literature form 4
DESCRIPTION
notes on poem in the midst of hardship and he had such quiet eyes prepared by the curriculum development divisionTRANSCRIPT
LITERATURE COMPONENT FOR FORM 4
Poetry
Table of Contents………………………………………………….
Introduction He Had Such Quiet EyesPoets’ background - SynopsisIn 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
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
About Poetry 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
Characteristics of Poetry
Poetry
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
There are many types of poetry but the more common ones will be dealt with below.
HaikuHaiku 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!
LimericksLimericks 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.
4
Types of Poetry Poetry
There was an Old Man with a gong,Who bumped at it all day long;But they called out, 'O law!You're a horrid old bore!'So they smashed that Old Man with a gong.
Cinquain
Cinquain (cinq which means five in French) has five lines. Line 1 is one word (the title). Line 2 is two words that describe the title. Line 3 is three words that tell the action. Line 4 is four words that express the feeling. Line 5 is one word that recalls the title. American poet Adelaide Crapsey created the cinquain based on the Japanese haiku.
Dinosaurs
Lived once,
Long ago, but
Only dust and dreams
Remain
An ABC Poem
An ABC poem has a series of lines that create a mood, picture, or feeling. Lines are made up of words and phrases. The first word of line 1 begins with an A, the first word of line 2 begins with a B etc.
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A lthough things are not perfectB ecause of trial or painC ontinue in thanksgivingD o not begin to blameE ven when the times are hardF ierce winds are bound to blow
Acrostic Poem
An acrostic poem, sometimes called a name poem, uses a word for its subject. Then each line of the poem begins with a letter from the subject word. This type of poetry doesn't have to rhyme.
Here's an example using the word ‘school’:
Shabonee is where I go
Computers, spirals, books, and more
Homework every night
On math, science, reading, and social studies
Our class does lots of fun projects
Learning never stops Concrete/Shape Poem
In this kind of poetry, the words themselves form a picture. It is based on the spacing of words. The pattern of the letters illustrate the meaning of the poem. It does not have to rhyme and can be of any length.
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Try this out. What do you think the shape of the poem resembles?
)a
pen_cil
holdsa gr
eater knowledgethan any computer,a pencil holds 100yearsof experi
ence and
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has been through the stories ofmillions
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
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Elements of Poetry
Poetry
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Mood Mood
IN THE MIDST OF HARDSHIP
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
9
SourcesSources
Poet’s Background
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’.
HE HAD SUCH QUIET EYES
BIBSY SOENHARJO
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Poet’s Background
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.
IN THE MIDST OF HARDSHIP
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.
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Synopsis
To introduce the context of the poem To train students to listen, read and comprehend the poem
To elicit from students feelings and attitudes To enable team work while having fun rearranging the lines
Pictures from newspaper cuttings of current natural disasters MPEG Video on 2004 Tsunami, Hurricane Katrina Worksheets P1a and P1b Handout P1
Pictures from newspaper cuttings of current natural disasters MPEG Video on 2004 Tsunami, Hurricane Katrina Worksheets P1a and P1b Handout P1
IN THE MIDST OF HARDSHIP
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A Picture Says A Thousand Words
MaterialsMaterials
AimsAims
40 minutes
On Tsunami INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=kpgsCaFe4sMhttp://www.youtube.com/watch?v=WhuqKhwww.ogrish.comOn Hurricane Katrina INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=yB33kPIhBkc
On Padang, Indonesia earthquake INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=Jnr9Mcg_jIoDate accessed : 12 October 2009
On Tsunami INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=kpgsCaFe4sMhttp://www.youtube.com/watch?v=WhuqKhwww.ogrish.comOn Hurricane Katrina INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=yB33kPIhBkc
On Padang, Indonesia earthquake INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET http://www.youtube.com/watch?v=Jnr9Mcg_jIoDate accessed : 12 October 2009
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.
13
StepsSteps
SourcesSources
IN THE MIDST OF HARDSHIP HANDOUT P1
14
A Picture Says A Thousand Words
Source : The Star, 4 October 2009
15
Source : The Star, 11 Oct 2009
16
Source: The New Straits Time, 11 Oct 2009
17
IN THE MIDST OF HARDSHIP WORKSHEET P1a
Looking at pictures
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A Picture Says A Thousand Words
IN THE MIDST OF HARDSHIP WORKSHEET P1b
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.
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A Picture Says A Thousand Words
To find out more about the poet To train students to listen, read and comprehend the poem
To enable team work while having fun rearranging the lines
Worksheet P2 Handout P2 Worksheet P2 Handout P2
IN THE MIDST OF HARDSHIP ACTIVITY P2
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.
