Poetry Form 1

Curriculum Development Division. Ministry of Education Malaysia.
2009

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Table of Contents
Introduction
The River - Poets background
- Synopsis
- Activities
Mr Nobody - Synopsis
- Activities
Assessment
Glossary
Panel of writers

The RiverValerie Bloom)
Mr NobodyAnonymous)

LITERATURE COMPONENT FOR FORM 1
DRAFT
1
POETRY

What is poetry? Poetry is a genre that is very different from prose and drama.
Poetry is distinguished by moving us deeply. A poem is an expression of a vision that is
rendered in a form intelligible and pleasurable to others and so likely to arouse kindred
emotions.

There are as many definitions of poetry as there are poets. Wordsworth defined
poetry as "the spontaneous overflow of powerful feelings". Emily Dickinson said, "If I
read a book and it makes my body so cold no fire ever can warm me, I know that is
poetry" and Dylan Thomas defined poetry this way: "Poetry is what makes me laugh or
cry or yawn, what makes my toenails twinkle, what makes me want to do this or that or
nothing." In short, it is the epitome of life, the elixir of enjoyment.

Poetry is a lot of things to a lot of people. Homer's epic, The Odyssey, described
the wanderings of the adventurer, Odysseus, and has been called the greatest story
ever told. During the English Renaissance, dramatic poets like John Milton, Christopher
Marlowe, and of course Shakespeare gave us enough to fill textbooks, lecture halls, and
universities. Poems from the romantic period include Goethe's Faust (1808), Coleridge's
"Kubla Khan" and John Keats' "Ode on a Grecian Urn."

About Poetry

Poetry
2
POETRY

One of the most definable characteristics of the poetry is economy of language.
Poets are miserly and unrelentingly critical in the way they dole out words to 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.

Characteristics of Poetry

Poetry
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

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.

There was an Old Man with a gong,
Who bumped at it all day long;
But they called out, 'O law!
You're a horrid old bore!'
So they smashed that Old Man with a gong.

Types of Poetry

Poetry
5
Cinquain
Cinquain (cinq which means five in French) has five lines. Line 1 is one word
(the title). Line 2 is two words that describe the title. Line 3 is three words 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.
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

6
Acrostic Poem
An acrostic poem, sometimes called a name poem, uses a word for its subject.
Then each line of the poem begins with a letter from the subject word. This 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.

7
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
of ex
peri
ence
and
has
been
thro
ugh
the
stori
es of
milli
ons

8

URL : http://contemporarylit.about.com/od/poetry/a/poetry.htm
Date accessed : 12 October 2009

URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/
cinquaindescrip.htm
Date accessed : 12 October 2009

POETRY

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

Elements of Poetry

Poetry
Sources
9
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.
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.

Poets Background

10
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).

11

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)

THE RIVER ACTIVITY P1

C

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!

Topsy Turvy, Make It Right

Materials
Aims

40 minutes
Steps

12
THE RIVER HANDOUT P1

Cut along the dotted lines

He just cannot be still.
He doesnt choose one place
To set up his camp.
Hes gobbled up trees
And hell swallow you next.
And he buries down deep
Those little treasures
That he wants to keep.
And sounds like hes happily
Sucking his thumbs.
Through valley and hill
He twists and he turns,
As he dances along,
The Rivers a monster
Hungry and vexed,
Topsy Turvy, Make It Right

13
A nomad, a tramp,
The Rivers a baby,
He gurgles and hums,
The Rivers a wanderer,
The countryside echoes
The notes of his song.
The Rivers a hoarder,
The Rivers a singer,
The Rivers a winder,

1. CUT ALONG THE DOTTED LINES AND PUT THEM
INTO AN ENVELOPE.
2. INSTRUCT STUDENTS NOT TO OPEN THE
ENVELOPE UNTIL TOLD TO DO SO.
3. ALLOW THE STUDENTS 5 MINUTES TO
REARRANGE THE SENTENCES. OR
4. RECORD THE LENGTH OF TIME TAKEN TO
ARRANGE THE SENTENCES CORRECTLY.
5. THE TEAM THAT TAKES THE SHORTEST TIME,
WINS.

14

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 stanzas

To enable students to read with the correct pronunciation and
intonation.


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

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.
Materials
Steps

The Sound Machine

Aims

40 minutes

15

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.

