P O E T R Y

Leisure

Form 3

Curriculum Development Division. Ministry of Education Malaysia 2011

Table of Contents

Contents Page

Preface 1

Acknowledgement 3

Leisure 4

Poetry 6

Introduction 9

Activities 10

Assessment 37

Answer Key 39

Glossary 42

1

Preface

The Teacher’s Literature Component Teaching Module

This Literature Component Teaching Module is for teachers who are teaching the Literature

Component of Language Curriculum for Malaysian Secondary Schools. This second cycle

in the implementation of the Literature Component began in January 2010 for Forms 1 and

4. The Literature Component for Form 3 is made up of a selection of creative and literary

works in two main genres, Poems and Novels. The module provides an overview of the

texts to be taught and suggested activities for the different genres found in the literature

component of the English Language Curriculum for secondary schools.

This module provides teachers with practical ideas and suggestions for making the

teaching of the literature component an interesting and exciting experience both for teachers

as well as students. Through fun-filled learning activities, students should be able to

appreciate, demonstrate understanding and express personal responses to literary and

creative works. Teachers are encouraged to adapt and modify the activities and materials in

this module to suit their students’ learning styles and level of proficiency. This is to ensure

that the element of fun and experimentation with the language is not hampered.

Structure of the Module

The Literature Component Teaching Module for Form 3 is divided into eight sections:

Section 1 – Introduction: Provides a general overview of the poetry and its elements:

- Synopsis

- Setting

- Tone

- Mood

- Themes

Poet’s background is mentioned for teachers and students

information.

Section 2 – Activities: This section provides some suggested learning activities and each

activity may be accompanied by activity sheets, handouts and

suggested adaptations. Each activity consists of five parts:

2

- Time

- Aim(s) of activity

- Material(s) for the activity

- Steps on how to conduct the activity

- Additional notes are included for further clarification, explanation

and instruction.

Section 5 – Assessment: Test students’ performance using summative and formative types

of questions.

Section 6 – Suggested answers: The answer keys are provided for the activities in Section 4

and Section 5. The suggested answers are guide only and other

appropriate responses are acceptable.

Section 7 – Glossary: A glossary is provided at the end of each genre section. This list

contains some of the words/phrases and their meanings as used in

the texts.

Note to Teachers

This Literature Component Teaching Module for Form 3 provides suggested activities for the

teaching of the texts in the Form Three Literature Component. However, for purposes of

reinforcement and extension, teachers are encouraged to adapt, modify and adjust the

activities to suit the students’ proficiency level. Teachers should bear in mind that in the

teaching and learning of the literature component, it is pertinent to explore students’

creativity and potential. Thus, there is a need to provide opportunities for the students to

participate actively and express themselves without much reservation.

The Literature Component Teaching Module in the English Language Curriculum for

Malaysian Secondary Schools primarily focuses on the ‘fun’ aspect of learning. Thus, much

effort should be put into sustaining interest in reading literature for fun and not learning for

examination purposes. Rather, there should be some kind of formative assessments carried

out during the teaching and learning process to help students progress to their next level of

competence. Furthermore, formative assessment could improve instruction and

effectiveness in teaching of the Literature Component in the English Language curriculum.

It is hoped that teachers will find the module handy, resourceful, helpful and

beneficial to effectively and efficiently implement the new Malaysian English Language

Curriculum for Secondary School. So this will successfully produce and create effective

English Language Lessons that will stimulate students into becoming more proficient and

adept English Language users

3

Acknowledgement

These teaching modules were developed and compiled with the help of a group of dedicated

teachers from various schools all over the country. To them, the Ministry of Education would

like to express its sincere gratitude and thanks. Members of the team, working in

collaboration with the Curriculum Development Division are:

1. Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur

2. Pn Yong Wai Yee SK Brickfields 1, Kuala Lumpur

3. Pn Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Shah Alam,

Selangor

4. En Khairul Anuar bin Yang Ahmad SMK King Edward VII, Taiping, Perak

5. Pn Sathiavany a/p Madhavan SMK St Paul, Seremban, Negeri Sembilan

6. En Jimmy Then Choon Jing SMK Bintulu, Sarawak

7. En Norrol Sham bin Mohd Yunus SMK Sg. Pasir, Sg. Petani, Kedah

8. En. Xavier Manickam SMK Rantau, Negeri Sembilan

9. En Au Yeong Weng Hang SMK Seri Permaisuri, Kuala Lumpur

10. Pn Nooraini binti Baba SMK Wakaf Tapai, Terengganu

11. Pn Ezareen bt C. Ahmad Ezanee SMK Bukit Jelutong, Shah Alam, Selangor

12. Pn Ingrid Sarina Rueh SMK Bukit Indah, Ampang, Selangor

13. Pn Vasanthi Sandragasam SMK Tun Habab, Kota Tinggi, Johor

14. Pn Hyacinth Foo Mook Keow SMK Seri Sentosa, Kuala Lumpur

15. Pn Norfidzah bt Mohd Nordin SMK Taman Melawati, Gombak, Selangor

16. Pn Khoo Guat Tin SMK Subang Jaya SS14/6, Selangor

17. En. Mohd Zamri bin Abu Zarin SBPI Rawang, Selangor

18. En. Adrian Robert SM La Salle, Kota Kinabalu, Sabah

19. Pn Sabina Kok SMK Assunta, Selangor

20. Pn Marina bt Mahmood SMAP Labu, Labu, Negeri Sembilan

21. Pn. Intan Hamimah bt Mamat SMK Seksyen 18, Shah Alam, Selangor

22. Pn Michelle Lim Pek Sim SMK Bandar Puchong Jaya (B), Selangor

23. Pn Elyani bt Khalid SMK Agama Kuala Lumpur, Kuala Lumpur

24. Cik Darshini Nadarajan SMK Alor Akar, Kuantan, Pahang

25. En. Mohd Redza Asyraf bin Ramlee SMK Jitra, Kedah

26. Pn Juliana Ali SBPI Jempol, Negeri Sembilan

27. Pn Diana Fatimah Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM

28. Cik Masreen Wirda Mohammad Ali Bahagian Pembangunan Kurikulum, KPM

29. YM Tengku Ireneza Marina Tengku Mazlan Bahagian Pembangunan Kurikulum, KPM

30. En Ng Yew Kee Bahagian Pembangunan Kurikulum, KPM

4

LEISURE POETRY

Leisure

What is this life if, full of care,

We have no time to stand and stare.

No time to stand beneath the boughs

And stare as long as sheep or cows.

No time to see, when woods we pass,

Where squirrels hide their nuts in grass.

No time to see, in broad daylight,

Streams full of stars, like skies at night.

No time to turn at Beauty's glance,

And watch her feet, how they can dance.

No time to wait till her mouth can

Enrich that smile her eyes began.

A poor life this if, full of care,

We have no time to stand and stare.

W. H. Davies

5

LEISURE POETRY

What is poetry?

Poetry has various meanings to different people. Take for example, Wordsworth who

defines 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 defines 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."

Poetry is different from prose or drama particularly in the economic use of its language.

Poets often select words for conciseness, clarity, emotive qualities, musical value, spacing,

and even the spatial relationship to the page. Thus, poetry is evocative as it typically evokes

in the reader an intense emotion: joy, sorrow, anger, catharsis, love and the like. In order to

ensure this evocation is fully achieved, many believe that the cardinal rule of poetry is IT

SHOULD BE READ ALOUD.

Poetry does not necessarily have to have to be in any particular form. There are various

types of poetry such as sonnet, haiku, limericks, acrostic poems, rhyming couplets, nursery

rhymes and shape poems. The ‘paragraph’ in a poem is called a stanza or a verse.

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

Characterisation

Very rarely

Point of view

Voice/persona

Tone

Tone

Mood

Mood

Poetry

6

The table below will give you a quick look at the characteristics of poetry:

Characteristics of Poetry

Figures of speech

Poets use figures of speech as poetic devices to evoke tone, mood, colour and lyricism in their poetry. Here, are some common devices that the poets use.

Rhyme

This is the repetition of the same sounds. The most used rhyme is called the end rhyme, for example, in I Wonder by Jeannie Kirby:

I wonder why the grass is green, And why the wind is never seen?

Assonance

This is the repetition of identical or related vowel sounds, for example, in Sweet and Low by Alfred Lord Tennyson:

Sweet and low, sweet and low, Wind of the western sea, Low, low, breathe and blow,

Alliteration

This is the repetition of consonant sounds, for example, in I Wonder by Jeannie Kirby:

Who taught the birds to build a nest, And told the trees to take a rest?

Uses words to build

sensory impressions and

create images

Plays with the sounds of

words and the rhythms of

phrases

Is usually intended to be

read aloud.

Compresses ideas: Poetry

uses less space than prose

does to present an idea

Poems use the sounds of

language in deliberate,

special ways

A poem may stir up deep

feelings in the readers

Narrative Poetry is meant to

tell a story

Many poems talk about

ordinary events.

Lyric Poetry is meant to

reveal the poet’s feelings

and unique reactions

7

Simile

This is a form of comparison which uses ‘like’ or ‘as’, for example, in ‘Leisure‟ by William Henry Davies,

Streams full of stars, like stars at night.

Metaphor

Like a simile, this is also a form of comparison. However, no words of similarity such as ‘like‟ or „as‟ are used. An example is the word „wheelchair‟ in A Fighter‟s Lines by Marzuki Ali. The word indicates that the persona is weak and unable to fight the deceit surrounding him.

from the wheelchair of the rest of my days

Personification

This is where inanimate things are given human qualities or characteristics, for example, in ‘A Fighter‟s Lines‟ by Marzuki Ali, the word ‘years’ possesses the characteristic of being crippled.

for the remnants of my crippled years

Imagery

Imagery is the mental picture that appeals to the senses - of sight, hearing, touch, taste and smell. These are some terminologies for imagery:

Visual imagery – sense of sight e.g. Streams full of stars, like stars at night. (‘Leisure‟ by William Henry Davies)

Aural / auditory imagery – sense of hearing e.g. That squeaking door will always squeak. (‘Mr. Nobod‟y by Anonymous)

Kinaesthetic / tactile imagery – sense of touch e.g. You grasp the bark by a rugged pleat (‘On going Unnoticed‟ by Robert Frost)

Gustatory imagery – sense of taste e.g. Her voice was like warm honey on a cold morning.

