k2023 ZN English Fal Teacher S Guide Poetry Question Bank May 2023

CURRICULUM GRADE 10 -12 DIRECTORATE
NCS (CAPS)
TEACHER SUPPORT DOCUMENT
GRADE 12
ENGLISH FAL
LITERATURE SUPPORT DOCUMENT
POETRY QUESTION BANK
MAY 2023
English First Additional Language KZN Teacher’s Poetry Question Bank 2023
Grade 12
ACKNOWLEDGEMENTS
We acknowledge the KZN-Provincial Co–ordinator, the Provincial Subject Advisory
Committee from the Twelve Districts: Amajuba, Ilembe, Harry Gwala, King Cetshwayo,
Pinetown, Ugu Umgungunglovu, Umkhanyakude, Umlazi, Umzinyathi, Uthukela and
Zululand for their contributions. Their co-operation, dedication and support are much
appreciated.
We further acknowledge with appreciation the hard work and dedication displayed by
top teachers from the TWELVE districts. These teachers contributed and participated
fully in the development and discussion of the support documents for Short Stories and
Poetry.
POETRY TEAM
Name School District
1. Mabuza BS Tshutshutshu Sec School Ilembe
2. Makhanya MC Emthulasizwe Sec School Zululand
3. Mchunu NI Mabaso Sec School Umzinyathi
4. Mkhize Z Hlahlindlela High School Pinetown
5. Ncube RM Masijabule High School Umgungundlovu
6. Nene ML Ndeya Zenex Sec School Umlazi
7. Nkabinde WM Sesiyabonga Tech High School Amajuba
8. Nkosi BP Ziphakamiseni High School Amajuba
9. Nkuna NP Drakensberg Comprehensive Uthukela
10. Zulu VS Kwabhanya Sec School Zululand
11. Klopper D Suid Natal Ugu
SHORT STORIES’ TEAM

Name School District
1. Bacela BC Mlonde Sec School Ugu
2. Dimba NP Thelamuva High School Harry Gwala
3. Jiyane AS Imbilane High School Zululand
4. Khumalo LP Muden Secondary School Umzinyathi
5. Madondo CZ Silethukukhanya High School Umkhanyakude
6. Makhunga BC Welabasha High School King Cetshwayo
7. Mkhize S Inanda Compr High School Pinetown
8. Mngadi NS Hamilton Makhanya Sec School Umlazi
9. Mthembu NB Dlangezwa High School King Cetshwayo
10. Ngema SC Amatigulu High School Ilembe
11. Tsoako LC Dingeka High School Harry Gwala
12. Xaba VN Ngcongcosi High School Uthukela
13. Xabendlini M Bheki Secondary School Ugu
14. Zondi BG Edendale Tech High School Umgungundlovu
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TABLE OF CONTENTS
Item Page Number
Poem Poetry
6.1 Hard to find by SinesipoJojo 5

6.2
What life is really like by Beverly Rycroft 8
6.3
The slave dealer -Thomas Pringle 13
6.4
Sonnet 73 – William Shakespeare 16
6.5
The lake isle of Innisfree– William Butler Yeats 21
6.6
You laughed and laughed and laughed – 24
Gabriel Okara
6.7
The night-jar and Inkosazana yasezulwini by 30
Chris Mann
6.8 The grasshopper and the cricket by John 34
Keats
6.9
Reciprocities – Cathal Lagan 37
6.10
Inversnaid – Gerard Manley Hopkins 40
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SECTION D: QUESTION 6
6.1 HARD TO FIND: SINESIPO JOJO
6.1 Read the poem carefully and then answer the questions which follow. The
number of marks allocated to each question serves as a guide to the expected
length of your answer.
Hard to find – Sinesipo Jojo
1 Words are everywhere

2 daily
3 we read them, and they fly out
4 like nobody’s business
5 but there’s always something hard to understand…
6 they are hard to find

7 when they are needed by the heart;
8 when the heart feels,
9 words hide like they are not part of life
10 While words are busy playing some twisted game

11 my heart looks sadly through the glass windows
12 as the raindrops slowly slide down, gently
13 on a cloudy lifetime,
14 hoping that one day,
15 words will realise what my heart wants to say.
6.1.1 Comment on the structure of the poem. (2)
6.1.2 What is the significance of writing ‘daily’ in its own line? (1)
6.1.3 Choose the correct answer to complete the following sentence.

Write only the letter (A–D) next to the question number (6.1.3) in the
ANSWER BOOK.
The words ‘fly out’ in line 3 means ...
A be present
B get away
C stay around
D go up (1)
6.1.4 What is the speaker’s intention for writing the word ‘but’ in line 5? (1)
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6.1.5 State how Stanza 1 contradicts Stanza 2. (2)
6.1.6 Describe the speaker’s state of mind in Stanza 4. (3)
6.1.7 Refer to line 14- 15 (‘hoping that one...wants to say.’).
What do these lines reveal about the speaker’s character?

Substantiate your answer (2)
6.1.8 Critically comment on how metonymy is used through-out the poem. (2)
6.1.9 One of the themes in this poem is sadness.
Discuss this theme. (3)
HARD TO FIND: MARKING GUIDELINES
6.1.1 This poem is a free verse poem.✓ It has a mixture of long and short
lines resulting in the stanzas to vary/differ in length.✓ (2)
6.1.2 The word ‘daily’ suggests that words are used frequently✓/every
day. ✓ (2)
6.1.3 B/Get away✓ (1)
6.1.4 The speaker wants to introduce a contradictory idea ✓ (by writing

the word ‘but). (1)
6.1.5 Stanza 1 focuses on words that come easily; ✓ the focus now shifts in
Stanza 2 to something that is ‘hard to understand’ that the speaker is
trying to figure-out✓ because words do not come easily now, when she
needs them the most.✓ (3)
6.1.6 Sad / unhappy/ in low-spirits✓
The speaker is sad/ unhappy/ in low-spirits because words are playing

an evil game ‘twisted game’ of hide-and-seek when she needs them the
most. The sadness/ unhappiness is evident in the tears falling from her
eyes (glass window). She is not only crying over a moment’s inability to
express emotions/feelings, but also over that of a lifetime. ✓✓ (3)
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6.1.7 She is a hopeful/ positive/ an optimistic person✓
The reason for that is despite her sadness about her inability to express
feelings; these lines show that there is hope that it may be different in
future. She might find (the right) words to express her feelings one day.✓
(2)
6.1.8 In Stanzas 3 - 5 ‘the heart’ refers to the speaker✓ who is struggling to

express feelings ✓ as she is at the loss of words. (2)
6.1.9 The discussion of the theme of sadness should include the following
points, among others:
• When the speaker is at the loss of words to express
emotion, it leads to a feeling of sadness.
• The ‘raindrops’ is a physical sign that the speaker
expresses sadness when the ‘heart looks sadly through the
glass window’.
NOTE: For full marks, the response must be well substantiated. A

candidate can score 1 or 2 marks for a response which is not well-
substantiated. The candidate’s interpretation must be grounded in the
poem. (3)
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6.2. WHAT LIFE IS REALLY LIKE BY BEVERLY RYCROFT
6.2 Read the extract below and then answer the questions.
What life is really like
1 You need to toughen up

