IN THE MIDST OF HARDSHIP by LATIFF MOHIDINSYNOPSIS 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.
A PICTURE SAYS A THOUSAND WORDS Aims* To introduce the context of the poem * To elicit from students feelings and attitudes
Materials Pictures from newspaper cuttings of current natural disasters such as the Padang Earthquake, Tropical Storm Ketsana, Typhoon Melor, Samoa or Vanuatu earthquake (See Handout 1 for some examples) MPEG Video on 2004 Tsunami, Hurricane Katrina Padang earthquake
StepsDistribute Handout 1 and let students talk about the pictures. Fill in Worksheet 1 : 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.
MPEG Video Websites2004 Tsunamihttp://www.youtube.com/watch?v=kpgsCaFe4sMhttp://www.youtube.com/watch?v=WhuqKhwww.ogrish.comHurricane Katrinahttp://www.youtube.com/watch?v=yB33kPIhBkcPadang, Indonesiaearthquakehttp://www.youtube.com/watch?v=Jnr9Mcg_jIo( The following websiteswere retrieved on 12October 2009 )
‘ GETTING-TO-KNOW-YOU’ TREASURE HUNT AimsTofind out moreabout the poet
Materials Worksheet 3Strips containing information of the poet Handout 2
Steps Paste strips containing information of the poet around the classroom - on the board, wall, table, behind the chair, door, windows, etc. Get students to work in groups of four. Give each group Worksheet 3 with questions asking for information related to Latiff Mohidin. Set a time frame for this activity. Decide on the winners. The first group with the most number of correct answers will be the winner.
Give them a few minutes for discussion. Get them to present the character traits of Mr Nobody to the class. Get the class to decide whether they agree or disagree with the character traits aforementioned. Advise them to give reasons for their choice.
SHOW SOME EMOTION! Aims To enable students to grasp the mood and feelings of the poem
SHOW SOME EMOTION!Which emoticons do you think will describe the feelings of the people in each stanza? Cut and paste them on the handout given.
Steps Introduce emoticons that portray different feelings. Get students to talk about the various feelings shown. . Get students write down appropriate words for each emoticon. Distribute Handout 3
Recite the poem with rhythm and intonation.Let students cut out and paste emoticons on the section of the poem that they feel appropriate.Discuss the students’ options and let them state the reasons why they have chosen a certain emoticon.
THE SEARCH IS ON AIMSTo allow students to explore ways in which figurative language is used in the poem
StepsChoose 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
Note: Step 6 is an optiona l activity. Instruct students to form groups offour and discuss what each student hasfound.
ACROSTIC POEM AIMTo enable students towrite simple poetryusing key words foundin the poem
StepsGet 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.