Olfactory imagery – sense of smell e.g. the scent of honey. (‘Nature‟ by H. D. Carberry)

SOURCE ……………………………………………………………………………………………………...

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

8

LEISURE POETRY

About the poet

William Henry Davies is also known as W. H. Davies. He was born on 3rd July 1871

in Newport, Wales. His father who was an iron-moulder died when Davies was barely two

years old. Then, his mother remarried. She put Davies together with his two other siblings

under the care of his paternal grandparents.

Davies left the United Kingdom during his teenage life and moved to the United

States. This marked the beginning of his tramp adventure. He also went to Canada where

his right foot was crushed as he tried to jump off a freight train. Then, he returned to the

United Kingdom but still remained a tramp.

Subsequently, he composed and wrote poems. He borrowed money to get them

printed and sold them door-to-door. However, the enterprise halted. His self-published

anthology of poems, ‘The Soul Destroyer’ in 1905 finally gained recognition by Arthur

Adcock, who was a journalist with the Daily Mail. Later, the literary critic, Edward Thomas

adopted the role of guardian for Davies. George Bernard Shaw also wrote a preface for his

manuscript, ‘The Autobiography of a Super-Tramp’. He then moved to London and his

poems attracted fellow poets who include W. B. Yeats and Ezra Pound. His works revolved

greatly around nature, hardship, his tramping experiences and the characters he met.

Davies was a famous poet and writer during his time. He is best known for the

opening two lines of the poem, ‘Leisure’; “What is this life if, full of care

We have no time to stand and stare”.

He was also honoured with the degree of Doctor Litteris, honoris causa from the

University of Wales. He died on 26th September 1940.

Introduction

9

Synopsis

The poem, „Leisure‟ is about man not having time or not making time to enjoy nature and the

simple pleasures of life. The persona questions what life is if we lead hurried lives all the

time and have no time to look at nature or enjoy the beauty around us. Leisure is having free

time to relax. However, we have too much work and make no time to enjoy the little things

around us. Thus, the quality of life is poor.

The persona believes that we should spend our free time enjoying and appreciating

the beauty of nature. We should have the time to stand under trees and look at the things

happening around us. When we pass the woods, we should observe the activities of little

animals like squirrels. We should also take time to look at streams that shimmer in daylight

due to reflections of light. Nature is portrayed as a beautiful dancing lady with smiling eyes

who then breaks into a smile. If we have no time to enjoy the beauty around us, we are

indeed leading poor lives.

Setting The persona uses nature such as the woods, streams, sky, farm animals and squirrels to

portray the joys of simple living which busy people neglect. The rural setting used as the

background enables his readers to savour a new world of experience and delight.

Tone and mood The persona is contemplative and reflective about how we often ignore the beauty of nature

and life’s simple pleasures. He seems frustrated and sad that man is so engrossed with

routine that there is no time to enjoy a leisurely observation of life around us.

Themes Take time to enjoy nature and simple pleasures of life. The persona says that man has no time to observe and enjoy nature. Man is so busy with

materialistic pursuits that he has forgotten to enjoy the little things the world has to offer such

as observing squirrels scampering about hiding their food or looking at the streams glimmer

due to sunlight. Man needs to have all these leisurely pursuits for a meaningful life.

Life is meaningless if we have no time for leisure. Man works to earn money and enjoy life. However, if work and other worries take up all his

time, he has no time to enjoy the simple pleasures of life or nature. Hence, life becomes

meaningless.

Appreciating nature We should make time to appreciate nature such as mountains, trees, animals and rivers no

matter how busy we are. Nature delights the senses and mind through its beauty and the

wonders it has to offer.

Source: http//:en.wikipedia.org/wiki/W.H.Davies

10

LEISURE POETRY

Activities Titles Page

Pre – Activity 1 Seeing Is Believing 11

Pre – Activity 2 Rhyme Time 12

Pre – Activity 3 Leisure 15

While-Activity 4 Meaningful Leisure 16

While-Activity 5 Action Chorus 18

While-Activity 6 To ... 19

While-Activity 7 Get The Picture? 20

While-Activity 8 Thy Name, Beauty 21

While-Activity 9 Understanding Leisure 23

Post-Activity 10 Negleisure 25

Post-Activity 11 The Optimist’s View 27

Post-Activity 12 Leisure Mail 29

Extension 13 Cinquaine 31

Extension 14 Get Rapping 32

Extension 15 Show and Tell 34

Activities

11

LEISURE PRE–ACTIVITY 1

Time : 40 minutes

Seeing is Believing

STEPS ……………………………………………………………………………………………… 1. Get the students to watch a short video clip on nature. 2. Ask the students to get into groups of four. 3. Tell the students to write about the scene they like in the video clip and the

reasons for their choice on A4 paper. 4. Get a representative from each group to read out their group’s responses.