2 my father would complain
3 when I was small
4 I ought to take you to see
5 chickens having their heads
6 chopped off.
7 That’d teach you
8 What life is really like.
9 He’d seek me out

10 when one of his pigeons
11 - crazed for home or
12 mad with terror from a
13 roaming hawk –
14 would tumble into
15 the loft
16 mutilated by
17 wire or break.
18 I was the one made to

19 clench my palms round
20 its pumping chest,
21 to keep it still while
22 my father’s hairy fingers stitched
23 its garotted throat
24 angrily to rights again.
25 You see life is a fight for survival

26 he’d shout, forgetting
27 he was not lecturing his students
28 or giving his inaugural address
29 You gotta roll with the punches.
30 i waited and waited for that bitter

31 roughness to spy me and a circle
32 in to land
33 years and years
34 of flinching anticipation until
35 the day i came home from hospital
and my father dressed my wound.

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36
Easing with practiced hands
37 the drip from the bulldozed chest
38 he renewed the plaster in the breathing silence
39 never speaking never
40 once saying
41
Life’s a bastard
42 Toughen up
43
6.2.1 Briefly describe the structure of the poem. Mention TWO points. (2)
6.2.2 Refer to line 8 (‘what life is really like’).
Why is the word ‘really’ written in bold? (1)
6.2.3 Explain why the following statement is FALSE?
The speaker only observed his father when working. (1)
6.2.4 Refer to line 23 (‘its garotted throat’)
(a) Identify the figure of speech used in this line. (1)
(b) Explain the figure of speech in the context of the poem. (2)
6.2.5 Refer to lines 25-29 (‘You see life… with the punches’).
(a) What tone would the speaker use in these lines? (1)
(b) Why would the speaker use this tone? (2)
6.2.6 Refer to lines 30-32 (‘i waited and…in to land’)
Using your OWN words, explain the meaning of these lines. (2)
6.2.7 One of the themes in this poem is providence. Discuss this theme. (3)
6.2.8 Refer to the poem as a whole.
In the end, the speaker learnt ‘What life is really like’.
Discuss your view. (3)
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6.2. What life is really like by Beverly Rycroft – Marking Guidelines
6.2.1 This is a lyric poem✓
The poem consists of 43 lines of unequal length✓
It has 8 stanzas✓
It is written in free verse✓
NOTE: Accept any TWO relevant answers. (2)
6.2.2 The word ‘really’ is written in bold to emphasise that the father
wants the speaker to understand the complications of life. ✓
OR
‘Really’ is written in bold to emphasise the importance of the
father’s message. The speaker does not yet understand how
challenging life is.✓
NOTE: Accept ONE of the above responses, among others. (1)
6.2.3 It is evident from the poem that the speaker does assist the father
as the speaker says ‘I was the one made to clench palms around”
when stitched injured pigeons. ✓ (1)
6.2.4 a) Hyperbole✓ (1)
b) The mutilated/injured pigeon is not as serious as the speaker

says. It has obtained a minor scratch as the father is able to
stitch the wound. ✓✓ (2)
6.2.5 a) Aggressive/Agitated/Condemnatory/Disgruntled/Harsh/Irritated✓ (1)
b) The speaker is angry as the father forgets✓ that the speaker is his
child and not one of his students. ✓ / The speaker feels exposed to
the father’s cruelty ✓and way of learning about the complexity of
life. ✓ (2)
6.2.6 The speaker is at a state of accepting the situation of being exposed

to danger by their father. ✓/The speaker is also prepared to
experience the unpleasant treatment after an invasive surgery. ✓/
The speaker is aware that something bad will happen in this
procedure. ✓
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NOTE: Accept a relevant response which shows an understanding of
the following viewpoints, among others. The candidate's
interpretation must be grounded in the poem. (2)
6.2.7 The discussion of the theme of sadness should include the following
• The speaker’s father tries by all means to teach his daughter

about life and the challenges that come with it.
• The speaker now understands the inevitability of life and what
her father was trying to prepare her for.
• The father is now silent and has seen that the speaker has
now faced the difficulties of life now that she has undergone
her surgery.
• Providence is that part of life where human beings cannot
change the outcome of what is planned. The father is at peace
with the speaker’s fate when she is faced with a medical
ailment (breast removal due to cancer).
NOTE: For full marks, the response must be well-substantiated. A

candidate can score 1–2 marks for a response which is not well-
substantiated. The candidate's interpretation must be grounded in the
poem. (3)
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6.2.8 Open-ended
Accept a relevant response which shows an understanding of the

following viewpoints, among others:
Yes.
• The child has an experience of the reality of life of the
slaughtering of chicken and stitching up the pigeon.
• The speaker was taught, through these activities, that one will
encounter physically painful experiences and one would be
expected to endure.
• The speaker has finally undergone critical surgery and had
received the lesson of having to ‘toughen up’. The speaker is
expected to stand the pain of the aftermath of the surgery.
OR
No.
• The speaker experiences that chopping off the chicken’s head
can be seen as a cruel act which has nothing to do with the
reality of life.
• Assisting during the stitching of an injured pigeon is
disturbing/shocking to the speaker’s experience and
expectation.
• The speaker goes through a serious surgery but the father
makes it difficult as he shows no sympathy towards the
speaker.
NOTE: Do NOT award a mark for YES Or NO. Credit responses

where a combination is given. For full marks, the response must be
well-substantiated. A candidate can score 1–2 marks for a response
which is not well-substantiated. The candidate's interpretation must
be grounded in the poem. (3)
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6.3 THE SLAVE DEALER- THOMAS PRINGLE
6.3 Read the poem ‘The slave dealer’ carefully and then answer the set
questions. The number of marks allocated to each question serves as a guide
to the expected length of your answer.
The Slave Dealer – Thomas Pringle
1 From ocean’s wave wanderer came

2 With visage tanned and dun:
3 His mother, when he told his name,
4 Scarce knew her long-lost son;
5 So altered was his face and frame
6 By the ill course he had run,
7 There was hot fever in his blood,

8 And dark thoughts in his brain;
9 And oh! to turn his heart to good
10 That mother strove in vain,
11 For fierce and fearful was his mood,
12 Racked by remorse and pain
13 And if, at times, a gleam more mild

14 Would o’er his features stray,
15 When knelt the Widow near her Child,
16 And he tried with her to pray,
17 It lasted not –for visions wild
18 Still scared good thoughts away.
19 ‘’There’s blood upon my hands!’’ he said,

20 ‘’Which water cannot wash;
21 It was shed where warriors bled –
22 It dropped from the gory lash,
23 As I whirled it o’er and o’er my head,
24 And with each stroke left a gash.
25 ‘With every stroke I left a gash,

26 While Negro blood sprang high;
27 And now all ocean cannot wash
28 My soul from murder’s dye;
29 Nor e’en thy prayer, dear Mother, quash
30 That woman’s wild death-cry!
31 ‘Her cry is ever in my ear,
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32 And it will not let me pray;
33 Her look I see – her voice I hear-
34 As when in death she lay,
35 And said, ‘’With me thou must appear
36 On God’s great judgement-day!’’
37 ‘Now, Christ from frenzy keep my son!’

