Grade 8 Unit 5: Into the World of Poetry

Grade 8 Unit 5: Into the World of Poetry

Table of Contents

Introduction 3

Unit Objectives 3

Lesson 1: Delivering a Poem with Excellence 4 Warm-up! 4 Learn About It! 5 Check Your Understanding 7 Let’s Step Up! 8

Lesson 2: Types of Irony 9 Warm-up! 9 Learn About It! 9 Check Your Understanding 13 Let’s Step Up! 14

Lesson 3: Reading Comprehension 15 Warm-up! 15 Learn About It! 16 Check Your Understanding 17 Let’s Step Up! 18

Lesson 4: Transitional or Signal Words 19 Warm-up! 19 Learn About It! 20 Check Your Understanding 22 Let’s Step Up! 23

Lesson 5: East and Southeast Asian Poems 24 Warm-up! 24 Learn About It! 25

Check Your Understanding 27 Let’s Step Up! 27

Performance Task 28

Self-Check: How Well Did I Learn? 30

Wrap Up 31

Bibliography 33

2 Copyright © 2018 Quipper Limited

GRADE 8 |English

UNIT 5

Into the World of Poetry “A poet's work . . . to name the unnamable, to point at frauds, to take sides, start arguments, shape the

world and stop it from going to sleep.” -Sir Ahmed Salman Rushdie, British-Indian Poet and Novelist

Poetry plays a vital role in the development of language and literature, as well as in the growth and shaping of a society. It goes beyond the study of grammar and semantics of a language as poetry is an art produced by emotional sincerity, imagination, and perception. When we analyze a poem, it is almost impossible not to examine the history, society, and even the life of the poet behind each poem. Poetry is, indeed, considered as one of the best avenues to express emotions, especially if everyday words cannot fully describe one’s particular view about the world. Once you probe deeper into the realm of poetry, you will discover the wonderful possibilities that it has to offer.

Unit Objectives

In this unit, you should be able to:

● use the appropriate prosodic features of speech when reading a poem; ● distinguish between and among verbal, situational, and dramatic types of irony and

give examples for each; ● evaluate the personal significance of a literary text; ● identify the distinguishing features of notable East Asian poems and use appropriate

grammatical signals or expressions suitable to each pattern of idea development; and ● show appreciation for the aesthetic value of poetry by reading a poem with proper

emotions, diction, and enunciation.


Lesson 1: Delivering a Poem with Excellence

A poem is best appreciated and conveyed if the person reading it articulates the appropriate emotions, knows where to pause, and captures the attention of the audience. To be able to deliver a poem properly, there are three main elements that you have to consider: intonation, stress, and rhythm.

Warm-up!

Group Poetry Recitation Form six large groups in class and recite John Donne’s poem “A Lecture Upon The Shadow.” A copy may be found online. The first group will recite the first four lines, then the second group the next four lines, and so on: Answer the following questions by group and share your answers with the class:

1) Which word(s) did you find difficult in pronouncing? How were you able to overcome this challenge?

2) Is the proper pronunciation of words important in poetry? Why or why not?


Learn About It!

Intonation is the collective term used to describe the variations in pitch, loudness, tempo, and rhythm in reading. It encompasses the rising and falling intonation in reading the poem, which is observed in the volume of voice as someone reads.

Examples:

He’s going. (statement) He’s going? (question)

Remember that the rise and fall of the intonation gives meaning to the utterance. It tells what the person is thinking or feeling.

Stress refers to the emphasis given to a particular syllable or word in speech, typically through a combination of relatively greater loudness, higher pitch, and longer duration in producing a certain syllable or word. Examples:

painter twelve pencil police Italian volunteer especially graduation

A mistake in word stress is one of the common causes of misunderstanding between two people conversing with each other. Stressing the wrong syllable in a word can make the word very difficult to hear or understand. Stressing a word differently can change the meaning or type of the word. In poetry, stress is very important since it is directly correlated with the emotions that are being conveyed by the one who is reciting it.