MATERIALS ……………………………………………………………………………………………… 1. A4 paper 2. A short video clip on nature (see notes)

AIMS ………………………………………………………………………………………………

1. To express opinions on nature 2. To give reasons why they like a particular scene in a video clip

2.

Students with lower proficiency can be asked to write sentences to

the following sentences with the following structures:

o “I like to see ….. in the movie because …..”

o “I can see ….. It is beautiful because …..”

Some websites to obtain appropriate video clips on nature:

http://www.youtube.com/watch?v=tYa1jEVCH-4&feature=related

http://www.youtube.com/watch?v=Mlxt_rX6Gmk&feature=related

http://www.youtube.com/watch?v=9VRwMghIemo&feature=related

12

LEISURE PRE–ACTIVITY 2

Time : 40 minutes

Rhyme Time!

STEPS ……………………………………………………………………………………………… 1. Get the students to form groups of four. 2. Distribute Worksheets 2a and 2b. 3. Instruct the students to list words that rhyme (Activity A). 4. Get them to complete the couplet with the words chosen from the list (Activity B). 5. Tell the students to write their own couplet (Activity C).

Reduce the number of columns and rows for less proficient students. 6. Get a representative from each group to read aloud the group’s couplet to the

class.

MATERIALS ……………………………………………………………………………………………… 1. Worksheets 2a and 2b 2. Marker pens

AIMS ……………………………………………………………………………………………… 1. To list words that rhyme 2. To compose and present rhyming couplets

Couplet:

A couplet is two lines of poetry verse of about the same length.

The last words in the two lines of a rhyming couplet rhyme with each other.

Adapted from: http://dictionary.reference.com/browse/couplet

13

LEISURE WORKSHEET 2a

ACTIVITY A List words that rhyme. The first one has been done for you.

1. care dare stare pair

2. kind mind

3. mill till

4. hop

5. pair

6. lie

7. book

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Rhyme Time!

14

LEISURE WORKSHEET 2b

ACTIVITY B Use the appropriate words that rhyme to complete the couplets below. ACTIVITY C Using the examples in Activity B as a guide, write your own couplets. Then, read them aloud to your class.

1. ………………………………………………. ……………………………………………….

2. ………………………………………………. ……………………………………………….

3. ………………………………………………. ……………………………………………….

Rhyme Time!

1. I like to drink …………………...........

It makes me ………………….............

2. Jessy smiles like a …………………...

She makes me feel …………………..

3. The world is getting …………………..

We must try to make it ……………….

COUPLET

15

LEISURE PRE–ACTIVITY 3

Time : 15 minutes

Leisure

STEPS ……………………………………………………………………………………………… 1. Get the students to form groups of four. 2. Brainstorm for nouns related to nature 3. Show an example of a simple acrostic poem with a noun related to nature .

(See notes) 4. Get the students to compose simple acrostic poems using the word ‘LEISURE’

on a display sheet. Better students can expand each word of the line to produce

a more comprehensive acrostic poem.

5. Instruct each group to present their poem.

MATERIALS ……………………………………………………………………………………………… 1. Display sheets (mah-jong paper) 2. Marker pens

AIMS ……………………………………………………………………………………………… 1. To list nouns related to nature 2. To compose and present simple acrostic poems

An acrostic poem uses a word for its subject. Each line of the poem begins with a letter from the subject word. An example of a simple acrostic poem:

So nice and blue Keep on looking at it You should look

Blowing

Rippling

Easy

Energizing

Zephyr

Everlasting

Source:

http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hickey/acrost

ic.htm

16

LEISURE WHILE–ACTIVITY 4

Time : 40 minutes

Meaningful Leisure

STEPS ……………………………………………………………………………………………… 1. Get the students to work in groups of four. The four students are called Nature, Time, Life and Leisure. 2. Tell the students to discuss and answer questions in Worksheet 4. 3. Ask the students named Life and Leisure to move to other groups and form new groups. 4. Instruct the students to compare and discuss answers of both groups. 5. Tell Life and Leisure to go back to their original groups and discuss the answers. 5. Get the students to present their answers.

MATERIALS ……………………………………………………………………………………………… 1. The poem 2. Worksheet 4

AIMS ……………………………………………………………………………………………… 1. To understand the meanings of key words 2. To identify and understand the main ideas

17

LEISURE WORKSHEET 4

A. Complete the table below with words or phrases from the poem to match the meanings provided.

WORDS OR PHRASES MEANINGS

1 below

2 branches

3 forest

4 a rodent with a bushy tail which feeds on nuts and seeds

5 to look or gaze fixedly

6 rivers

7 full of concerns or troubles

8 to look briefly

9 to improve the quality of something

10 bright day

11 time spend doing what we enjoy

B. Answer the following questions.

1. What does the phrase „no time‟ suggest?

…………………………………………………………………………………………

…………………………………………………………………………………………

2. Name 3 activities of leisure mentioned in the poem.

i) …………………………………………………………………………………

ii) …………………………………………………………………………………

iii) …………………………………………………………………………………

3. To what does the phrase a „poor life‟ refer?

…………………………………………………………………………………………

4. Why do you think ‘no time’ is repeated throughout the poem?

…………………………………………………………………………………………

Meaningful Leisure

18

LEISURE WHILE–ACTIVITY 5

Time : 40 minutes

ActionChorus

STEPS ………………………………………………………………………………………………

1. Divide the class into 2 groups and select a leader. Name one group as ‘No time‟ and the second group as „Life‟.

2. Instruct the ‘No time’ group to recite all the lines which have the words ‘no time’. The other group will recite the lines without these words.

