poetry form 1

103
) ) Table of Contents Introduction The River - Poet’s background - Synopsis - Activities Mr Nobody - Synopsis - Activities Assessment Glossary Panel of writers LITERATURE COMPONENT FOR FORM 1 Poetry DRAFT

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Poetry Form 1

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Curriculum Development Division. Ministry of Education Malaysia. 2009

))

Table of ContentsIntroductionThe River - Poet’s background

- Synopsis- Activities

Mr Nobody - Synopsis- Activities

AssessmentGlossaryPanel of writers

The River(…Valerie Bloom)

Mr Nobody…Anonymous)

LITERATURE COMPONENT FOR FORM 1

Poetry

DRAFT

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."

1

About Poetry 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.

2

Characteristics of Poetry

Poetry

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

3

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, 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! 

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 one another. Lines 3 and 4 have five to seven syllables and also rhyme with each other.

4

Types of Poetry Poetry

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

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.

5

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

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

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.

6

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

)a

pen_cil

holdsa gr

eater knowledgethan any computer,a pencil holds 100yearsof experi

ence and

7

has been through the stories ofmillions

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

8

Elements of Poetry

Poetry

INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET URL : http://contemporarylit.about.com/od/poetry/a/poetry.htmDate 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 Date accessed : 12 October 2009

INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET URL : http://contemporarylit.about.com/od/poetry/a/poetry.htmDate 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 Date accessed : 12 October 2009

Mood Mood

THE RIVER

Valerie Bloom was born in Jamaica and came to England in 1979. She studied English with African and Caribbean Studies at the University of Kent at Canterbury.

9

SourcesSources

Poet’s Background

She writes poetry in English and Jamaican patois for all ages, and has performed her work throughout the world, with many television and radio appearances. Her poetry is included in a number of anthologies and she tutors regularly for schools and colleges. 

Her books include the Jamaican poetry collections Touch mi! Tell mi! (1983); and Duppy Jamboree and other Jamaican Poems (1991); Hot Like Fire (2002), a collection of poems in English and Jamaican patois; and more recently, Whoop an'Shout! (2003).

She has edited several collections of poetry such as On a Camel to the Moon and other poems about journeys (2001) and One River, Many Creeks: poems from all around the world (2003). Her children's novel, Surprising Joy, was published in 2003.

Valerie Bloom has been awarded an Honorary Masters Degree from the University of Kent, and lives in Kent. Her latest books are The Tribe and A Soh Life Goh, both published in 2008.

THE RIVER

The River is about the many faces of a river. The river is a wanderer where he moves

all over the place. He does not sit still and is always in motion. He is also a winder

where he twists and turns. He meanders. He is also a hoarder where he keeps

things deep down in his river bed. Sometimes, he is a baby when he is happily

flowing along. At times, he is a singer as seen through the happy sounds of the water.

Finally, he is also a monster and can devour trees (most probably referring to a flood).

10

Synopsis

To train students to listen, read and comprehend the poem

To enable team work while having fun rearranging the lines

Video from Movie Maker Computer/ laptop Overhead projector (preferred) A stop watch A blank piece of paper per large group Adhesive Sentence strips in an envelope (Handout 1)

Video from Movie Maker Computer/ laptop Overhead projector (preferred) A stop watch A blank piece of paper per large group Adhesive Sentence strips in an envelope (Handout 1)

THE RIVER ACTIVITY P1

C

11

Topsy Turvy, Make It Right

MaterialsMaterials

AimsAims

40 minutes

Instruct the students to sit in their respective groups, away from the teacher.

Tell them to listen to the model reading of The River and watch the short video presentation. Play it again.

Hand out the envelopes (one envelope per group). Tell them not to open until they are told to do so.

Start the race! Tell them to rearrange the strips correctly to form the poem The River. Tell them to secure the strips with adhesive.

Check the order. If one sentence is wrong, students must go back to their corner and try again.

Tell them that the group that hands up the correct arrangement in the shortest time wins. Alternative: The group that gets the most strips arranged correctly at the end of the set time wins!

THE RIVER HANDOUT P1

Cut along the dotted lines

He just cannot be still.

He doesn’t choose one placeTo set up his camp. He’s gobbled up treesAnd he’ll swallow you next.And he buries down deepThose little treasuresThat he wants to keep.

12

StepsSteps

Topsy Turvy, Make It Right

And sounds like he’s happilySucking his thumbs.Through valley and hillHe twists and he turns,

As he dances along,

The River’s a monsterHungry and vexed,

A nomad, a tramp,

The River’s a baby,

He gurgles and hums,

The River’s a wanderer,

The countryside echoesThe notes of his song.

The River’s a hoarder,

The River’s a singer,

The River’s a winder,

13

Cut out stanzas of the poem Cut out stanzas of the poem

To enable students to understand the meaning of the stanzas

To create the appropriate sounds made by the river in the different stanzasTo enable students to read with the correct pronunciation and intonation.

THE RIVER ACTIVITY P2

Divide the students into 6 groups. Read out the poem to them with the right enunciation and intonation.

14

CUT ALONG THE DOTTED LINES AND PUT THEM INTO AN ENVELOPE.

INSTRUCT STUDENTS NOT TO OPEN THE ENVELOPE UNTIL TOLD TO DO SO.

ALLOW THE STUDENTS 5 MINUTES TO REARRANGE THE SENTENCES. OR

RECORD THE LENGTH OF TIME TAKEN TO ARRANGE THE SENTENCES CORRECTLY.

THE TEAM THAT TAKES THE SHORTEST TIME, WINS.