Notes

1. You may need to find a room or space
large enough to carry out this activity.

2. 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!

16

Word cards (Handout P3)

To introduce students to the meanings of the words used in the
poem

To introduce vocabulary in a fun way


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.

Materials
Pelmanism

Aim(s)

40 minutes

Notes

In this activity,
pelmanism can
be likened to the
game of Snap.

Steps

17

gurgle

monster

hum

vexed

echo

gobbled

swallow

wanderer

Pelmanism

18

nomad

tramp

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
creature

upset

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

20

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)

THE RIVER ACTIVITY 4

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.

Lets Make Sense

Materials
Variation

You could give
them the first
line of the
stanzas and get
them to
reconstruct the
stanza.

Steps

Aim(s)

40 minutes
21

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.

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.

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

Lets
discuss

Get them to
discuss the
strategies they
used in order to
reconstruct the
stanzas.

22

Cut along the dotted lines

He just cannot be still.
To set up his camp.
Sucking his thumbs.
As he dances along,
Hungry and vexed,
Lets Make Sense

23
A nomad, a tramp,
The Rivers a baby,
He gurgles and hums,
The Rivers a wanderer,
The Rivers a hoarder,
The Rivers a singer,
The Rivers a winder,

24

To strengthen students understanding of the poem through
solving a 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.

Materials
Aim

40 minutes

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

Steps

Lets Make Sense

25
THE RIVER WORKSHEET P5

Use the clues to help you complete the crossword puzzle.

1

2

3

4

5

6

7

8

9

10

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
Lets Make Sense

26
THE RIVER

1 The Rivers a wanderer,
2 A nomad, a tramp,
3
To set up his camp.
4 The Rivers a winder,
5
6 He just cannot be still.
7 The Rivers a hoarder,
8
9 The Rivers a baby,
10 He gurgles and hums,
11
Sucking his thumbs.
12 The Rivers a singer,
13 As he dances along,
14
15
Hungry and vexed,
16

Answer Key

ANSWER TO HANDOUT P1 : TOPSY TURVY

27

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

Worksheet P5 : Crossword Puzzle

28

To enable students to understand synonyms

To train students to use the dictionary and thesaurus

Worksheet P1a and P1b

THE RIVER BEYOND THE TEXT/ ACTIVITY P1

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

Odd One Out

Materials
Aims

40 minutes

Steps

ENCOURAGE STUDENTS TO USE
THEIR DICTIONARY OR
THESAURUS.

29
THE RIVER WORKSHEET P1a

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
Odd One Out

30
THE RIVER WORKSHEET P1b

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

HUM
PURR
BUZZ
CHATTER
ARTISTE
OFFICIAL
DANCER
PERFORMER
WANDERER
NOMAD
TRAVELLER
KEEPER
VALLEY
HILL
MOUND
MOUNTAIN
FAMISHED
FULL
HUNGRY
RAVENOUS
GUZZLE
GOBBLE
SWALLOW
CHEW

Odd One Out

31

To enable students to focus on vocabulary and spelling

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.

Materials
Aim

40 minutes

Steps

Jumbled letters

32
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.

Jumbled letters

Wanderer

ton sooche eon clape

__________ __________ __________ __________
Winder

sitstw runts tocann eb listl

__________ __________ __________ __________ __________
Hoarder

sberiu tillet sareestur

__________ __________ __________
Baby

ruggsle sumh plyhapi

__________ __________ __________
Singer

sandec gloan seeoch shi snog

__________ __________ __________ __________ __________

Monster

gunyrh nad deevx

__________ __________ __________

33

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

A4 paper, Mahjong Paper, Handout P3


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.

Materials
Aims

40 minutes

Steps

I am a poet

34

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.

HANDOUT 3

Note

Remind them that the stanza has to do
with metaphors.

Variation
35

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

The rivers a conquerer
For hes never afraid.
He is a seeker
Never ceases to raid.

The rivers a tummy,
Rumbling and grumbling, he seems
Eating and eating and eating and eating
Till he bursts at his seams.

The rivers a father,
Hes kind but forgetful
He takes care of us all
Even when his hands are full.

The rivers a savior,
A life-giver, a provider,
Hell always be there
For all to share.

I am a poet

36

To enable students to communicate and pass messages
effectively

To enable students to express themselves accurately

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.
Aims

40 minutes

Steps

Pantomime

37
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.