3. Take the students outside the classroom and give them 20 minutes to discuss their parts and practise choral speaking. Encourage students to be creative.

4. Get the students to present their choral speaking together as a class.

MATERIALS ……………………………………………………………………………………………… 1 The poem

AIMS ……………………………………………………………………………………………… 1. To enunciate and pronounce words correctly 2. To recite the poem with feelings and expressions

19

LEISURE WHILE–ACTIVITY 6

Time : 40 minutes

To…

STEPS ………………………………………………………………………………………………

1. Instruct the students to work in pairs and underline all the infinitives (to + verb) in the poem. Teacher explains the grammar rule (see notes).

2. Get the students to write 5 sentences beginning with „There is no time to…‟ and another 5 sentences beginning with „We have no time to…” on A4 paper. (10 mins.)

3. Tell the students to exchange their papers and do peer corrections. Teacher facilitates.

4. Ask the students to return the corrected sentences to the respective pairs. 5. Get a few students to read out their sentences to the class. Teacher asks the

students for the grammar rule learnt.

MATERIALS ……………………………………………………………………………………………… 1. The poem 2. A4 paper

AIMS ……………………………………………………………………………………………… 1. To identify infinitives used in the poem 2. To form sentences using infinitives correctly

Infinitives: An infinitive is the base form of a verb used with ‘to’…

e.g.: to sleep, to study, to travel

Source: http://www.myenglishteacher.net

20

LEISURE WHILE–ACTIVITY 7

Time : 40 minutes

Get the Picture?

STEPS ……………………………………………………………………………………………… 1. Get the students to work in groups of four. 2. Distribute display sheets and marker pens. 3. Instruct the students to talk about the poem and draw pictures to illustrate it. 4. Tell the students to display and present their work to the class. 5. Give a reward for the best drawings or illustrations.

MATERIALS ……………………………………………………………………………………………… 1. The poem 3. Marker pens / other art materials 2. Display sheets 4. Blue tack

AIMS ……………………………………………………………………………………………… 1. To understand and discuss the poem 2. To present the poem with appropriate drawings or illustrations

21

LEISURE WHILE–ACTIVITY 8

Time : 40 minutes

Thy Name ,Beauty

STEPS ……………………………………………………………………………………………… 1. Get the students to work in pairs.

2. Distribute Worksheet 8. Get the students to discuss and answer the questions. 3. Get the students to present their answers and display their worksheets on the class notice board.

MATERIALS ……………………………………………………………………………………………… 1. The poem 2 . Worksheet 8

AIMS ……………………………………………………………………………………………… 1. To understand and identify the element of personification in the poem 2. To write short descriptions on the beauty of nature

Personification

Personification is the attribution of human qualities and abilities to inanimate

things and abstract ideas.

Examples:

1. Fear knocked on the door. Faith answered. There was no one there. (PROVERB)

2. The wind yells while blowing.

3. The sun greeted me this morning.

22

LEISURE WORKSHEET 8

Answer the following questions.

1. Why do you think the word ‘beauty’ is written as ‘Beauty’ with a capital ‘B’?

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

2. Is ‘Beauty’ a male or a female? How can you tell from the poem?

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

3. The movements in nature are beautiful like a dancer’s. Based on your own observation, describe movements of two things in nature which are beautiful.

a) ……………………….………………………………………………………………..

……………………….………………………………………………………………..

b) ……………………….………………………………………………………………..

……………………….………………………………………………………………..

4. The poet describes Beauty as smiling. Give two instances when you feel that nature is smiling at everyone.

a) ……………………….………………………………………………………………..

……………………….………………………………………………………………..

b) …………………………….…………………………………………………………..

…………………………….…………………………………………………………..

Thy Name ,Beauty

23

LEISURE WHILE –ACTIVITY 9

Time : 40 minutes

LEISURE POETR

Understanding Leisure

STEPS ………………………………………………………………………………………

1. Tell the students to work in pairs to match the stanzas of the poem to their correct meanings in Worksheet 9.

2. Ask the students to compare and discuss each other’s answers. 3. Get a student to present the answers to the class.

2. 3. 4. 5. 6.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 9

AIMS …………………………………………………………………………………………

1. To understand the poem

2. To match the stanzas of the poem to their meanings

Literal and figurative language

Literal meaning is straightforward or factual meaning.

