Curriculum Development Division. Ministry of Education Malaysia.

2009

)
)
Table of Contents
Introduction
The River - oet!s "ac#$round
- %ynopsis
- &ctivities
Mr 'o"ody - %ynopsis
- &ctivities
&ssessment
(lossary
anel of )riters
The River(Valerie Bloom)
Mr NobodyAnonymous)
LITERATURE COMPONENT FOR FORM
1
Poetry
POETRY
What is poetry? Poetry is a genre that is very different from prose and drama.
Poetry is distinguished by moving us deeply. A poem is an expression of a vision that is
rendered in a form intelligible and pleasurable to others and so likely to arouse kindred
emotions.
There are as many definitions of poetry as there are poets. Wordsworth defined
poetry as "the spontaneous overflow of powerful feelings". Emily i!kinson said" "#f #
read a book and it makes my body so !old no fire ever !an warm me" # know that is
poetry" and ylan Thomas defined poetry this way$ "Poetry is what makes me laugh or
!ry or yawn" what makes my toenails twinkle" what makes me want to do this or that or
nothing." #n short" it is the epitome of life" the elixir of en%oyment.
Poetry is a lot of things to a lot of people. &omer's epi!" The Odyssey" des!ribed
the wanderings of the adventurer" (dysseus" and has been !alled the greatest story
ever told. uring the English )enaissan!e" dramati! poets like *ohn +ilton" ,hristopher
+arlowe" and of !ourse -hakespeare gave us enough to fill textbooks" le!ture halls" and
universities. Poems from the romanti! period in!lude .oethe's Faust /01213" ,oleridge's
"4ubla 4han" and *ohn 4eats' "(de on a .re!ian 5rn."
2
About Poetry
Poetry
POETRY
(ne of the most definable !hara!teristi!s of the poetry is e!onomy of language.
Poets are miserly and unrelentingly !riti!al in the way they dole out words to a
page. ,arefully sele!ting words for !on!iseness and !larity is standard" even for
writers of prose" but poets go well beyond this" !onsidering a word's emotive
6ualities" its musi!al value" its spa!ing" and yes" even its spa!ial relationship to
the page.
The 7paragraph8 in a poem is !alled a stan9a or a verse. Poetry does not
ne!essarily have to have ordered:regular standards.
Poetry is evo!ative. #t typi!ally evokes in the reader an intense emotion$ %oy"
sorrow" anger" !atharsis" love and the like.
Poetry has the ability to surprise the reader with an Ah &a; Experien!e <<
revelation" insight" further understanding of elemental truth and beauty. =ike
4eats said*
">eauty is truth. Truth" beauty.
That is all ye know on Earth and all ye need to know."
Predominant use of imagery whi!h appeals to the senses < of sight" hearing"
tou!h" taste and smell. ?ou might be interested in the terminology of the different
imagery. They are as follows$
o @isual imagery A sense of sight
e.g. It was as strange as an ocean without water.
o Aural:auditory imagery < sense of hearing
e.g. Her voice was like the roar of a lion.
o 4inestheti!:ta!tile imagery A sense of tou!h
e.g. Her skin was as soft as satin.
3
Characteristics of
Poetry
Poetry
o .ustatory imagery A sense of taste
e.g. Her voice was like warm honey on a cold morning.
o (lfa!tory imagery < sense of smell
e.g. Her cheeks were like the perfume of roses.
Poems !ontain figurative language /e.g. simile" metaphor" personifi!ation"
hyperbole" et!.3
Poems may in!lude rhythm /the regular re!urren!e of stressed and unstressed
beats3
Poems may !ontain rhyme.
Poems !ontain sound devi!es /e.g. assonan!e" alliteration" !onsonan!e"
onomatopoeia" et!.3 to support the !ontent of a poem.
The ta"le "elo) )ill $ive you a +uic# loo# at the characteristics of poetry.
Characteristics of oetry
4
POETRY
There are many types of poetry but the more !ommon ones will be dealt with below.
,ai#u
&aiku is a *apanese poem !omposed of three unrhymed lines of five" seven" and
five syllables. &aiku poetry originated in the sixteenth !entury and refle!ts on
some aspe!t of nature and !reates images.
Temple bells die out.
The fragrant blossoms remain.
A perfe!t evening;

-imeric#s
=imeri!ks are short sometimes bawdy" humorous poems !onsisting of five lines.
=ines 0" B" and C of a =imeri!k have seven to ten syllables and rhyme with one
another. =ines D and E have five to seven syllables and also rhyme with ea!h
other.
5
Types of Poetry
Poetry
There was an (ld +an with a gong"
Who bumped at it all day longF
>ut they !alled out" '( law;
?ou're a horrid old bore;'
-o they smashed that (ld +an with a gong.
Cin+uain
,in6uain /cinq whi!h means five in Gren!h3 has five lines. =ine 0 is one word
/the title3. =ine B is two words that des!ribe the title. =ine D is three words that
tell the a!tion. =ine E is four words that express the feeling. =ine C is one word
that re!alls the title. Ameri!an poet Adelaide ,rapsey !reated the !in6uain
based on the *apanese haiku.
inosaurs
=ived on!e"
=ong ago" but
(nly dust and dreams
)emain

&n &.C oem
An A>, poem has a series of lines that !reate a mood" pi!ture" or feeling. =ines
are made up of words and phrases. The first word of line 0 begins with an A" the
first word of line B begins with a > et!.
6
A lthough things are not perfe!t
> e!ause of trial or pain
, ontinue in thanksgiving
o not begin to blame
E ven when the times are hard
G ier!e winds are bound to blow
&crostic oem
An a!rosti! poem" sometimes !alled a name poem" uses a word for its sub%e!t.
Then ea!h line of the poem begins with a letter from the sub%e!t word. This type
of poetry doesn't have to rhyme.
&ere's an example using the word 7s!hool8$
-habonee is where # go
,omputers" spirals" books" and more
&omework every night
(n math" s!ien!e" reading" and so!ial studies
(ur !lass does lots of fun pro%e!ts
=earning never stops
Concrete/%hape oem
#n this kind of poetry" the words themselves form a pi!ture. #t is based on the
spa!ing of words. The pattern of the letters illustrate the meaning of the poem. #t
does not have to rhyme and !an be of any length.
7
Try this out. What do you think the shape of the poem resembles?
3
a
pen
H!il
holds
a gr
eater
know
ledge
than
any !
omp
uter"
a pen
!il hol
ds 022
years
of ex
peri
en!e
and
8
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5)= $ http$::!ontemporarylit.about.!om:od:poetry:a:poetry.htm
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has
been
thro
ugh
the
stori
es of
milli
ons
POETRY
The elements in prose and poetry are almost similar. The table below will best illustrate
the terminology used where the elements are !on!erned.
P)(-E:)A+A P(ET)?
Plot -ub%e!t matter
Theme Theme
,hara!teri9ation @ery rarely
Point of view @oi!e:persona
Tone Tone
+ood +ood
-
Elements of Poetry
Poetry
Sources
Sources
THE RIVER
@alerie >loom was born in *amai!a and !ame to England in 0MJM. -he studied
English with Afri!an and ,aribbean -tudies at the 5niversity of 4ent at ,anterbury.
-he writes poetry in English and *amai!an patois for all ages" and has performed
her work throughout the world" with many television and radio appearan!es. &er poetry
is in!luded in a number of anthologies and she tutors regularly for s!hools and
!olleges.
.0
Poets Background
&er books in!lude the *amai!an poetry !olle!tions Touch mi! Tell mi! /0M1D3F and
Duppy am!oree and other amaican "oems /0MM03F Hot #ike Fire /B22B3" a !olle!tion
of poems in English and *amai!an patoisF and more re!ently" $hoop an%&hout! /B22D3.
-he has edited several !olle!tions of poetry su!h as On a 'amel to the (oon
and other poems a!out )ourneys /B2203 and One *iver+ (any 'reeks, poems from all
around the world /B22D3. &er !hildren's novel" &urprising oy+ was published in B22D.
@alerie >loom has been awarded an &onorary +asters egree from the
5niversity of 4ent" and lives in 4ent. &er latest books are The Tri!e and - &oh #ife
.oh" both published in B221.
THE RIVER
The River is about the many fa!es of a river. The river is a wanderer where he moves
all over the pla!e. &e does not sit still and is always in motion. &e is also a winder
where he twists and turns. &e meanders. &e is also a hoarder where he keeps
things deep down in his river bed. -ometimes" he is a baby when he is happily
flowing along. At times" he is a singer as seen through the happy sounds of the water.
Ginally" he is also a monster and !an devour trees /most probably referring to a flood3.
..
Synopsis
To train students to listen" read and !omprehend the poem
To enable team work while having fun rearranging the lines
@ideo from +ovie +aker ,omputer: laptop (verhead pro%e!tor /preferred3 A
stop wat!h A blank pie!e of paper per large group Adhesive -enten!e
strips in an envelope /&andout 03
@ideo from +ovie +aker ,omputer: laptop (verhead pro%e!tor /preferred3 A
stop wat!h A blank pie!e of paper per large group Adhesive -enten!e
strips in an envelope /&andout 03
THE RIVER ACTIVITY P1
C
.2
Topsy Turvy, ake !t
"ight
Materials
Materials
Aims
Aims
E2
minutes
Stes
Stes