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.
38

Elementary

Clue: W_ _ _ _ _ _ _

Clue: C _ _ _

Clue: T _ _ _ _ and T _ _ _

Clue: V _ _ _ _ _ and H _ _ _
Pantomime

39

Clue: H _ _ _ _ _ _

Clue: B _ _ _

Clue: S _ _ _ _ _

Clue: M _ _ _ _ _ _

40

Intermediate

HE LIKES TO
WANDER.

THAT GIRL IS A
NOMAD.

THE BOYS
WENT
CAMPING LAST
NIGHT.

SHE TWISTS
AND TURNS
WILDLY.

Pantomime

41

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 IS
A 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.

43
THE RIVER WORKSHEET P4c

Advance

HE DOESNT
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
HES HAPPILY
SUCKING HIS
THUMB.

THE
COUNTRYSIDE
ECHOES THE
NOTES OF HIS
SONG.

THE RIVERS A
MONSTER
HUNGRY AND
VEXED,

Pantomime

44

A plastic apple/toy.

To enable students to remember lines from the poem

THE RIVER BEYOND THE TEXT/ ACTIVITY P5a

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.

Materials
Steps

Apple Pass (Part 1)

Aims

40 minutes

45

A plastic apple/toy.

To challenge students to remember verses from the poem

40 minutes

THE RIVER BEYOND THE TEXT/ ACTIVITY P5b

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.

Steps

Apple Pass (Part 2)

Materials
Aims

46

To enable students to use their mathematical knowledge in
solving the grid

To encourage collaborative team work

To recognize the different modes of water transport in Malaysia

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

Materials
Aims

40 minutes

Steps

Decode This If You Can

1. TEACHER MUST DECIDE WHICH OF THE TWO
SOLVING GRIDS TO USE.
2. CLUE IN SOLVING; ITS IN 3s AND 2s.
3. ALLOW STUDENTS 5 MINUTES TO DECODE
WORKSHEET ONE, OR
4. RECORD THE LENGTH OF TIME TAKEN TO
DECODE THE WHOLE ACTIVITY CORRECTLY.
3. THE TEAM THAT TAKES THE SHORTEST TIME,
WINS.

47

SOLVING GRID

You can use this solving grid OR

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

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


48

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


49
THE RIVER

Talk
Doctor
Cleaner
Pleasant
Politician
Mountain

Chatter
Official
Keeper
Valley
Full
Chew

1 not choose one place
2 twists turns cannot be still
3 buries little treasures
4 gurgles hums happily
5 dances along echoes his song
6 hungry and vexed

Answer Key

Worksheet P1a : ODD ONE OUT

Worksheet P2 : JUMBLED LETTERS

Worksheet P1b : ODD ONE OUT

50

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

Sampan
Canoe
Boat
Waterscooter
Hovercraft
Raft
Longboat
Vessel
Motorboat
Cruiser
Barque
Ferry
Ship
Liner
Worksheet P6a : SOLVING GRID

Worksheet P6b : POETRY IN MOTION

51
MR NOBODY

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.

52

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

Worksheet P1 Handout P1

MR NOBODY ACTIVITY 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 runners
c) 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.

Materials
Steps

Aim

40 minutes

Word Association

53
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 clearly
Managers - work together to decide where the words go.
4. Complete the task as fast as possible and hand in to the teacher.

Word Association

54
MR NOBODY HANDOUT P1

break

cracked

tear

leave ajar

squeak

bring in mud

soil

mislaid

tosses about

leave unclosed

fade

spill

lying around

Word Association

55

To enable students to draw a character sketch about the
persona using clues in the poem

To raise students awareness about issues that can cut across
genres.

Worksheet 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.

Materials
Steps

Aim

40 minutes

Whats in a name?

56

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

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 agree
That every plate we break was cracked
By Mr. Nobody
STANZA CHARACTER TRAIT
`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
Whats in a name?

57

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?
Theres 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 see
Are not our boots they all belong
To Mr. Nobody.
58

To encourage students to evaluate their own behaviour and
challenge themselves to do good.

Worksheet P3 Cardboards and marker pens


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.

Do It Right!

Materials
Steps

Aim

40 minutes

Notes

Alternatively, the
teacher can ask
students to
produce signs
for the
classroom.

59

Fill in the positive behavior in the opposite column.