MaterialsMaterials

StepsSteps

The Sound Machine

AimsAims

40 minutes

Distribute one stanza to one group. Tell them to practise reading the stanza. Get them to read the stanza aloud to the class.

Then tell them to think of certain sounds and actions that they can use together with the stanza that they have been given.

Appoint a student (or a few students) within the group to read the stanza while the other students practise the sounds and movements. Give them some time to practise.

Then get them to present but do it this way – tell them to form a long line with students with stanza 1 at the beginning and students with stanza 6 at the end. Get them to start moving like a river, undulating and wavy with the appropriate movements and sounds. Make it like a Mexican wave with Stanza 1 being read aloud with the movements and sounds, then Stanza 2 being read out with movements and sound and so on till Stanza 6.

Then get them to do all 6 stanzas simultaneously with the reading, movement and sounds. Finally, get them to do just the movements and the sounds without the stanzas being read out.

15

Notes

You may need to find a room or space large enough to carry out this activity. Perhaps the hall or gym may help.

Notes

You can be guaranteed that this exercise will bring

out the vividness of the poem and it will be something that the students will

never forget!

Prepare sets of word cards (Handout 2)

Divide students into groups of 4. Give each group a set of the word cards.

Tell them to set the cards face down on the desk.

Get each of them to open the cards one by one. Tell them that they are not to look at the cards before opening them face up on the table.

Their task is to match words and meanings together.

If they manage to match the word and the meaning, they are allowed to keep that pair.

The winner in the group will be the one who collects the most pairs.

THE RIVER HANDOUT P3

gurgle monster

17

Notes

In this activity, pelmanism can

be likened to the game of Snap.

StepsSteps

Pelmanism

hum vexed

echo gobbled

swallow wanderer

nomad tramp

18

winder twist

hoarder treasures

to make a hollow bubbling sound

make a low, steady continuous sound like that of a bee

when a sound bounces back

to allow something to pass down the throat

19

A large, ugly, and frightening

imaginary creatureupset

eat hurriedly and noisily

a person who moves from one place to

another leisurely and aimlessly

a member of a group that moves from

place to place and who has no

permanent home

a person who moves from place to place

and acts as a beggar

something that winds something like the film in a camera

precious or valuable objects

A person who likes to collect and keep

things

bend

THE RIVER ACTIVITY 4

20

Let’s Make Sense

To expose students to words and how they help to construct meaning

To expose students to rhyme

To enable students to reconstruct a stanza using contextual clues and the skill of sense-making

Strips of paper, each bearing a line of the poem (Handout P4) Strips of paper, each bearing a line of the poem (Handout P4)

Divide students into groups of four. Give each group strips of paper, each of which has a line of the stanza. Perhaps give each group either 2 or 3 stanzas which have been all cut up (Handout P4)

Tell them to unscramble the lines and reconstruct the stanzas.

Get them to present their work and read the stanzas out in class. Here, perhaps one group could read out one stanza.

Then get them to look again at the actual stanzas of the poem and decide if their stanzas (the assumption being that their stanzas may vary) can also stand.

21

MaterialsMaterials

Variation

You could give them the first line

of the stanzas and get them to reconstruct the

stanza.

StepsSteps

Aim(s)Aim(s)

40 minutes

It is not the accuracy of reconstructing the stanzas that matters. It does not matter if the reconstructed stanza varies from the original stanza. What is important is if the reconstructed stanza makes sense.

22

NotesUse your discretion here. It may not be feasible to give them all 6 stanzas.They might pull their hair out in frustration!

Let’s discuss

Get them to discuss the

strategies they used in order to reconstruct the

stanzas.

THE RIVER HANDOUT P4

Cut along the dotted lines

He just cannot be still.

He doesn’t choose one placeTo set up his camp. He’s gobbled up treesAnd he’ll swallow you next.And he buries down deepThose little treasuresThat he wants to keep.And sounds like he’s happilySucking his thumbs.Through valley and hillHe twists and he turns,

As he dances along,

The River’s a monsterHungry and vexed,

A nomad, a tramp,

23

Let’s Make Sense

The River’s a baby,

He gurgles and hums,

The River’s a wanderer,

The countryside echoesThe notes of his song.

The River’s a hoarder,

The River’s a singer,

The River’s a winder,

THE RIVER ACTIVITY P5

24

Let’s Make Sense

To strengthen students’ understanding of the poem through solving a crossword puzzle.

Worksheet P5 : Crossword Puzzle Worksheet P5 : Crossword Puzzle

Hand a copy of Worksheet 1 to each student.

Tell the students that the words are from the poem.

Tell the students to solve the puzzle on their own or in pairs.

Discuss the answers with the students.

If time permits, ask the students determine in which stanza the words are found.

THE RIVER WORKSHEET P5

25

MaterialsMaterials

AimAim

40 minutes

Alternatively, the teacher may ask students to lead the discussion.

StepsSteps

Let’s Make Sense

Use the clues to help you complete the crossword puzzle.

        1         2       3      

                                 

      4       5                  

  6                     7        

8                                

                  9           

 

                                 

                    10            

                                 

THE RIVER

DOWN ACROSS

1. place something into the ground and cover with earth

2. a laughing sound that babies make

3. to pick one item among many

5. eat something in one gulp

6. a temporary place to sleep outdoors

4. a collection of valuable things

7. a member of a tribe that moves from place to place

8. low point between two mountains

9. sounds that are repeated

10. a fierce and fearful creature

26

Answer Key

1 The River’s a wanderer,

2 A nomad, a tramp,

3He doesn’t choose one placeTo set up his camp.

