He had such quiet eyes by Bibsy Soenharjo

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2010 English Lit Component materials provided by the English Language Unit, Johor Education Department

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He had such quiet eyes by Bibsy Soenharjo

  1. 1. HE HAD SUCH QUIET EYESHE HAD SUCH QUIET EYES by BIBSY SOENHARJOby BIBSY SOENHARJO  SYNOPSISSYNOPSIS The poem is about a persona, a lady who fell for theThe poem is about a persona, a lady who fell for the wrong man. She was fascinated with his ‘quiet eyes’ andwrong man. She was fascinated with his ‘quiet eyes’ and believed that his eyes showed his true emotion andbelieved that his eyes showed his true emotion and feelings for her. The man’s eyes had the power tofeelings for her. The man’s eyes had the power to charm her and made her believe him and be nice tocharm her and made her believe him and be nice to him.him. However, the man was actually a ‘pleasure seekingHowever, the man was actually a ‘pleasure seeking man’, a flirt. As the lady was truly fascinated andman’, a flirt. As the lady was truly fascinated and charmed by the man, she did not listen or did not wantcharmed by the man, she did not listen or did not want to listen to any advice concerning the man’s trueto listen to any advice concerning the man’s true behaviour. In the end, she realized her error and wasbehaviour. In the end, she realized her error and was broken hearted.broken hearted.
  2. 2. DO YOU KNOW ME?DO YOU KNOW ME? AimsAims To enable students to observe and describe featuresTo enable students to observe and describe features using adjectivesusing adjectives To encourage students to put their creativity toTo encourage students to put their creativity to workwork
  3. 3. MaterialsMaterials  Worksheet 1: Do You Know Me?Worksheet 1: Do You Know Me?
  4. 4. Draw, colour andDraw, colour and label the eyes.label the eyes.
  5. 5. StepsSteps Get students to sit in their respective placesGet students to sit in their respective places facing each other.facing each other. Hand out Worksheet 1 to them.Hand out Worksheet 1 to them. Tell them to look into their friends’ eyes andTell them to look into their friends’ eyes and draw on the worksheetdraw on the worksheet what they see.what they see. Get students to move around the room toGet students to move around the room to complete their worksheet.complete their worksheet.
  6. 6. Tell students to look forTell students to look for different types of eyes.different types of eyes. Tell them to list in writing the wordsTell them to list in writing the words describing their friends’ eyes.describing their friends’ eyes. Introduce adjectives into the lesson via theIntroduce adjectives into the lesson via the labeling activity.labeling activity.
  7. 7. 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.
  8. 8. CHAIN READINGCHAIN READING AimsAims  To read poem aloud with correctTo read poem aloud with correct stress, intonation, pronunciationstress, intonation, pronunciation and expressionand expression
  9. 9. MaterialsMaterials The Poetry TextThe Poetry Text
  10. 10. StepsSteps 1. Tell students to make two big circles in1. Tell students to make two big circles in the classroom. Each group consists of 19the classroom. Each group consists of 19 students.students. 2. Get a student to read a line, starting from2. Get a student to read a line, starting from the title, followed by the name of the poetthe title, followed by the name of the poet Bibsy Soenharjo and the seventeen lines ofBibsy Soenharjo and the seventeen lines of the poem.the poem.
  11. 11. 3. Encourage students to read with3. Encourage students to read with expression and tell them to try toexpression and tell them to try to memorise the lines.memorise the lines. 4. Once the reading starts, it must be4. Once the reading starts, it must be continuous so that the chain ( flow )continuous so that the chain ( flow ) will not be broken.will not be broken. 5. Let the students read a few rounds to5. Let the students read a few rounds to be familiar with the poem.be familiar with the poem.
  12. 12. Variation to Steps 1 and 2 *Form groups to read each stanza as part of choral reading
  13. 13. PUT ME STRAIGHTPUT ME STRAIGHT AimsAims  To introduce rhythm in a fun wayTo introduce rhythm in a fun way  To train students in spellingTo train students in spelling  To encourage team work in a funTo encourage team work in a fun wayway
  14. 14. MaterialsMaterials  Worksheet 2: Put Me StraightWorksheet 2: Put Me Straight
  15. 15. StepsSteps  Get students to sit in groups of 3 – 4.Get students to sit in groups of 3 – 4.  Hand out Worksheet 2 to them. TellHand out Worksheet 2 to them. Tell students to unscramble the letters to formstudents to unscramble the letters to form words that will in turn form shortwords that will in turn form short sentences from the poem.sentences from the poem.  The group that is able to unscramble all theThe group that is able to unscramble all the sentences correctly wins.sentences correctly wins.
