HE HAD SUCH QUIET EYESHE HAD SUCH QUIET EYESby BIBSY SOENHARJOby BIBSY SOENHARJO

SYNOPSISSYNOPSISThe poem is about a persona, a lady who fell for the The poem is about a persona, a lady who fell for the wrong man. She was fascinated with his ‘quiet eyes’ and wrong man. She was fascinated with his ‘quiet eyes’ and believed that his eyes showed his true emotion and believed that his eyes showed his true emotion and feelings for her. The man’s eyes had the power to feelings for her. The man’s eyes had the power to charm her and made her believe him and be nice to charm her and made her believe him and be nice to him. him.

However, the man was actually a ‘pleasure seeking However, the man was actually a ‘pleasure seeking man’, a flirt. As the lady was truly fascinated and man’, a flirt. As the lady was truly fascinated and charmed by the man, she did not listen or did not want charmed by the man, she did not listen or did not want to listen to any advice concerning the man’s true to listen to any advice concerning the man’s true behaviour. In the end, she realized her error and was behaviour. In the end, she realized her error and was broken hearted. broken hearted.

DO YOU KNOW ME?DO YOU KNOW ME?

AimsAimsTo enable students to observe and describe features To enable students to observe and describe features

using adjectivesusing adjectives

To encourage students to put their creativity to To encourage students to put their creativity to workwork

MaterialsMaterials

Worksheet 1: Do You Know Me? Worksheet 1: Do You Know Me?

Draw, colour and Draw, colour and label the eyes.label the eyes.

StepsSteps

Get students to sit in their respective places Get students to sit in their respective places facing each other.facing each other.

Hand out Worksheet 1 to them. Hand out Worksheet 1 to them. Tell them to look into their friends’ eyes and Tell them to look into their friends’ eyes and

draw on the worksheet draw on the worksheet what they see.what they see.

Get students to move around the room to Get students to move around the room to complete their worksheet.complete their worksheet.

Tell students to look for Tell students to look for

different types of eyes.different types of eyes.

Tell them to list in writing the words Tell them to list in writing the words describing their friends’ eyes.describing their friends’ eyes.

Introduce adjectives into the lesson via the Introduce adjectives into the lesson via the labeling activity.labeling activity.

Students are encouraged to slowly observe their fr iends 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 befi t the eyes.

CHAIN READINGCHAIN READING

AimsAimsTo read poem aloud with correct To read poem aloud with correct

stress, intonation, pronunciation stress, intonation, pronunciation and expression and expression

MaterialsMaterials

The Poetry Text The Poetry Text

StepsSteps

1. Tell students to make two big circles in 1. Tell students to make two big circles in the classroom. Each group consists of 19 the classroom. Each group consists of 19 students. students.

2. Get a student to read a line, starting from 2. Get a student to read a line, starting from the title, followed by the name of the poet the title, followed by the name of the poet Bibsy Soenharjo and the seventeen lines of Bibsy Soenharjo and the seventeen lines of the poem. the poem.

3. Encourage students to read with 3. Encourage students to read with expression and tell them to try to expression and tell them to try to memorise the lines. memorise the lines.

4. Once the reading starts, it must be 4. Once the reading starts, it must be continuous so that the chain ( flow ) continuous so that the chain ( flow ) will not be broken. will not be broken.

5. Let the students read a few rounds to 5. Let the students read a few rounds to be familiar with the poem. be familiar with the poem.

Variation to Steps 1 and 2

*Form groups to read each stanza as part of choral reading

PUT ME STRAIGHTPUT ME STRAIGHT

AimsAimsTo introduce rhythm in a fun wayTo introduce rhythm in a fun wayTo train students in spellingTo train students in spellingTo encourage team work in a fun To encourage team work in a fun

wayway

MaterialsMaterials Worksheet 2: Put Me Straight Worksheet 2: Put Me Straight

StepsSteps Get students to sit in groups of 3 – 4.Get students to sit in groups of 3 – 4.

Hand out Worksheet 2 to them. Tell Hand out Worksheet 2 to them. Tell students to unscramble the letters to form students to unscramble the letters to form words that will in turn form short words that will in turn form short sentences from the poem.sentences from the poem.

The group that is able to unscramble all the The group that is able to unscramble all the sentences correctly wins.sentences correctly wins.