4 The River’s a winder,

5Through valley and hillHe twists and he turns,

6 He just cannot be still.

7 The River’s a hoarder,

8 And he buries down deepThose little treasuresThat he wants to keep.

9 The River’s a baby,10 He gurgles and hums,

11And sounds like he’s happilySucking his thumbs.

12 The River’s a singer,

13 As he dances along,

14The countryside echoesThe notes of his song.

15The River’s a monsterHungry and vexed,

16He’s gobbled up treesAnd he’ll swallow you next.

27

ANSWER TO HANDOUT P1 : TOPSY TURVYANSWER TO HANDOUT P1 : TOPSY TURVY

Worksheet P5 : Crossword PuzzleWorksheet P5 : Crossword Puzzle

        1

B        2

G      3

C       

         U          U        H        

      4

T R

E

A

5

S U

 R

 E

 S

   O        

  6

C     I      W    G     7

N O  M A

 D

 

8

V A

 L

 L

 E

 Y

   A    L        S        

   M

     S

     L   9

E C

 H

 O

 E

 S 

   

    P            L    S                

               O     10

M O

 N

 S

 T

 E

 R

               W                    

THE RIVER BEYOND THE TEXT/ ACTIVITY P1

28

Odd One Out

To enable students to understand synonyms

To train students to use the dictionary and thesaurus

Worksheet P1a and P1b Worksheet P1a and P1b

Tell students sit in pairs. Hand out Worksheet P1a to each pair.

Tell students to read the words in each box. Tell them that 3 of the words have similar meaning but 1 does not belong to the group.

Tell them to circle the word that is the odd one out.

The pair that answers correctly will be given Worksheet P1b to complete

THE RIVER WORKSHEET P1a

29

MaterialsMaterials

AimsAims

40 minutes

StepsSteps

ENCOURAGE STUDENTS TO USE THEIR DICTIONARY OR THESAURUS.

Odd One Out

Look at the following words in the boxes and find the odd one out. Circle your answer.

GURGLE

BABBLE

PRATTLE

TALK

DOCTOR

SINGER

VOCALIST

SOLOIST

VAGABOND

CLEANER

TRAMP

BEGGAR

DISPLEASE

VEX

EXASPERATE

PLEASANT

POLITICIAN

ACCUMULATOR

HOARDER

KEEPER

RAVINE

GORGE

VALLEY

MOUNTAIN

THE RIVER WORKSHEET P1b

Look at the following words in the boxes and find the odd one out. Circle your answer.

30

Odd One Out

Worksheet P2: Jumbled Letters Worksheet P2: Jumbled Letters

Get students to work in pairs.

Give out worksheet 3

Tell students to refer to the poem for clues to decipher the words.

THE RIVER WORKSHEET P2

Rearrange the letters to form words that will describe the river in the poem. All the words can be found in the poem.

32

MaterialsMaterials

StepsSteps

Jumbled letters

Wanderer

ton sooche eon clape

__________ __________ __________ __________

To enable students to use their schemata to write another stanza To enable students to use their creative juices to write another stanzaTo encourage collaborative team work

THE RIVER BEYOND THE TEXT/ ACTIVITY P3

33

AimsAims

40 minutes

Winder

sitstw runts tocann eb listl

____________________ __________ __________ __________

Hoarder

sberiu tillet sareestur

__________ __________ __________

Baby

ruggsle sumh plyhapi

__________ __________ __________

Singer

sandec gloan seeoch shi snog

____________________ __________ __________ __________

Monster

gunyrh nad deevx

__________ __________ __________

I am a poet

A4 paper, Mahjong Paper, Handout P3 A4 paper, Mahjong Paper, Handout P3

Give each group half a mahjong paper.

Tell them to write only one line of the stanza.

Then tell them to pass it to another group who will write the second line.

Then it is passed to the third group who will write the third line and so on.

Once it is completed, get a representative from each group to read out their

stanzas.

Give each group half a mahjong paper.

Tell them to write only one line of the stanza.

Then tell them to pass it to another group who will write the second line.

Then it is passed to the third group who will write the third line and so on.

Once it is completed, get a representative from each group to read out their

stanzas.

Divide students into groups of four and get them to give you a list of words that rhyme.Write down words that rhyme on the board. Tell them that they are allowed to use these words for the stanza that they are about to create. Tell them to concentrate on creating metaphors. (Refer to Handout P3)Give them time to prepare.Get them to read out the stanzas they have created.Alternatively, get them to paste them on the board, on the cork boards or walls and they could do a gallery walk.Take it further by getting them to choose the stanza or stanzas that appeal to them and write a journal entry on them.

34

MaterialsMaterials

StepsSteps

VariationVariation

HANDOUT 3

THE RIVER HANDOUT P3

Below are some examples of creative stanza-writing.You may refer to the ideas on how to write your own stanzas.

The river’s a conquerer

For he’s never afraid.

He is a seeker

35

Note

Remind them that the stanza has to do with metaphors.

I am a poet

To enable students to communicate and pass messages effectivelyTo enable students to express themselves accurately

Never ceases to raid.

The river’s a tummy,

Rumbling and grumbling, he seems

Eating and eating and eating and eating

Till he bursts at his seams.

The river’s a father,

He’s kind but forgetful

He takes care of us all

Even when his hands are full.

The river’s a savior,

A life-giver, a provider,

He’ll always be there

For all to share.

THE RIVER BEYOND THE TEXT/ ACTIVITY P4

36

AimsAims

40 minutes

Pantomime

Picture / Sentence / Verse Cards Picture / Sentence / Verse Cards

Explain the game, its objectives and rules to students. Tell the students to form large groups of 4-6.

Tell each group sit on chairs, in a straight line, with their backs facing the teacher.