38 The Woeful Widow cried;
39 ‘Such murder foul thou ne’er hast done -
40 Some fiend thy soul bellied
41 ‘Nay, Mother! The Avenging one
42 Was witness when she died!
43 ‘The writhing wretch with furious heel

44 I crushed – no mortal high;
45 But the same hour her dread appeal
46 Was registered on high;
47 And now with God I have to deal,
48 And there not meet His eye!’
6.3.1 Complete the following sentences using the words provided below.
Write only the word next to the question number 6.3.1 (a) to 6.3.1 (c)
in the ANSWER BOOK.
This poem is a (a)…which retells a story of a (b)… who returns home

to his(c)… after being away for a long-time doing (d)...
mother; slave trade; ballad; son; free verse; sonnet; rhyming

(4)
6.3.2 Refer to lines 1-2 (From ocean’s wave …tanned and dun)
(a) Identify the figure of speech used in these lines. (1)
(b) Explain why the figure of speech is relevant in these lines. (2)
6.3.3 Refer to line 7-8 (there was hot … in his brain)
Explain the meaning of the above lines using your own words. (2)
6.3.4 Refer to the first stanza
Quote TWO consecutive words that indicate that the speaker has
been away from home for a very long time. (1)
(a) Identify the tone used in the poem. (1)
(b)Why would the speaker use this tone. (1)

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6.3.6 What is the speaker’s state of mind in line 25?
Substantiate your answer. (2)
6.3.7 Why is the following statement FALSE?
The slave dealer kills people in warfare. (1)
6.3.8 One of the themes in this poem is torment.
THE SLAVE DEALER: MARKING GUIDELINES
6.3.1 (a) ballad ✓

(b) son ✓
(c) mother ✓
(d) slave trade ✓ (4)
6.3.2 (a)Metaphor ✓ (1)
(b) The slave dealer is compared to the traveller ✓ whose face has (2)
tanned brownish in colour✓.
6.3.3 These lines express that the slave dealer is angry ✓ ‘hot fever’ and
‘dark thoughts ‘meaning he was thinking of bad things or images
he cannot get rid of✓ . (2)
6.3.4 ‘long-lost son’✓. (1)
6.3.5 (a) Remorseful /regretful ✓ (1)
(b) The speaker regrets all the bad deeds and feels that not even
God will forgive him on judgement day✓. (1)
6.3.6 The speaker is sad✓ as he remembers the torment and torture

that he subjected the slaves to✓. (2)
6.3.7 The slave dealer killed the slaves using a whip✓. (1)
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6.3.8 The discussion of the theme of torment should include the

following points, among others:
• The slave is haunted by immoralities and the role he played in the

slave trade.
• The poet uses very strong emotive language in this poem to
indicate the strong feelings of torment.
In the poem the speaker says “Rached by remorse and pain” which
indicates to the reader that he is permanently and forever haunted
by his emotions.

substantiated. The candidate's interpretation must be grounded in
the poem. (3)
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6.4 SONNET 73 – WILLIAM SHAKESPEARE
6.4 Read the poem carefully and then answer the questions which follow.
The number of marks allocated to each question serves as a guide to the
expected length of your answer.
Sonnet 73 - William Shakespeare
1 That time of year thou mayst in me behold

2 When yellow leaves, or none, or few, do hang
3 Upon those boughs which shake against the cold,
4 Bare ruined choirs where late the sweet birds sang.
5 In me thou seest the twilight of such day
6 As after sunset fadeth in the west,
7 Which by and by black night doth take away,
8 Death’s second self, that seals up all in rest.
9 In me thou seest the glowing of such fire
10 That on the ashes of his youth doth lie,
11 As the deathbed whereon it must expire,
12 Consumed with that which it was nourished by.
13 This thou perceiv’st, which makes thy love more strong,
14 To love that well which thou must leave ere long.
6.4.1 Complete the following sentences by filling in the missing words.

Write only the word next to the question numbers (6.4.1(a) to
6.4.1(d)) in the ANSWER BOOK.
Miltonic; iambic; octaves; sestet; rhyming couplet;

quatrains; Elizabethan; free verse
'Sonnet 73' is a/an (a) … sonnet. It consists of three (b) …

followed by a (c) … The poem is written in fourteen lines in (d) …
pentameter. (4)
6.4.2 Refer to lines 1-3 (‘That time of…against the cold’).
In your own words explain what the speaker compares his current state
to. (2)
6.4.3 Refer to line 4 (‘Bare ruined…birds sang.’).
(a) Identify the figure of speech in this line. (1)
(b) Explain the relevance of the figure of speech in these lines. (2)
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6.4.4 Refer to lines 5 – 7 (‘In me thou…doth take away’).
Explain the meaning of these lines. (2)
Aging is a negative encounter to ones’ life. (1)
Discuss how the theme of death is evident in the poem. (3)
6.4.7 Do you agree with the speaker’s opinion on love (lines 13-14)?
SONNET 73 – WILLIAM SHAKESPEARE – Marking Guideline
6.4.1 (a) Elizabethan ✓

(b) three quatrains ✓
(c) rhyming couplet ✓
(d) iambic ✓ (4)
6.4.2 In the first three lines the speaker compares his current state to
Autumn. ✓The speaker feels that he is no longer an active youth, his
days of passion and energy are gradually being depleted. ✓
OR
Autumn is a cold and dry season. It is a season of transition from

Summer to Winter. ✓ The speaker’s loss of his youth is like how in
Autumn leaves lose their green colour and are eventually blown away
by the harsh Autumn winds. ✓ (2)
6.4.3 (a) Alliteration ✓ (1)
(b) The emphasis on the ‘s’ sound refers to the pleasant sound of
the birds when they sing on the roof-top of the church. ✓This
symbolises the life that once existed in this church that is now in
ruins. ✓ (2)
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6.4.4 In these lines the speaker compares aging to day. The speaker
explains how the setting of the sun, allowing the darkness of the night
to prevail, ✓ is like his vanishing youth that is now being overpowered
by an end of his life which is death. ✓
OR
The speed with which this end is now coming, seems to be quicker (day
by day) ✓ than how it came when he was in his youth (seasons).✓
(2)
6.4.5 The statement is false because the speaker (in line 11) refers to aging
as a process that we cannot avoid. The speaker appreciates the aging
process as it symbolises the long life that one has lived. He makes use
of the word ‘nourished’ to indicate that death and aging, literally and
figuratively, are an end to a life well lived. ✓ (1)
6.4.6 The discussion of the theme of death should include the following
• The speaker makes multiple references to the fact that humans

are all subjected to death as the inevitable end of their lives.
• This realization sits almost unpleasantly to him as he feels that
death is getting closer as he is aging, and it is approaching with
speed.
• The speaker further makes reference to a burning fire, as the
fire burns the residual of ash is left behind.
• The speaker states that ashes would not be formed if there was
no fire, just as one would not age if they were not a youth at
some point.

substantiated. The candidate's interpretation must be grounded in the
poem. (3)
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6.4.7 Open-ended.