Rhythm pertains to a strong regular repeated pattern of sounds or movements. It is strongly linked with stress and intonation, and it is mostly determined by the beats of stressed syllables of certain words in sentences or phrases. Taken together, stress, rhythm, and intonation are necessary components to be able to deliver a poem properly. Learning about these elements can actually be fun, and applying them can make a poem come to life.

Read the poem “Regret” by Olivia Ward Bush-Banks. Apply the appropriate intonation, rhythm, and stress as you read it out loud.

I said a thoughtless word one day, A loved one heard and went away; I cried: “Forgive me, I was blind; I would not wound or be unkind.” I waited long, but all in vain, To win my loved one back again. Too late, alas! to weep and pray, Death came; my loved one passed away. Then, what a bitter fate was mine; No language could my grief define; Tears of deep regret could not unsay The thoughtless word I spoke that day.


http://www.myenglishlanguage.com/language-guide/english-phonology/syllables-and-stress/

http://www.myenglishlanguage.com/language-guide/english-phonology/syllables-and-stress/

Check Your Understanding

Read this excerpt from John Rollin Ridge’s poem, “The Still Small Voice”: There is a voice more dear to me Than man or woman’s e’er could be-- A “still small voice” that cheers The woes of these my darker years. I hear it in the busy crowd, Distinct, amid confusion loud; And in the solemn midnight still, When mem’ries sad my bosom fill. I hear it midst the social glee, A voice unheard by all but me; And when my sudden trance is seen, They wondering ask, what can it mean?

1. Based on the given excerpt, what do you think is the poem “The Still Small Voice” about? 2. What emotion should the reader convey while reading the poem out loud? 3. What do you think is being referred to by the still small voice in the poem? 4. Based on the third stanza, who can hear the still small voice? 5. On a sheet of paper, copy the poem and highlight all the syllables that are supposed to be stressed.


Let’s Step Up!


Lesson 2: Types of Irony

At some points in our lives, we have encountered someone who has said something that is different from what he or she actually meant, or we have experienced an event that was quite contrary to what was expected to happen. This kind of occurrence is called irony.

Warm-up!

Form six large groups in class and listen to Alanis Morissette’s song “Ironic.” A copy of the song as well as its lyrics can be found online. Identify the ironies present in the lyrics of the song and classify each of them as dramatic, situational, or verbal irony.

Learn About It!

Irony is a figure of speech in which words are used in such a way that is contradictory to what the words actually mean. There are three types of irony: dramatic irony, situational irony, and verbal irony. 1. Dramatic irony occurs when the audience is aware of something that the characters in the story are not aware of. Either one or more of the characters is left in the dark, having no idea of what is about to come. This type of irony


is very common in films and plays. An example of dramatic irony is in the movie, Titanic. The audience is fully aware that the ship is sinking after it hits the iceberg, but the characters are not aware of it.

2. Situational irony occurs when the exact opposite of what is expected to happen, happens. This means that both the audience and the characters in the story are unaware of the consequences of the situation. An example of situational irony is when a fire station burns down. Anyone would expect that a fire station is a structure that contains all equipment to extinguish fire and with firefighters who take all precautions necessary in order to prevent fire from starting or occurring. 3. Verbal irony is saying something that is contradictory to its intended meaning. It occurs when a speaker aims to be understood as meaning the opposite of what he or she is actually saying. This type of irony is very common in novels and poems. What makes verbal irony different from the other two types is that the speaker uses irony intentionally. An example would be of a man who just got into a car accident and utters, “This is my lucky day!” This shows how the persona uses irony to express how bad his day was.

Kinds and Examples of Verbal Irony There are three major kinds of verbal irony: sarcasm, exaggeration (overstatement), and understatement. a. The word sarcasm was derived from the French word sarcasmor, as well as from the Greek word sarkazein, which means “to tear flesh” or “to grind the teeth.” Sarcasm is a literary and rhetorical device that has an intention to mock or insult using satirical or ironic remarks.