This applies to all, except the first student.

Tell the students that they are not allowed to talk at any point in the game. The first

student in each line is given a picture or sentence or verse (depending on their

proficiency) from the poem The River by Valerie Bloom.

The first student to tap the shoulder of the second student and the second

student will turn to face him/her.

The first student can only show his mime to the second student. The other

students still have their backs turned.

When the second student knows what the sentence/verse is, he/she will

nod.

Then the second student will turn around and tap the third student and the

third student will turn around and face him/her.

The second student will show his mime to the second student. The other

students still have their backs turned.

When the third student knows what the sentence/verse is, he/she will nod.

Then the third student will turn around and tap the fourth student and the

fourth student will turn around and face him/her.

This will go on until the last student understands what the message is. The

last student will write or draw the message/object on the board.

Explain that the objective is for the pantomime of the message to be clear enough

each time, and that it should try to stay the same message all the way down the

line.

Explain that students may misinterpret the message given and the sentence/verse

usually changes into something entirely different.

37

StepsSteps

THE RIVER WORKSHEET P4a

Elementary

38

Teacher can complete these activities in a single lesson period but remember NOT TO FLOG A DEAD HORSE. If the students get tired of this activity, move on to other activities.

Notes

Students will try to ‘communicate’ what they see in the picture /

sentence or verse from the poem to the next student who in turn will

‘communicate’ to the next person the same ‘message as the first.

Pantomime

Clue: W_ _ _ _ _ _ _ Clue: C _ _ _

Clue: T _ _ _ _ and T _ _ _ Clue: V _ _ _ _ _ and H _ _ _

39

Clue: H _ _ _ _ _ _

Clue: B _ _ _

Clue: S _ _ _ _ _ Clue: M _ _ _ _ _ _

THE RIVER WORKSHEET P4b

40

Intermediate

HE LIKES TO WANDER.

THAT GIRL IS A NOMAD.

THE BOYS WENT

CAMPING LAST NIGHT.

SHE TWISTS AND TURNS

WILDLY.

41

Pantomime

SHE WALKS THE HILL

EVERYDAY.

THE ANGRY BOY IS

IN A VALLEY.

THAT DOG BURIED ITS

BONE.

HE FOUND A BURIED

TREASURE.

BABY IS TICKLED AND

HE SMILES.

THE BABY IS SUCKING HIS

THUMB.

42

MOTHER IS SINGING IN

THE KITCHEN

MY SISTER ISA BEAUTIFUL

DANCER.

HE WROTE A SONG IN THE

COUNTRYSIDE.

HE WALKS LIKE A

MONSTER.

THAT POOR GUY IS

HUNGRY.

I AM UNHAPPY WITH YOUR

WORK.

THE RIVER WORKSHEET P4c

43

Advance

HE DOESN’T CHOOSE ONE

PLACE TO SET UP HIS CAMP.

HE TWISTS AND HE TURNS, HE

JUST CANNOT BE STILL.

AND HE BURIES DOWN DEEP

THOSE LITTLE TREASURES

AND SOUNDS LIKE HE’S HAPPILY SUCKING HIS

THUMB.

THE COUNTRYSIDE ECHOES THE NOTES OF HIS

SONG.

THE RIVER’S A MONSTER

HUNGRY AND VEXED,

THE RIVER BEYOND THE TEXT/ ACTIVITY P5a

44

Pantomime

A plastic apple/toy. A plastic apple/toy.

To enable students to remember lines from the poem

Divide the students into 6 groups. Tell the groups to sit in their respective circles.

Use a fake apple/toy and toss it to one student in a group.

Tell the student receiving it to say the first line of the first verse of the poem The River.

Tell him to toss the fake apple to another student within the group, after he has stated the first line of the poem

Tell the next student receiving it, to quote the second line of the first verse of the poem The River.

Tell him to throw the fake apple to any other students in the group.

Tell them that in the event a student is unable to state a subsequent line, that student must toss the fake apple to another student and excuse himself/herself out of the group.

Tell them that the game ends, when all the lines from the poem The River have been quoted, OR when there is only one student remaining.

THE RIVER BEYOND THE TEXT/ ACTIVITY P5b

45

MaterialsMaterials

StepsSteps

Apple Pass (Part 1)

AimsAims

40 minutes

A plastic apple/toy. A plastic apple/toy.

To challenge students to remember verses from the poem 40 minutes

Divide the students into 6 groups. Tell the groups to sit in their respective circles.

Use a fake apple/toy and toss it to one student in a group.

Tell the student receiving it to say the first verse of the poem The River.

Tell him to toss the fake apple/toy to another student within the group, after he has stated the first verse of the poem

Tell the next student receiving it to quote the second verse of the poem The River. He is then to throw the fake apple/toy to any other students in the group.

In the event, a student is unable to quote the subsequent verse that student must toss the fake/toy to another student and excuse himself/herself out of the group.

Tell them that the game ends when all the verses from the poem The River have been quoted OR when there is only one student remaining.

THE RIVER BEYOND THE TEXT/ ACTIVITY P6

46

StepsSteps

Apple Pass (Part 2)

MaterialsMaterials

AimsAims

To enable students to use their mathematical knowledge in solving the gridTo encourage collaborative team work

To recognize the different modes of water transport in Malaysia

Worksheet P6a :Solving Grid, Worksheet P6b : Poetry in Motion Worksheet P6a :Solving Grid, Worksheet P6b : Poetry in Motion

Divide students into groups of 5. Hand out Worksheet P6 to each group. Tell students to decode the grid.

