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He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
He hadsuchquieteyesninthemidstofhardsip
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He hadsuchquieteyesninthemidstofhardsip

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Literature Component for Form 4 - Poem

Literature Component for Form 4 - Poem

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  • 1. LITERATURE COMPONENT FOR FORM 4 PoetryTable ofContents………………………………………………….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
  • 2. POETRY About Poetry 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 isrendered in a form intelligible and pleasurable to others and so likely to arouse kindredemotions. There are as many definitions of poetry as there are poets. Wordsworth definedpoetry as "the spontaneous overflow of powerful feelings". Emily Dickinson said, "If Iread a book and it makes my body so cold no fire ever can warm me, I know that ispoetry" and Dylan Thomas defined poetry this way: "Poetry is what makes me laugh orcry or yawn, what makes my toenails twinkle, what makes me want to do this or that ornothing." In short, it is the epitome of life, the elixir of enjoyment. Poetry is a lot of things to a lot of people. Homers epic, The Odyssey, describedthe wanderings of the adventurer, Odysseus, and has been called the greatest storyever told. During the English Renaissance, dramatic poets like John Milton, ChristopherMarlowe, and of course Shakespeare gave us enough to fill textbooks, lecture halls, anduniversities. Poems from the romantic period include Goethes Faust (1808), Coleridges"Kubla Khan" and John Keats "Ode on a Grecian Urn." 2
  • 3. POETRY Characteristics of 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 words 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. 3
  • 4. 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 4
  • 5. POETRY Types of Poetry PoetryThere 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
  • 6. There was an Old Man with a gong, Who bumped at it all day long; But they called out, O law! Youre 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 6
  • 7. 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• 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 doesnt have to rhyme. Heres 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 7
  • 8. In this kind of poetry, the words themselves form a picture. It is based on thespacing of words. The pattern of the letters illustrate the meaning of the poem. Itdoes not have to rhyme and can be of any length. Try this out. What do you think the shape of the poem resembles? ) a pen _cil holds a gr eater know ledge than any c omp uter, a pen cil hol ds 100 years 8
  • 9. of ex peri ence and has been thro ugh the stori es of milli onsPOETRY Elements of Poetry PoetryThe elements in prose and poetry are almost similar. The table below will best illustratethe 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 Mood Mood 9
  • 10. Sources INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" * MERGEFORMATINET URL : http://contemporarylit.about.com/od/poetry/a/poetry.htm D Date accessed : 12 October 2009 INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" * MERGEFORMATINET URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/ cinquaindescrip.htm D Date accessed : 12 October 2009IN THE MIDST OF HARDSHIP Poet’s 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 heldexhibitions of his works and travelled abroad extensively in the 1960s and 1970s. He hasserved as Writer in Residence at the Science University of Malaysia, Penang, the NationalUniversity of Malaysia and Dewan Bahasa dan Pustaka. At present, Latiff is a freelance poetand artist. His poems have won the Putra I poetry Award. Among his books are: Sungai 10
  • 11. Mekong (1972), Kembara Malam (1974), and Wayang Pak Dalang (1977). Garis: Dari Titik keTitik (1988), a book on the creative process (art and poetry), won the Honourable Diploma Prizeat the Festival of International Books at Leipzig, Germany in 1989. Latiff Mohidin is usually known for his graphic and imagistic experiment. He addressessocial 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 Adrifton Air, The Legend of the Dawn, His Thick Shroud, The Shore of Time, Mask of My Name isRawana and ‘A City, A Grandmother and Death’.HE HAD SUCH QUIET EYES Poet’s BIBSY SOENHARJO Bibsy Soenharjo was born in Jakarta on 22 November 1928. Bibsy and her siblings werehomeschooled and each was encouraged to pursue their own interests. She had a particular 11