Example:

“Good fences make good neighbors” (from “Mending Wall” by Robert Frost)


https://literarydevices.net/irony/

https://literarydevices.net/character/

This example points out a sarcastic note regarding the two neighbors who have distanced themselves from each other. Literally, fences create boundaries between neighbors, which makes building relationships and mutual support challenging. So by saying “good fences make good neighbors,” the statement intends to make fun of that fact. More examples:

“Wow, you could win an award for cleanliness and orderliness.” (A mother said this to her daughter after seeing her messy room.) “We love you Miss Hannigan.” (This was taken from the movie Annie. This is what the orphans say to their guardian who is so mean to them.)

b. Exaggeration or overstatement is a statement that makes something worse, or better than its original status or meaning. In literature and oral communication, writers and speakers use it as a literary technique for extra stress and drama in a piece of work or speech.

Examples:

“If the world will see me like this, I would just rather die.” (A woman said this to her friend while being so worried about the small pimple on her face.) “Every idiot who goes about with ‘Merry Christmas’ on his lips should be boiled with his own pudding and buried with a stake of holly through his heart. He should.” (Ebenezer Scrooge of A Christmas Carol by Charles Dickens)


https://literarydevices.net/drama/

c. Understatement is a figure of speech employed by writers or speakers to intentionally make a situation seem less important than it really is. An understatement usually has an ironic effect given that an equally intense response is expected in severe situations but the statement in response to it is the opposite of what was expected. It is less intense but, of course, with an ironic tone.

Examples: “I have to have this operation. It isn’t very serious. I have this tiny little tumor on the brain.” (Holden Caulfield, Catcher in the Rye by J.D. Salinger) “We are just having a little rain.” (A father said this to his family in the middle of an intense storm.)

In the first example, having a tumor in the brain is a serious issue, which has been understated by the persona in the above statement. In the second example, the father, probably in an attempt to calm everyone down, makes an understatement about the intense storm and downplays it.


https://literarydevices.net/figure-of-speech/


Interpret the situation in the poem “Life is Fine” by Langston Hughes:

I went down to the river, I set down on the bank. I tried to think but couldn’t, So I jumped in and sank. I came up once and hollered! I came up twice and cried! If that water hadn’t a-been so cold I might’ve sunk and died. But it was Cold in that water! It was cold! I took the elevator Sixteen floors above the ground. I thought about my baby And thought I would jump down. I stood there and I hollered! I stood there and I cried! If it hadn’t a-been so high I might’ve jumped and died. But it was High up there! It was high! So since I’m still here livin’, I guess I will live on. I could’ve died for love— But for livin’ I was born Though you may hear me holler, And you may see me cry— I’ll be dogged, sweet baby, If you gonna see me die.


Life is fine! Fine as wine! Life is fine!

Here are some guide questions to help you interpret the poem:

1. Based solely on the tile of the poem, what do you think is the poem about? 2. What was the persona trying to do? 3. What are the ways by which the persona tried to accomplish his goal? 4. Was the persona able to accomplish his or her goal? Why or why not? 5. What type(s) of irony is/are used in the poem?

Let’s Step Up!


Lesson 3: Reading Comprehension

Poetry can lead us to discovering how some details in our lives can prove to be meaningful no matter how small they are.

Warm-up!

Recall your favorite poem or the last poem you read on your own. On a sheet of paper, write down your answers to the following questions:

1. What lines do you remember from the poem? 2. Why do you think are those lines the ones that you remember? 3. What is the significance of the poem/ lines of the poem to you?


Learn About It!

Now, let us read an excerpt from one of the poems of National Artist for Literature, Jose Garcia Villa, which is included in his work “Anchored Angel: Selected Writings.”

An Excerpt from "Have Come Am Here" Lyrics (1942)

In my desire to be Nude I clothed myself in fire –

Burned down my walls, my roof, Burned all these down.

Emerged myself supremely lean Unsheathed like a holy knife.

With only His Hand to find To hold me beyond annul.