Tell them that the group that decodes correctly will be given Worksheet 5 to decode

Start the race! Tell them that he first group that is able to decode and get all the answers correctly wins

THE RIVER WORKSHEET P6a

47

MaterialsMaterials

AimsAims

40 minutes

StepsSteps

Decode This If You Can

TEACHER MUST DECIDE WHICH OF THE TWO SOLVING GRIDS TO USE.CLUE IN SOLVING; “IT’S IN 3’s AND 2’s.ALLOW STUDENTS 5 MINUTES TO DECODE WORKSHEET ONE, ORRECORD THE LENGTH OF TIME TAKEN TO DECODE THE WHOLE ACTIVITY CORRECTLY.

3. THE TEAM THAT TAKES THE SHORTEST TIME, WINS.

SOLVING GRID

You can use this solving grid OR

4 40 3 21 16 6 27 36 32 12 33 15 26A V I R

9 20 24 2 39 18 22 14 34 8 28 10 30E Y S

-------------------------------------------------------------------------------------------------------------------------------

this solving grid OR even both!

A B C D E F G H I J K L M

3 9 15

N O P Q R S T U V W X Y Z

26 30 32 39

THE RIVER WORKSHEET P6b

48

Decode This If You Can

POETRY IN MOTION

There are many ways to travel on rivers in Malaysia. The following are the different ways you can travel. However, all these have been coded. Some of the numbers have been solved. Now that you have broken the code, try solving the vehicles Malaysian use to travel on rivers!

30 3 21 22 3 20

6 3 20 24 9

2 24 3 28

36 3 28 9 26 30 6 24 24 28 19 26

10 24 32 9 26 6 26 3 8 28

26 3 8 28

16 24 20 12 2 24 3 28

32 9 30 30 9 16

21 24 28 24 26 2 24 3 28

6 26 33 15 30 9 26

2 3 26 27 33 9

8 9 26 26 39

30 10 15 22

16 15 20 9 26

THE RIVER

49

Decode This If You Can

TalkDoctorCleanerPleasantPoliticianMountain

ChatterOfficialKeeperValleyFullChew

1 not choose one place2 twists turns cannot be still3 buries little treasures4 gurgles hums happily5 dances along echoes his song6 hungry and vexed

50

Answer Key

Worksheet P6a : SOLVING GRIDWorksheet P6a : SOLVING GRID

Worksheet P1a : ODD ONE OUTWorksheet P1a : ODD ONE OUT

Worksheet P2 : JUMBLED LETTERSWorksheet P2 : JUMBLED LETTERS

Worksheet P1b : ODD ONE OUTWorksheet P1b : ODD ONE OUT

You can use this solving grid OR

4 38 3 21 16 6 27 36 32 12 33 15 26

D Z A M L C Q W V G U I R

9 20 24 2 39 18 22 14 34 8 28 10 30

E N O B Y K P J X F T H S

this solving grid OR even both!

A B C D E F G H I J K L M

3 2 6 4 9 8 12 10 15 14 18 16 21

N O P Q R S T U V W X Y Z

20 24 22 27 26 30 28 33 32 36 34 39 38

SampanCanoeBoatWaterscooterHovercraftRaftLongboatVesselMotorboatCruiserBarqueFerryShipLinerMR NOBODY

51

Worksheet P6b : POETRY IN MOTIONWorksheet P6b : POETRY IN MOTION

The poem talks about irresponsible behavior. The persona in the poem

is most probably a parent who wants to admonish the children for always

running away from responsibility and for blaming others for the mischief

that they have done.

The message, though serious, is put in a light-hearted manner as a

gentle reminder to children that they should not conveniently blame

others for something that they could easily do themselves. It is

irresponsible to claim ignorance for little misdeeds that occurs frequently

in the house.

The repetition of the reference to Mr Nobody emphasizes how

conveniently we blame others for our indifference, negligence and

irresponsibility. There is a tinge of humour and we can sense the poet

chiding us for blaming others for our carelessness and misdeeds.

MR NOBODY ACTIVITY P1

52

Synopsis

To allow students to focus on words found in the poem and gain understanding of their meanings.

Worksheet P1 Handout P1 Worksheet P1 Handout P1

Divide the class into groups of 5.

Give the noun-cards to each group.

Paste the verb/verb phrases cards all around the classroom before the students enter.

Tell the group that the objectives of the exercise is to match the nouns with the appropriate verbs/verb phrases which are all found in the poem.

Get each group to select:a) two runners that will read the cards and report back b) a scribe that will write the words as given by the runnersc) two managers that will match the nouns and verbs

Complete the matching exercise as fast as possible and compare answers in a discussion. Facilitate the discussion.

53

MaterialsMaterials

StepsSteps

AimAim

40 minutes

Word Association

MR NOBODY WORKSHEET P1

1. Sit in groups of 5.2. Elect a scribe, two runners and two managers.3. Runners - read the words pasted around the room, then go back and tell the scribe

the words and correct spelling.Scribe - write down the words clearlyManagers - work together to decide where the words go.

4. Complete the task as fast as possible and hand in to the teacher.

54

Word Association

MR NOBODY HANDOUT P1

break cracked tear

leave ajar squeak bring in mud

soil mislaid tosses about

leave unclosed fade spill

lying around

55

Word Association

To enable students to draw a character sketch about the persona using clues in the poemTo raise students’ awareness about issues that can cut across genres.

Worksheet P2 Worksheet P2

MR NOBODY ACTIVITY P2

Divide students into groups of four. They could also work in pairs.

Give them a copy of worksheet P2 and tell them to concentrate on one stanza

Tell them to read the stanza they have chosen and come up with two character traits of Mr Nobody.

