Poetry in the Midst of Hardship He Had Such Quiet Eyes (PDF)

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LITERATURE COMPONENT FOR FORM 4

Poetry

Curriculum Development Division. Ministry of Education Malaysia. 2009

Table of Contents………………………………………………….

Introduction He Had Such Quiet EyesPoets’ background - SynopsisIn The Midst Of Hardship - Activities- Synopsis Assessment

- Activities GlossaryPanel of writers

In The Midst Of Hardship Latif Mohidin

He Had Such Quiet Eyes Bibsy Soenharjo

DRAFT



1

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."

About Poetry

oetry



2

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 apage. Carefully selecting words for conciseness and clarity is standard, even forwriters of prose, but poets go well beyond this, considering a word's emotivequalities, its musical value, its spacing, and yes, even its spacial relationship tothe page.

The „paragraph‟ in a poem is called a stanza or a verse. Poetry does notnecessarily 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. LikeKeats 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 differentimagery. 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.

Characteristics of Poetry

oetry



3

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 unstressedbeats)

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

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, andfive syllables. Haiku poetry originated in the sixteenth century and reflects onsome 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 oneanother. Lines 3 and 4 have five to seven syllables and also rhyme with eachother.

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.

Types of Poetry

oetry



5

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 thattell 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 cinquainbased 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. Linesare made up of words and phrases. The first word of line 1 begins with an A, thefirst word of line 2 begins with a B etc.

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



6

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 typeof 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 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.



7

Try this out. What do you think the shape of the poem resembles?

)

apen _cilholdsa gr

eaterknowledgethanany comp

uter,a pencil holds 100yearsof experienceandhas

been

throughthestories ofmillions



8

URL : http://contemporarylit.about.com/od/poetry/a/poetry.htm Date accessed : 12 October 2009URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/

cinquaindescrip.htm Date accessed : 12 October 2009

POETRY

The 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

Elements of Poetry

oetry

Sources

http://contemporarylit.about.com/od/poetry/a/poetry.htm



http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/







9

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

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’ .

Poet’s Background



10

HE HAD SUCH QUIET EYES

BIBSY SOENHARJO

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.

Poet’s Background



11


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.

Synopsis



12

To introduce the context of the poem

To elicit from students feelings and attitudes

Pictures from newspaper cuttings of current natural disasters

MPEG Video on 2004 Tsunami, Hurricane Katrina

Worksheets P1a and P1b

Handout P1


Distribute Handout P1 and let students talk about the pictures. Fill inWorksheet P1 : Looking at Pictures

Ask students about their personal experience in a flood, fire or landslide. Letstudents watch a downloaded video from youtube.com of a current naturaldisaster .

Conduct open class discussion: What do people do when disaster strikes?

Give students Worksheet 2 called “Find Someone Who….” and instructstudents to go around the class to find the various people with variousexperiences in the set time phase.

A Picture Says A

Thousand Words

Materials

Aims

40 minutes

Steps















19

To find out more about the poet

Worksheet P2

Handout P2

IN THE MIDST OF HARDSHIP ACTIVITY P2

Paste strips containing information of the poet around the classroom - on theboard, 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 toLatiff Mohidin. Set a time frame for this activity.

Decide on the winners. The first group with the most number of correctanswers will be the winner.

Getting-To-Know-You

Materials

Aim

20 minutes

Steps

Notes

Instead of seven strips,other information canbe pasted around theclassroom to allow the

students to bediscriminate in their

selection.





21

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.

Getting-To-Know-You





23

To enable students to grasp the mood and feelings of the poem

Worksheet P3

Handout P3


Introduce emoticons that portray different feelings. Get students to talk aboutthe various feelings shown. Get students write down appropriate words foreach emoticon.

Distribute Handout 3. Recite the poem with rhythm and intonation. Let studentscut out and paste emoticons on the section of the poem that they feelappropriate.

Discuss the students‟ options and let them state the reasons why they havechosen a certain emoticon.

Show Some Emotion

Materials

Aim

40 minutes

Steps



24

IN THE MIDST OF HARDSHIP HANDOUT P3


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 floodin 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

Show Some Emotion



25


Which emoticons do you think will describe the feelings of the people in each stanza?Cut and paste them on the handout given.

_____________________ _______________________

__________________ ____________________

_____________________ ________________________

Show Some Emotion





27


Find two examples of assonance.

Write them in the binoculars with the line number or numbers.

AssonanceLine 12

and tiny chips of tree barks

AssonanceLines 2 and 3

their soaky clothes torn

and appr oached the stove

The Search Is On



28


Find two examples of _________________________ .

