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

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

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

DO YOU KNOW DO YOU KNOW ME?ME?

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

adjectivesadjectives

To encourage students to put To encourage students to put their creativity to worktheir creativity to work

MaterialsMaterials

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

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

StepsSteps

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

other.other.

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

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

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

Tell students to look for Tell students to look for

different types of eyes.different types of eyes.

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

eyes.eyes.

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

Students are encouraged to slowly observe their friends eyes and draw the best that they can. They can use colour pencils if they choose to.Students then label the eyes, e.g.: round eyes, big eyes, small eyes or any other adjectives that befit the eyes.

CHAIN READINGCHAIN READING

AimsAimsTo read poem aloud with To read poem aloud with

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

MaterialsMaterials

The Poetry Text The Poetry Text

StepsSteps

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

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

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

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

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

Variation to Steps 1 and 2

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

PUT ME STRAIGHTPUT ME STRAIGHT

AimsAimsTo introduce rhythm in a To introduce rhythm in a

fun wayfun wayTo train students in spellingTo train students in spellingTo encourage team work in To encourage team work in

a fun waya fun way

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

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

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

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

MaterialsMaterials Worksheet 1Worksheet 1

QUIET EYES

A BIT OF

NEVER TO

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

BINGOBINGO

AIMSAIMS

To identify To identify meanings of words meanings of words

MaterialsMaterials

BINGO cards BINGO cards

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

BINGOBINGO Teacher prepares the BINGO Teacher prepares the BINGO

cards in advance. Each cards in advance. Each student will be given a student will be given a

BINGO card / paper BINGO card / paper ( Hollywood Squares ) with ( Hollywood Squares ) with different combinations of different combinations of words found in the poem words found in the poem

Handout 2Handout 2

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

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

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

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

box and reads out the phrase box and reads out the phrase /word /sentence loudly/word /sentence loudly. .

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

Strike out the word.Strike out the word.

BINGO

BINGO

BINGO

Continue with the same Continue with the same BINGOBINGO card until all the nine card until all the nine words are struck out to play words are struck out to play

FULL HOUSE. FULL HOUSE.

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

the card and shoutedthe card and shouted “ “BINGOBINGO !! ” first, will win. ” first, will win.

VARIATIONVARIATION

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

or verb tense.or verb tense.

Two or three students may have the Two or three students may have the same cardsame card

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

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

DO NOT FORGET DO NOT FORGET

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

To ensure students strike out the correct words, place drawn-out strips on the table for checking purposes.

Haiku It!Haiku It!

AIMAIM

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

MaterialsMaterials

The Poem The Poem

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

StepsSteps

Distribute worksheet 3 to the studentsDistribute worksheet 3 to the students

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

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

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

Give them the following instructions:Give them the following instructions: The chair is a hot seat.The chair is a hot seat. The person sitting on the chair is suspected to be Mr The person sitting on the chair is suspected to be Mr

Nobody.Nobody. Students are to ask Mr Nobody questions about what he Students are to ask Mr Nobody questions about what he

does. This is where the content of the poem comes in does. This is where the content of the poem comes in useful. This is a perfect opportunity to practise ‘wh’ useful. This is a perfect opportunity to practise ‘wh’ questions.questions.

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

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

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

HE HAD SUCH HE HAD SUCH QUIET EYESQUIET EYES