Yes.
• The speaker urges readers to value one another and constantly
embrace the presence of loved ones as one will one day die.
• He states that we do not know when we will die, therefore each
and every moment we get to share with our loved ones should
be treasured.
OR
No.
• The speaker has lived a long life.
• He speaks about how he is now getting frail as he is in his old
age.
• This indicates that we have a long time to spend with our
family and loved ones.
• Aging happens over a long period of time; all that time may be
used to share the love we have for our family and friends.
NOTE: Do NOT award a mark for YES or NO. Credit responses

well-substantiated. A learner can score 1 mark for a response which
is not well-substantiated. The candidate's interpretation must be
grounded in the poem (3)
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6.5. THE LAKE ISLE OF INNISFREE- WILLIAM BUTLER YEATS
6.5 Read the poem ‘The Lake Isle of Innisfree’ carefully and then answer the set
questions. The number of marks allocated to each question serves as a guide
to the expected length of your answer.
The lake isle of Innisfree - William Butler Yeats
1 I will arise and go now, and go to Innisfree,

2 And a small cabin build there, of clay and wattle made:
3 Nine bean-rows will I have there, a hive for the honey-bee,
4 And live alone in the bee-loud glade.
5 And I shall have some peace there, for peace comes dropping slow,
6 Dropping from the veils of the morning to where the cricket sings;
7 There midnight’s all a glimmer, and noon a purple glow,
8 And evening full of the linnet’s wings.
9 I will arise and go now, for always night and day

10 I hear lake water lapping with low sounds by the shore;
11 While I stand on the roadway, or on the pavements grey,
12 I hear it in the deep heart’s core
6.5.1 Complete the following sentences using the words provided below.
Write only the word next to the question number 6.5.1 (a) to 6.5.1 (c)
in the ANSWER BOOK.
This poem is an example of a/an (a)……. and the poet is seeking

(b)…… and wants to leave the (c)………
country life; sonnet; peace; city life (3)
6.5.2 Refer to lines 2-3 (‘and a small cabin…for the honey-bee’).
Mention THREE things that the speaker will do when he gets to the
Island. (3)
6.5.3 Refer to line 3 (‘Nine bean-rows will … for the honey-bee’).
Identify the poetic device used in this line. (1)
6.5.4 Refer to line 4 (‘And live alone in the bee-loud glade’).
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Explain the irony in this line. (2)
6.5.5 Refer to line 5 (‘And I shall … comes dropping slow’).
Explain why the poet repeats the word ‘peace’ in this line. (2)
6.5.6 Refer to line 8 (‘And evening full of the linnet’s wings’).
Explain the comparison in line 3. (2)
6.5.7 Refer to line 12 (‘I hear it in the deep heart’s core’).
Give ONE word which describes the speaker’s state of mind when
saying these words? Substantiate your answer (2)
6.5.8 Discuss the theme of nature versus civilisation that is evident in the
poem. (3)
THE LAKE ISLE OF INNISFREE: MARKING GUIDELINES

6.5.1 (a) lyric ✓
(b) peace✓
(c) city life✓ (3)
6.5.2 The speaker wants to build a small cabin.✓

The speaker will plant nine rows of beans.✓
The speaker will build his own bee hive.✓ (3)
6.5.3 Alliteration✓ (1)
6.5.4 It is ironic that the speaker prefers the noise of bees which survive
in a huge colony/ family, yet the speaker desires to live alone.✓✓ (2)
6.5.5 The poet repeats the word ‘peace’ to show that Innisfree is a
solitary place of tranquillity/ serenity and a peaceful place. ✓✓
(2)
6.5.6 The metaphor is effective because the speaker tries to show that in
the evening the sky is full of linnet’s birds✓ which are nocturnal
birds and they are flying around.✓ (2)
6.5.7 Disappointment/ hopeless. ✓

The speaker is disappointed/ hopeless because he ends up in a
grey city street and never goes to Innisfree✓. (2)
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6.5.8 The theme of nature versus civilisation should include the following
• The speaker longs to move from the city and be close to

nature.
• The speaker describes a life where he can be close to nature
(Cabin, clay) and live off the land.
• The speaker ends up in the city with all its civilisation
(roadway, pavement).

substantiated. The candidate's interpretation must be grounded in
the poem. (3)
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6.6 YOU LAUGHED AND LAUGHED AND LAUGHED- GABRIEL OKARA
6.6. Read the poem carefully and then answer the set questions. The number of marks
allocated to each question serves as a guide to the expected length of your answer.
You laughed and laughed and laughed- Gabriel Okara
1 In your ears my song

2 is motor car misfiring
3 stopping with a chocking cough;
4 and you laughed and laughed and laughed
5 In your eyes my ante-

6 Natal walk was inhuman, passing
7 Your ‘omnivorous understanding’
8 and you laughed and laughed and laughed
9 You laughed at my song,

10 you laughed at my walk.
11 Then I danced my magic dance

12 to the rhythm of talking drums pleading,
13 but you shut your eyes
14 and laughed and laughed and laughed.
15 And then I opened my mystic

16 inside wide like
17 the sky, instead you entered your
18 car and laughed and laughed and laughed
19 You laughed at my dance,

20 you laughed at my inside.
21 You laughed and laughed and laughed,

22 But your laughter was ice-block
23 laughter and it froze you inside froze
24 your voice froze your ears
25 froze your eyes and froze you tongue.
26 And now It’s my turn to laugh;

27 But my laughter is not
28 ice-block laughter. For I
29 know not cars, know not ice-blocks.
30 My laughter is the fire
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31 Of the eye of the sky, the fire
32 Of the earth, the fire of the air,
33 the fire of the seas and the
34 rivers fishes animals trees
35 and it thawed your inside,
36 thawed your voice, thawed your
37 ears, thawed your eyes and
38 thawed your tongue.
39 So a meek wonder held

40 your shadows and you whispered;
41 ‘Why so?’
42 And I answered:
43 ‘Because my fathers and I
44 are owned by the living
45 warmth of the earth
46 through our naked feet.’
6.6.1 Read the poem as a whole and choose the meaning from COLUMN
B that matches the name in COLUMN A. Write only the letter (A–D)
next to the question number (6.6.1(a) – 6.6.1(d)) in the ANSWER
BOOK.
COLUMN A COLUMN B
(a) Ante-natal A Softened
(b) Thawed B understanding everything
(c) Omnivorous C connect blacks to their

understanding Ancestors
(d) Meek D related to pregnancy
E gentle
(4 x 1) (4)
6.6.2 Refer to the title.

