobby. has a permanent scar on his/her hand or leg. has lost a pet before. Reminder: 1. If a student cannot find anyone with a particular trait, leave it blank. Most questions here are related to the context of In the Midst of Hardship. 2. You may tell a story or relate a personal experience pertaining to hardship. ( write the name of a classmate here)</p> <p>20</p> <p>IN THE MIDST OF HARDSHIP</p> <p>ACTIVITY P2</p> <p>Getting-To-Know-YouAimTo find out more about the poet</p> <p>20 To train students to listen, read and c minutes To enable team work while having fu</p> <p>Materials</p> <p>W Worksheet P2</p> <p>Handout P2</p> <p>Steps</p> <p>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.</p> <p>NotesInstead of seven strips, other information can be pasted around the classroom to allow the students to be discriminate in their selection.</p> <p>21</p> <p>IN THE MIDST OF HARDSHIP</p> <p>WORKSHEET P2</p> <p>Getting-To-Know-You</p> <p>1. 2. 3. 4. 5. 6. 7. 8.</p> <p>Questions When was Latiff Mohidin born? Name his birthplace. Name a place where he had his education. Give a country to which he has been before. Apart from being a poet, what else does he do? What award has he won? What is his nickname? Name one of his poems.</p> <p>Answers</p> <p>9. Latiff Mohidin believes that poetry serves .. 10. Name one of his works.</p> <p>IN THE MIDST OF HARDSHIP</p> <p>WORKSHEET P2</p> <p>Getting-To-Know-You22</p> <p>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.</p> <p>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 vis...</p>