  • 12. fondness for literature and, after returning home from a four-year stay in Japan, Bibsy beganwriting her first prose in 1957, and then poetry in the 60s. The Literary Review, an internationalquarterly published by Fairleigh Dickinson University in New Jersey, USA, published her firstfour literary pieces in their Autumn and Spring Editions in 1967 and 1968 respectively. In 1967also, 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, anIndonesian cultural magazine now defunct. Her poems have appeared in bilingual anthologies, with her Indonesian works translatedinto English, Dutch and Japanese and her English poems into Indonesian and Dutch. Shecontinued to write prose pieces in Indonesian that appeared in Jakarta dailies under the penname Nuspati. Bibsy Soenharjo now lives in Jakarta with the youngest of her three sons, Haryo, his wifeSutji and their children.IN THE MIDST OF HARDSHIP SynopsisThis poem tells of the hardship that a family in a village faces after a big flood. The elders returnat dawn in soaking-wet clothes. They go straight to the kitchen. They are probably hungry. Theirhands 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 albinobuffalo. Despite all the adversities and suffering, the people in the poem do not complain orlament on their misfortunes. They spend time together, enjoying each other’s company. Theyare grateful for the fact what they still have instead of what is lost. Life goes on with their dailychores of preparing food and habit of rolling their cigarette leaves. They are still able to joke withone another. 12
  • 13. IN THE MIDST OF HARDSHIP A Picture Says A Thousand Words Aims To introduce the context of the poem To train students to listen, read and c 40 To elicit from students feelings and attitudes To enable team work while having fu minutes Materials P Pictures from newspaper cuttings of current natural disasters MPEG Video on 2 2004 Tsunami, Hurricane Katrina Worksheets P1a and P1b Handout P1 Steps 13
  • 14. 14
  • 15. DistributeHandoutP1andletstudentstalkabout thepictures.FillinWorksheetP1 :LookingatPicturesAskstudentsabouttheirpersonalexperience inaflood, fireorlandslide. Letstudentswatc 15
  • 16. SourcesOOn Tsunami INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" * MERGEFORMATINEThttp://www.youtube.com/watch?v=kpgsCaFe4sMhttp://www.youtube.com/watch?v=WhuqKhwwww.ogrish.comOOn Hurricane Katrina INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" * MERGEFORMATINEThhttp://www.youtube.com/watch?v=yB33kPIhBkcOOn Padang, Indonesia earthquakeINCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" * MERGEFORMATINET http://www.youtube.com/watch?v=Jnr9Mcg_jIoDDate accessed : 12 October 2009 16
  • 17. IN THE MIDST OF HARDSHIP HANDOUT P1 A Picture Says A Thousand Words Source : The Star, 4 October 2009 17
  • 18. Source : The Star, 11 Oct 200918
  • 19. 19
  • 20. Source: The New Straits Time, 11 Oct 2009 20
  • 21. IN THE MIDST OF HARDSHIP WORKSHEET P1a A Picture Says A Thousand WordsLooking at pictures 21
  • 22. IN THE MIDST OF HARDSHIP WORKSHEET P1b A Picture Says A Thousand WordsFind 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. 22
  • 23. IN THE MIDST OF HARDSHIP ACTIVITY P2 Getting-To-Know-You Aim To find out more about the poet 20 To train students to listen, read and c minutes To enable team work while having fu Materials W Worksheet P2 Handout P2 Steps 23
  • 24. Pastestripscontaininginformation ofthepoetaroundtheclassroom- ontheboard,wall,table,behindthechair,door,windows,etc.Getstudentstoworkingroups offour.Giveeachgroup 24
  • 25. Notes Instead 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 Getting-To-Know-You Questions Answers1. 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. 25
  • 26. IN THE MIDST OF HARDSHIP WORKSHEET P2 Getting-To-Know-YouSTRIPS 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 Malaysias 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 26
