He hadsuchquieteyesninthemidstofhardsip

LITERATURE COMPONENT FOR
FORM 4

Poetry

Table of
Contents………………………………………………….
Introduction He Had Such Quiet Eyes
Poets’ background - Synopsis
In 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

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 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."

2

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 word's 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

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

POETRY

Types of Poetry Poetry

There 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

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.

• 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

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 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

7

In this kind of poetry, the words themselves form a picture. It is based on the
spacing of words. The pattern of the letters illustrate the meaning of the poem. It
does 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

of ex
peri
ence
and
has
been
thro
ugh
the
stori
es of
milli
ons

POETRY

Elements of Poetry

Poetry
The elements in prose and poetry are almost similar. The table below will best illustrate
the 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

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
URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/
cinquaindescrip.htm
D

IN 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 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

10

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’.

HE HAD SUCH QUIET EYES

Poet’s

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

11

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.

Synopsis

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.

12


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


Distri
bute
Han
dout
P1
and
let
stud
ents
talk
abou
t the
pictu
res.
Fill
in
Wor
kshe
et
P1 :
Look
ing
at
Pictu
res


Ask
stud
ents
abou
t
their
pers
onal
expe
rienc
e in
a
flood
, fire
or
land
slide
. Let
stud
ents
watc

15

Sources

O
On Tsunami
http://www.youtube.com/watch?v=kpgsCaFe4sM
http://www.youtube.com/watch?v=WhuqKh
w
www.ogrish.com
O
On Hurricane Katrina
h
http://www.youtube.com/watch?v=yB33kPIhBkc

O
On Padang, Indonesia earthquake
http://www.youtube.com/watch?v=Jnr9Mcg_jIo
D

16

IN THE MIDST OF HARDSHIP HANDOUT P1

A Picture Says A
Thousand Words

Source : The Star, 4 October 2009

17

Source : The Star, 11 Oct 2009

18

Source: The New Straits Time, 11 Oct 2009

20

IN THE MIDST OF HARDSHIP WORKSHEET P1a

A Picture Says A
Thousand Words

Looking at pictures

21

IN THE MIDST OF HARDSHIP WORKSHEET P1b

A Picture Says A
Thousand Words

Find 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

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


Past
e
strip
s
cont
ainin
g
infor
mati
on of
the
poet
arou
nd
the
class
room
- on
the
boar
d,
wall,
table
,
behi
nd
the
chair
,
door,
wind
ows,
etc.


Get
stud
ents
to
work
in
grou
ps of
four.
Give
each
grou
p

24

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 Answers
1. 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


Getting-To-Know-You

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

26

book on the creative process (art and poetry), won the Honourable Diploma Prize at the
Festival 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 is
Rawana and A City, A Grandmother and Death.

Social or public poems are a very important sub-genre in modern Malaysian poetry. Latiff
Mohidin addresses these social problems in his poems, illustrating this all-important concept
that poetry serves society. He finds pride in his social commitment. In the poem, ’In the Midst
of Hardship’, he uses the social themes of poverty, hardship and perseverance closely
associated with the local peasants.

27


Show Some Emotion!

Aim

To enable students to grasp the mood and feelings of the poem 40
minutes

Materials

W

Steps

28


Intro
duce
emot
icon
s
that
portr
ay
differ
ent
feeli
ngs.
Get
stud
ents
to
talk
abou
t the
vario
us
feeli
ngs
sho
wn.
Get
stud
ents
write
dow
n
appr
opria
te
word
s for
each
emot
icon.


Distri
bute
Han
dout
3.
Recit
e the

29

IN THE MIDST OF HARDSHIP HANDOUT
P3

Show Some Emotion!

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

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!