Write them in the binoculars with the line number or numbers.

Line ________ Line ________

The Search Is On



29

To enable students to write simple poetry using key words foundin the poem

The poetry text

Handout 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 lettercreating a poem.

Tell them to use Handout 5 as a guide.

Aim

40 minutes

Steps

Acrostic Poem

Materials



30


Do you know what it means to be poor

E specially 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

R eality is what we confront

Acrostic Poem







33


ELEMENT:

DISASTERS RELATED TO ELEMENT:

DAILY LIVES AFFECTED:

“Oh My ”



34

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

IN THE MIDST OF HARDSHIP BEYOND THE TEXT / ACTIVITY P2

Tell students to bring articles and pictures of natural disasters they can findin the newspapers, magazines or from the Internet

Tell them to discuss ways to raise money to help the victims. They are tochoose the best way to raise money to help the victims.

Tell them to create a poster which includes the heading of the fund-raisingproject, pictures, method of delivering the cash and kind, and venue ofcollection.

Tell them to paste all posters around the classroom. Let the students judgewhich poster is the most impressive.

Report a Disaster

Materials

Aim

80 minutes

Steps



35

To enable students to make word associations in order to extendtheir vocabulary

Mahjong papers, markers, masking tape Handout P3

The activity can also be conducted with the whole class. Instead of the groupbrainstorming for ideas.

If the students are weak, you can help the students by giving clues for students to comeup 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 makeas 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 toextend from the words they have chosen (like a spidergram).

Allow or encourage high profiency students to write an essay based on theword “ Disaster” at home.

Materials

Aim

40 minutes

Steps

Word Explosion

Variation



36


AN EXAMPLE OF WORD EXPLOSION

RAIN FUNDSRECEDE RAISE

DROWN WATER

DEATH LEVEL

BOAT LOSS

SMELLY SWIM

CLOUD

FLOOD

Word Explosion



37

To enable students to share an unforgettable memory bywriting simple poetry using key words found in the poem

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 toform a stanza ( as in a poem ).

Ask them to present their work.

Materials

Aim

40 minutes

Steps

“I Remember” Poem





39


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 wastruly 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.

Synopsis



40

To enable students to observe and describe features usingadjectivesTo encourage students to put their creativity to work

Worksheet P1

HE HAD SUCH QUIET EYES ACTIVITY 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 onthe 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 wordsdescribing their friends‟ eyes. Introduce adjectives into the lesson via the labelingactivity.

Materials

Steps

Aims

40 minutes

Do You Know Me?

Students are encouraged to slowly observe theirfriends eyes and draw the best that they can. Theycan use colour pencils if they choose to.

Students then label the eyes, e.g.: round eyes, bigeyes, small eyes or any other adjectives that befitthe eyes.



41

HE HAD SUCH QUIET EYES WORKSHEET P1

Draw 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.

Do You Know Me?



42

To read poem aloud with correct stress, intonation,pronunciation and expression

The poetry text

HE HAD SUCH QUIET EYES ACTIVITY P2

Tell students to make two big circles in theclassroom. Each group consists of 19 students.

Get a student to read a line, starting from thetitle, followed by the name of the poet BibsySoenharjo and the seventeen lines of thepoem.

Encourage students to read with expressionand tell them to try to memorise the lines.

Once the reading starts, it must be continuousso that the chain ( flow ) will not be broken. Letthe students read a few rounds to be familiar

with the poem.

Materials

Aim

20 minutes

Chain Reading

Notes

Variation toSteps 1 and 2 – Form groups to

read eachstanza as part ofchoral reading

Steps









46

HE HAD SUCH QUIET EYES HANDOUT P4a

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

Bingo





48

Intentional false statements

become aware

agree

heaven

no noise

inhaling and expelling air from the

lungs

shallow patches of liquid

provide or give help

superlative of thin

lies

realise

compromise

paradise

render

breathing

pools

thinnest

quiet



49

begging desperately

having knowledge and good

judgement

muscular body organ that pumps

blood

Past tense of listen

imploring

wise

heart

listened









53

To enable students to interpret a picture and find its meaning tocomplete a taskTo encourage team work and brainstorming in completing a task

Worksheets P1a and P1b

YOU MUST WARN THE STUDENTS THAT IN ORDERTO FIND THE CORRECT IDIOM, THEY MUST FIRSTFIND THE CORRECT WORD TO THE PICTURE.

HE HAD SUCH QUIET EYES BEYOND THE TEXT / ACTIVITY P1

Get students to sit in pairs. Hand out Worksheet 1 to the pairs. Students must readthe picture to find out what they say.