  • 27. book on the creative process (art and poetry), won the Honourable Diploma Prize at theFestival of International Books at Leipzig, Germany in 1989.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 isRawana and A City, A Grandmother and Death.Social or public poems are a very important sub-genre in modern Malaysian poetry. LatiffMohidin addresses these social problems in his poems, illustrating this all-important conceptthat poetry serves society. He finds pride in his social commitment. In the poem, ’In the Midstof Hardship’, he uses the social themes of poverty, hardship and perseverance closelyassociated with the local peasants. 27
  • 28. IN THE MIDST OF HARDSHIP ACTIVITY P3 Show Some Emotion! Aim To enable students to grasp the mood and feelings of the poem 40 To train students to listen, read and c minutes To enable team work while having fu Materials W Worksheet P3 Handout P3 Steps 28
  • 29. Introduceemoticonsthatportraydifferentfeelings.Getstudentstotalkabout thevariousfeelingsshown.Getstudentswritedownappropriatewords foreachemoticon.DistributeHandout3.Recite the 29
  • 30. IN THE MIDST OF HARDSHIP HANDOUTP3 Show Some Emotion! 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 30
  • 31. 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 JonedIN THE MIDST OF HARDSHIP WORKSHEET P3 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. _____________________ _______________________ __________________ ____________________ 31
  • 32. _____________________ ________________________IN THE MIDST OF HARDSHIP ACTIVITY P4 The Search Is On Aim To allow students to explore ways in which figurative language is 40 To train students to listen, read and c used in the poem minutes To enable team work while having fu Materials W Worksheet P4 Handout P4 32
  • 33. StepsChooseafigureofspeech, fore.g.simile,metaphor,onomatopoeia, orpersonification.Discuss itsmeaning inclass,andshareexamples.DistributeHandout 4anddiscuss itwiththestudents.Giveout a 33
  • 34. IN THE MIDST OF HARDSHIP HANDOUTP4 The Search Is OnFind two examples of assonance.Write them in the binoculars with the line number or numbers. Assonance Line 12 Assonance Lines 2 and 3 and tiny chips of tree barks their soaky clothes torn and approached the stove 34
  • 35. IN THE MIDST OF HARDSHIP WORKSHEET P4 The Search Is OnFind two examples of _________________________ .Write them in the binoculars with the line number or numbers. Line ________ Line ________ 35
  • 36. IN THE MIDST OF HARDSHIP ACTIVITY P5 Acrostic Poem Aim To enable students to write simple poetry using key words found 40 minutes in the poem Materials T The poetry text Handout P5 Steps 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. 36
  • 37. IN THE MIDST OF HARDSHIP HANDOUTP5 Acrostic PoemDo you know what it means to be poorEspecially when disaster strike every yearSome would say, oh very unfortunatePerhaps some would just shake their headsAnd move onIn fact many would not understand 37
  • 38. Reality is what we confrontIN THE MIDST OF HARDSHIP Answer Key Worksheet P2 : GETTING-TO-KNOW-YOU 1 (25 August )1941 6 Putra I Poetry Award/ Honourable Diploma Prize 2 Negeri Sembilan 7 Boy Wonder 3 Lenggeng/Seremban/Singapore/ 8 Dream 1, Mirror, The Puppeteer’s University of Fine Arts in Berlin/ Wayang, Words Adrift on Air, The Hochshule fur Bildende Kunste/ Legend of the Dawn, A City, A Atelier La Courriere in France or Grandmother and Death, His Thick Pratt Graphic Centre in America. Shroud, The Shore of Time and Mask of My Name is Rawana. 4 Singapore/ France/ Germany/ 9 society. America 5 artist 10 Mekong / Kembara Malam / Wayang Pak Dalang/ Garis: Dari Titik ke Titik 38
  • 39. IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P1 “Oh My!” Aim 40 minutes To evoke students’ awareness of the disasters around the world Materials W Worksheet P1 Steps 39
  • 40. Dividestudents intofourgroupsandgiveeachgroup acardwith apictureof thefourelements; thesun,earth,wind,water.DistributeWorksheet 1.Geteachgrouptodiscussand listall thedisasters thatcouldoccurin theelement given.Tellthem towriteon theworksheetgivenbe 40