Negative behavior Positive behavior
crack plates
tear books
leave doors ajar close the doors tightly
pull buttons from shirts
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

Do It Right!

60

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

Handouts P4a and P4b


Begin by asking students to extract and list the bad things that Mr. Nobody had
done 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.

Dear Mr Nobody

Materials
Steps

40 minutes

Aim

61
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.

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.

Dear Mr Nobody

62
MR NOBODY HANDOUT P4b

Nadiah
1 Jalan Sultan
74000 Seremban

1
st
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

63

To enable students to understand the content of the poem
through a drama activity

None


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. Nobodys 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.

Materials
Aim

80 minutes

Steps
Hot Seat

64
MR NOBODY

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

Nouns Verbs
plates break cracked
books tear
doors leave ajar squeak
feet bring in mud
carpets soil
papers mislaid tosses about
blinds leave unclosed
curtains fade
ink spill
boots lying around
Answer key

Worksheet P2: WHATS IN A NAME?

Worksheet P1: WORD ASSOCIATION

65

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
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
Worksheet P3: DO IT RIGHT!

66

Handout P1

To lead in to the poem by acting out a simple scene similar to
the one in the poem
MR NOBODY BEYOND THE TEXT / ACTIVITY P1

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

Role-Play

Materials
Steps

Aim

40 minutes

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.
67
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 wasnt 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. Im always careful, not like Aaron.
MOM : Well, as usual, if I ask, the answer is always nobody did it.
DAD : Aha, I know for sure that one of the children must have dirtied the
carpet. I can see muddy sneaker prints on it. Werent the two of you
outside playing in the rain yesterday?
ARON : Dad, we did not wear sneakers, only slippers.
ALICE : Nobodys sneakers were muddy at all. Check the shoe-cupboard.
MOM : What do you know! Its 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, Ill call the CCTV company tomorrow.

Role-Play

68

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

Poem


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.

Materials
Steps

Aims

40 minutes

Anybody?

69

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

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.

Materials
Steps

Aims

80 minutes

Anybody?

70

To enable students to understand the concept of a persona.

Drawing paper markers and coloured pens


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.

Materials
Aim

40 minutes

Steps

Wanted Poster

For weaker
students,
provide both the
crime and the
reward.
71

WANTED

MR NOBODY

Height :___________________
Weight :___________________
Hair colour :___________________

[Draw a picture of Mr. Nobody here.]

[Write down his crime here.]
[Write down the reward here.]
Wanted Poster

72

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

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.

Portrait

Materials
Steps

Aims

80 minutes

73
THE RIVER ASSESSMENT 1

Question 1

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

A nomad C traveller
B 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 monster
B tramp and hoarder D winder and wanderer

Question 4

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

A busy C flexible
B angry D anxious

Question 5

Which stanza depicts the river as dangerous?

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

Have I Understood?

74
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.

Have I Understood?

Describe the persona of the poem.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________
Describe the character of the persona.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________
What is the message in the poem?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________
75
THE RIVER

1. D
2. D
3. A
4. B
5. D

Students would be graded on a holistic marking system.

Answer Key

Assessment 1 : Have I Understood?


76
MR NOBODY ASSESSMENT 1

Read the following stanza and then answer the questions below.

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 see
Are 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?

_______________________________________________________________

_______________________________________________________________
Have I Understood?

77

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

1. Mr Nobody can be described as being
A agreeable
C careless
D quiet
E 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 wood
D Soiled carpets
E Squeaky doors

4. The mischief in the house was done by
A the mouse
C Mr. Nobody
D the people in the house

5. Which one of these words from the poem suggests carelessness?
A quiet
C oiling
D mislaid
E squeaking

6. The poem teaches us to be
A careless
C untruthful
D accountable
E irresponsible

Have I Understood?

78

With reference to Mr Nobody, answer the following questions.

1. How is Mr Nobody like a mouse?

_______________________________________________________________

_______________________________________________________________

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.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Have I Understood?

79

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

1. Mr Nobody is a man. ( )

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. ( )

Have I Understood?

80
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.

1 B
2 A
3 B
4 C
5 C
6 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.

Answer Key




81

1 F 5 T
2 F 6 F
3 F 7 T
4 F 8 T


82
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
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 poets 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 poets
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

Glossary

Poetry
83

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
SMK DATUK MANSOR, BAHAU,
N.SEMBILAN

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

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Poetry

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