20
Getting-To-Know-You
MaterialsMaterials
AimAim
20 minutes
StepsSteps
NotesInstead of seven strips, other information can be
pasted around the classroom to allow the
students to be discriminate in their
selection.
IN THE MIDST OF HARDSHIP WORKSHEET P2
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.
21
Getting-To-Know-You
IN THE MIDST OF HARDSHIP WORKSHEET P2
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.
22
Getting-To-Know-You
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.
23
To enable students to grasp the mood and feelings of the poem To train students to listen, read and comprehend the poem
Worksheet P3 Handout P3 Worksheet P3 Handout P3
IN THE MIDST OF HARDSHIP ACTIVITY P3
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.
24
Show Some Emotion!
MaterialsMaterials
AimAim
40 minutes
StepsSteps
IN THE MIDST OF HARDSHIP HANDOUT P3
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
25
Show Some Emotion!
IN THE MIDST OF HARDSHIP WORKSHEET P3
Which emoticons do you think will describe the feelings of the people in each stanza? Cut and paste them on the handout given.
_____________________ _______________________
__________________ ____________________
_____________________ ________________________
26
Show Some Emotion!
To allow students to explore ways in which figurative language is used in the poem
To train students to listen, read and comprehend the poem
To enable team work while having fun rearranging the lines
Worksheet P4 Handout P4 Worksheet P4 Handout P4
IN THE MIDST OF HARDSHIP ACTIVITY P4
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.
27
The Search Is On
MaterialsMaterials
AimAim
40 minutes
StepsSteps
IN THE MIDST OF HARDSHIP HANDOUT P4
Find two examples of assonance.
Write them in the binoculars with the line number or numbers.
28
AssonanceLine 12
and tiny chips of tree barks
AssonanceLines 2 and 3
their soaky clothes tornand approached the stove
The Search Is On
IN THE MIDST OF HARDSHIP WORKSHEET P4
Find two examples of _________________________ .
Write them in the binoculars with the line number or numbers.
29
Line ________ Line ________
The Search Is On
To enable students to write simple poetry using key words found in the poem
The poetry text Handout P5 The poetry text Handout P5
IN THE MIDST OF HARDSHIP ACTIVITY P5
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.
IN THE MIDST OF HARDSHIP HANDOUT P5
30
AimAim
40 minutes
StepsSteps
Acrostic Poem
MaterialsMaterials
Do you know what it means to be poor
Especially when disaster strike every year
Some would say, oh very unfortunate
Perhaps some would just shake their heads
And move on
In fact many would not understand
Reality is what we confront
IN THE MIDST OF HARDSHIP
31
Acrostic Poem
Answer Key
1 (25 August )1941 6 Putra I Poetry Award/ Honourable Diploma Prize
2 Negeri Sembilan 7 'Boy Wonder'3 Lenggeng/Seremban/Singapore/
University of Fine Arts in Berlin/ Hochshule fur Bildende Kunste/ Atelier La Courriere in France or Pratt Graphic Centre in America.
8 Dream 1, Mirror, The Puppeteer’s Wayang, Words Adrift on Air, The Legend of the Dawn, A City, A Grandmother and Death, His Thick Shroud, The Shore of Time and Mask of My Name is Rawana.
4 Singapore/ France/ Germany/ America
9 society.
5 artist 10 Mekong / Kembara Malam / Wayang Pak Dalang/ Garis: Dari Titik ke Titik
IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P1
32
“Oh My!”
Worksheet P2 : GETTING-TO-KNOW-YOU Worksheet P2 : GETTING-TO-KNOW-YOU
To evoke students’ awareness of the disasters around the world
Worksheet P1 Worksheet P1
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.
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.
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.
IN THE MIDST OF HARDSHIP WORKSHEET P1
33
MaterialsMaterials
AimAim
40 minutes
StepsSteps
VariationVariation
“Oh My!”
ELEMENT:
DISASTERS RELATED TO ELEMENT:
DAILY LIVES AFFECTED:
IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P2
34
Report a Disaster
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
Newspaper, mahjong paper, coloured markers, pictures, glue, scissors Newspaper, mahjong paper, coloured markers, pictures, glue, scissors
Tell students to bring articles and pictures of natural disasters they can find in the newspapers, magazines or from the Internet
Tell them to discuss ways to raise money to help the victims. They are to choose the best way to raise money to help the victims.
Tell them to create a poster which includes the heading of the fund-raising project, pictures, method of delivering the cash and kind, and venue of collection.
Tell them to paste all posters around the classroom. Let the students judge which poster is the most impressive.
IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P3
35
MaterialsMaterials
AimAim
80 minutes
StepsSteps
Word Explosion
To enable students to make word associations in order to extend their vocabulary
Mahjong papers, markers, masking tape Handout P3
Mahjong papers, markers, masking tape Handout P3
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.
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.
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.
IN THE MIDST OF HARDSHIP HANDOUT P3
36
MaterialsMaterials
AimAim
40 minutes
StepsSteps
VariationVariation
Word Explosion
AN EXAMPLE OF WORD EXPLOSION
RAIN FUNDSRECEDE RAISE
DROWN WATER
DEATH LEVEL
BOAT LOSS
SMELLY SWIM
CLOUD
IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P4
37
FLOOD
“I Remember” Poem
To enable students to share an unforgettable memory by writing simple poetry using key words found in the poem
The poetry text Handout P4
The poetry text Handout P4
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.
IN THE MIDST OF HARDSHIP HANDOUT P4
38
MaterialsMaterials
AimAim
40 minutes
StepsSteps
“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…
HE HAD SUCH QUIET EYES
39
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.
HE HAD SUCH QUIET EYES ACTIVITY P1
40
Do You Know Me?
To enable students to observe and describe features using adjectivesTo encourage students to put their creativity to work
Worksheet P1 Worksheet P1
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.
HE HAD SUCH QUIET EYES WORKSHEET P1
41
MaterialsMaterials
StepsSteps
AimsAims
40 minutes
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.
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.
HE HAD SUCH QUIET EYES ACTIVITY P2
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Chain Reading
To read poem aloud with correct stress, intonation, pronunciation and expression
The poetry text The poetry text
Tell students to make two big circles in the classroom. Each group consists of 19 students.
Get a student to read a line, starting from the title, followed by the name of the poet Bibsy Soenharjo and the seventeen lines of the poem.
Encourage students to read with expression and tell them to try to memorise the lines.
Once the reading starts, it must be continuous so that the chain ( flow ) will not be broken. Let the students read a few rounds to be familiar with the poem.
HE HAD SUCH QUIET EYES ACTIVITY P3
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MaterialsMaterials
AimAim
20 minutes
Notes
Variation to Steps 1 and 2 – Form groups to
read each stanza as part of choral
reading
StepsSteps
Put Me Straight
To introduce rhythm in a fun way To enable students to observe and describe features using adjectives
To train students in spelling To encourage students to put their creativity to work
To encourage team work in a fun way
Worksheet P3 Worksheet P3
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.
HE HAD SUCH QUIET EYES WORKSHEET P3
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MaterialsMaterials
StepsSteps
AimsAims
40 minutes
Students are not encouraged to refer to their text books.
The group that finishes with all correct answers wins.
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
HE HAD SUCH QUIET EYES ACTIVITY P4
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Bingo
To identify meanings of words
Handouts P4a, P4b and P4c Handouts P4a, P4b and P4c
Prepare the BINGO cards in advance. Give each student a BINGO card with different combinations of words found in the poem. ( see Handout P4a )
Prepare strips with meanings of the rhyming words of this poem in advance, (Handout P4b)
Set rules for this game, for e.g. Let’s play ‘Diagonal Line” (or vertical / horizontal line ). Students must wait for the teacher to draw a Meaning Strip from a bag/envelope / box.
Read out the phrase /word /sentence loudly. Get students to look for the one word which has the same meaning as the Meaning Strips drawn. Strike out the word.
Repeat Step 5 until there is a student who strikes all three words diagonally. The student must shout “BINGO!” and he/ she wins. (Refer to Handout P4c)
Continue pulling out the remaining strips until all the nine words are struck out to play FULL HOUSE. The first student to strike out all the words on the card and shouts “ BINGO! ” first, will win.
HE HAD SUCH QUIET EYES HANDOUT P4a
46
MaterialsMaterials
AimAim
40 minutes
Notes
You can play BINGO with the rhymes or verb tense. Two or three students may have the same card ( all words arranged
similarly ) but it depends on who will
be more alert to shout ‘BINGO! “first. DO NOT FORGET TO
CHECK WITH DRAWN STRIPS.
StepsSteps
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
HE HAD SUCH QUIET EYES HANDOUT P4b
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Bingo
20 chosen words and the meaning strips in Bingo.