  • 41. Variation 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 naturalIN THE MIDST OF HARDSHIP WORKSHEET P1 “Oh My!”ELEMENT:DISASTERS RELATED TO ELEMENT:DAILY LIVES AFFECTED: 41
  • 42. IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P2 Report a Disaster Aim 80 minutes 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 Materials N Newspaper, mahjong paper, coloured markers, pictures, glue, scissors Steps 42
  • 43. Tellstudents tobringarticlesandpictures ofnaturaldisasters theycanfind inthenewspapers,magazines orfromtheInternetTellthem todiscussways toraisemoneyto helpthevictims.Theyare tochoosethebestway toraisemoneyto helpthevictims.Tell 43
  • 44. IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P3 Word Explosion Aim To enable students to make word associations in order to extend 40 their vocabulary minutes Materials Mahjong papers, markers, masking tape H Handout P3 Steps 44
  • 45. Dividethestudents intogroupsof 3 to5. Askeachgrouptowritetheword‘Disaster’ inthemiddleof themahjongpaper.GiveeachgroupthematerialsaboveandHandout 1.Getthestudents tomakeasmanywordsastheycanthatarerelatedto 45
  • 46. Variation 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 u with words. Write the words on the board. upIN THE MIDST OF HARDSHIP HANDOUTP3 Word Explosion AN EXAMPLE OF WORD EXPLOSION RAIN FUNDS RECEDE RAISEDROWN WATER FLOODDEATH LEVELBOAT LOSS SMELLY SWIM CLOUD 46
  • 47. IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P4 “I Remember” Poem Aim To enable students to share an unforgettable memory by 40 writing simple poetry using key words found in the poem minutes Materials The poetry text H Handout P4 Steps 47
  • 48. Getstudents tothinkof allthememoriesrelatedto timesharedwithsomeone.Writedownwordsrelatedto thememory.GiveoutHandout 2.Tellthemto useas aguide.Beginthesentencewith “IRemember…”Editandarrange 48
  • 49. IN THE MIDST OF HARDSHIP HANDOUT P4 “I Remember” PoemExample 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. 49
  • 50. 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 Synopsis The poem is about a persona, a lady who fell for the wrong man. She wasfascinated with his ‘quiet eyes’ and believed that his eyes showed his true emotion andfeelings for her. The man’s eyes had the power to charm her and made her believe himand be nice to him. 50
  • 51. However, the man was actually a ‘pleasure seeking man’, a flirt. As the lady wastruly fascinated and charmed by the man, she did not listen or did not want to listen toany advice concerning the man’s true behaviour. In the end, she realized her error andwas broken hearted.HE HAD SUCH QUIET EYES ACTIVITY P1 Do You Know Aims To enable students to observe and describe features using 40 minutes adjectives To encourage students to put their creativity to work 51
  • 52. MaterialsWWorksheet P1 Steps 52
  • 53. Getstudentsto sitintheirrespectiveplacesfacingeachother.Hand outWorksheet 1tothem. Tellthemtolookintotheirfriends’eyesanddrawontheworksheetwhattheysee. 53
  • 54. 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.HE HAD SUCH QUIET EYES WORKSHEET P1 Do You KnowDraw eyes to complete the characters above. Take examples by looking at eyes of thosearound you. Then, label each character. For example; angry eyes, loving eyes, sad eyes,etc. 54
  • 55. HE HAD SUCH QUIET EYES ACTIVITY P2 Chain Reading Aim To read poem aloud with correct stress, intonation, 20 minutes pronunciation and expression 55
  • 56. MaterialsTThe poetry text Steps Notes Variation to Steps 1 and 2 – Form groups to read each stanza as part of choral reading 56
  • 57. Tellstudents tomaketwobigcirclesin theclassroom.Eachgroupconsists of19students.Get astudent toread aline,starting fromthetitle,followed bythenameof thepoetBibsySoenharjoandtheseventeenlinesof thepoem.Encou 57
  • 58. HE HAD SUCH QUIET EYES ACTIVITY P3 Put Me Straight Aims To introduce rhythm in a fun way To enable students to observe and d 40 minutes adjectives To train students in spelling To encourage students to put their cr To encourage team work in a fun way Materials W Worksheet P3 Steps 58
  • 59. Getstudentsto sitingroups of3–4.Hand outWorksheet 2tothem. Tellstudentstounscrambletheletters toformwordsthatwillinturnformshortsentencesfromthepoem. 59