And found Him found Him found Him Found the Hand to hold me up! He held me like a burning poem

And waved me all over the world. The given excerpt talks about the author’s journey to self-discovery and being aware of the purpose that he has in life. He vividly showed it in the first stanza of the poem,

In my desire to be Nude I clothed myself in fire –

Burned down my walls, my roof, Burned all these down.

where he compared all his sacrifices to the process of burning everything he possesses. The poem talks about the author’s desire to be used according to the purpose of his Creator’s will as it was reflecting on the third stanza of the poem,


And found Him found Him found Him Found the Hand to hold me up! He held me like a burning poem And waved me all over the world.

where he indicated that the author is found under “Him” or his creator is using him according to His will.

Jose Garcia Villa’s themes on most of his poems revolve mostly on the meaning of the self, man's combat with God, and passion for love. He tackles timeless topics and raises ultimate questions about the meaning of life, like the common topics of most of the great poets in literary history. (Jose Garcia Villa was known as the “Pope of Greenwich Village” in 1940s New York City. A proponent of experimentation and invention in poetry, the cerebral poet introduced the reversed consonance rhyme scheme, when the last sounded consonants of the last syllable are reversed for the corresponding rhyme.)


Read the poem “Sorrow” by Edna St. Vincent Millay: Sorrow like a ceaseless rain


Beats upon my heart. People twist and scream in pain,-- Dawn will find them still again; This has neither wax nor wane, Neither stop nor start. People dress and go to town; I sit in my chair. All my thoughts are slow and brown: Standing up or sitting down Little matters, or what gown Or what shoes I wear. Answer the following questions:

1. By comparing sorrow to a ceaseless rain, what does the author want to convey? 2. What is symbolized by dawn in the line “Dawn will find them still again”? 3. What do you think is the author or persona experiencing? 4. Can you relate to the poem? Why or why not? 5. Was there ever a time in your life that you felt “sorrow like a ceaseless rain”? What

brought about that feeling?

Let’s Step Up!


Lesson 4: Transitional or Signal Words

In order to understand the message of a poem at the basic level, we have to take into consideration the words and phrases that help carry one thought from a sentence to another. The transitions or signal words help the readers follow the direction of a writer’s thoughts and the pattern of development used in his work. Like the signposts on the road that guide a traveler on his journey, transition words show the reader the link between ideas.

There are different patterns by which the author’s ideas are developed. In determining the pattern of development in a text, look for transition words. These words may help us identify the pattern of development, leading to a better understanding of the meaning of the text.

Warm-up!

With a partner, share your thoughts on the following ideas:

Pain and suffering are inevitable. Life is an adventure.

Now, with another partner, share your thoughts on the revised sentence:

Pain and suffering are inevitable; nevertheless, life is an adventure.

How did the meaning of the first and second sentences change as you added another word? Share your thoughts with the class.


Learn About It!

Read the following sentence:

I love reading books. It keeps me awake at night.

These two sentences imply that the writer loves reading books because it keeps him or her awake at night. To improve the sentence, the transition word because can be used. To change the relationship between the sentences, however, other transition words can also be used.

Transition words and phrases have the power to show and change the connection between ideas. To show how transitions guide us, we will use the words even though.

I love reading books even though it keeps me awake at night.

In this example, the writer now tells how he loves reading books despite the fact that it keeps him or her awake at night.

Notice how the connection between two ideas relies heavily on transition words. It gives the reader more information about the writer’s thoughts, whether the intention of the writer is to show emphasis, addition, comparison or contrast, illustration, or cause and effect.