#nstru!t the students to sit in their respe!tive groups" away from the tea!her.

Tell them to listen to the model reading of The *iver and wat!h the short video
presentation. Play it again.

&and out the envelopes /one envelope per group3. Tell them not to open
until they are told to do so.

-tart the ra!e; Tell them to rearrange the strips !orre!tly to form the poem The
*iver. Tell them to se!ure the strips with adhesive.

,he!k the order. #f one senten!e is wrong" students must go ba!k to their
!orner and try again.

Tell them that the group that hands up the !orre!t arrangement in the shortest
time wins. -lternative$ The group that gets the most strips arranged !orre!tly at
the end of the set time wins;
THE RIVER HANDOUT P1
Cut alon$ the dotted lines
!e "ust cannot be still#
!e $oesn%t c&oose one lace
To set u &is cam#
!e%s 'obble$ u trees
An$ &e%ll s(allo( )ou ne*t#
An$ &e buries $o(n $ee
T&ose little treasures
T&at &e (ants to +ee#
.3
Topsy Turvy, ake !t
"ight
An$ soun$s li+e &e%s &ail)
Suc+in' &is t&umbs#
T&rou'& ,alle) an$ &ill
!e t(ists an$ &e turns-
As &e $ances alon'-
T&e Ri,er%s a monster
!un'r) an$ ,e*e$-
A noma$- a tram-
T&e Ri,er%s a bab)-
!e 'ur'les an$ &ums-
T&e Ri,er%s a (an$erer-
T&e countr)si$e ec&oes
T&e notes of &is son'#
T&e Ri,er%s a &oar$er-
T&e Ri,er%s a sin'er-
T&e Ri,er%s a (in$er-
.4
,ut out stan9as of the poem
,ut out stan9as of the poem
To enable students to understand the meaning of the stan9as
To !reate the appropriate sounds made by the river in the
different stan9as
To enable students to read with the !orre!t pronun!iation and
intonation.

THE RIVER ACTIVITY P2
.5
CUT ,L+N) T/E D+TTED LINE0 ,ND PUT T/E(
INT+ ,N EN1EL+PE.
IN0TRUCT 0TUDENT0 N+T T+ +PEN T/E
EN1EL+PE UNTIL T+LD T+ D+ 0+.
,LL+2 T/E 0TUDENT0 5 (INUTE0 T+
RE,RR,N)E T/E 0ENTENCE0. OR
REC+RD T/E LEN)T/ +* TI(E T,3EN T+
,RR,N)E T/E 0ENTENCE0 C+RRECTL4.
T/E TE,( T/,T T,3E0 T/E 0/+RTE0T TI(E5
2IN0.
Materials
Materials
Stes
Stes
The Sound achine
Aims
Aims
E2
minutes

ivide the students into N groups. )ead out the poem to them with the right
enun!iation and intonation.

istribute one stan9a to one group. Tell them to pra!tise reading the stan9a. .et
them to read the stan9a aloud to the !lass.

Then tell them to think of !ertain sounds and a!tions that they !an use together
with the stan9a that they have been given.

Appoint a student /or a few students3 within the group to read the stan9a while the
other students pra!tise the sounds and movements. .ive them some time to
pra!tise.

Then get them to present but do it this way A tell them to form a long line with
students with stan9a 0 at the beginning and students with stan9a N at the end. .et
them to start moving like a river" undulating and wavy with the appropriate
movements and sounds. +ake it like a +exi!an wave with -tan9a 0 being read
aloud with the movements and sounds" then -tan9a B being read out with
movements and sound and so on till -tan9a N.

Then get them to do all N stan9as simultaneously with the reading" movement and
sounds. Ginally" get them to do %ust the movements and the sounds without the
stan9as being read out.

.6
Notes
?ou !an be
guaranteed that this
exer!ise will bring
out the vividness of
the poem and it will
be something that
the students will
never forget;
Word !ards /&andout PD3
Word !ards /&andout PD3
To introdu!e students to the meanings of the words used in the
poem
To introdu!e vo!abulary in a fun way
THE RIVER ACTIVITY P3
.7
'otes
?ou may need to find a room or spa!e large
enough to !arry out this a!tivity.

Perhaps the hall or gym may help.
Materials
Materials
Pelmanism
Aim.s/
Aim.s/
E2 minutes

Prepare sets of word !ards /&andout B3

ivide students into groups of E. .ive ea!h

group a set of the word !ards.

Tell them to set the !ards fa!e down on the

desk.

.et ea!h of them to open the !ards one by

one. Tell them that they are not to look at the
!ards before opening them fa!e up on the
table.

Their task is to mat!h words and meanings

together.

#f they manage to mat!h the word and the

meaning" they are allowed to keep that pair.

The winner in the group will be the one who

!olle!ts the most pairs.
THE RIVER HANDOUT P3
678# m"9:t#7
.8
Notes
#n this a!tivity"
pelmanism !an
be likened to the
game of &nap.
Stes
Stes
Pelmanism
h6m ;#<#%
#!h" "==8#%
:>a88"> >a9%#7#7
9"ma% t7amp
>i9%#7 t>i:t
.-
h"a7%#7
t7#a:67#:
to ma+e a &ollo(
bubblin' soun$
ma+e a lo(- stea$)
continuous soun$
li+e t&at of a bee
(&en a soun$
bounces bac+
to allo( somet&in' to
ass $o(n t&e t&roat
A lar'e- u'l)- an$
fri'&tenin'
ima'inar) creature
uset
eat &urrie$l) an$
noisil)
a erson (&o mo,es
from one lace to
anot&er leisurel) an$
aimlessl)
20
To sensitise students to words and how they help to !onstru!t
meaning
To sensitise students to rhyme
To enable students to re!onstru!t a stan9a using !ontextual
!lues and the skill of sense<making
a member of a
'rou t&at mo,es
from lace to lace
an$ (&o &as no
ermanent &ome
a erson (&o mo,es
from lace to lace
an$ acts as a be''ar
somet&in' t&at
(in$s somet&in'
li+e t&e film in a
camera
recious or ,aluable
ob"ects
A erson (&o li+es
to collect an$ +ee
t&in's
ben$
THE RIVER ACTIVITY 4
2.
#ets ake Sense
Aim.s/
Aim.s/
E2 minutes
-trips of paper" ea!h bearing a line of the poem /&andout PE3
-trips of paper" ea!h bearing a line of the poem /&andout PE3

ivide students into groups of four. .ive ea!h

group strips of paper" ea!h of whi!h has a line of
the stan9a. Perhaps give ea!h group either B or
D stan9as whi!h have been all !ut up /&andout
PE3

Tell them to uns!ramble the lines and re!onstru!t

the stan9as.