  • 60. Students are not encouraged to refer to their text books. The group that finishes with all correct answers wins.HE HAD SUCH QUIET EYES WORKSHEET P3 Put Me StraightThe following words are related to the poem He Had Such Quiet Eyes by BibsySoenharjo. Unscramble them to find out what the sentences are.1. NCOE RO ETCWI2. SHWO NDA SHYW3. SLOING TA ICED4. LOASETDE SSHGI5. TQEIU YEES6. TTSEHINN CIE7. LOOPS FO LEIS8. RINGMOLIP ERH9. RREEDN MIH10. ELSO RYUO THREA11. ECSOIMMPOR 60
  • 61. 12. ERLPUSAE-EGSNKIE13. EB REUS AHTT14. A TIB FO15. DENETSIL OT16. REEF FORMHE HAD SUCH QUIET EYES ACTIVITY P4 Bingo Aim To identify meanings of words 40 minutes Materials H Handouts P4a, P4b and P4c 61
  • 62. Steps 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. 62
  • 63. PreparetheBINGOcards inadvance.Giveeachstudent aBINGOcardwithdifferentcombinationsofwordsfound inthepoem.( seeHandoutP4a)Preparestripswithmeanings oftherhyming 63
  • 64. Continuepullingouttheremainingstripsuntilalltheninewords arestruck outtoplayFULLHOUSE.Thefirststudenttostrike outallthewords onthecardandshouts “BINGO!”first,willwin. 64
  • 65. HE HAD SUCH QUIET EYES HANDOUT P4a BingoUse 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 diceHE HAD SUCH QUIET EYES HANDOUTP4b Bingo 65
  • 66. 20 chosen words and the meaning strips in Bingo. Long, deep audible breaths Sighs A pair of organs of sight eyes Guidance advice Unhappy and uninhabited desolate Looking for a feeling of happy Pleasure-seeking satisfaction A small cube with each side having a dice different number ranging from 1 to 6 layered arranged in layers Intentional false statements lies realise become aware compromise 66
  • 67. agree heaven paradise quiet no noiseinhaling and expelling air from the breathing lungs shallow patches of liquid pools render provide or give help thinnest superlative of thin begging desperately imploring having knowledge and good wise judgementmuscular body organ that pumps heart blood listened 67
  • 68. Past tense of listenHE HAD SUCH QUIET EYES HANDOUT P4c BingoBINGO – EXAMPLES TO HOW AND WHEN A STUDENT CAN SHOUT ‘BINGO!’ quiet render compromise advice pools layered 68
  • 69. breathing lies diceor pool eyes layered advice compromise layered quiet lies breathingHE HAD SUCH QUIET EYES ACTIVITY P5 Haiku It! Aim To enable students to write a simple poem 40 minutes Materials T The poetry text Worksheet P5 69
  • 70. Steps 70
  • 71. Distributeworksheet 3to thestudentsHaikupoemshave aspecificpattern.Introducethepattern tothestudents.Haikuhas 3linesand 17syllables.Thefirstandlastlineshave 5syllableseachwhilethesecond linehas 7 71
  • 72. HE HAD SUCH QUIET EYES WORKSHEET P5 Haiku It!A haiku has a specific pattern. It has 3 lines and 17 syllables. The first and last lines have5 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 ____________________________ 72
  • 73. ____________________________HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P1 Idioms Uncovered Aims To enable students to interpret a picture and find its meaning to 40 minutes complete a task To encourage team work and brainstorming in completing a task Materials W Worksheets P1a and P1b Steps 73
  • 74. Getstudentsto sitinpairs.Hand outWorksheet 1tothepairs.Studentsmustreadthepicture tofindoutwhattheysay.Tellthestudentstousetheclues orunfinishedsentences tohelpuncover 74
  • 75. YOU MUST WARN THE STUDENTS THAT IN ORDER TO FIND THE CORRECT IDIOM, THEY MUST FIRST FIND THE CORRECT WORD TO THE PICTURE.HE HAD SUCH QUIET EYES WORKSHEET P1a Idioms UncoveredTry 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 theidioms.EXAMPLE: EAGLE EYES 75
  • 76. clue…………................……….. ……..…………...………….. ……..…..………...……..…..……………..…… …………………….. …………………….. …..………..……… clue……………..……… …..………….…….. ……………..…….. …..………..………. Use this to …..……..................…… …..…………..…….. …………………….. ……………….….… 76
  • 77. clue Sounds like……………..……… …….……….……... ……………...……... …..………...………HE HAD SUCH QUIET EYES WORKSHEET P1b Idioms UncoveredTry 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 theidioms. FROM …………… …………… …………… …………… ……………MEANING:………………………………………………………………………………………………….. ‘R’ Sounds like clue 77