Tell the students to use the clues or unfinished sentences to help uncover thecorrect word.

Get students to work out the message in each of the images or combination ofimages. 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 athousand words‟, students must find the correct one that will make a proper idiom.

Idioms Uncovered

Materials

Aims

40 minutes

Steps



54

HE HAD SUCH QUIET EYES WORKSHEET P1a

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 theidioms.

EXAMPLE:

EAGLE EYES

clue

…………................……….. ……..…………...………….. ……..…..………...……..…..

Idioms Uncovered



55

……………..…… …………………….. …………………….. …..………..………

clue

……………..……… …..………….…….. ……………..…….. …..………..……….

Use this to …..

……..................…… …..…………..…….. …………………….. ……………….….…

clue

Sounds like

……………..……… …….……….……... ……………...……... …..………...………









59

to turn a blind eye to something

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



60


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.

Eye





62


CRITERIA FOR FUTURE SPOUSE:

PHYSICAL TRAITS:

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………….

CHARACTER TRAITS:

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………….

Is She The One?

Is He The One?





64


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 ORFEMALE PERSPECTIVES.]

1) …………………………………………………………………………………………………….

…………………………………………………………………………………………………….

…………………………………………………………………………………………………….

2) …………………………………………………………………………………………………….

…………………………………………………………………………………………………….

…………………………………………………………………………………………………….

3) …………………………………………………………………………………………………….

…………………………………………………………………………………………………….

…………………………………………………………………………………………………….

Blame It On Him Or Her?



65


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

Answer Key

WORKSHEET P3 : PUT ME STRAIGHT



66

Roll your eyes

Stars in your eyesCry your eyes outKeep your eyes peeledSight for sore eyes

Scales fall from your eyes

MEANING: When the scales fall from your eyes, you suddenly realise the truth aboutsomething.

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.

WORKSHEET P1a : IDIOM UNCOVERED

WORKSHEET P1b : IDIOM UNCOVERED

WORKSHEET P2 : EYE

WORKSHEET P3 : IS SHE THE ONE? IS HE THE ONE?



67

POETRY ASSESSMENT 1

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.

Authentic Assessment

oetry





69

Poetry Analysis Worksheet

Title 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.



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Analyze and explain the message of the poem.

What feelings has poem evoked in you?



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About the Poet

What have you learned about the poet that contributes to the type of poetry he/shewrites? Consider:

1. Personal beliefs2. Nationality or ethnicity3. Male or Female4. Time period in which he/she lived



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IN THE MIDST OF HARDSHIP ASSESSMENT 3

Objectives:

To conduct a diagnostic assessment for students to recall information from the poem toget 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 previouslessons

To 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

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.

Have I Understood?



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HE HAD SUCH QUIET EYES ASSESSMENT 4

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 per sona 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.

Have I Understood?





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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.

Answer Key

ASSESSMENT 4



76

POETRY

acrostic a series of lines or verses in which the first, last, or otherparticular letters when taken in order spell out a word, phrase,etc.

albino A person or animal lacking normal pigmentation, with the resultbeing that the skin and hair are abnormally white or milky andthe eyes have a pink or blue iris and deep-red pupil

alliteration The repetition of the same sounds or of the same kinds ofsounds at the beginning of words on in a stressed syllable, asin “on s crolls of s ilver s nowy s entences” (Hart Crane). Modernalliteration is predominantly consonantal.

amidst In the middle of, among

assonance The repetition of identical or similar vowel sounds, especially instressed syllables, “that do lphin-to rn, that go ng-to rmented 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 dividedinto 3 lines of 5, 7, and 5 syllables, and employing highlyevocative allusions and comparisons, often on the subject ofnature or one of the seasons.

horrendous Awful, terrible

idiom An idiom (Latin: , “special property”, f. Greek: , “specialphrasing”, f. Greek: , “one‟s own”) is an expression, word, orphrase that has figurative meaning

metaphor A figure of speech in which a word or phrase that ordinarilydesignates one thing is used to designate another, thus makingan implicit comparison, as in “a sea of troubles” or “All theworld‟s a stage”

Glossary

oetry



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personification A figure of speech in which an inanimate object or abstract ideais 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 commonplacetruth 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 arecompared, often in a phrase introduced by like or as, as in “howlike the winter hath my absence been” or “so are you to mythoughts as food to life” (Shakespeare)

soaky Extremely wet

http://dictionary.reference.com/browse/verse










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

Panel of Writers

oetry

Documents

Poetry in the Midst of Hardship He Had Such Quiet Eyes (PDF)