.et them to present their work and read the

stan9as out in !lass. &ere" perhaps one group
!ould read out one stan9a.

Then get them to look again at the a!tual stan9as

of the poem and de!ide if their stan9as /the
assumption being that their stan9as may vary3
!an also stand.

#t is not the a!!ura!y of re!onstru!ting the

stan9as that matters. #t does not matter if the
re!onstru!ted stan9a varies from the original
stan9a. What is important is if the re!onstru!ted
stan9a makes sense.
22
Materials
Materials
0ariation
?ou !ould give
them the first line
of the stan9as
and get them to
re!onstru!t the
stan9a.
Stes
Stes
Let%s
$iscuss
.et them to
dis!uss the
strategies they
used in order to
re!onstru!t the
stan9as.
THE RIVER HANDOUT P4
Cut alon$ the dotted lines
!e "ust cannot be still#
!e $oesn%t c&oose one lace
To set u &is cam#
23
Notes
U:# y"67 %i:!7#ti"9 h#7#.
It may 9"t =# $#a:i=8# t" i;# th#m a88 6
:ta9?a:.
Th#y miht p688 th#i7 hai7 "6t i9
$76:t7ati"9@
#ets ake Sense
!e%s 'obble$ u trees
An$ &e%ll s(allo( )ou ne*t#
An$ &e buries $o(n $ee
T&ose little treasures
T&at &e (ants to +ee#
An$ soun$s li+e &e%s &ail)
Suc+in' &is t&umbs#
T&rou'& ,alle) an$ &ill
!e t(ists an$ &e turns-
As &e $ances alon'-
T&e Ri,er%s a monster
!un'r) an$ ,e*e$-
A noma$- a tram-
T&e Ri,er%s a bab)-
!e 'ur'les an$ &ums-
T&e Ri,er%s a (an$erer-
T&e countr)si$e ec&oes
T&e notes of &is son'#
24
To strengthen students8 understanding of the poem through
solving a !rossword pu99le.
Worksheet PC $ ,rossword Pu99le
Worksheet PC $ ,rossword Pu99le
T&e Ri,er%s a &oar$er-
T&e Ri,er%s a sin'er-
T&e Ri,er%s a (in$er-
THE RIVER ACTIVITY P5
25
Materials
Materials
Aim
Aim
E2 minutes
#ets ake Sense

&and a !opy of Worksheet 0 to ea!h student.

Tell the students that the words are from the poem.

Tell the students to solve the pu99le on their own or in pairs.

is!uss the answers with the students.

#f time permits" ask the students determine in whi!h stan9a the words are
found.
THE RIVER WORKSHEET P5
0se the clues to help you complete the cross)ord pu11le.

1

2

3



4

5

26
Alternatively" the
tea!her may ask
students to lead the
dis!ussion.
Stes
Stes
#ets ake Sense

6

7

8


9





10


THE RIVER
DOWN ACROSS
.. p8a!# :"m#thi9 i9t" th# 7"69%
a9% !";#7 >ith #a7th
2. a 8a6hi9 :"69% that =a=i#: maA#
3. t" pi!A "9# it#m am"9 ma9y
5. #at :"m#thi9 i9 "9# 68p
6. a t#mp"7a7y p8a!# t" :8##p
"6t%""7:
4. a !"88#!ti"9 "$ ;a86a=8# thi9:
7. a m#m=#7 "$ a t7i=# that m";#:
$7"m p8a!# t" p8a!#
8. 8"> p"i9t =#t>##9 t>" m"69tai9:
-. :"69%: that a7# 7#p#at#%
.0. a $i#7!# a9% $#a7$68 !7#at67#
27

0 The )iver8s a wanderer"
B A nomad" a tramp"
D
&e doesn8t !hoose one pla!e
To set up his !amp.
E The )iver8s a winder"
C
Through valley and hill
&e twists and he turns"
N &e %ust !annot be still.
J The )iver8s a hoarder"
1
And he buries down deep
Those little treasures
That he wants to keep.
M The )iver8s a baby"
02 &e gurgles and hums"
00
And sounds like he8s happily
-u!king his thumbs.
0B The )iver8s a singer"
0D As he dan!es along"
0E
The !ountryside e!hoes
The notes of his song.
0C
The )iver8s a monster
&ungry and vexed"
0N
&e8s gobbled up trees
And he8ll swallow you next.

28
Ans$er %ey
ANS1ER TO !AN2OUT P1 3 TOPS4 TUR04
ANS1ER TO !AN2OUT P1 3 TOPS4 TUR04
1or+s&eet P5 3 Cross(or$ Pu66le
1or+s&eet P5 3 Cross(or$ Pu66le

1
B

2
G

3
C

U U H

4
T

R

E

A
5
S

U

R

E

S
O

6
C
I W G
7
N O M

A

D

8
V

A

L

L

E

Y
A L S

M

S
L
9
E

C

H

O

E

S


P L S

O
10
M

O

N

S

T

E

R
W
THE RIVER BEYOND THE TEXT/ ACTIVITY P1
2-
&dd &ne &ut
To enable students to understand synonyms
To train students to use the di!tionary and thesaurus
Worksheet P0a and P0b
Worksheet P0a and P0b

Tell students sit in pairs. &and out Worksheet P0a to ea!h pair.

Tell students to read the words in ea!h box. Tell them that D of the words have
similar meaning but 0 does not belong to the group.

Tell them to !ir!le the word that is the odd one out.

The pair that answers !orre!tly will be given Worksheet P0b to !omplete
THE RIVER WORKSHEET P1
30
Materials
Materials
Aims
Aims
E2 minutes
Stes
Stes
EI,(5)A.E -T5EIT- T(
5-E T&E#) #,T#(IA)? ()
T&E-A5)5-.
-oo# at the follo)in$ )ords in the "o2es and find the odd one out. Circle your
ans)er.
7UR7LE
8A88LE
PRATTLE
TAL9
2OCTOR
SIN7ER
0OCALIST
SOLOIST
0A7A8ON2
CLEANER
TRAMP
8E77AR
2ISPLEASE
0E:
E:ASPERATE
PLEASANT
POLITICIAN
ACCUMULATOR
!OAR2ER
9EEPER
RA0INE
7OR7E
0ALLE4
MOUNTAIN
THE RIVER WORKSHEET
P1!
3.
&dd &ne &ut
&dd &ne &ut
-oo# at the follo)in$ )ords in the "o2es and find the odd one out. Circle your
ans)er.
!UM
PURR
8U;;
C!ATTER
ARTISTE
OFFICIAL
2ANCER
PERFORMER
1AN2ERER
NOMA2
TRA0ELLER
9EEPER
0ALLE4
!ILL
MOUN2
MOUNTAIN
FAMIS!E2
FULL
!UN7R4
RA0ENOUS
7U;;LE
7O88LE
S1ALLO1
C!E1
THE RIVER BEYOND THE TEXT/ ACTIVITY P2
32
'umbled letters
To enable students to fo!us on vo!abulary and spelling
Worksheet PB$ *umbled =etters
Worksheet PB$ *umbled =etters

.et students to work in pairs.