  • 78. …………………… …………………… …………………… › clue …………………… …………………… ……………………MEANING:…………………………………………………………………………………………………HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P2 Eye! Aim To extend key word usage in idiomatic expressions 40 minutes Materials H Handout P2 Worksheet P2 78
  • 79. Steps Notes Make a bookmark using the word ‘eye’ 79
  • 80. Elicitphrases/idiomaticexpressions /proverbswhichconsist of theword “eye”fromthestudents.Pre-teachIdiomswiththeword‘eye’(seeHandout 1forguidance ).Alternatively, Step2 canbegivenas amatchingexercise youcanget thestudents to 80
  • 81. HE HAD SUCH QUIET EYES HANDOUT P2 Eye!  to catch someones eye Meaning : attract someones attention, make someone notice. • to be up to ones 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 ones head Meaning : be alert, notice everything going on around one. • to keep an eye on something/somebody 81
  • 82. 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 somethingMeaning : ignore something. to do something with ones eyes closedMeaning : do something very easily. to keep ones eyes skinned/peeledMeaning : remain alert. to open someones eyesMeaning: make somebody realize the truth about something. the apple of one’s eyeMeaning: a person of whom one is extremely fond and proud of 82
  • 83. HE HAD SUCH QUIET EYES WORKSHEET P2 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 doctors?3. They are a perfect couple, they ____________________________ on most things.4. If you would ___________________________________, Id 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. Im sorry I didnt 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 _______________________________________________ . 83
  • 84. 10. Nobody should see that Im doing this, so _______________________ and tell me if someone is coming.HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P3 Is She The One? Is He The One? Aim To enable the students to explore the criteria of their future 80 minutes spouse and give reasons for the criteria chosen Materials Coloured papers, mahjong papers, markers and p pictures of celebrities Worksheet P3 84
  • 85. Steps 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? 85
  • 86. Dividethestudents into5 to 7groups. Givethemworksheet 4andthematerials oraskthemtobringsome.Planning iscrucialhere.Letthemchoose thecriteriaof thespouse intermsofphysical andcharactertraits.Usethewordsin thepoemin thecriteriatoo. 86
  • 87. HE HAD SUCH QUIET EYES WORKSHEET P3 Is She The One? Is He The One? CRITERIA FOR FUTURE SPOUSE: PHYSICAL TRAITS:• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………. CHARACTER TRAITS:• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………• …………………………………………………………………………………………………. 87
  • 88. HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P4 Blame It On Him Or Her? Aim To enable students to explore different perspectives. 80 minutes Materials W Worksheet P4 Steps 88
  • 89. Dividethestudents intotwogroupsofgender, boysandgirls.(If in asinglesexschoolgetanothergrouptoimaginethemselvesas theothergender ifpossible)Getthegroupstothinkof thepowerof theeyesto menandwomen andhowtheyuse 89
  • 90. Variation 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 e explain what things they lie about.HE HAD SUCH QUIET EYES WORKSHEET P4 Blame It On Him Or Her?GROUP: MALE / FEMALELIST SITUATIONS WHEN EYES PLAY A VERY IMPORTANT ROLE:1) ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. …………………………………………………………………………………………………….2) ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. …………………………………………………………………………………………………….3) ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. …………………………………………………………………………………………………….LIST THE REASONS FOR THE HEARTBREAK IN THE POEM. [FROM THE MALE ORFEMALE PERSPECTIVES.]1) ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. 90
  • 91. …………………………………………………………………………………………………….2) ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. …………………………………………………………………………………………………….3) ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. …………………………………………………………………………………………………….HE HAD SUCH QUIET EYES Answer Key WORKSHEET P3 : PUT ME STRAIGHT 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 91