  16. 16. MaterialsMaterials  Worksheet 1Worksheet 1 QUIET EYES A BIT OF NEVER TO
  17. 17. Students are not encouraged to refer to their text books. The group that finishes with all correct answers wins.
  18. 18. BINGOBINGO AIMSAIMS To identify meanings ofTo identify meanings of wordswords
  19. 19. MaterialsMaterials BINGO cardsBINGO cards Strips of paper denotingStrips of paper denoting meanings of wordsmeanings of words
  20. 20. BINGOBINGO  Teacher prepares the BINGO cards inTeacher prepares the BINGO cards in advance. Each student will be given aadvance. Each student will be given a BINGO card / paper ( HollywoodBINGO card / paper ( Hollywood Squares ) with different combinationsSquares ) with different combinations of words found in the poemof words found in the poem
  21. 21. Handout 2Handout 2
  22. 22.  Teacher must prepare strips with meanings ofTeacher must prepare strips with meanings of the rhyming words of this poem in advance.the rhyming words of this poem in advance.
  23. 23.  Sets rules for this game, for e.gSets rules for this game, for e.g Let’s play ‘Diagonal Line”Let’s play ‘Diagonal Line” ( or vertical / horizontal line ).( or vertical / horizontal line ).  Students must wait for the teacherStudents must wait for the teacher to draw a Meaning Strip from ato draw a Meaning Strip from a bag/envelope / box and reads outbag/envelope / box and reads out the phrase /word /sentence loudlythe phrase /word /sentence loudly..
  24. 24. Students look for the oneStudents look for the one word which has the sameword which has the same meaning to the Meaningmeaning to the Meaning Strips drawn.Strips drawn.  Strike out the word.Strike out the word.
  25. 25. BINGO
  26. 26. BINGO BINGO
  27. 27.  Continue with the sameContinue with the same BINGOBINGO card until all the nine words arecard until all the nine words are struck out to playstruck out to play FULL HOUSE.FULL HOUSE.  The first student who had struckThe first student who had struck outout ALLALL the words on the cardthe words on the card and shoutedand shouted ““BINGOBINGO !! ” first, will win.” first, will win.
  28. 28. VARIATIONVARIATION You can playYou can play BINGOBINGO with the rhymeswith the rhymes or verb tense.or verb tense. Two or three students may have the sameTwo or three students may have the same cardcard ( all words arranged similarly )( all words arranged similarly ) but it depends on who will be more alert tobut it depends on who will be more alert to shout ‘shout ‘BINGOBINGO !’ first.!’ first. DO NOT FORGETDO NOT FORGET TO CHECK WITH DRAWN STRIPS.TO CHECK WITH DRAWN STRIPS.
  29. 29. To ensure students strike out the correct words, place drawn-out strips on the table for checking purposes.
  30. 30. Haiku It!Haiku It! AIMAIM To enable students to write aTo enable students to write a simple poemsimple poem
  31. 31. MaterialsMaterials The PoemThe Poem Worksheet 3Worksheet 3 ‘‘Write a Haiku’Write a Haiku’
  32. 32. StepsSteps Distribute worksheet 3 to the studentsDistribute worksheet 3 to the students Haiku poems have a specific pattern. IntroduceHaiku poems have a specific pattern. Introduce the pattern to the students. Haiku has 3 linesthe pattern to the students. Haiku has 3 lines and 17 syllables. The first and last lines have 5and 17 syllables. The first and last lines have 5 syllables each while the second line has 7syllables each while the second line has 7 Give students phrases taken from the poem asGive students phrases taken from the poem as the first line.the first line. Tell students to complete the haiku with theirTell students to complete the haiku with their own words .own words .
  33. 33.  Give them the following instructions:Give them the following instructions:  The chair is a hot seat.The chair is a hot seat.  The person sitting on the chair is suspected to be Mr Nobody.The person sitting on the chair is suspected to be Mr Nobody.  Students are to ask Mr Nobody questions about what he does. This isStudents are to ask Mr Nobody questions about what he does. This is where the content of the poem comes in useful. This is a perfectwhere the content of the poem comes in useful. This is a perfect opportunity to practise ‘wh’ questions.opportunity to practise ‘wh’ questions.  Students can also ask about Mr. Nobody’s other wrongdoings (whichStudents can also ask about Mr. Nobody’s other wrongdoings (which may not be in the poem). Let their imagination run!may not be in the poem). Let their imagination run!  Mr. Nobody has to refute/deny their accusations. His role is toMr. Nobody has to refute/deny their accusations. His role is to convince the group that he is not Mr Nobody. Alternatively, his roleconvince the group that he is not Mr Nobody. Alternatively, his role could be to convince them that he is not guilty of any wrongdoings ascould be to convince them that he is not guilty of any wrongdoings as mentioned in the poem.mentioned in the poem.  Get other students to try out the HOT SEAT.Get other students to try out the HOT SEAT.
  34. 34. HE HAD SUCHHE HAD SUCH QUIET EYESQUIET EYES

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