.ive out worksheet D

Tell students to refer to the poem for !lues to de!ipher the words.
THE RIVER WORKSHEET P2
33
Materials
Materials
Aim
Aim
E2 minutes
Stes
Stes
'umbled letters
Rearran$e the letters to form )ords that )ill descri"e the river in the poem. &ll
the )ords can "e found in the poem.
34
1an$erer
ton soo!he eon !lape
<<<<<<<<<< <<<<<<<<<< <<<<<<<<<< <<<<<<<<<<
1in$er
sitstw runts to!ann eb listl
<<<<<<<<<< <<<<<<<<<< <<<<<<<<<< <<<<<<<<<< <<<<<<<<<<
!oar$er
sberiu tillet sareestur
<<<<<<<<<< <<<<<<<<<< <<<<<<<<<<
8ab)
ruggsle sumh plyhapi
<<<<<<<<<< <<<<<<<<<< <<<<<<<<<<
Sin'er
sande! gloan seeo!h shi snog
<<<<<<<<<< <<<<<<<<<< <<<<<<<<<< <<<<<<<<<< <<<<<<<<<<
To enable students to use their s!hemata to write another
stan9a
To enable students to use their !reative %ui!es to write another
stan9a
To encourage collaborative team work
AE paper" +ah%ong Paper" &andout PD
AE paper" +ah%ong Paper" &andout PD
THE RIVER BEYOND THE TEXT/ ACTIVITY P3
35
Materials
Materials
Aims
Aims
E2 minutes
Stes
Stes
Monster
gunyrh nad deevx
<<<<<<<<<< <<<<<<<<<< <<<<<<<<<<
! am a poet

.ive ea!h group half a mah%ong paper.

Tell them to write only one line of the stan9a.
Then tell them to pass it to another group who will write the se!ond line.
Then it is passed to the third group who will write the third line and so on.
(n!e it is !ompleted" get a representative from ea!h group to read out their
stan9as.

.ive ea!h group half a mah%ong paper.

Tell them to write only one line of the stan9a.
Then tell them to pass it to another group who will write the se!ond line.
Then it is passed to the third group who will write the third line and so on.
(n!e it is !ompleted" get a representative from ea!h group to read out their
stan9as.

ivide students into groups of four and get them to give you a list of words that
rhyme.
Write down words that rhyme on the board. Tell them that they are allowed to use
these words for the stan9a that they are about to !reate. Tell them to !on!entrate
on !reating metaphors. /)efer to &andout PD3
.ive them time to prepare.
.et them to read out the stan9as they have !reated.
Alternatively" get them to paste them on the board" on the !ork boards or walls and
they !ould do a gallery walk.
Take it further by getting them to !hoose the stan9a or stan9as that appeal to them
and write a %ournal entry on them.
36
0ariation
0ariation
HANDOUT 3
THE RIVER HANDOUT P3
8elo( are some e*amles of creati,e stan6a=(ritin'#
4ou ma) refer to t&e i$eas on &o( to (rite )our o(n stan6as#
The river8s a !on6uerer
Gor he8s never afraid.
&e is a seeker
37
'ote
)emind them that the stan9a has to do
with metaphors.
! am a poet
Iever !eases to raid.
The river8s a tummy"
)umbling and grumbling" he seems
Eating and eating and eating and eating
Till he bursts at his seams.
The river8s a father"
&e8s kind but forgetful
&e takes !are of us all
Even when his hands are full.
The river8s a savior"
A life<giver" a provider"
&e8ll always be there
Gor all to share.
THE RIVER BEYOND THE TEXT/ ACTIVITY P4
38
Pantomime
To enable students to !ommuni!ate and pass messages
effe!tively
To enable students to express themselves a!!urately
Pi!ture : -enten!e : @erse ,ards
Pi!ture : -enten!e : @erse ,ards

Explain the game" its ob%e!tives and rules to students. Tell the students to form
large groups of E<N.

Tell ea!h group sit on !hairs" in a straight line" with their ba!ks fa!ing the tea!her.
This applies to all" ex!ept the first student.

Tell the students that they are not allowed to talk at any point in the game. The first
student in ea!h line is given a pi!ture or senten!e or verse /depending on their
profi!ien!y3 from the poem The *iver by @alerie >loom.

The first student to tap the shoulder of the se!ond student and the se!ond
student will turn to fa!e him:her.
The first student !an only show his mime to the se!ond student. The other
students still have their ba!ks turned.
When the se!ond student knows what the senten!e:verse is" he:she will
nod.
Then the se!ond student will turn around and tap the third student and the
third student will turn around and fa!e him:her.
The se!ond student will show his mime to the se!ond student. The other
students still have their ba!ks turned.
When the third student knows what the senten!e:verse is" he:she will nod.
3-
Aims
Aims
E2 minutes
Stes
Stes
Then the third student will turn around and tap the fourth student and the
fourth student will turn around and fa!e him:her.
This will go on until the last student understands what the message is. The
last student will write or draw the message:ob%e!t on the board.

Explain that the ob%e!tive is for the pantomime of the message to be !lear enough
ea!h time" and that it should try to stay the same message all the way down the
line.

Explain that students may misinterpret the message given and the senten!e:verse
usually !hanges into something entirely different.

THE RIVER WORKSHEET P4
40
T#a!h#7 !a9 !"mp8#t# th#:# a!ti;iti#: i9 a
:i98# 8#::"9 p#7i"% =6t 7#m#m=#7 N+T
T+ *L+) , DE,D /+R0E. I$ th#
:t6%#9t: #t ti7#% "$ thi: a!ti;ity5 m";# "9
t" "th#7 a!ti;iti#:.
'otes
-tudents will try to 7!ommuni!ate8
what they see in the pi!ture :
senten!e or verse from the poem to
the next student who in turn will
7!ommuni!ate8 to the next person
the same 7message as the first.
Pantomime
Elementary
C86#: W
C86#: C
C86#: T !"# T C86#: V !"# H
4.
C86#: H
C86#: B
C86#: S
C86#: M
42
THE RIVER WORKSHEET
P4!
Intermediate
HE LI$ES TO
WANDER%
THAT GIRL IS A
NOMAD%
THE BOYS
WENT
CAMPING LAST
NIGHT%
SHE TWISTS
AND TURNS
WILDLY%
43
Pantomime
SHE WAL$S
THE HILL
EVERYDAY%
THE ANGRY
BOY IS
IN A VALLEY%
THAT DOG
BURIED ITS
BONE%
HE &OUND A
BURIED
TREASURE%
BABY IS
TIC$LED AND
HE SMILES%
THE BABY IS
SUC$ING HIS
THUMB%
44
MOTHER IS
SINGING IN
THE $ITCHEN
MY SISTER IS
A BEAUTI&UL
DANCER%
HE WROTE A
SONG IN THE
COUNTRYSIDE%
HE WAL$S
LI$E A
MONSTER%
THAT POOR
GUY IS
HUNGRY%
I AM UNHAPPY
WITH YOUR
WOR$%
45
THE RIVER WORKSHEET P4"
&dvance
HE DOESN'T
CHOOSE ONE
PLACE TO SET UP
HIS CAMP%
HE TWISTS AND
HE TURNS( HE
)UST CANNOT BE
STILL%
AND HE BURIES
DOWN DEEP
THOSE LITTLE
TREASURES
AND SOUNDS LI$E
HE'S HAPPILY
SUC$ING HIS
THUMB%
THE
COUNTRYSIDE
ECHOES THE
NOTES O& HIS
SONG%
THE RIVER'S A
MONSTER
HUNGRY AND
VE*ED(
46
Pantomime
A plasti! apple:toy.
A plasti! apple:toy.
To enable students to remember lines from the poem
THE RIVER BEYOND THE TEXT/ ACTIVITY P5

ivide the students into N groups. Tell the groups to sit in their respe!tive !ir!les.

5se a fake apple:toy and toss it to one student in a group.

Tell the student re!eiving it to say the first line of the first verse of the poem The
*iver.