  • 92. 11. ECSOIMMPOR COMPROMISE12. ERLPUSAE-EGSNKIE PLEASURE-SEEKING13. EB REUS AHTT BE SURE THAT14. A TIB FO A BIT OF15. DENETSIL OT LISTENED TO16. REEF FORM FREE FROM WORKSHEET P1a : IDIOM UNCOVERED Roll your eyes Stars in your eyes Cry your eyes out Keep your eyes peeled Sight for sore eyes WORKSHEET P1b : IDIOM UNCOVERED 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 someones eyes are bigger than their stomach, they are greedy and take on more than they can consume or manage. WORKSHEET P2 : EYE 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 92
  • 93. WORKSHEET P3 : IS SHE THE ONE? IS HE THE ONE? PHYSICAL TRAITS: CHARACTER TRAITS: Slim and slender. Intelligent. Clean and smell nice. Careful and think before she acts. Long hair. Open minded to many current and new things.POETRY ASSESSMENT 1 Authentic Poetry AssessmentTHE STUDENTS WOULD BE ASSESSED BY USING AUTHENTIC ASSESSMENT.THEY WOULD BE ASSESSED BY: - PORTFOLIO - SCRAP BOOKTHE 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 93
  • 94. 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 THESTUDENTS’ PORTFOLIOS AND SCRAPBOOKS.IN THE MIDST OF HARDSHIP ASSESSMENT 2 Poetry Analysis FolderIn 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 poemRead the poem carefully. Then decide on how best you can graphically presentthe content of the poem. 94
  • 95. Poetry Analysis WorksheetTitle of Poem ___________________________________________Poet ___________________________________________Theme ___________________________________________Type of Poem ___________________________________________Number of stanzas ___________________________________________Select one stanza. Identify the rhyme scheme.Identify literary elements (mood, imagery, symbolism, contrast, comparison) and explainhow they add to your understanding of the poem. 95
  • 96. Analyze and explain the message of the poem.What feelings has poem evoked in you? 96
  • 97. About the PoetWhat have you learned about the poet that contributes to the type of poetry he/shewrites? Consider: 1. Personal beliefs 2. Nationality or ethnicity 3. Male or Female 4. Time period in which he/she lived 97
  • 98. IN THE MIDST OF HARDSHIP ASSESSMENT 3 Have I Understood?Objectives:To conduct a diagnostic assessment for students to recall information from the poem toget insight into how well they have learned the materialTo give indication to the teacher of how well the information has been taught in the previouslessonsTo enable the teacher to conduct remedial or enrichment exercises in the forthcoming lessonbased 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 98
  • 99. 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 Have I Understood?QUESTIONS BASED ON THE POEM1. 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. 99
  • 100. POETRY Glossary Poetryacrostic 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 pupilalliteration 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, amongassonance 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 gascarcasses Dead bodies of animalsdespair Absence of hopeHaiku a major form of Japanese verse, written in 17 syllables divided into 3 lines of 5, 7, and 5 syllables, and employing highly 100
  • 101. evocative allusions and comparisons, often on the subject of nature or one of the seasons.horrendous Awful, terribleidiom An idiom (Latin: , “special property”, f. Greek: , “special phrasing”, f. Greek: , “one’s own”) is an expression, word, or phrase that has figurative meaningmetaphor 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 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 objectsimile 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 101
  • 102. Panel of Writers Poetry DIANA FATIMAH AHMAD SAHANI (COORDINATOR) BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PELAJARAN MALAYSIA AMAR SHOBHA SARNA (PANEL HEAD)INSTITUT PERGURUAN MALAYSIA KAMPUS ILMU KHAS, KUALA LUMPUR YONG WAI YEE SMK SERI HARTAMAS, DESA SERI HARTAMAS, KUALA LUMPUR ANDREW LEONG KONG MENG SMK AIR ITAM, GEORGETOWN, PULAU PINANG ABANG MUAMMAR GHADDAFI SM TEKNIK BINTULU, SARAWAK NADIAH CHOONG ABDULLAH 102
  • 103. SMK DATUK MANSOR, BAHAU, N.SEMBILAN ASMAH ABU HADZIMSMK PUTRAJAYA PRESINT 9(1), PUTRAJAYA 103

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