Figurative meaning is implied meaning. Examples: 1. He runs like a duck. Literal meaning : He runs like a water bird. Figurative meaning : He is awkward and waddles when he runs. 2. This bag weighs a tonne. Literal meaning : The weight of this bag is one tonne. Figurative meaning : This bag is extremely heavy. 3. She let the cat out of the bag. Literal meaning : She let out the small, furry animal out of the bag. Figurative meaning : She revealed the secret.

24

LEISURE WORKSHEET 9

Match the stanzas of the poem with their meanings and write the letters in the Answer Column.

STANZAS

ANSWERS

MEANING

1. What is this life if, full of care, We have no time to stand and stare.

a. In daylight, streams sparkle in the sunshine and look like they are

full of stars. Busy people miss this beautiful sight.

2. No time to stand beneath the boughs And stare as long as sheep or cows.

b. Nature is personified as a

beautiful, dancing maiden. We don’t have time to admire Nature’s beauty or the movements in nature.

3. No time to see, when woods we pass,

Where squirrels hide their nuts in grass.

c. Life is meaningless when we do not have leisure time.

4.No time to see, in broad daylight, Streams full of stars, like stars at night.

d. People are in such a hurry that

they do not have time to observe the pleasing sights and changes in nature.

5.No time to turn at Beauty’s glance, And watch her feet, how they can dance.

e. People living a busy life do not

have the leisure to stand under the trees and gaze at their surroundings.

6.No time to wait till her mouth can Enrich that smile her eyes began.

f. When people pass through a forest in a hurry, they do not notice the

wonders of nature.

7.A poor life this if, full of care, We have no time to stand and stare.

g. A busy life causes people not to have leisure time.

Understanding Leisure

25

LEISURE POST–ACTIVITY 10

Time : 80 minutes

LEISURE POETR

LEISURE WORKSHEET 10

Negleisure

STEPS ………………………………………………………………………………………………

1. Instruct the students to discuss in groups other things that we have no time to do life.

2. Students note down their ideas on a piece of paper. 3. Tell them to write couplets similar to the couplets in the poem, ‘Leisure’ in

Worksheet 10.

4. Ask the students to recite aloud the completed couplets to the class.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 10 2. A4 paper .

AIMS ……………………………………………………………………………………………… 1. To compose simple couplets 2. To recite poems with feelings and expressions

COUPLET The poem ‘Leisure’ has seven couplets. A couplet is a pair of verse lines. A rhyming couplet has two lines in which the last words rhyme with each other.

* Teachers can decide on the number of couplets students have to compose based on their proficiency level.

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WORKSHEET 10

1. Write couplets or rhyming couplets about things that we have no time to do. The first couplet has been done for you.

Things we have no time to do

No time to speak to Mum and Dad And share tears and laughter

No time to ………………………………………………………………………………………………………………………….. And ……………………………………………………………………………………………………………………………………..

No time to ………………………………………………………………………………………………………………………….. And ……………………………………………………………………………………………………………………………………..

No time to ………………………………………………………………………………………………………………………….. And ……………………………………………………………………………………………………………………………………..

No time to ………………………………………………………………………………………………………………………….. And ……………………………………………………………………………………………………………………………………..

No time to ………………………………………………………………………………………………………………………….. And ……………………………………………………………………………………………………………………………………..

Negleisure

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LEISURE POST–ACTIVITY 11

Time : 40 minutes

The Optimist’s View

STEPS ………………………………………………………………………………………………

1. Distribute the handout with poem and let the students read it aloud. 2. Tell the students to read out the lines which show pessimism or negativity 3. Give out Worksheet 11 4. Get the students to change the negative lines to positive statements using modals. 5. Discuss the answers.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 11 2. Handout with poem

AIMS …………………………………………………………………………………………

1. To compose simple poems 2. To retell a poem from a different point of view 3. To recite poems with feelings and expressions

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LEISURE WORKSHEET 11

Write positive sentences using modals such as must, should and have to.

Stanza

Negative lines

Positive lines

1 We have no time to stand and stare.

We must make time to stand and stare.

2

We have no time to stand and look at things around us like sheep or cows.

3 We have no time to see squirrels hiding their nuts when we pass through woods.

4 We have no time to see the beautiful shimmering streams in the sunlight.

5 We have no time to admire nature.

6 We have no time to observe the movements of things in nature.

7 We have such a meaningless life when we have no leisure.

The Optimist’s View

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LEISURE POST–ACTIVITY 12

Time : 80 minutes

Leisure Mail

STEPS

………………………………………………………………………………………………

1. Explain to the students that they need to write an e-mail to a friend. They notice that their friend has been too busy and is under a lot of stress.

2. Get the students to use the ideas in the poem to advise their friend with reasons to have some leisure

3. Students use Worksheet 12 to write their e-mail.

MATERIAL

………………………………………………………………………………………………

1. Worksheet 12

AIMS

………………………………………………………………………………………………

1. To understand and retell the poem in one’s own words 2. To advise a friend to make time for leisure

Students can send their e-mail through the Internet to a friend in the class.