Tell him to toss the fake apple to another student within the group" after he has
stated the first line of the poem

Tell the next student re!eiving it" to 6uote the second line of the first verse of the
poem The *iver.

Tell him to throw the fake apple to any other students in the group.

Tell them that in the event a student is unable to state a subse6uent line" that
student must toss the fake apple to another student and ex!use himself:herself out
of the group.

Tell them that the game ends" when all the lines from the poem The *iver have
been 6uoted" 3R when there is only one student remaining.
47
Materials
Materials
Stes
Stes
Apple Pass (Part )*
Aims
Aims
E2 minutes
A plasti! apple:toy.
A plasti! apple:toy.
To !hallenge students to remember verses from the poem
E2 minutes
THE RIVER BEYOND THE TEXT/ ACTIVITY P5!

ivide the students into N groups. Tell the groups to sit in their respe!tive !ir!les.

5se a fake apple:toy and toss it to one student in a group.

Tell the student re!eiving it to say the first verse of the poem The *iver.

Tell him to toss the fake apple:toy to another student within the group" after he has
stated the first verse of the poem

Tell the next student re!eiving it to 6uote the second verse of the poem The *iver.
&e is then to throw the fake apple:toy to any other students in the group.

#n the event" a student is unable to 6uote the subse6uent verse that student must
toss the fake:toy to another student and ex!use himself:herself out of the group.

Tell them that the game ends when all the verses from the poem The *iver have
been 6uoted () when there is only one student remaining.
48
Stes
Stes
Apple Pass (Part +*
Materials
Materials
Aims
Aims
To enable students to use their mathemati!al knowledge in
solving the grid
To en!ourage !ollaborative team work
To re!ogni9e the different modes of water transport in +alaysia
Worksheet PNa $-olving .rid" Worksheet PNb $ Poetry in +otion
Worksheet PNa $-olving .rid" Worksheet PNb $ Poetry in +otion
THE RIVER BEYOND THE TEXT/ ACTIVITY P#

ivide students into groups of C. &and out Worksheet PN to ea!h group. Tell students
to de!ode the grid.

Tell them that the group that de!odes !orre!tly will be given Worksheet C to de!ode

-tart the ra!e; Tell them that he first group that is able to de!ode and get all the
answers !orre!tly wins
4-
Materials
Materials
Aims
Aims
E2 minutes
Stes
Stes
,ecode This !f -ou Can
TEA,&E) +5-T E,#E W&#,& (G T&E TW( -(=@#I.
.)#- T( 5-E.
C-0E #I -(=@#I.F 4IT!% I' 5!s &'D 2!s.
A==(W -T5EIT- C +#I5TE- T( E,(E W()4-&EET
(IE" 3R
)E,() T&E =EI.T& (G T#+E TA4EI T( E,(E T&E
W&(=E A,T#@#T? ,())E,T=?.
D. T&E TEA+ T&AT TA4E- T&E -&()TE-T T#+E"
W#I-.
THE RIVER WORKSHEET P#
%3-6I'( (RID
?ou !an use this solving grid ()
4 40 3 21 16 6 27 36 32 12 33 15 26
A V I R
9 20 24 2 39 18 22 14 34 8 28 10 30
E Y S
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
this solving grid () even both;
A B C D E F G H I J K L M
3 9 15
N O P Q R S T U V W X Y Z
2 3! 32 39
50
,ecode This !f -ou Can
THE RIVER WORKSHEET
P#!
3ETR7 I' M3TI3'
There are many ways to travel on rivers in (alaysia. The following are the different ways you
can travel. However+ all these have !een coded. &ome of the num!ers have !een solved.
/ow that you have !roken the code+ try solving the vehicles (alaysian use to travel on rivers!
D2 D B0 BB D B2
N D B2 BE M
B BE D B1
DN D B1 M BN D2 N BE BE B1 0M BN
02 BE DB M BN N BN D 1 B1
BN D 1 B1
0N BE B2 0B B BE D B1
DB M D2 D2 M 0N
B0 BE B1 BE BN B BE D B1
N BN DD 0C D2 M BN
B D BN BJ DD M
1 M BN BN DM
D2 02 0C BB
0N 0C B2 M BN
5.
,ecode This !f -ou Can
THE RIVER

Talk
o!tor
,leaner
Pleasant
Politi!ian
+ountain

,hatter
(ffi!ial
4eeper
@alley
Gull
,hew
0 not !hoose one pla!e
B twists turns !annot be still
D buries little treasures
E gurgles hums happily
C dan!es along e!hoes his song
N hungry and vexed

52
Ans$er %ey
1or+s&eet P1a 3 O22 ONE OUT
1or+s&eet P1a 3 O22 ONE OUT
1or+s&eet P> 3 ?UM8LE2 LETTERS
1or+s&eet P> 3 ?UM8LE2 LETTERS
1or+s&eet P1b 3 O22 ONE OUT
1or+s&eet P1b 3 O22 ONE OUT


?ou !an use this solving grid ()
4 38 3 21 16 6 27 36 32 12 33 15 26
D Z A M L C Q W V G U I R
9 20 24 2 39 18 22 14 34 8 28 10 30
E N O B Y K P ! " # $ S
this solving grid () even both;
A B C D E F G H I J K L M
3 2 " 9 # 12 1! 15 1" 1# 1 21
N O P Q R S T U V W X Y Z
2! 2" 22 2$ 2 3! 2# 33 32 3 3" 39 3#

-ampan
,anoe
>oat
Waters!ooter
&over!raft
)aft
=ongboat
@essel
+otorboat
,ruiser
>ar6ue
Gerry
-hip
53
1or+s&eet P@a 3 SOL0IN7 7RI2
1or+s&eet P@a 3 SOL0IN7 7RI2
1or+s&eet P@b 3 POETR4 IN MOTION
1or+s&eet P@b 3 POETR4 IN MOTION
=iner
$R NOBODY
The poem talks about irresponsible behavior. The persona in the poem
is most probably a parent who wants to admonish the !hildren for always
running away from responsibility and for blaming others for the mis!hief
that they have done.
The message" though serious" is put in a light<hearted manner as a
gentle reminder to !hildren that they should not !onveniently blame
others for something that they !ould easily do themselves. #t is
irresponsible to !laim ignoran!e for little misdeeds that o!!urs fre6uently
in the house.
The repetition of the referen!e to +r Iobody emphasi9es how
!onveniently we blame others for our indifferen!e" negligen!e and
irresponsibility. There is a tinge of humour and we !an sense the poet
!hiding us for blaming others for our !arelessness and misdeeds.
$R NOBODY ACTIVITY P1
54
Synopsis
.ord
Association
To allow students to fo!us on words found in the poem and gain
understanding of their meanings.
Worksheet P0 &andout P0
Worksheet P0 &andout P0

ivide the !lass into groups of C.

.ive the noun<!ards to ea!h group.

Paste the verb:verb phrases !ards all around the !lassroom before the
students enter.

Tell the group that the ob%e!tives of the exer!ise is to mat!h the nouns with
the appropriate verbs:verb phrases whi!h are all found in the poem.

.et ea!h group to sele!t$

a3 two runners that will read the !ards and report ba!k
b3 a s!ribe that will write the words as given by the runners
!3 two managers that will mat!h the nouns and verbs

,omplete the mat!hing exer!ise as fast as possible and !ompare answers in
a dis!ussion. Ga!ilitate the dis!ussion.
55
Materials
Materials
Stes
Stes
Aim
Aim
E2 minutes
$R NOBODY WORKSHEET P1
0. -it in groups of C.
B. Ele!t a s!ribe" two runners and two managers.
D. )unners < read the words pasted around the room" then go ba!k and tell the s!ribe
the words and !orre!t spelling.
-!ribe < write down the words !learly
+anagers < work together to de!ide where the words go.
E. ,omplete the task as fast as possible and hand in to the tea!her.


