HE HAD SUCH QUIET EYES                   by BIBSY SOENHARJO   SYNOPSIS    The poem is about a persona, a lady who fell fo...
DO YOU KNOW ME?                     AimsTo enable students to observe and describe features                   using adject...
Materials   Worksheet 1: Do You Know Me?
Draw, colour and label the eyes.
Steps Get students to sit in their respective places              facing each other.       Hand out Worksheet 1 to them....
Tell students to look for         different types of eyes.   Tell them to list in writing the words         describing t...
Students areencouraged toslowly observetheir friendseyes and drawthe best thatthey can. Theycan use colourpencils if theyc...
CHAIN READING               Aims To read poem aloud with correct stress, intonation, pronunciation and expression
MaterialsThe Poetry Text
Steps1. Tell students to make two big circles in  the classroom. Each group consists of 19  students.2. Get a student to r...
3. Encourage students to read with  expression and tell them to try to  memorise the lines.4. Once the reading starts, it ...
Variationto Steps 1and 2*Formgroups toread eachstanza aspart ofchoralreading
PUT ME STRAIGHT                 Aims To introduce rhythm in a fun way To train students in spelling To encourage team w...
Materials   Worksheet 2: Put Me Straight
Steps   Get students to sit in groups of 3 – 4.   Hand out Worksheet 2 to them. Tell    students to unscramble the lette...
Materials   Worksheet 1                               QUIET EYES                               A BIT OF                  ...
Studentsare notencouragedto refer totheir textbooks.The groupthat finisheswith allcorrectanswerswins.
BINGO           AIMSTo identify meanings of words
Materials BINGO cards Strips of paper denoting meanings of words
BINGO Teacher prepares the BINGO cards in  advance. Each student will be given a   BINGO card / paper ( Hollywood  Square...
Handout 2
   Teacher must prepare strips with meanings of    the rhyming words of this poem in advance.
 Sets rules for this game, for e.g     Let’s play ‘Diagonal Line”  ( or vertical / horizontal line ). Students must wait...
Students look for the one word which has the same meaning to the Meaning Strips drawn.   Strike out the word.
BING     O
G O        BINBINGO
 Continue with the same   BINGO  card until all the nine words are        struck out to play        FULL HOUSE. The firs...
VARIATIONYou can play BINGO with the rhymesor verb tense.Two or three students may have the same   card( all words arrange...
To ensurestudentsstrike outthe correctwords,placedrawn-outstrips onthe table forcheckingpurposes.
Haiku It!             AIM To enable students to write a simple poem
Materials The Poem Worksheet 3‘Write a Haiku’
StepsDistribute worksheet 3 to the studentsHaiku poems have a specific pattern. Introduce the pattern to the students. H...
 Give them       the following instructions:   The chair is a hot seat.   The person sitting on the chair is suspected ...
HE HAD SUCH QUIET EYES
HE HAD SUCH QUIET EYES
HE HAD SUCH QUIET EYES
HE HAD SUCH QUIET EYES
HE HAD SUCH QUIET EYES
HE HAD SUCH QUIET EYES
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HE HAD SUCH QUIET EYES

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LITERATURE FORM 4

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HE HAD SUCH QUIET EYES

  1. 1. HE HAD SUCH QUIET EYES by BIBSY SOENHARJO 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.
  2. 2. DO YOU KNOW ME? AimsTo enable students to observe and describe features using adjectives To encourage students to put their creativity to work
  3. 3. Materials Worksheet 1: Do You Know Me?
  4. 4. Draw, colour and label the eyes.
  5. 5. Steps 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.
  6. 6. 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.
  7. 7. Students areencouraged toslowly observetheir friendseyes and drawthe best thatthey can. Theycan use colourpencils if theychoose to.Students thenlabel the eyes,e.g.: round eyes,big eyes, smalleyes or anyother adjectivesthat befit theeyes.
  8. 8. CHAIN READING Aims To read poem aloud with correct stress, intonation, pronunciation and expression
  9. 9. MaterialsThe Poetry Text
  10. 10. Steps1. Tell students to make two big circles in the classroom. Each group consists of 19 students.2. 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.
  11. 11. 3. Encourage students to read with expression and tell them to try to memorise the lines.4. Once the reading starts, it must be continuous so that the chain ( flow ) will not be broken.5. Let the students read a few rounds to be familiar with the poem.
  12. 12. Variationto Steps 1and 2*Formgroups toread eachstanza aspart ofchoralreading
  13. 13. PUT ME STRAIGHT Aims To introduce rhythm in a fun way To train students in spelling To encourage team work in a fun way
  14. 14. Materials Worksheet 2: Put Me Straight
  15. 15. Steps 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.
  16. 16. Materials Worksheet 1 QUIET EYES A BIT OF NEVER TO
  17. 17. Studentsare notencouragedto refer totheir textbooks.The groupthat finisheswith allcorrectanswerswins.
  18. 18. BINGO AIMSTo identify meanings of words
  19. 19. Materials BINGO cards Strips of paper denoting meanings of words
  20. 20. BINGO Teacher prepares the BINGO cards in advance. Each student will be given a BINGO card / paper ( Hollywood Squares ) with different combinations of words found in the poem
  21. 21. Handout 2
  22. 22.  Teacher must prepare strips with meanings of the rhyming words of this poem in advance.
  23. 23.  Sets 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 and reads out the phrase /word /sentence loudly.
  24. 24. Students look for the one word which has the same meaning to the Meaning Strips drawn. Strike out the word.
  25. 25. BING O
  26. 26. G O BINBINGO
  27. 27.  Continue with the same BINGO card until all the nine words are struck out to play FULL HOUSE. The first student who had struck out ALL the words on the card and shouted “BINGO ! ” first, will win.
  28. 28. VARIATIONYou can play BINGO with the rhymesor 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 FORGETTO CHECK WITH DRAWN STRIPS.
  29. 29. To ensurestudentsstrike outthe correctwords,placedrawn-outstrips onthe table forcheckingpurposes.
  30. 30. Haiku It! AIM To enable students to write a simple poem
  31. 31. Materials The Poem Worksheet 3‘Write a Haiku’
  32. 32. Steps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 .
  33. 33.  Give them the following instructions: The chair is a hot seat. The person sitting on the chair is suspected to be Mr Nobody. Students are to ask Mr Nobody questions about what he does. This is where the content of the poem comes in useful. This is a perfect opportunity to practise ‘wh’ questions. Students can also ask about Mr. Nobody’s other wrongdoings (which may not be in the poem). Let their imagination run! Mr. Nobody has to refute/deny their accusations. His role is to convince the group that he is not Mr Nobody. Alternatively, his role could be to convince them that he is not guilty of any wrongdoings as mentioned in the poem. Get other students to try out the HOT SEAT.
  34. 34. HE HAD SUCH QUIET EYES

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