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LEISURE WORKSHEET 12

You notice that your friend has been too busy and is under a lot of stress. Write an e-mail to your friend advising him or her with reasons to have some leisure.

Dear ________________ ,

Lately I noticed that ………………………………………….

Leisure Mail

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LEISURE EXTENSION 13

Time : 40 minutes

LEISURE

Cinquain

STEPS ……………………………………………………………………………………………… 1. Get the students to work in groups of four. 2. Write out the cinquain below on a display sheet and explain how it is written to the

class. (The OHP or a computer and LCD can be used as alternatives.) 3. Ask the students to compose a cinquain. 4. Tell each group to recite their cinquains. 5. Get the students to display their cinquain in the class. Other groups can post comments about their friends’ cinquains.

MATERIALS ……………………………………………………………………………………………… 1. Display sheets 2. Marker pens

AIM ……………………………………………………………………………………………… 1. To compose a cinquain

Cinquain

Cinq means ‘five’ in French. It is a poem that has five lines.

Line 1 is one word which is 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 in a phrase with 4 words which describes the title.

Line 5 is one word that is related to the title. Based on the Japanese haiku, the American poet, Adelaide Crapsey created the following cinquain:

Party

happy, cheerful singing, eating, playing My eight birthday party Perfect

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LEISURE EXTENSION 14

Time : 80 minutes

Get Rapping!

STEPS ……………………………………………………………………………………………… 1. Distribute the lyrics of the rap, „Banana Rap‟ to the students. 2. Play the video clip, „Banana Rap‟ to the students. 3. Explain to the students the significance of rhyme and rhythm in a rap using

„Banana Rap‟ as an example. 4. Ask the students to write the lyrics of a rap about leisure in groups of four. 5. Give the students time to practice their rap. 6. Ask the students to perform their rap in groups.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 14 2. Video clip from http://www.youtube.com/watch?v=QDlQm5jFL50

AIMS ……………………………………………………………………………………………… 1. To compose a rap 2. To give opinions 3. To rap a poem

Raps are generally written by the younger generation for the younger

generation. Thus, they provide a universal voice for the young and an

engaging platform for self-expression, words and poetry.

It often portrays social issues.

Samples of rap pre-viewed in class should be pre-screened by the teacher to

determine whether or not they are appropriate for your class or group.

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LEISURE HANDOUT 14

Get Rapping!

Banana Rap!

Everbody needs a Bana Nah Nah Nah When they have their milk and their cereal late at night or the break of dawn everybody just say Bana Nah Nah Nah

Bana Nah Nah Nah (repeat 4x)

Monkey needs a Bana Nah Nah Nah

to eat with his milk and his cereal

He works all day on his computer

Now all he can say is Bana Nah Nah!

Bana Nah Nah Nah (repeat 4x) Dance! Dance! Bana Nah Nah Nah! (wink)

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LEISURE EXTENSION 15

Time : 80 minutes

Show and Tell

STEPS ……………………………………………………………………………………………… 1. Tell the students to bring one item to represent their hobby e.g. camera for their

hobby, photography. 2. Students write short notes on their hobby using the selected item, e.g. the

camera, as a guide. 3. Get the students to show the item and tell the class about their hobby based on

the notes. 4. Tell the class to evaluate each student’s presentation using Score Sheet 15.

MATERIAL ……………………………………………………………………………………………… 1. Score sheet

AIM ……………………………………………………………………………………………… 1. To describe one’s hobby

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LEISURE WORKSHEET 15

Write out some notes about your favourite hobby.

My Hobby

1._____________________________________________________________________

2._____________________________________________________________________

3._____________________________________________________________________

4._____________________________________________________________________

5._____________________________________________________________________

6._____________________________________________________________________

7._____________________________________________________________________

8._____________________________________________________________________

9._____________________________________________________________________

10.____________________________________________________________________

11.____________________________________________________________________

12.____________________________________________________________________

Show and tell

My Favourite Hobby

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LEISURE SCORE SHEET 15

ASSESSMENT FORM FOR ORAL PRESENTATION

CONSTRUCT

Weak 1

Fair 2

Average 3

Good 4

Excellent 5

SCORE

1

Grammar and Vocabulary

2

Pronunciation and intonation

3

Fluency and rhythm

4 Ideas and details

TOTAL SCORE

Show and tell

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LEISURE SUMMATIVE ASSESSMENT 16

Read the poem and answer the questions below.

1. In the first couplet, what is the persona’s concern?

_______________________________________________________________ (1 mark)

2. In the second couplet, what do the sheep and cows do?

_______________________________________________________________ (1 mark)

3. In the third couplet, what does the word „woods‟ mean?

_______________________________________________________________ (1 mark)

4. In the fourth couplet, what makes the stream seem full of stars even in broad daylight?

_______________________________________________________________ (1 mark)

5. a) In the fifth couplet, to what is ‘Beauty’ compared to?

_______________________________________________________________ (1 mark)

b) Give a reason for your answer.

______________________________________________________________ (2marks)

6. In the sixth couplet, to whom does „her‟ refer?

_______________________________________________________________ (1 mark)

Have I understood?