MaterialsMaterials Worksheet 1Worksheet 1

QUIET EYES

A BIT OF

NEVER TO

Students are not encouraged to refer to their text books.The group that f inishes with all correct answers wins.

BINGOBINGO

AIMSAIMS

To identify meanings of To identify meanings of words words

MaterialsMaterials

BINGO cards BINGO cards

Strips of paper denoting Strips of paper denoting meanings of words meanings of words

BINGOBINGO Teacher prepares the BINGO cards in Teacher prepares the BINGO cards in

advance. Each student will be given a advance. Each student will be given a BINGO card / paper ( Hollywood BINGO card / paper ( Hollywood

Squares ) with different combinations Squares ) with different combinations of words found in the poem of words found in the poem

Handout 2Handout 2

Teacher must prepare strips with meanings of Teacher must prepare strips with meanings of the rhyming words of this poem in advance.the rhyming words of this poem in advance.

Sets rules for this game, for e.g Sets rules for this game, for e.g Let’s play ‘Diagonal Line” Let’s play ‘Diagonal Line”

( or vertical / horizontal line ). ( or vertical / horizontal line ).

Students must wait for the teacher Students must wait for the teacher to draw a Meaning Strip from a to draw a Meaning Strip from a

bag/envelope / box and reads out bag/envelope / box and reads out the phrase /word /sentence loudlythe phrase /word /sentence loudly . .

Students look for the one Students look for the one word which has the same word which has the same meaning to the Meaning meaning to the Meaning Strips drawn.Strips drawn.

Strike out the word.Strike out the word.

BINGO

BINGO

BINGO

Continue with the same Continue with the same BINGOBINGO card until all the nine words are card until all the nine words are

struck out to play struck out to play

FULL HOUSE. FULL HOUSE.

The first student who had struck The first student who had struck out out ALL ALL the words on the card the words on the card

and shoutedand shouted “ “BINGOBINGO !! ” first, will win. ” first, will win.

VARIATIONVARIATION

You can play You can play BINGOBINGO with the rhymes with the rhymes

or verb tense.or verb tense.

Two or three students may have the same Two or three students may have the same cardcard

( all words arranged similarly )( all words arranged similarly )

but it depends on who will be more alert to but it depends on who will be more alert to shout ‘shout ‘BINGO BINGO !’ first. !’ first.

DO NOT FORGET DO NOT FORGET

TO CHECK WITH DRAWN STRIPS.TO CHECK WITH DRAWN STRIPS.

To ensure students str ike out the correct words, place drawn-out str ips on the table for checking purposes.

Haiku It!Haiku It!

AIMAIM

To enable students to write a To enable students to write a simple poemsimple poem

MaterialsMaterials

The Poem The Poem

Worksheet 3Worksheet 3‘‘Write a Haiku’Write a Haiku’

StepsSteps

Distribute worksheet 3 to the studentsDistribute worksheet 3 to the students

Haiku poems have a specific pattern. Introduce Haiku poems have a specific pattern. Introduce the pattern to the students. Haiku has 3 lines the pattern to the students. Haiku has 3 lines and 17 syllables. The first and last lines have 5 and 17 syllables. The first and last lines have 5 syllables each while the second line has 7syllables each while the second line has 7

Give students phrases taken from the poem as Give students phrases taken from the poem as the first line.the first line.

Tell students to complete the haiku with their Tell students to complete the haiku with their own words .own words .

Give them the following instructions:Give them the following instructions: The chair is a hot seat.The chair is a hot seat. The person sitting on the chair is suspected to be Mr Nobody.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 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 where the content of the poem comes in useful. This is a perfect opportunity to practise ‘wh’ questions.opportunity to practise ‘wh’ questions.

Students can also ask about Mr. Nobody’s other wrongdoings (which Students can also ask about Mr. Nobody’s other wrongdoings (which may not be in the poem). Let their imagination run!may not be in the poem). Let their imagination run!

Mr. Nobody has to refute/deny their accusations. His role is to Mr. Nobody has to refute/deny their accusations. His role is to convince the group that he is not Mr Nobody. Alternatively, his role 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 could be to convince them that he is not guilty of any wrongdoings as mentioned in the poem. mentioned in the poem.

Get other students to try out the HOT SEAT.Get other students to try out the HOT SEAT.

HE HAD SUCH HE HAD SUCH QUIET EYESQUIET EYES