Give them a few minutes for discussions. Get them to present the character traits of Mr Nobody to the class.

Get the class to decide whether they agree or disagree with the character traits aforementioned. Advise them to give reasons for their choice.

MR NOBODY WORKSHEET P2

56

MaterialsMaterials

StepsSteps

AimAim

40 minutes

What’s in a name?

Read the following stanzas. Then decide what character traits Mr Nobody demonstrates in each of the stanzas.

57

I know a funny little man, As quiet as a mouse,Who does the mischief that is done In everybody's house!There's no one ever sees his face, And yet we all agreeThat every plate we break was cracked By Mr. Nobody

STANZA CHARACTER TRAIT

What’s in a name?

58

`Tis he who always tears our books, Who leaves the door ajar,He pulls the buttons from our shirts, And scatters pine afar;That squeaking door will always squeak, For, prithee, don't you see,We leave the oiling to be done By Mr. Nobody

He puts damp wood upon the fire, That kettles cannot boil;His are the feet that bring in mud, And all the carpets soil.The papers always are mislaid, Who had them last but he?There’s no one tosses them about But Mr. Nobody.

The finger marks upon the door By none of us are made;We never leave the blinds unclosed, To let the curtains fade. The ink we never spill; the boots That lying round you seeAre not our boots they all belong To Mr. Nobody.

Get students to elicit the negative behavior that is mentioned in the poem.

Get them to discuss in groups and list the opposite behavior that is positive in nature.

Distribute the worksheet for students to fill in. (accept any suitable answers)

Students list other positive things that they can do at home to help their parents.

Give to the students for them to make signboards that will remind them to do good deeds around the house.

MR NOBODY WORKSHEET P3

Fill in the positive behavior in the opposite column.

Negative behavior Positive behaviorcrack plates

tear books

leave doors ajar close the doors tightly

pull buttons from shirts

60

StepsSteps

Notes

Alternatively, the teacher can ask

students to produce signs for

the classroom.

Do It Right!

To teach students to express their feelings in the form of a letter.

Handouts P4a and P4b Handouts P4a and P4b

scatter pins

oil the doors

put damp wood on the fire

feet bring in mud

soil carpets

mislay the papers

toss papers about

dirty the doors with finger marks

leave the blinds unclosed

spill the ink

leave boots lying around

MR NOBODY ACTIVITY P4

61

Dear Mr Nobody

MaterialsMaterials

40 minutes

AimAim

Begin by asking students to extract and list the bad things that Mr. Nobody haddone in the poem.

Give students the vocabulary needed to express dissatisfaction and to request for a change in behavior. (Handout P4a)

Go through the vocabulary with the students.

.Ask students to come forward and act a short scene: Asking someone to return a pen he had borrowed. Asking someone keep quiet as you have to study. Asking someone to clean the mess under their table.

Give students Handout P4b. Students choose An example of a misbehavior they would like Mr. Nobody to change and write him a letter about this.

MR NOBODY HANDOUT P4a

Prepare these single-person monologues. Students can pick one at random and read it a few times before saying it aloud. Explain the scenario to the students/ ask students what they think happened.

ACT 1 – ASKING FOR A BORROWED PEN

A Excuse me, do you remember borrowing my red pen the other day? If you do not need it anymore, may I please have it back? Thank you.

62

StepsSteps

Dear Mr Nobody

ACT 2 – ASKING OTHERS TO BE QUIET

B Will all of you please make a little less noise? I am trying to study here. Thank you for your cooperation.

ACT 3 – ASKING SOMEONE TO CLEAN THEIR DESK

C Your desk is a mess. I think you need to clean out your desk. I can help you if you like.

MR NOBODY HANDOUT P4b

63

Nadiah1 Jalan Sultan 74000 Seremban

1st October 20__

Dear Mr Nobody,

I know that you like to keep yourself hidden. However, what you have been doing in my house is a bit too much.

You have been cracking the plates in the kitchen. When I help Mummy to wash the dishes, the plates break. Then Mummy gives me a scolding and most of the time some punishment like washing the wok and pots since they cannot break.

Please help me, Mr. Nobody. Please do not crack the plates anymore. I promise to be good and help Mummy without being asked.

Thank you.

Your friend,Nadiah

Dear Mr Nobody

Divide students into 5 groups.

Call one group out and get the group to form a circle.

Place a chair in the circle and ask for a volunteer to sit on the chair.

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.

MR NOBODY

Nouns Verbsplates break crackedbooks teardoors leave ajar squeakfeet bring in mud

carpets soilpapers mislaid tosses aboutblinds leave unclosed

curtains fadeink spill

boots lying around

65

StepsSteps

Answer key

Worksheet P1: WORD ASSOCIATIONWorksheet P1: WORD ASSOCIATION

Stanza One : funny, quiet, mischievous, elusive, cunning, mysterious

Stanza Two : careless, inconsiderate, untidy, mischievous, lazy

Stanza Three : inconsiderate, selfish, tardy, unbothered, careless, untidy

Stanza Four : careless, inconsiderate, untidy, unbothered

Negative behaviour Positive behavior

crack plates wash plates carefully

tear books wrap books

leave doors ajar close the doors tightly

pull buttons from shirts sew loose buttons

scatter pins use a pin cushion

lazy to oil squeaky doors oil the doors

put damp wood on the fire choose dry wood

feet bring in mud take off shoes before entering the house

66

Worksheet P2: WHAT’S IN A NAME?Worksheet P2: WHAT’S IN A NAME?

Worksheet P3: DO IT RIGHT!Worksheet P3: DO IT RIGHT!