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7. In the last couplet, why would we have a „poor life‟?

_______________________________________________________________ (1 mark)

8. Why does the persona repeat the phrase, ‘no time‟ in the poem?

_______________________________________________________________ (1 mark)

9. Is it important to have leisure time? Give a reason for your answer.

______________________________________________________________________

______________________________________________________________ (2 marks)

10. Do you agree that we must take time to enjoy nature? Give a reason to support your

answer.

______________________________________________________________________

______________________________________________________________ (2 marks)

11. Suggest two activities on how you spend your leisure time.

a) ____________________________________________________________ (1 mark)

b) ____________________________________________________________ (1 mark)

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LEISURE SUGGESTED ANSWERS

PRE–ACTIVITY 2: RHYME TIME Activity B

1. I like to drink ice. It makes me feel nice.

2. Jessy smiles like a puppy. She makes me feel happy.

3. The word is getting hotter. We must try to make it better.

WHILE–ACTIVITY 4: LEISURELY LIFE Part A

1 below beneath

2 branches boughs

3 forest woods

4 a rodent with a bushy tail which feeds on nuts and seeds

squirrel

5 to look or gaze fixedly stare

6 rivers streams

7 full of concerns or troubles full of care

8 to look briefly glance

9 to improve the quality of something enrich

10 bright day broad daylight

11 time spent doing what we enjoy leisure

Part B 1. It suggests being busy or occupied.

2. i) Watching the squirrels. ii) Standing beneath the boughs.

iii) Staring. iv) Watching shimmering streams. v) Watching the movements in nature. [Accept any 3 activities.]

3. We are too busy to enjoy life. 4. To emphasise that man is too busy to appreciate leisure or nature.

Suggested answers

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WHILE–ACTIVITY 6: “To…” A. Infinitives found in „Leisure‟ 1. to stand and stare 2. to stand 3. to see 4. to see 5. to turn 6. to wait 7. to stand and stare B. Sentences with “There is no time to...” 1. There is no time to complete our homework. 2. There is no time to play video games. 3. There is no time to turn back home as we are late. C. Sentences with “We have no time to…” 1. We have no time to do revision. 2. We have no time to cook dinner. 3. We have no time to go to the playground.

WHILE–ACTIVITY 8: THY NAME, BEAUTY 1. The capital ‘B‟ is used to show that Beauty is seen here as a person whose name is

Beauty. 2. Beauty is a female as the poet uses words such as ‘her feet‟, „her mouth‟ and „her eyes‟. 3 The movements of leaves and trees during a breeze. /

Clouds scurrying by / Water rippling in the sea. (Accept any 2 logical answers.)

4. When plants are flowering everywhere / When the sun is shining and there are no dark clouds or thunderstorms / When all the birds chirp in unison (Accept any 2 logical answers.)

WHILE–ACTIVITY 9: UNDERSTANDING LEISURE 1. g 2. e 3. f 4. a 5. b 6. d 7. c

POST–ACTIVITY 10: „NEGLEISURE‟

These are some suggested answers. 1. No time to read and write, And make everything right. 2. No time to take a rest, And try to be the best. 3. No time to text a friend, And be friends till the end.

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4. No time to play tennis, And so we have pot-bellies. 5. No time to go for tuition, And no time to do revision. 6. No time to do homework,

And make the teachers happy. [Accept any other couplets or rhyming couplets]

POST–ACTIVITY 11: THE OPTIMIST’S VIEW 1. We must make time to stand and stare. 2. We should spare some time to stand and look at things around us. 3. We need to take time to observe activities of animals in the woods. 4. We have to take time to admire the beautiful shimmering streams during the daytime. 5. We must make time to admire nature. 6. We need to observe the movements of things in nature. 7. We should spare time for leisure and have a meaningful life.

SUMMATIVE ASSESSMENT : HAVE I UNDERSTOOD? 1. People are busy and do not have time to observe nature. 2. They stare at their surroundings for a long time. 3. Forest. 4. The sun reflecting light on the water. 5. a) A dancer.

b) The movements in nature are beautiful like the movements of a dancer. 6. Beauty. 7. We may be so busy with our work and family that we do not have time for leisure. 8. He is trying to stress that one should have leisure time. 9. Yes. We can relieve tension./We can refresh our tired bodies and minds.

[Accept any logical answer.] 10. Yes. Nature is beautiful and it is a waste if we do not admire it./We feel relaxed./Our

lives will be meaningless. [Accept any logical answer.]

11. Playing computer games. / Reading books. / Watching documentaries. [Accept any 2 logical answers.]

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LEISURE GLOSSARY

1. stare (line 2) – (verb) to gaze fixedly and intently, especially with the eyes wide open

2. beneath (line 3) – (preposition) below; under

3. boughs (line 3) – (noun) the large or main branches of a tree

4. in broad daylight (line 7) – (phrase) during the day when it is bright

5. glance (line 9) – (noun) a quick look at something or someone

6. enrich (line 12) – (verb) to increase the wealth of something

Glossary