To whom does ‘you’ refer? (1)
6.6.3 Refer to lines 1-2 (‘In your ears ……. motor car misfiring’).
(b) Explain this figure of speech. (2)
6.6.4 Refer to stanzas 1 and 2
Name two things that white people mock Africans with. (2)
6.6.5 Consider the poem as a whole

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(a) Identify the tone that is evident in this poem. (1)
(b) Why does the speaker use this tone? (1)
6.6.6 What is the white man’s state of mind in stanza 10?
6.6.7 The black man’s reaction in the poem can be admired.
YOU LAUGHED AND LAUGHED AND LAUGHED: MARKING GUIDELINES
6.6.1 (a) D/ related to pregnancy ✓
(b) A/ softened✓
(c) B/ understanding everything✓
(d) E/ gentle✓ (4)
6.6.2 It refers to the oppressor/ white man ✓ (1)
6.6.3 (a) Metaphor ✓ (1)
(b) The African songs are compared a misfiring car that has an
engine problem ✓as they are loud and harsh making an
awkward noise and the whites do not understand them.✓ (2)
6.6.4 They were mocked for their songs✓ and for their walk.✓. (2)
6.6.5 (a) Humiliating / offensive✓ (1)
(b) The speaker feels humiliated as the white man laughed or

ridiculed everything that is important to him such as songs,
walk and culture. ✓ (1)
6.6.6 The white man is humbled ✓by the fact that despite all the
humiliation that he subjected the black man to, he was still kind✓. (2)
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6.6.7 Open ended

following aspects of the poem, among others:
Yes
• The act of kindness can melt a person’s heart, there is no
need to retaliate as we find the black man not doing
anything when the white man mock s him but, in the end, he
is the one who is laughing the laughter that is filled with
warmth.
• His laughter can be felt everywhere because he is
connected to nature so in a way the white man is defeated.
OR
NO
• Black people endured so much in the hands of the white
people.
• White people ridicule everything that matters the most to
black people especially their culture/ tradition and their
dance.
• The white man thought he was superior to blacks in such a
way that they portrayed themselves as people who
understands and know everything hence passing
omnivorous understanding.
NOTE: Do NOT award a mark for YES/NO. Credit responses

well substantiated. a candidate can score a 1 or 2 marks for a
response which is not well substantiated. The candidate’s
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6.6.1. YOU LAUGHED AND LAUGHED AND LAUGHED- GABRIEL OKARA
6.6.1 Choose a poetic device from COLUMN B that matches the quote in
COLUMN A. Write only the letter (A–D) next to the question number
(6.6.1(a) – ….6.6.1(c) in the ANSWER BOOK.
COLUMN A COLUMN B
(a) “motor car misfiring” A Onomatopoeia
(b) “chocking cough” B Alliteration
(c) “ice-block laughter” C Assonance
D Metaphor
(3 x 1) (3)
6.6.2 Quote ONE word from stanza 1 that indicates that the African song
is harsh and loud to the white man. (1)
6.6.3 Refer to line 12 (' to the rhythm of talking drums pleading.’)
(b) Explain why this of figure of speech is suitable (2)
6.6.4 In your own words explain the white man’s reaction to the pleading
of the speaker. (2)
6.6.5 Refer to lines 26-29 (‘And now it’s…not ice-block’)
(a) Compare the laughter of the speaker to the white man he is

talking to. (1)
(b) Why is the following statement FALSE?
When the speaker says he does not know about cars and ice-
blocks he shows his ignorance. (1)
6.6.6 Refer to line 7.
Use your own words to explain what the speaker means by

‘omnivorous understanding’. (2)
6.6.7 Refer to lines 42-46 (And I answered…naked feet)
(a) Discuss the tone found in the above lines. (2)
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(b) Explain why the pronoun “our” forms an important part of the
message in the poem. (2)
Discuss your view.
YOU LAUGHED AND LAUGHED AND LAUGHED: MARKING GUIDELINES
6.6.1 a) B alliteration✓
b) A onomatopoeia✓
c) D metaphor✓ (3)
6.6.2 ‘misfiring’ (1)
6.6.3 (a) ‘personification✓ (1)
(b) The drum is a commonly used instrument for Africans to

communicate their feelings and emotions, ✓therefore it is what
he will use to try and convince the white man to accept his
culture. ✓ (2)
6.6.4 The white man does not understand the African culture and
therefor simply closes his eyes and heart for it.✓✓ (2)
6.6.5 (a) The laughter of the white man is cold, heartless and
mocking, while the African laughter is honest and warm earthly (2)
things.✓
(b) The speaker is not dependent on worldly things, because his

knowledge is based on things that are natural and mystic.✓ (1)
6.6.6 The white man thinks his superior and exclusive and therefore he
does not have any eagerness to understand the culture of the
African.✓✓ (2)
6.6.7 (a) The tone in these lines is humble and powerful,✓ because it
makes the white man realise that we do not own the earth, but
it owns us.✓ (2)
(b) By making use of the pronoun “our” it brings reconciliation✓

– two cultures understanding the reason for their existence.✓ (2)
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6.7. THE NIGHT-JAR AND INKOSAZANA YASEZULWINI BY CHRIS MANN
6.7 Read the extract below and then answer the questions.
The night-jar and Inkosazana Yasezulwini
1 The speckled bird as brown as dust

2 which roosts inside a bush by day,
3 hiding its head against the glare,
4 at midnight pecked against the pane,
5 and gently pecked, until I saw
6 the starlight glitter through its beak.
7 On calm and tender summer nights,

8 when fishes bite the wobbling moon,
9 and moths rise to silvery fruit
10 sprinkling the space among the boughs,
11 it wakes and glides from sill to sill
12 across the worn-out, curtained town.
13 It shook the sandman from my sight,
14 and when the tar-bound slope had turned
15 to bush and rocky hill it said,
16 ‘There is a grass-house in the hills,
17 above the coast where sugar spumes,
18 and lilies sprout, and no storms fly.
19 ‘There, the Princess of Heavens,

20 beside her dark as honey feet,
21 gathers up the dreams which reach her
22 and stooping to her woven pots
23 rinses them in rainbow water,
24 or stores them with the morning mist.
25 ‘Go, waking sleeper, call to her,

26 and wading through the icy stream
27 in which the golden pebbles shine,
28 ask her if her power is love,
29 for she is old as she is young,
30 and without her, no one dreams.’
31 She leaned against a leafless tree

32 on which a crown of crimson burned,
33 and then the hill began to dim,
4 and standing in the greying rocks,
35 I heard the nightjar fade, from sill
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36 to sill, across the windowed town.
6.7.1 Describe the setting of this poem. (2)
6.7.2 Refer to line 1 and 2 (‘the speckled bird…bush by day’).
Which evidence is there that the night-jar is a nocturnal bird? (2)
6.7.3 Explain why the following statement is FALSE.
The night-jar is deceiving the speaker. (1)
6.7.4 Refer to lines 7 and 8 (‘On calm and… the wobbling moon’).
(a) Mention the season of the year evident in these lines.