Long, deep audible breaths
A pair of organs of sight
Guidance
Unhappy and uninhabited
Looking for a feeling of happy
satisfaction
A small cube with each side having a
different number ranging from 1 to 6
arranged in layers
Intentional false statements
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Sighs
eyes
advice
desolate
Pleasure-seeking
dice
layered
lies
become aware
agree
heaven
no noise
inhaling and expelling air from the
lungs
shallow patches of liquid
provide or give help
superlative of thin
begging desperately
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realise
compromise
paradise
render
breathing
pools
imploring
wise
thinnest
quiet
having knowledge and good
judgement
muscular body organ that pumps
blood
Past tense of listen
HE HAD SUCH QUIET EYES HANDOUT P4c
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heart
listened
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
HE HAD SUCH QUIET EYES ACTIVITY P5
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Haiku It!
To enable students to write a simple poem
The poetry text Worksheet P5 The poetry text Worksheet P5
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 .
HE HAD SUCH QUIET EYES WORKSHEET P5
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MaterialsMaterials
AimAim
40 minutes
StepsSteps
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
____________________________
____________________________
HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P1
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Idioms Uncovered
To enable students to interpret a picture and find its meaning to complete a taskTo encourage team work and brainstorming in completing a task
Worksheets P1a and P1b Worksheets P1a and P1b
YOU MUST WARN THE STUDENTS THAT IN ORDER TO FIND THE CORRECT IDIOM, THEY MUST FIRST FIND THE CORRECT WORD TO THE PICTURE.
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.
HE HAD SUCH QUIET EYES WORKSHEET P1a
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MaterialsMaterials
AimsAims
40 minutes
StepsSteps
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
…………................……….. ……..…………...………….. ……..…..………...……..…..
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……………..…… …………………….. …………………….. …..………..………
clue
……………..……… …..………….…….. ……………..…….. …..………..……….
Use this to …..
……..................…… …..…………..…….. …………………….. ……………….….…
clue
Sounds like
……………..……… …….……….……... ……………...……... …..………...………
HE HAD SUCH QUIET EYES WORKSHEET P1b
56
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:
…………………………………………………………………………………………………HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P2
57
To extend key word usage in idiomatic expressions
Handout P2 Worksheet P2 Handout P2 Worksheet P2
Elicit phrases / idiomatic expressions / proverbs which consist of the word “ eye” from the students.
Pre-teach Idioms with the word ‘eye’(see Handout 1 for guidance ). Alternatively, Step 2 can be given as a matching exercise you can get the students to match the phrases with their relevant meanings.
Give worksheet 3 and tell the students to work on it in pairs
HE HAD SUCH QUIET EYES HANDOUT P2
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Eye!
MaterialsMaterials
Notes
Make a bookmark using the word ‘eye’
StepsSteps
AimAim
40 minutes
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.
to turn a blind eye to something
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Eye!
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
HE HAD SUCH QUIET EYES WORKSHEET P2
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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.
HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P3
61
Is She The One?Is He The One?
To enable the students to explore the criteria of their future spouse and give reasons for the criteria chosen
Coloured papers, mahjong papers, markers and pictures of celebrities Worksheet P3
Coloured papers, mahjong papers, markers and pictures of celebrities Worksheet P3
Divide the students into 5 to 7 groups. Give them worksheet 4 and the materials or ask them to bring some. Planning is crucial here.
Let them choose the criteria of the spouse in terms of physical and character traits. Use the words in the poem in the criteria too. List them down. Tell them to create a collage of their future spouse using the pictures they have brought. They are to put it on the mahjong paper together with the list they have come up with. Use the coloured paper to make 5 stars for each group member. Each group is only to come up with one collage.
Tell them to paste the mahjong paper on the board and get the other students to view and give comment by giving ratings up to 5 stars for the future spouse of the other groups. Put the stars on the mahjong paper itself. Allow sometime for this activity. Each group will count the stars and total them up. The spouse with the most stars will be the most desirable.
HE HAD SUCH QUIET EYES WORKSHEET P3
62
MaterialsMaterials
Notes
Discuss the following topic: Is the reality
show on television on looking for the right spouse by meeting with many men and
women the right way? What do you think?
StepsSteps
AimAim
80 minutes
Is She The One?Is He The One?
CRITERIA FOR FUTURE SPOUSE:
PHYSICAL TRAITS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
CHARACTER TRAITS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P4
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Blame It On Him Or Her?
To enable students to explore different perspectives.
Worksheet P4 Worksheet P4
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.
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.
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.
HE HAD SUCH QUIET EYES WORKSHEET P4
64
MaterialsMaterials
StepsSteps
AimAim
80 minutes
VariationVariation
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) …………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….HE HAD SUCH QUIET EYES
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Answer Key
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
Roll your eyesStars in your eyesCry your eyes out
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WORKSHEET P3 : PUT ME STRAIGHT WORKSHEET P3 : PUT ME STRAIGHT
WORKSHEET P1a : IDIOM UNCOVERED WORKSHEET P1a : IDIOM UNCOVERED
Keep your eyes peeledSight for sore eyes
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.