56
.ord
Association
$R NOBODY HANDOUT P1
break !ra!ked tear
leave a%ar s6ueak bring in mud
soil mislaid tosses about
leave un!losed fade spill
lying around
57
.ord
Association
To enable students to draw a !hara!ter sket!h about the
persona using !lues in the poem
To raise students8 awareness about issues that !an !ut a!ross
genres.
Worksheet PB
Worksheet PB
$R NOBODY ACTIVITY P2

ivide students into groups of four. They !ould also work in pairs.

.ive them a !opy of worksheet PB and tell them to !on!entrate on one

stan9a

Tell them to read the stan9a they have !hosen and !ome up with two
!hara!ter traits of +r Iobody.
58
Materials
Materials
Stes
Stes
Aim
Aim
E2 minutes
.hats in a
name/

.ive them a few minutes for dis!ussions. .et them to present the !hara!ter
traits of +r Iobody to the !lass.

.et the !lass to de!ide whether they agree or disagree with the !hara!ter
traits aforementioned. Advise them to give reasons for their !hoi!e.
$R NOBODY WORKSHEET P2

)ead the following stan9as. Then de!ide what !hara!ter traits +r Iobody demonstrates in ea!h
of the stan9as.
5-
I A9"> a $699y 8itt8# ma95
,: B6i#t a: a m"6:#5
2h" %"#: th# mi:!hi#$ that i: %"9#
I9 #;#7y="%yC: h"6:#@
Th#7#C: 9" "9# #;#7 :##: hi: $a!#5
,9% y#t ># a88 a7##
That #;#7y p8at# ># =7#aA >a: !7a!A#%
Dy (7. N"="%y
0T,NE, C/,R,CTER TR,IT
FTi: h# >h" a8>ay: t#a7: "67 =""A:5
2h" 8#a;#: th# %""7 aGa75
/# p688: th# =6tt"9: $7"m "67 :hi7t:5
,9% :!att#7: pi9# a$a7H
That :B6#aAi9 %""7 >i88 a8>ay: :B6#aA5
*"75 p7ith##5 %"9Ct y"6 :##5
2# 8#a;# th# "i8i9 t" =# %"9#
Dy (7. N"="%y
.hats in a
name/
60
/# p6t: %amp >""% 6p"9 th# $i7#5
That A#tt8#: !a99"t ="i8H
/i: a7# th# $##t that =7i9 i9 m6%5
,9% a88 th# !a7p#t: :"i8.
Th# pap#7: a8>ay: a7# mi:8ai%5
2h" ha% th#m 8a:t =6t h#I
Th#7#J: 9" "9# t"::#: th#m a="6t
D6t (7. N"="%y.
Th# $i9#7 ma7A: 6p"9 th# %""7
Dy 9"9# "$ 6: a7# ma%#H
2# 9#;#7 8#a;# th# =8i9%: 69!8":#%5
T" 8#t th# !67tai9: $a%#.
Th# i9A ># 9#;#7 :pi88H th# =""t:
That 8yi9 7"69% y"6 :##
,7# 9"t "67 =""t: th#y a88 =#8"9
T" (7. N"="%y.
To en!ourage students to evaluate their own behaviour and
!hallenge themselves to do good.
Worksheet PD ,ardboards and marker pens
Worksheet PD ,ardboards and marker pens
$R NOBODY ACTIVITY P3
6.
,o !t "ight0
Materials
Materials
Aim
Aim
E2 minutes

.et students to eli!it the negative behavior that

is mentioned in the poem.

.et them to dis!uss in groups and list the

opposite behavior that is positive in nature.

istribute the worksheet for students to fill in.

/a!!ept any suitable answers3

-tudents list other positive things that they !an

do at home to help their parents.

.ive to the students for them to make

signboards that will remind them to do good
deeds around the house.
$R NOBODY WORKSHEET P3
Gill in the positive behavior in the opposite !olumn.
Ne'ati,e be&a,ior Positi,e be&a,ior
!ra!k plates
tear books
leave doors a%ar !lose the doors tightly
pull buttons from shirts
62
Stes
Stes
Notes
Alternatively" the
tea!her !an ask
students to
produ!e signs for
the !lassroom.
,o !t "ight0
To tea!h students to express their feelings in the form of a letter.
&andouts PEa and PEb
&andouts PEa and PEb
s!atter pins
oil the doors
put damp wood on the fire
feet bring in mud
soil !arpets
mislay the papers
toss papers about
dirty the doors with finger marks
leave the blinds un!losed
spill the ink
leave boots lying around
$R NOBODY ACTIVITY P4
63
,ear r 1obody
Materials
Materials
E2 minutes
Aim
Aim

>egin by asking students to extra!t and list the bad things that +r. Iobody had
done in the poem.

.ive students the vo!abulary needed to express dissatisfa!tion and to re6uest

for a !hange in behavior. /&andout PEa3

.o through the vo!abulary with the students.

.Ask students to !ome forward and a!t a short s!ene$

Asking someone to return a pen he had borrowed.
Asking someone keep 6uiet as you have to study.
Asking someone to !lean the mess under their table.

.ive students &andout PEb. -tudents !hoose An example of a misbehavior

they would like +r. Iobody to !hange and write him a letter about this.
$R NOBODY HANDOUT P4
Prepare these single<person monologues.
-tudents !an pi!k one at random and read it a few times before saying it aloud.
Explain the s!enario to the students: ask students what they think happened.
&CT 8 9 &%:I'( ;3R & .3RR3<ED E'
& Ex!use me" do you remember borrowing my red pen the other day? #f you do
not need it anymore" may # please have it ba!k? Thank you.
64
Stes
Stes
,ear r 1obody
&CT 2 9 &%:I'( 3T,ER% T3 .E =0IET
. Will all of you please make a little less noise? # am trying to study here. Thank
you for your !ooperation.
&CT 5 9 &%:I'( %3ME3'E T3 C-E&' T,EIR DE%:
C ?our desk is a mess. # think you need to !lean out your desk. # !an help you if
you like.
$R NOBODY HANDOUT P4!
65
Nadiah
1 Jalan Sultan
74000 Seremban
1
st
October 20__
Dear Mr Nobody,
I no! that you lie to ee" yoursel# hidden$
%o!e&er, !hat you ha&e been doin' in my house is a bit
too much$
(ou ha&e been cracin' the "lates in the itchen$
)hen I hel" Mummy to !ash the dishes, the "lates brea$
*hen Mummy 'i&es me a scoldin' and most o# the time
some "unishment lie !ashin' the !o and "ots since they
cannot brea$
+lease hel" me, Mr$ Nobody$ +lease do not crac
the "lates anymore$ I "romise to be 'ood and hel" Mummy
!ithout bein' ased$
*han you$
(our #riend,
Nadiah

,ear r 1obody
To enable students to understand the !ontent of the poem
through a drama a!tivity
Ione
Ione
$R NOBODY ACTIVITY P4
66
Materials
Materials
Aim
Aim
12 minutes
2ot Seat

ivide students into C groups.

,all one group out and get the group to form a !ir!le.

Pla!e a !hair in the !ir!le and ask for a volunteer to sit on the !hair.

.ive them the following instru!tions$

The !hair is a hot seat.
The person sitting on the !hair is suspe!ted to be +r Iobody.
-tudents are to ask +r Iobody 6uestions about what he does. This is where
the !ontent of the poem !omes in useful. This is a perfe!t opportunity to
pra!tise 7wh8 6uestions.
-tudents !an also ask about +r. Iobody8s other wrongdoings /whi!h may not
be in the poem3. =et their imagination run;
+r. Iobody has to refute:deny their a!!usations. &is role is to !onvin!e the
group that he is not +r Iobody. Alternatively" his role !ould be to !onvin!e
them that he is not guilty of any wrongdoings as mentioned in the poem.