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

_____________________ _______________________

__________________ ____________________

31

_____________________ ________________________


The Search Is On

Aim

To allow students to explore ways in which figurative language is 40
used in the poem minutes

Materials

W

32

Steps


Choos
ea
figure
of
speec
h, for
e.g.
simile,
metap
hor,
onom
atopo
eia, or
perso
nificati
on.
Discu
ss its
meani
ng in
class,
and
share
exam
ples.


Distrib
ute
Hando
ut 4
and
discus
s it
with
the
stude
nts.


Give
out a

33

P4

The Search Is On

Find 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


The Search Is On

Find two examples of _________________________ .
Write them in the binoculars with the line number or numbers.

Line ________ Line ________

35


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

P5

Acrostic Poem

Do you know what it means to be poor
Especially 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

37

Reality is what we confront


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

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


Divide
student
s into
four
groups
and
give
each
group a
card
with a
picture
of the
four
elemen
ts; the
sun,
earth,
wind,
water.


Distribu
te
Worksh
eet 1.
Get
each
group
to
discuss
and list
all the
disaste
rs that
could
occur
in the
elemen
t given.
Tell
them to
write
on the
worksh
eet
given
be

40

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 natural


“Oh My!”

ELEMENT:

DISASTERS RELATED TO ELEMENT:

DAILY LIVES AFFECTED:

41


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


Tell
student
s to
bring
articles
and
picture
s of
natural
disaste
rs they
can
find in
the
newsp
apers,
magazi
nes or
from
the
Internet

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


Tell

43


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


Divide
the
studen
ts into
groups
of 3 to
5. Ask
each
group
to
write
the
word
‘Disast
er’ in
the
middle
of the
mahjo
ng
paper.


Give
each
group
the
materi
als
above
and
Hando
ut 1.
Get
the
studen
ts to
make
as
many
words
as
they
can
that
are
related
to

45

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.
up

P3

Word Explosion

AN EXAMPLE OF WORD EXPLOSION

RAIN FUNDS
RECEDE RAISE

DROWN WATER
FLOOD

DEATH LEVEL

BOAT LOSS

SMELLY SWIM

CLOUD

46


“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


Get
studen
ts to
think
of all
the
memo
ries
related
to time
shared
with
someo
ne.
Write
down
words
related
to the
memo
ry.


Give
out
Hando
ut 2.
Tell
them
to use
as a
guide.


Begin
the
senten
ce
with “I
Reme
mber
…”
Edit
and
arrang
e

48

IN THE MIDST OF HARDSHIP HANDOUT P4

“I Remember” Poem
Example 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

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…


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.

50

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.

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

Materials

W
Worksheet P1

Steps

52


Get
stud
ents
to sit
in
their
resp
ectiv
e
plac
es
facin
g
each
other
.


Han
d out
Wor
kshe
et 1
to
them
. Tell
them
to
look
into
their
frien
ds’
eyes
and
draw
on
the
work
shee
t
what
they
see.


53

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 Know

Draw eyes to complete the characters above. Take examples by looking at eyes of those
around you. Then, label each character. For example; angry eyes, loving eyes, sad eyes,
etc.

54


Chain Reading

Aim

To read poem aloud with correct stress, intonation, 20 minutes
pronunciation and expression

55

Materials

T
The poetry text

Steps

Notes

Variation to
Steps 1 and 2 –
Form groups to
read each stanza
as part of choral
reading

56


Tell
studen
ts to
make
two
big
circles
in the
classr
oom.
Each
group
consis
ts of
19
studen
ts.


Get a
studen
t to
read a
line,
startin
g from
the
title,
follow
ed by
the
name
of the
poet
Bibsy
Soenh
arjo
and
the
sevent
een
lines
of the
poem.


Encou

57


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


Get
stud
ents
to sit
in
grou
ps of
3–
4.


Han
d out
Wor
kshe
et 2
to
them
. Tell
stud
ents
to
unsc
ramb
le
the
letter
s to
form
word
s
that
will
in
turn
form
short
sent
ence
s
from
the
poe
m.