Handout P1 Handout P1

To lead in to the poem by acting out a simple scene similar to the one in the poem

soil carpets vacuum the carpet

mislay the papers place papers in a specific place after reading

toss papers about gather papers and place properly

dirty the doors with finger marks wash hand when dirty

leave the blinds unclosed close the blinds

spill the ink tighten cap on ink bottle every time after use

leave boots lying around place boots in shoe cupboard

MR NOBODY BEYOND THE TEXT / ACTIVITY P1

67

Role-Play

MaterialsMaterials

AimAim

40 minutes

Provide enough copies of the script (Handout P1) with the different roles highlighted. Choose a few students to do the role-play

Give students a few minutes to read the script. Then allow them to read the script. Allow them to read from the script.

Encourage the students to try again, with more expression. Repeat with another group

MR NOBODY HANDOUT P1

Role-play Script

MOM : Hey, this plate is cracked, almost broken. Who has been so careless? Was it

you, honey?

DAD : No, it wasn’t me. Maybe it was Aaron who did it.

MOM : Aaron, did you drop this when you were washing it?

ARON : No, maybe it could have been sis who cracked the plate.

MOM : Alice, was it you?

ALICE : Of course not. I’m always careful, not like Aaron.

MOM : Well, as usual, if I ask, the answer is always nobody did it.

68

StepsSteps

You can do a role-play as an extension activity after the

students have studied the poem. The students can even write a simple script on their own to

dramatise the incidents in the poem basing it on their own

experience at home.

Role-Play

To enable students to share similar experiences as found in the poemTo enable students to find joy beyond the page

Poem Poem

DAD : Aha, I know for sure that one of the children must have dirtied the

carpet. I can see muddy sneaker prints on it. Weren’t the two of you

outside playing in the rain yesterday?

ARON : Dad, we did not wear sneakers, only slippers.

ALICE : Nobody’s sneakers were muddy at all. Check the shoe-cupboard.

MOM : What do you know! It’s Mr. Nobody again!

DAD : Looks like we need to install a CCTV to see who does not close the door

properly, who leaves the newspapers scattered everywhere, who forgets to

draw the curtains, who spills ink, who tears the books and whatever else that

goes wrong.

MOM : Okay, I’ll call the CCTV company tomorrow.

MR NOBODY BEYOND THE TEXT / ACTIVITY P2

69

MaterialsMaterials

AimsAims

40 minutes

Anybody?

To enable students to draw what they think Mr Nobody looks likeTo check students’ comprehension of the text

Poem Mahjong paper Poem Mahjong paper

Divide students into groups of four.

Tell them to think of an experience such as that found in the poem.

Tell them to share their experience with the rest of the group.

Then, tell them to choose what they think was the best experience shared among the group.

Give them some written work - tell them to write about the account they heard and why they thought it was the best recount in about 200 words.

MR NOBODY BEYOND THE TEXT / ACTIVITY P3

70

StepsSteps

MaterialsMaterials

AimsAims

80 minutes

Anybody?

To enable students to understand the concept of a persona.

Drawing paper markers and coloured pens Drawing paper markers and coloured pens

Get students into groups of 4.

Distribute half a mahjong paper to each group.

Tell them to read the poem again.

Get them to discuss their impressions of what they think Mr Nobody looks like.

Get them to come up with a portrait/caricature/stick figure/cartoon of their perceived Mr Nobody on the mahjong paper.

Conduct a parallel session where one representative of each group will go to another group and explain how they came up with their product. This will save a lot of time and will ensure maximum participation.

Paste the students’ masterpieces on the wall so that students can peruse it at their leisure.

MR NOBODY BEYOND THE TEXT / ACTIVITY P4

71

StepsSteps

MaterialsMaterials

AimAim

40 minutes

StepsSteps

Wanted Poster

Distribute Worksheet P4.

Instruct the students to work in pairs to produce a wanted poster.

Tell them to choose a ‘crime’ and decide on the reward to be offered.

Tell them to draw a composite picture of what they imagine Mr. Nobody would look like.

MR NOBODY WORKSHEET P4

72

For weaker students, provide

both the crime and the reward.

Wanted Poster

To enable students to draw what they think Mr Nobody looks likeTo check students’ comprehension of the text

Poem Mahjong paper Poem Mahjong paper

Get students into groups of 4.

Distribute half a mahjong paper to each group.

Tell them to read the poem again.

Get them to discuss their impressions of what they think Mr Nobody looks like.

Get them to come up with a portrait/caricature/stick figure/cartoon of their perceived Mr Nobody on the mahjong paper.

Conduct a parallel session where one representative of each group will go to another group and explain how they came up with their product. This will save a lot of time and will ensure maximum participation.

Paste the students’ masterpieces on the wall so that students can peruse it at their leisure.

THE RIVER ASSESSMENT 1

Question 1

74

MaterialsMaterials

StepsSteps

80 minutes

Have I Understood?

Which of the following words does not show that the river is a wanderer?

A nomad C travellerB tramp D camp

Question 2

Why is the river considered a hoarder?

A The river twists and turns. C The river goes through valleys and hills.B The river sounds like a baby. D The river buries and keeps things.

Question 3

Which two words denote happiness?

A baby and singer C nomad and monsterB tramp and hoarder D winder and wanderer

Question 4

Which of the following words have the same meaning as ‘vexed’?

A busy C flexibleB angry D anxious

Question 5

Which stanza depicts the river as dangerous?

A Stanza 1 C Stanza 4B Stanza 2 D Stanza 6

THE RIVER ASSESSMENT 2

Answer the following questions based on the poem The River by Valerie Bloom.Write your answer in about 50 words. Make references to the text.