.et other students to try out the &(T -EAT.

$R NOBODY
'ouns 6er"s
plates break !ra!ked
books tear
doors leave a%ar s6ueak
feet bring in mud
!arpets soil
papers mislaid tosses about
blinds leave un!losed
!urtains fade
ink spill
boots lying around
67
Stes
Stes
Ans$er key
1or+s&eet P13 1OR2 ASSOCIATION
1or+s&eet P13 1OR2 ASSOCIATION
-tan9a (ne $ funny" 6uiet" mis!hievous" elusive" !unning" mysterious
-tan9a Two $ !areless" in!onsiderate" untidy" mis!hievous" la9y
-tan9a Three $ in!onsiderate" selfish" tardy" unbothered" !areless" untidy
-tan9a Gour $ !areless" in!onsiderate" untidy" unbothered
68
1or+s&eet P>3 1!AT%S IN A NAMEA
1or+s&eet P>3 1!AT%S IN A NAMEA
1or+s&eet PB3 2O IT RI7!TC
1or+s&eet PB3 2O IT RI7!TC
$R NOBODY BEYOND THE TEXT / ACTIVITY P1
Ne'ati,e be&a,iour Positi,e be&a,ior
!ra!k plates wash plates !arefully
tear books wrap books
leave doors a%ar !lose the doors tightly
pull buttons from shirts sew loose buttons
s!atter pins use a pin !ushion
la9y to oil s6ueaky doors oil the doors
put damp wood on the fire !hoose dry wood
feet bring in mud take off shoes before entering the house
soil !arpets va!uum the !arpet
mislay the papers pla!e papers in a spe!ifi! pla!e after reading
toss papers about gather papers and pla!e properly
dirty the doors with finger marks wash hand when dirty
leave the blinds un!losed !lose the blinds
spill the ink tighten !ap on ink bottle every time after use
leave boots lying around pla!e boots in shoe !upboard
6-
"ole3Play
&andout P0
&andout P0
To lead in to the poem by a!ting out a simple s!ene similar to
the one in the poem

Provide enough !opies of the s!ript /&andout P03 with the different roles
highlighted. ,hoose a few students to do the role<play

.ive students a few minutes to read the s!ript. Then allow them to read the
s!ript. Allow them to read from the s!ript.

En!ourage the students to try again" with more expression. )epeat with another
group

$R NOBODY HANDOUT P1
70
Materials
Materials
Stes
Stes
Aim
Aim
E2 minutes
?ou !an do a role<play as an
extension a!tivity after the
students have studied the poem.
The students !an even write a
simple s!ript on their own to
dramatise the in!idents in the
poem basing it on their own
experien!e at home.
"ole3Play
Role-play %cript
+(+ $ &ey" this plate is !ra!ked" almost broken. Who has been so !areless? Was it
you" honey?
A $ Io" it wasn8t me. +aybe it was Aaron who did it.
+(+ $ Aaron" did you drop this when you were washing it?
A)(I $ Io" maybe it !ould have been sis who !ra!ked the plate.
+(+ $ Ali!e" was it you?
A=#,E $ (f !ourse not. #8m always !areful" not like Aaron.
+(+ $ Well" as usual" if # ask" the answer is always nobody did it.
A $ Aha" # know for sure that one of the !hildren must have dirtied the
!arpet. # !an see muddy sneaker prints on it. Weren8t the two of you
outside playing in the rain yesterday?
A)(I $ ad" we did not wear sneakers" only slippers.
A=#,E $ Iobody8s sneakers were muddy at all. ,he!k the shoe<!upboard.
+(+ $ What do you know; #t8s +r. Iobody again;
A $ =ooks like we need to install a ,,T@ to see who does not !lose the door
properly" who leaves the newspapers s!attered everywhere" who forgets to
draw the !urtains" who spills ink" who tears the books and whatever else that
goes wrong.
+(+ $ (kay" #8ll !all the ,,T@ !ompany tomorrow.
$R NOBODY BEYOND THE TEXT / ACTIVITY
P2
7.
To enable students to share similar experien!es as found in the
poem
To enable students to find %oy beyond the page
Poem
Poem

ivide students into groups of four.

Tell them to think of an experien!e su!h as that found in the poem.

Tell them to share their experien!e with the rest of the group.

Then" tell them to !hoose what they think was the best experien!e
shared among the group.

.ive them some written work < tell them to write about the a!!ount
they heard and why they thought it was the best re!ount in about
B22 words.
$R NOBODY BEYOND THE TEXT / ACTIVITY
P3
72
Materials
Materials
Stes
Stes
Aims
Aims
E2 minutes
Anybody/
To enable students to draw what they think +r Iobody looks
like
To !he!k students8 !omprehension of the text
Poem +ah%ong paper
Poem +ah%ong paper

.et students into groups of E.

istribute half a mah%ong paper to ea!h group.

Tell them to read the poem again.

.et them to dis!uss their impressions of what they think +r Iobody looks like.

.et them to !ome up with a portrait:!ari!ature:sti!k figure:!artoon of their

per!eived +r Iobody on the mah%ong paper.

,ondu!t a parallel session where one representative of ea!h group will go to

another group and explain how they !ame up with their produ!t. This will save
a lot of time and will ensure maximum parti!ipation.

Paste the students8 masterpie!es on the wall so that students !an peruse it at
their leisure.
$R NOBODY BEYOND THE TEXT / ACTIVITY
P4
73
Materials
Materials
Stes
Stes
Aims
Aims
12 minutes
Anybody/
To enable students to understand the !on!ept of a persona.
rawing paper markers and !oloured pens
rawing paper markers and !oloured pens

istribute Worksheet PE.

#nstru!t the students to work in pairs to produ!e a wanted poster.

Tell them to !hoose a 7!rime8 and de!ide on the reward to be offered.

Tell them to draw a !omposite pi!ture of what they imagine +r. Iobody
would look like.

74
Materials
Materials
Aim
Aim
E2 minutes
Stes
Stes
.anted Poster
Gor weaker
students" provide
both the !rime
and the reward.
$R NOBODY WORKSHEET P4
WANTED

MR NO8O24
75
.anted Poster
KD7a> a pi!t67# "$ (7. N"="%y h#7#.L
To enable students to draw what they think +r Iobody looks
like
To !he!k students8 !omprehension of the text
&eight $HHHHHHHHHHHHHHHHHHH
Weight $HHHHHHHHHHHHHHHHHHH
&air !olour $HHHHHHHHHHHHHHHHHHH
$R NOBODY BEYOND THE TEXT / ACTIVITY P5
76
KWrite down his !rime here.L
KWrite down the reward here.L
Portrait
Aims
Aims
12 minutes
Poem +ah%ong paper
Poem +ah%ong paper

.et students into groups of E.

istribute half a mah%ong paper to ea!h group.

Tell them to read the poem again.

.et them to dis!uss their impressions of what they think +r Iobody looks like.

.et them to !ome up with a portrait:!ari!ature:sti!k figure:!artoon of their

per!eived +r Iobody on the mah%ong paper.

,ondu!t a parallel session where one representative of ea!h group will go to

another group and explain how they !ame up with their produ!t. This will save
a lot of time and will ensure maximum parti!ipation.