59

Students are not encouraged to refer to
their text books.

The group that finishes with all correct
answers wins.


Put Me Straight
The following words are related to the poem He Had Such Quiet Eyes by Bibsy
Soenharjo. Unscramble them to find out what the sentences are.

1. NCOE RO ETCWI

2. SHWO NDA SHYW

3. SLOING TA ICED

4. LOASETDE SSHGI

5. TQEIU YEES

6. TTSEHINN CIE

7. LOOPS FO LEIS

8. RINGMOLIP ERH

9. RREEDN MIH

10. ELSO RYUO THREA

11. ECSOIMMPOR

60

12. ERLPUSAE-EGSNKIE

13. EB REUS AHTT

14. A TIB FO

15. DENETSIL OT

16. REEF FORM


Bingo

Aim

To identify meanings of words 40 minutes

Materials

H
Handouts P4a, P4b and P4c

61

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


Prep
are
the
BIN
GO
card
s in
adva
nce.
Give
each
stud
ent a
BIN
GO
card
with
differ
ent
com
binat
ions
of
word
s
foun
d in
the
poe
m.
( see
Han
dout
P4a
)


Prep
are
strip
s
with
mea
ning
s of
the
rhym
ing

63


Cont
inue
pulli
ng
out
the
rema
ining
strip
s
until
all
the
nine
word
s are
struc
k out
to
play
FUL
L
HOU
SE.
The
first
stud
ent
to
strik
e out
all
the
word
s on
the
card
and
shou
ts “
BIN
GO!
”
first,
will
win.

64

HE HAD SUCH QUIET EYES HANDOUT P4a

Bingo
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

HE HAD SUCH QUIET EYES HANDOUT
P4b

Bingo 65

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

agree

heaven
paradise

quiet
no noise

inhaling 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

judgement

muscular body organ that pumps heart

blood

listened
67

Past tense of listen

HE HAD SUCH QUIET EYES HANDOUT P4c

Bingo

BINGO – EXAMPLES TO HOW AND WHEN A STUDENT CAN SHOUT ‘BINGO!’

quiet render compromise

advice pools layered

68

breathing lies dice

or

pool eyes layered

advice compromise layered

quiet lies breathing


Haiku It!

Aim

To enable students to write a simple poem 40 minutes

Materials

T
The poetry text Worksheet P5

69


Distrib
ute
works
heet 3
to the
studen
ts


Haiku
poems
have a
specifi
c
patter
n.
Introd
uce
the
patter
n to
the
studen
ts.
Haiku
has 3
lines
and 17
syllabl
es.
The
first
and
last
lines
have 5
syllabl
es
each
while
the
secon
d line
has 7


71


Haiku It!

A haiku has a specific pattern. It has 3 lines and 17 syllables. The first and last lines have
5 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

____________________________

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


Get
stud
ents
to sit
in
pairs
.
Han
d out
Wor
kshe
et 1
to
the
pairs
.
Stud
ents
must
read
the
pictu
re to
find
out
what
they
say.


Tell
the
stud
ents
to
use
the
clue
s or
unfin
ishe
d
sent
ence
s to
help
unco
ver

74

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 Uncovered

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 the
idioms.

EXAMPLE:

EAGLE EYES

75

clue

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

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

clue

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

Use this to …..

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

76

clue

Sounds like

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

HE HAD SUCH QUIET EYES WORKSHEET P1b

Idioms Uncovered
Try 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 the
idioms.

FROM

…………… …………… …………… …………… ……………

MEANING:

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

‘R’ Sounds like
clue

77

…………………… …………………… ……………………

›
clue

…………………… ……………………

……………………

MEANING:

…………………………………………………………………………………………………

Eye!

Aim

To extend key word usage in idiomatic expressions 40 minutes

Materials

H
Handout P2 Worksheet P2

78

Steps

Notes

Make a
bookmark using
the word ‘eye’

79


Elicit
phrase
s/
idioma
tic
expres
sions /
prover
bs
which
consis
t of the
word “
eye”
from
the
studen
ts.