6.7.5 Refer to lines 8 to 12 (‘when fishes bite… curtained town’).
Quote TWO words which show that it is at night. (1)
6.7.6 Refer to line 32 (‘on which a... of crimson burned’).
(a) Identify the sound device used in this line. (1)
(b) Explain why the sound device is relevant in this poem. (2)
6.7.7 Choose the correct answer to complete the following sentence

below:
Write only the letter (A-D) and the question number on the
ANSWER BOOK. The use of as in LINE 1 is the Example of a…
A) Metaphor
B) Personification
C) Simile
D) Pun (1)
6.7.8 Refer in line 29 (‘for she is …she is young’).
Using your own words explain the meaning of this line. (2)
6.7.9 Refer to the whole poem. (3)
The night-jar wakes the poet, eventually leads/ guides him to

resolution.
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Discuss your view point. (3)
6.7 THE NIGHT-JAR AND INKOSAZANE YASEZULWINI by Chris Mann –

Marking Guideline
6.7.1 It is in the midnight at the speaker’s house✓ when the night-jar

perks the window pane.✓ (2)
6.7.2 It roots inside the bush during the day ✓and it hides its head
against the light.✓ (2)
6.7.3 The night-jar is a messenger and guides the speaker in

resolutions.✓ (1)
6.7.4 a) Summer.✓ The speaker describes the season as calm and

tender. The beauty of the moon and flourishing flowers.✓ (2)
6.7.5 ‘moon, curtained’✓ (1)
6.7.6 (a) Alliteration✓ (1)
(b) Crimson flowers are red in colour✓, they are often a symbol of (2)
love, this adds to the excitement.✓
6.7.7 C/ simile (1)
6.7.8 She has no age, old but young. She ensures dreams as she is the
maker and keeper.✓✓ (2)
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6.7.9 Open-ended.
Yes.
• The story of traditional leaders that wake up night be
perceived to be led somewhere.
• The speaker talks about a novice traditional healer who is
trained, acquire skills, and get to connect with his or he
ancestors
• This is said to be the calling.
OR
No.
• The speaker has immense love of nature,
• Animals and even birds this leads to a number of beliefs
about them.
• The speaker stops thinking about the dream in this way he
doesn’t find any resolution.

candidate can score 1-2 marks for a response which is not well-
substantiated. The candidate’s interpretation must be grounded in
the poem. (3)
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6.8 ON THE GRASSHOPPER AND THE CRICKET BY JOHN KEATS
6.8 Read the poem carefully and then answer the questions which follow. The number
of marks allocated to each question serves as a guide to the expected length of your
answer.
On the grasshopper and the cricket by John Keats
1 The poetry of earth is never dead.

2 When all the birds are faint with the hot sun.
3 And hide in cooling trees, a voice will run
4 From hedge to hedge about the new-mown mead;
5 That is the Grasshopper’s – he takes the lead
6 In summer luxury – he has never done
7 With his delights; for when tired out with fun
8 He rests at ease beneath some pleasant weed.
9 The poetry of earth is ceasing never:
10 On a lone winter evening, when the frost
11 Has wrought a silence, from the stove there shrills
12 The Cricket’s song, in warmth increasing ever,
13 And seems to one in drowsiness half lost,
14 The Grasshopper’s among some grassy hills.
6.8.1 Choose a description from COLUMN B that matches the name in

COLUMN A. Write only the letter (A–D) next to the question number
(6.8.1(a) – 6.8.1(d)) in the ANSWER BOOK.
COLUMN A COLUMN B
(a) wrought (line 11) A feeling weak
(b) mead (line 4) B brought about
(c) faint (line 2) C pleasure, joy
(d) delights (line 7) D meadow

(4 x 1) (4)
6.8.2 Refer to line 2 - 4 (‘When all the…the hot sun’).
a) Identify the figure of speech used in these lines. (1)
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b) Explain why this figure of speech is relevant in this poem. (2)
6.8.3 Refer to the octave.
a) Identify the time of year the speaker is referring to. (1)
6.8.4 Refer to lines 4 – 5 (‘From hedge to…takes the lead’).
a) Identify the tone the speaker would use in these lines. (1)
b) Why would the speaker use this tone in these lines? (2)
6.8.5 Refer to line 9 (‘The poetry of...is ceasing never’).
Explain what the speaker means in this line. (2)
6.8.6 Explain the contrast in the last two lines. (2)
6.8.7 One of the themes in this poem is the beauty nature.
Discuss this theme. (3))
6.8 ON THE GRASSHOPPER AND CRICKET’ BY JOHN KEATS – MARKING

GUIDELINES
6.8.1 (a) B/brought about ✓ (1)
(b) D/meadow ✓ (1)
(c) A/feeling weak ✓ (1)
(d) C/pleasure, joy ✓ (1)
6.8.2 (a) metaphor ✓ (1)
(b)The speaker refers to a hot summer’s day when even birds hide
from the sun and stop singing in order to rest ✓ but the
grasshopper continues to persist and take over from the birds and
flies place to another and sings. ✓ (2)
6.8.3 Summer ✓ (1)
6.8.4 (a) Excitement/joy/delight ✓ (1)
(b) The speaker wants to show the joy and excitement of the
grasshopper as it continues to hop and sing while enjoying the
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summer’s day. ✓ (1)
6.8.5 The poetry/beauty of nature is beautiful and continues to be pleasant

✓even during cold and uncomfortable times. ✓ (2)
6.8.6 The contrast is created by the two seasons, that despite them
being different from each other, ✓ they both part of nature’s
persistent and loving force, just like the grasshopper and cricket. ✓ (2)
6.8.7 The discussion of the theme the beauty of nature, should include
the following points, among others:
• The speaker describes the natural world and its beauty.