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
PHYSICAL TRAITS:Slim and slender.Clean and smell nice.Long hair.
CHARACTER TRAITS:Intelligent.Careful and think before she acts.Open minded to many current and new things.
POETRY ASSESSMENT 1
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Authentic Assessment
Poetry
WORKSHEET P1b : IDIOM UNCOVERED WORKSHEET P1b : IDIOM UNCOVERED
WORKSHEET P2 : EYE WORKSHEET P2 : EYE
WORKSHEET P3 : IS SHE THE ONE? IS HE THE ONE? WORKSHEET P3 : IS SHE THE ONE? IS HE THE ONE?
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.
IN THE MIDST OF HARDSHIP ASSESSMENT 2
68
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.
Poetry Analysis Worksheet
Title of Poem ___________________________________________
Poet ___________________________________________
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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.
Analyze and explain the message of the poem.
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What feelings has poem evoked in you?
About the Poet
What have you learned about the poet that contributes to the type of poetry he/she writes? Consider:
1. Personal beliefs2. Nationality or ethnicity
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3. Male or Female4. Time period in which he/she lived
IN THE MIDST OF HARDSHIP ASSESSMENT 3
72
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.
HE HAD SUCH QUIET EYES ASSESSMENT 4
73
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.
IN THE MIDST OF HARDSHIP
74
Answer Key
1 dawn
2 Village 3 They are soaked in water and sweat, and their clothes are tattered /They are probably
hungry after a day braving through the flood and slightly injured 4 They did not give up as shown in ‘ their brows there was not a sign of despair’ or ‘They
were born amidst hardship and grew up without a sigh or a complaint’
5 These people did not give up or lose hope.6 A flood7 (An albino ) buffalo8 No. Any possible reason(s)
9 It is their son’s buffalo/They love their son/ Any other possible answer
10 between bloated carcasses11 Yes.
‘but on their brows there was not a sign of despair.’
‘They were born amidst hardship and grew up without a sigh or a complaint’
12 Any possible answer13 Any possible answer14 Any possible answer
HE HAD SUCH QUIET EYES
75
ASSESSMENT 3 ASSESSMENT 3
Answer Key
1. One of the eyes’ functions is to show emotion like sadness and happiness. An example
would be when one feels very sad and his eyes cry and shed tears because he has lost
someone he really loved and that person is now gone forever.
2. No. It is because there are a lot of things in this world that we can see do not really
portray their true identity or the reality. In the poem the girl fell for the guy’s quiet eyes
because she thought that those eyes portrayed a true and genuine feeling of love.
However, the girl was mistaken as he was only a guy who wanted to seek pleasure in a
relationship and he was not serious in his relationship.
3. The persona in the poem fell for the guy’s quiet eyes because she thought that those
quiet eyes were showing genuine feeling of love and care for her and the guy really
loved her for who she is and there is no other reason.
4. I would help this friend by looking for proofs first and show these proofs to prove that this
person is not who she thinks he is because she might not want to believe in words as
she has fallen for him really badly. If she still does not believe me I would not do
anything else to help her and let her fall for herself.
5. How did I fall for such a pleasure seeking guys? Why I could not see that this guy does
not really love me for who I am?
6. Listening to advice is easier because we can listen and choose which part of the advice
really matters and have close relation to the problems we have.
POETRY
76
ASSESSMENT 4 ASSESSMENT 4
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”
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
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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
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Panel of Writers Poetry
DIANA FATIMAH AHMAD SAHANI (COORDINATOR)BAHAGIAN PEMBANGUNAN KURIKULUMKEMENTERIAN PELAJARAN MALAYSIA
AMAR SHOBHA SARNA (PANEL HEAD)INSTITUT PERGURUAN MALAYSIA KAMPUS ILMU KHAS,
KUALA LUMPUR
YONG WAI YEESMK SERI HARTAMAS, DESA SERI HARTAMAS,
KUALA LUMPUR
ANDREW LEONG KONG MENGSMK AIR ITAM, GEORGETOWN,
PULAU PINANG
ABANG MUAMMAR GHADDAFISM TEKNIK BINTULU,
SARAWAK
NADIAH CHOONG ABDULLAHSMK DATUK MANSOR, BAHAU,
N.SEMBILAN
ASMAH ABU HADZIMSMK PUTRAJAYA PRESINT 9(1),
PUTRAJAYA
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