Pre-
teach
Idioms
with
the
word
‘eye’
(see
Hando
ut 1
for
guidan
ce ).
Altern
atively
, Step
2 can
be
given
as a
matchi
ng
exerci
se you
can
get the
studen
ts to

80

HE HAD SUCH QUIET EYES HANDOUT P2

Eye!

 to catch someone's eye

Meaning : attract someone's attention, make someone notice.

• to be up to one's 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 one's head

Meaning : be alert, notice everything going on around one.

• to keep an eye on something/somebody

81

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 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

82


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 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 _______________________________________________ .

83

10. Nobody should see that I'm doing this, so _______________________ and tell me if
someone is coming.


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

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


Divide
the
studen
ts into
5 to 7
groups
. Give
them
works
heet 4
and
the
materi
als or
ask
them
to
bring
some.
Planni
ng is
crucial
here.


Let
them
choos
e the
criteria
of the
spous
e in
terms
of
physic
al and
charac
ter
traits.
Use
the
words
in the
poem
in the
criteria
too.

86


Is She The One?
Is He The One?

CRITERIA FOR FUTURE SPOUSE:

PHYSICAL TRAITS:

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• ………………………………………………………………………………………………….

CHARACTER TRAITS:

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• …………………………………………………………………………………………………

• ………………………………………………………………………………………………….

87


Blame It On Him Or
Her?
Aim

To enable students to explore different perspectives. 80 minutes

Materials

W
Worksheet P4

Steps

88


Divide
the
studen
ts into
two
groups
of
gende
r, boys
and
girls.
(If in a
single
sex
school
get
anothe
r
group
to
imagin
e
thems
elves
as the
other
gende
r if
possib
le)


Get
the
groups
to
think
of the
power
of the
eyes
to men
and
wome
n and
how
they
use

89

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.


Blame It On Him Or
Her?
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 OR
FEMALE PERSPECTIVES.]

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

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

90

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

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

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

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

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

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

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

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

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

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 someone's 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

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

Assessment
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

93

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.
IN THE MIDST OF HARDSHIP ASSESSMENT 2

Poetry Analysis Folder

In 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 poem

Read the poem carefully. Then decide on how best you can graphically present
the content of the poem.

94

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 explain
how they add to your understanding of the poem.

95

Analyze and explain the message of the poem.

What feelings has poem evoked in you?

96

About the Poet
What have you learned about the poet that contributes to the type of poetry he/she
writes? Consider:

1. Personal beliefs
2. Nationality or ethnicity
3. Male or Female
4. Time period in which he/she lived

97

IN THE MIDST OF HARDSHIP ASSESSMENT 3

Have I
Understood?
Objectives:

To conduct a diagnostic assessment for students to recall information from the poem to
get 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 previous
lessons

To enable the teacher to conduct remedial or enrichment exercises in the forthcoming lesson
based 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

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 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 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

POETRY

Glossary
Poetry

acrostic 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 pupil

alliteration 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, among

assonance 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 gas

carcasses Dead bodies of animals

despair Absence of hope

Haiku a major form of Japanese verse, written in 17 syllables divided
into 3 lines of 5, 7, and 5 syllables, and employing highly

100

evocative allusions and comparisons, often on the subject of
nature or one of the seasons.

horrendous Awful, terrible

idiom An idiom (Latin: , “special property”, f. Greek: , “special
phrasing”, f. Greek: , “one’s own”) is an expression, word, or
phrase that has figurative meaning

metaphor 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 object

simile 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

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

SMK DATUK MANSOR, BAHAU,
N.SEMBILAN

ASMAH ABU HADZIM
SMK PUTRAJAYA PRESINT 9(1),
PUTRAJAYA

103

He hadsuchquieteyesninthemidstofhardsip

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