• The ‘voices’ of nature are heard through the crickets and
grasshopper singing and enjoying the seasons.
• Nature is persistent in its beauty, even when seasons
change, it remains beautiful.

substantiated. The candidate’s interpretation must be grounded in (3)
the poem.
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6.9. RECIPROCITIES FOR MY MOTHER -CATHAL LAGAN
Reciprocities – Cathal Lagan

for my mother
1 She gave me skeins of wool

2 To hold out (like a priest at Mass),
3 With stern rubrics not to fidget, while she
4 Wound it into a ball, unwinding me,
5 Unravelling my hands and arms, checking
6 My lapses with a gentle tug
7 When I wandered off through images
8 Her chat had made, for though
9 She kept the line between us taut
10 She kept my heart at ease with all her talk.
11 And when her ball compacted grew,

12 And my few strands fell limp away,
13 I knew there was no loss, for she
14 Would knit it back again to fit me perfectly.
15 But richer still,

16 I see today these lines are drawn out from me
17 To knit through this faltering verse
18 A thread of memory
19 Time has pulled away from consciousness.
6.9.1 Complete the following sentence by using the words in the list below.
Write only the word next to the question number
(6.9.1(a)–6.9.1(d)) in the ANSWER BOOK.
lyric; reflects; skeins; disturbs; knitting; roll; cotton; sewing; chunk; free-verse
This poem is a (a) ....The speaker (b) ... on how he used to help his
mother by holding the (c) … of wool to wind it into a ball so she could
do her (d) ... (4)
6.9.2 Explain the use of the word ‘but’ in line 15. (2)
6.9.3 Refer to line 9.
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(a) Identify the figure of speech that is used. (1)
(b) Explain why this figure of speech is relevant in this poem. (2)
6.9.4 Discuss the meaning of the phrase ‘To knit through this faltering
verse’ in line 17. (2)
6.9.5 Refer to Stanza 1.
(a) Identify the speaker’s tone in the first stanza. (1)
(b) Substantiate your answer in (a) above. (2)
6.9.6 One of the themes in reciprocities is ‘memory’. Discuss this theme. (3)
6.9.7 Discuss the suitability of the title ‘Reciprocities’. (2)
6.9. RECIPROCITIES MARKING GUIDELINES
6.9.1 (a) free-verse✓ (1)
(b) reflects ✓ (1)
(c) skeins ✓ (1)
(d) knitting ✓ (1)
6.9.2 ‘But’ is used to show transition or to link his childhood to

adulthood.✓✓ (2)
6.9.3 (a) metonymy ✓ (1)
(b) The line between the mother and the speaker is used as a
metonymy for their relationship. It symbolises the connection
between the mother and the speaker, as well as the idea of
boundaries and discipline. ✓✓ (2)
6.9.4 The speaker sees the poem as a way to knit a thread of memory
back together, which time has pulled away from his
consciousness.✓✓ (2)
6.9.5 (a) Reflective tone ✓ (1)
(b) The speaker looks back at the past✓ and the memories that
were created. ✓ (2)
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6.9.6 The discussion of the theme the beauty of memory, should include
• The poem explores the idea of memory and how it shaped his
identity.
• The speaker reflects on his past experiences with his mother,
which has become memories that he cherishes.
NOTE: For full marks, the response must be well-

substantiated. A candidate can score 1-2 marks for a
response which is not well-substantiated. The candidate’s
6.9.7 Open-ended.
• The title is suitable as both the speaker and his mother benefit
from his mother’s knitting.
• The mother benefits from the speaker who holds the skeins
of cotton for her.
• The speaker benefits by spending time with his mother. He
focuses and creativity finds its way into his writing.
OR
• The title is not suitable as the speaker’s relationship with his
mother is not reciprocal as he had no choice but to do what
he was told by his mother.
• The mother’s instructions ‘not to fidget’ when he became
distracted showed that he had to concentrate in holding the
skeins.

candidate can score 1 mark for a response which is not well-
the poem. (2)
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6.10. INVERSNAID: GERARD MANLEY HOPKINS
Inversnaid by Gerard Manley Hopkins
1 This darksome burn, horseback brown,

2 His rollrock highroad roaring down,
3 In coop and in comb the fleece of his foam
4 Flutes and low to the lake falls home.
5 A windpuff-bonnet of fawn-froth
6 Turns and twindles over the broth
7 Of a pool so pitchblack, fell-frowning,
8 It rounds and rounds Despair to drowning.
9 Degged with dew, dappled with dew

10 Are the groins of the braes that the brook treads through
11 Wiry heathpacks, flitches of fern,
12 And the beadbonny ash that sits over the burn.
13 What would the world be, once bereft

14 Of wet and wildness? Let them be left,
15 O let them be left, wildness and wet;
16 Let live the weeds and the wilderness yet.
6.10.1 Read the poem as a whole and choose the meaning from COLUMN
B that matches the word in COLUMN A. Write only letter (A-E) next
to the question numbers (6.10.1(a) to 6.10.1(d) in in the answer
book.
COLUMN A COLUMN B
(a) Inversnaid A To water a plant by sprinkling
(b) twindles B Image of the dark coloured water which

looks like soup.
(c) degged C a village in the remote Scottish highlands
(d) broth D Something thin but strong.
E The movement of froth in the stream.
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4x1 (4)
6.10.2 Refer to line 5 (A windpuff-
(b) Explain why this figure of speech is relevant. (2)
6.10.3 Refer to stanza 3.
Choose the correct answer to complete the following sentence.

The description in this stanza shows that:
A. The speaker is looking at a dry riverbed.

B. The speaker admires the natural landscape around him.
C. The place is dark and dangerous.
D. The hills are blocking the brook’s beauty. (1)
6.10.4 Refer to stanza 3.
Why is the following statement FALSE?
The place is overgrown with fern. (1)
6.10.5 What is the speaker’s state of mind in lines 13 to 14? (What would
the…them be left)
Substantiate your view. (2)
6.10.6 One of the themes of this poem is preservation of nature.

6.10.7 The poem is more relevant today than it was in 1881.
INVERSNAID: MARKING GUIDELINES

6.10.1 a) C/a village in the remote Scottish highlands✓ (1)
b) E/The movement of froth in the stream.✓ (1)
c) A/To water a plant by sprinkling✓ (1)
d) B/Image of the dark coloured water which looks like soup.✓ (1)
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6.10.2 (a) metaphor✓ (1)
(b) The froth which is foam pushed by the wind looks like a lady’s
bonnet ✓ and it is fawn/soft tan in colour✓. (2)
6.10.3 A/the speaker admires the natural landscape around him.✓ (1)
6.10.4 There are flitches of fern, which means that there are patches.✓ (1)
6.10.5 Despair/ anguish, desperation/distress.✓
He asks a rhetorical question to force the reader to imagine a world

that lacks natural beauty.✓ (2)
6.10.6 The discussion of the theme of preservation of nature should include

• The speaker is concerned about mankind saving nature.
• He feels that natural places should not be destroyed because
of man’s search for wealth.
• He persuades mankind to see how lacking the world would
be without the wet and wild areas.
• He emphasises his view by repeating that the nature must be
left as it is and weeds, which are generally undesirable, must
be left to run wild. (3)
6.10.7 Open-ended. Accept a relevant response which shows an

understanding of the following viewpoints, among others:
Yes
• We are at the height of the industrial revolution and there is a
lot of destruction to nature in search of wealth, building
infrastructure or other human activities.
• The world is experiencing global warming and natural
disasters because of the destruction of nature.
OR
No
• The industrial revolution was not good from the beginning,
even in the speaker’s time.
• If it had been curbed then, it would not have been the huge
problem it is now.
• It was relevant in that century too as we notice that the
speaker was against the destruction of nature.