75

Have I Understood?

THE RIVER

76

Answer Key

Assessment 1 : Have I Understood?Assessment 1 : Have I Understood?

Describe the persona of the poem.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Describe the character of the persona.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

What is the message in the poem?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

1. D2. D3. A4. B5. D

Students would be graded on a holistic marking system.

MR NOBODY ASSESSMENT 1

Read the following stanza and then answer the questions below.

The finger marks upon the door

77

Have I Understood?

Assessment 2 : Have I Understood?Assessment 2 : Have I Understood?

By none of us are made;We never leave the blinds unclosed, To let the curtains fade;The ink we never spill; the boots That lying round you seeAre not our boots – they all belong To Mr. Nobody

1. What do you think the following lines mean? “The finger marks upon the door / By none of us are made;”

_______________________________________________________________

_______________________________________________________________

2. Why are the blinds never left undone?

_______________________________________________________________

_______________________________________________________________

3. What do these lines “the boots /that lying round …” tell you about Mr, Nobody?

_______________________________________________________________

_______________________________________________________________

4. Who do you think Mr. Nobody is?

_______________________________________________________________

_______________________________________________________________MR NOBODY ASSESSMENT 2

Read the following questions and choose the best answer for each.

1. Mr Nobody can be described as beingA agreeable

78

Have I Understood?

C carelessD quietE dirty

2. Where is the poem set?A In a house.C Near a campsite.D At a place of work.E Outside the house.

3. Why does the kettle not boil in stanza 3?A Muddy feet C Damp woodD Soiled carpetsE Squeaky doors

4. The mischief in the house was done byA the mouseC Mr. NobodyD the people in the house

5. Which one of these words from the poem suggests carelessness?A quiet C oilingD mislaidE squeaking

6. The poem teaches us to beA careless C untruthful D accountableE irresponsible

MR NOBODY ASSESSMENT 3

With reference to “Mr Nobody”, answer the following questions.

1. How is Mr Nobody like a mouse?

79

Have I Understood?

_______________________________________________________________

_______________________________________________________________

2. What happened to the buttons on the shirts?

_______________________________________________________________

3. Why is it important to oil the doors of the house?

_______________________________________________________________

_______________________________________________________________

4. What is causing the curtains to fade?

_______________________________________________________________

5. Who do you think is doing all the mischief in the house?

_______________________________________________________________

6. Have you done anything in your home that you did not want to admit to?Share it here.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

MR NOBODY ASSESSMENT 4

Write T if the statement is true or F if the statement is false.

1. Mr Nobody is a man. ( )

80

Have I Understood?

2. Mr Nobody left the door slightly open. ( )

3. The newspapers have been thrown away. ( )

4. Everything that goes wrong is done by Mr Nobody. ( )

5. The carpets are dirtied by muddy feet. ( )

6. The mouse is the one that does all the mischief. ( )

7. The kettle cannot boil because the fire cannot be lit. ( )

8. Mr Nobody does not exist. ( )

MR NOBODY

1. There are dirty marks/smudges made upon the door.2. The blinds are never left unclosed because the heat of the sun would make the

colour of the curtains fade.3. It suggests that he is very untidy/not neat.4. I think Mr Nobody refers to anybody in the house, a person who does not want

to accept responsibility for his/her actions.

81

Answer Key

Assessment 1 : Have I Understood?Assessment 1 : Have I Understood?

1 B2 A3 B4 C5 C6 C

1 Mr Nobody is quiet like a mouse.2 The shirt buttons had been pulled off from the shirts.3 To keep the doors from squeaking.4 When the blinds are always not closed, the sun will cause the curtains to fade.5 Most likely the people in the house themselves are doing all the mischief but do

not want to admit it.6 Accept any answer.

1 F 5 T2 F 6 F3 F 7 T4 F 8 T

82

Assessment 2 : Have I Understood?Assessment 2 : Have I Understood?

Assessment 3 : Have I Understood?Assessment 3 : Have I Understood?

Assessment 4 : Have I Understood?Assessment 4 : Have I Understood?

POETRY

ajar adv. slightly open

echoes v. repeat or reverberate a sound after the original sound has stopped

gobble v. to eat food too fast

gurgles v. to make a hollow bubbling sound like that made by water running out

of a bottle

hoarder n. a person who amasses a store of useful or useless things

metaphor when two things are compared without the use of “like” or “as … as”

83

Glossary Poetry

mischief n. playful misbehavior; playfulness that is intended to tease or create

trouble

mislaid v. unintentionally put where an object cannot be readily found

mood It is the poet’s attitude towards the subject or theme. It is the

atmosphere that prevails in the poem.

nomad n. a member of a people that travels from place to place to find fresh

pasture for its animals and has no permanent home

prithee archaic please; to convey polite request

scatter v. throw in various random direction

theme It is the message that the poet intends to convey to the leader.

tone It is what the poet feels through the words he uses. It is the poet’s

attitude towards the reader.

tosses v. throw an object lightly or casually

tramp n. a person who travels on foot in search of work; a beggar

vexed adj. angry; annoyed

wanderer n. a person who does not stay long in the same place

DIANA FATIMAH AHMAD SAHANI (COORDINATOR)BAHAGIAN PEMBANGUNAN KURIKULUMKEMENTERIAN PELAJARAN MALAYSIA

AMAR SHOBHA SARNA (PANEL HEAD)INSTITUT PERGURUAN MALAYSIA KAMPUS ILMU KHAS,

KUALA LUMPUR

84

Panel of Writers Poetry

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

ASMAH ABU HADZIMSMK PUTRAJAYA PRESINT 9(1),

PUTRAJAYA

85