Paste the students8 masterpie!es on the wall so that students !an peruse it at
their leisure.
THE RIVER ASSESS$ENT 1
=uestion 8
77
Materials
Materials
Stes
Stes
2ave ! 4nderstood/
Whi!h of the following words does not show that the river is a wanderer?
A nomad , traveller
> tramp !amp
=uestion 2
Why is the river !onsidered a hoarder?
A The river twists and turns. , The river goes through valleys and hills.
> The river sounds like a baby. The river buries and keeps things.
=uestion 5
Whi!h two words denote happiness?
A baby and singer , nomad and monster
> tramp and hoarder winder and wanderer
=uestion >
Whi!h of the following words have the same meaning as 7vexed8?
A busy , flexible
> angry anxious
=uestion ?
Whi!h stan9a depi!ts the river as dangerous?
A -tan9a 0 , -tan9a E
> -tan9a B -tan9a N
THE RIVER ASSESS$ENT 2
&ns)er the follo)in$ +uestions "ased on the poem The River "y 6alerie .loom.
<rite your ans)er in a"out ?0 )ords. Ma#e references to the te2t.
78
2ave ! 4nderstood/
THE RIVER
7-
Ans$er %ey
Assessment 1 3 !a,e I Un$erstoo$A
Assessment 1 3 !a,e I Un$erstoo$A
Descri"e the persona of the poem.
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
Descri"e the character of the persona.
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
<hat is the messa$e in the poemA
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
0.
B.
D. A
E. >
C.
-tudents would be graded on a holisti! marking system.
$R NOBODY ASSESS$ENT 1
Read the follo)in$ stan1a and then ans)er the +uestions "elo).
80
2ave ! 4nderstood/
Assessment > 3 !a,e I Un$erstoo$A
Assessment > 3 !a,e I Un$erstoo$A
The finger marks upon the door
>y none of us are madeF
We never leave the blinds un!losed"
To let the !urtains fadeF
The ink we never spillF the boots
That lying round you see
Are not our boots A they all belong
To +r. Iobody
0. What do you think the following lines mean?
PThe finger marks upon the door 0 1y none of us are made23
444444444444444444444444444444444444444444444444444444444444444
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
B. Why are the blinds never left undone?
444444444444444444444444444444444444444444444444444444444444444
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
D. What do these lines Pthe !oots 0that lying round 53 tell you about +r" Iobody?
444444444444444444444444444444444444444444444444444444444444444
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
E. Who do you think +r. Iobody is?
444444444444444444444444444444444444444444444444444444444444444
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
$R NOBODY ASSESS$ENT 2
Read the follo)in$ +uestions and choose the "est ans)er for each.
8.
2ave ! 4nderstood/
8. +r Iobody !an be des!ribed as being
& agreeable
C !areless
D 6uiet
E dirty
2. Where is the poem set?
& #n a house.
C Iear a !ampsite.
D At a pla!e of work.
E (utside the house.
5. Why does the kettle not boil in stan9a D?
& +uddy feet
C amp wood
D -oiled !arpets
E -6ueaky doors
>. The mis!hief in the house was done by
& the mouse
C +r. Iobody
D the people in the house
?. Whi!h one of these words from the poem suggests !arelessness?
& 6uiet
C oiling
D mislaid
E s6ueaking
B. The poem tea!hes us to be
& !areless
C untruthful
D a!!ountable
E irresponsible
$R NOBODY ASSESS$ENT 3
<ith reference to 4Mr 'o"odyCD ans)er the follo)in$ +uestions.
82
2ave ! 4nderstood/
0. &ow is +r Iobody like a mouse?
444444444444444444444444444444444444444444444444444444444444444
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
B. What happened to the buttons on the shirts?
444444444444444444444444444444444444444444444444444444444444444
D. Why is it important to oil the doors of the house?
444444444444444444444444444444444444444444444444444444444444444
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
E. What is !ausing the !urtains to fade?
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
C. Who do you think is doing all the mis!hief in the house?
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
N. &ave you done anything in your home that you did not want to admit to?
-hare it here.
444444444444444444444444444444444444444444444444444444444444444
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
444444444444444444444444444444444444444444444444444444444444444
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
$R NOBODY ASSESS$ENT 4
<rite T if the statement is true or ; if the statement is false.
83
2ave ! 4nderstood/
0. +r Iobody is a man. / 3
B. +r Iobody left the door slightly open. / 3
D. The newspapers have been thrown away. / 3
E. Everything that goes wrong is done by +r Iobody. / 3
C. The !arpets are dirtied by muddy feet. / 3
N. The mouse is the one that does all the mis!hief. / 3
J. The kettle !annot boil be!ause the fire !annot be lit. / 3
1. +r Iobody does not exist. / 3
$R NOBODY
84
Ans$er %ey
Assessment 1 3 !a,e I Un$erstoo$A
Assessment 1 3 !a,e I Un$erstoo$A
0. There are dirty marks:smudges made upon the door.
B. The blinds are never left un!losed be!ause the heat of the sun would make the
!olour of the !urtains fade.
D. #t suggests that he is very untidy:not neat.
E. # think +r Iobody refers to anybody in the house" a person who does not want
to a!!ept responsibility for his:her a!tions.
0 >
B A
D >
E ,
C ,
N ,


0 +r Iobody is 6uiet like a mouse.
B The shirt buttons had been pulled off from the shirts.
D To keep the doors from s6ueaking.
E When the blinds are always not !losed" the sun will !ause the !urtains to fade.
C +ost likely the people in the house themselves are doing all the mis!hief but do
not want to admit it.
N A!!ept any answer.
0 G C T
B G N G
D G J T
E G 1 T
85
Assessment > 3 !a,e I Un$erstoo$A
Assessment > 3 !a,e I Un$erstoo$A
Assessment B 3 !a,e I Un$erstoo$A
Assessment B 3 !a,e I Un$erstoo$A
Assessment D 3 !a,e I Un$erstoo$A
Assessment D 3 !a,e I Un$erstoo$A
POETRY
aEar adv. slightly open
echoes v. repeat or reverberate a sound after the original sound has stopped
86
5lossary
Poetry
$o""le v. to eat food too fast
$ur$les v. to make a hollow bubbling sound like that made by water running out
of a bottle
hoarder n. a person who amasses a store of useful or useless things
metaphor when two things are !ompared without the use of PlikeQ or Pas R asQ
mischief n. playful misbehaviorF playfulness that is intended to tease or !reate
trouble
mislaid v. unintentionally put where an ob%e!t !annot be readily found
mood #t is the poet8s attitude towards the sub%e!t or theme. #t is the
atmosphere that prevails in the poem.
nomad n. a member of a people that travels from pla!e to pla!e to find fresh
pasture for its animals and has no permanent home
prithee archaic pleaseF to !onvey polite re6uest
scatter v. throw in various random dire!tion
theme #t is the message that the poet intends to !onvey to the leader.
tone #t is what the poet feels through the words he uses. #t is the poet8s
attitude towards the reader.
tosses v. throw an ob%e!t lightly or !asually
tramp n. a person who travels on foot in sear!h of workF a beggar
ve2ed ad%. angryF annoyed
)anderer n. a person who does not stay long in the same pla!e
DI&'& ;&TIM&, &,M&D %&,&'I FC33RDI'&T3RG
>A&A.#AI PE+>AI.5IAI 45)#45=5+
4E+EITE)#AI PE=A*A)AI +A=A?-#A
&M&R %,3.,& %&R'& F&'E- ,E&DG
#I-T#T5T PE).5)5AI +A=A?-#A 4A+P5- #=+5 4&A-"
45A=A =5+P5)
87
Panel of .riters
Poetry
73'( <&I 7EE
-+4 -E)# &A)TA+A-" E-A -E)# &A)TA+A-"
45A=A =5+P5)
&'DRE< -E3'( :3'( ME'(
-+4 A#) #TA+" .E().ET(WI"
P5=A5 P#IAI.
&.&'( M0&MM&R (,&DD&;I
-+ TE4I#4 >#IT5=5"
-A)AWA4
'&DI&, C,33'( &.D0--&,
-+4 AT54 +AI-()" >A&A5"
I.-E+>#=AI
&%M&, &.0 ,&DHIM
-+4 P5T)A*A?A P)E-#IT M/03"
P5T)A*A?A
88