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the poem. (3)
6.10. INVERSNAID: GERARD MANLEY HOPKINS
6.10.1 Complete the following sentences by using the words in the list
below. Write only the word next to the question number
(6.10.1(a)–6.10.1(d)) in the ANSWER BOOK.
village; industries; rises; natural; brook; man-made; hills; flows
The poem gives details about a…(a) which …(b) powerfully. It is

surrounded by …(c) which make the speaker admire the …(d) views. (4)
6.10.2 Refer to line 2 (‘His rollrock…highroad roaring down’).
(a) Identify the sound device used in this line? (1)
(b) Explain why the sound device is relevant in this poem. (2)
6.10.3 Refer to lines 6-8 (‘Turns and twindles…Despair to drowning’).
(a) Identify the speaker's tone in these lines. (1)
(b) Why would the speaker use this tone in these lines? (2)
6.10.4 Quote one word which shows that the water is a mixture of what the
stream sweeps as it flows. (1)

The word ‘degged’ shows that the speaker uses an American dialect. (1)
6.10.6 One of the themes of the poem is appreciation of the natural

environment.
6.10.7 The speaker shows manages to convince the reader that the natural
landscape must be left untouched.
i
INVERSNAID: MARKING GUIDELINES

6.10.1 a) brook✓ (1)
b) flows✓ (1)
c) hills✓ (1)
d) natural ✓ (1)
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6.10.2 (a) alliteration✓ (1)
(b) It shows the speed of the stream✓ as rocks are rolled down by
the fast flow of the water.✓ (2)
6.10.3 (a) gloom/ despair/ anxiety.✓ (1)
(b) There is a sense of darkness and depression brought by the

dark water and the shadows cast by the hills which build a
gloomy picture✓. The speaker hopes that this negativity will be
washed away by the flowing water.✓ (2)
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6.10.4 ‘broth’✓
(1)
6.10.5 The word ‘degged’ shows that the speaker uses a Scottish dialect.✓ (1)
6.10.6 The discussion of this theme of appreciation of nature should include

the following points, among others.
• He gives vivid descriptions of the flowing stream.
• The stream seems to wash away the negativity which
suggests that nature is cleansing.
• He says that the world would be a terrible place without the
natural landscape. (3)
6.10.7 Accept a relevant response which shows an understanding of the

following points, among others:
Yes.
• It provides beauty and allows one to connect with nature.
• The speaker indirectly shows that industrialisation will ruin the
natural landscape.
• He gives a rallying cry to make the reader see the importance
of preserving nature.
No.
• He does not show how the world is affected if nature is
destroyed.
• He only focused on the river and not on other elements of
nature which are more likely to be destroyed.
• As population increases, the need for settlement areas and
industries is inevitable.
NOTE: For full marks, the response must be well-

substantiated. A candidate can score 2 mark for a response
which is not well-substantiated. The candidate’s interpretation
must be grounded in the poem. (3)

k2023 ZN English Fal Teacher S Guide Poetry Question Bank May 2023

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k2023 ZN English Fal Teacher S Guide Poetry Question Bank May 2023

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CURRICULUM GRADE 10 -12 DIRECTORATE

TEACHER SUPPORT DOCUMENT

SHORT STORIES’ TEAM

6.1 Hard to find by SinesipoJojo 5

6.1 HARD TO FIND: SINESIPO JOJO

Hard to find – Sinesipo Jojo

1 Words are everywhere

5 but there’s always something hard to understand…

6 they are hard to find

10 While words are busy playing some twisted game

15 words will realise what my heart wants to say.

6.1.1 Comment on the structure of the poem. (2)

6.1.3 Choose the correct answer to complete the following sentence.

The words ‘fly out’ in line 3 means ...

6.1.5 State how Stanza 1 contradicts Stanza 2. (2)

6.1.6 Describe the speaker’s state of mind in Stanza 4. (3)

6.1.7 Refer to line 14- 15 (‘hoping that one...wants to say.’).

What do these lines reveal about the speaker’s character?

6.1.9 One of the themes in this poem is sadness.

Discuss this theme. (3)

HARD TO FIND: MARKING GUIDELINES

6.1.3 B/Get away✓ (1)

6.1.4 The speaker wants to introduce a contradictory idea ✓ (by writing

6.1.6 Sad / unhappy/ in low-spirits✓

The speaker is sad/ unhappy/ in low-spirits because words are playing

6.1.7 She is a hopeful/ positive/ an optimistic person✓

6.1.8 In Stanzas 3 - 5 ‘the heart’ refers to the speaker✓ who is struggling to

NOTE: For full marks, the response must be well substantiated. A

6.2. WHAT LIFE IS REALLY LIKE BY BEVERLY RYCROFT

What life is really like

1 You need to toughen up

9 He’d seek me out

18 I was the one made to

25 You see life is a fight for survival

30 i waited and waited for that bitter

and my father dressed my wound.

6.2.2 Refer to line 8 (‘what life is really like’).

Why is the word ‘really’ written in bold? (1)

6.2.3 Explain why the following statement is FALSE?

The speaker only observed his father when working. (1)

6.2.4 Refer to line 23 (‘its garotted throat’)

(a) Identify the figure of speech used in this line. (1)

(b) Why would the speaker use this tone? (2)

6.2.6 Refer to lines 30-32 (‘i waited and…in to land’)

6.2.8 Refer to the poem as a whole.

In the end, the speaker learnt ‘What life is really like’.

Discuss your view. (3)

6.2. What life is really like by Beverly Rycroft – Marking Guidelines

6.2.1 This is a lyric poem✓

The poem consists of 43 lines of unequal length✓

It is written in free verse✓

NOTE: Accept any TWO relevant answers. (2)

6.2.4 a) Hyperbole✓ (1)

b) The mutilated/injured pigeon is not as serious as the speaker

6.2.5 a) Aggressive/Agitated/Condemnatory/Disgruntled/Harsh/Irritated✓ (1)

6.2.6 The speaker is at a state of accepting the situation of being exposed

• The speaker’s father tries by all means to teach his daughter

NOTE: For full marks, the response must be well-substantiated. A

Accept a relevant response which shows an understanding of the

NOTE: Do NOT award a mark for YES Or NO. Credit responses

6.3 THE SLAVE DEALER- THOMAS PRINGLE

The Slave Dealer – Thomas Pringle

1 From ocean’s wave wanderer came