Transition words can be classified according to the type of transition it provides. They are classified as follows:

Signal Words to Show Chronology or Procedure

about before in the meantime prior to tomorrow after during later second until afterwards eventually meanwhile soon when as soon as finally next then yesterday at first next week till at this / that point


immediately presently today

Signal Words Used for Definition

is defined as means to define as defined refers to to illustrate

Signal Words for Exemplification or Classification after all for instance namely that is as an example in other words put another way to be specific consider the following in particular specifically to clarify for example in short stated differently to illustrate

Signal Words for Comparison and Contrast

accordingly consequently in consequence so that as a consequence for this reason so therefore as a result (of this) hence so much (so) that thus because of this

Signal Words for Cause and Effect

as for in view of (the fact) owing to (the fact) because for the reason that inasmuch as seeing that being that in that one reason since due to (the fact that)

Signal Words for Problem and Solution

but nonetheless one solution is the problem first, second one reason for the one way is

Signal Words for Persuasion (Emphasizing a Point)

again in that case to emphasize truly for this reason indeed to repeat with this in mind


in fact

Signal Words for Persuasion (Concluding and Summarizing)

accordingly consequently in brief inevitably all in all due to therefore since as a result finally in short thus as I have said in any event in summary in essence in a nutshell to sum up in conclusion on the whole

Signal Words for Persuasion (Conceding a Point)

admittedly it is true that obviously true assuredly needless to say of course undoubtedly certainly no doubt to be sure unquestionably


Look for the transitional words in the following sentences, then underline them. 1. Despite his sickness, he went out for a walk. 2. They forgot to let me know, but I found out from the papers. 3. Even if you finish all the tasks on time, you still have to work overtime. 4. Although the task was difficult, she solved it with ease and confidence. 5. She cannot go out until she finishes her homework that is due tomorrow.


Let’s Step Up!


Lesson 5: East and Southeast Asian Poems

“A poem should not mean, but be.“ – Archibald MacLeish on “Ars Poetica”

Archibald MacLeish, a prominent American poet and writer, conveyed his idea on how to criticize a poem using his poem “Ars Poetica.” He stated that there is a naked meaning of a poem, as if it is the ultimate expression of the art-for-art’s-sake principle. Following the perspective, a poem can defy the “hair splitting analysis of literary criticism,” which means that poets are allowed to go beyond and violate the grammatical rules of a language especially when they have to express their thoughts and emotions in a poem. According to MacLeish, a poem should be “motionless in time;” that it has no relation to generalities of truth and historical fact, but instead should be seen in its truth, beauty, and goodness.

Warm-up!

Form groups of six or seven people each. Each group will look at Matsuo Bashō’s haiku below:

To the old pond A frog leaps in.

And the sound of the water. In each group, discuss the following questions:

1) What is the scene being captured in the haiku? 2) Does the haiku create a full picture of the scene being

captured? 3) What senses does the haiku trigger in the reader? 4) Is this poetic form able to create enough imagery in the

reader? Why or why not?


Learn About It!

Using his ideology, let us try to appreciate and analyze the aesthetic value of a Southeast Asian poem titled “The Dead Crow,” a poem written by a Malaysian poet, Abdul Samad Muhammad Said.

The Dead Crow

He saw a dead crow in a drain

near the post office. He saw an old man

gasping for air and a baby barely able to breathe

in a crowded morning clinic. This land is so rich.

Why should we suffer like this?

I want clean air for my grandchildren.

I want the damned fools to leave the forest alone. I want the trees to grow,

the rivers run free, and the earth covered with grass.

Let the politicians plan how we may live with dignity, now and always.

“The Dead Crow” discusses some of the things that will happen if the environment is destroyed. The persona in the poem is sad, as more people are becoming ill and having breathing problems despite the fact that that their country is self-sufficient. A crow is used as a symbol in this poem. A crow is a strong bird that feeds on rubbish or wastes and is able to live in a dirty place. But in this poem, the persona found a dead crow, which died due to a very


bad environment. This symbolizes that the country where the persona lives is badly polluted and can cause even a tough crow to die. The poem itself is comparable to the song “Heal the World” by Michael Jackson, wherein the persona is really praying and hoping for a better place to live in.

Using what seems to be a simple way of writing poetry but in reality a very challenging one, haikus became popular in Japan. Haikus are very short forms of Japanese poetry. It is typically characterized by three qualities:

● The essence of haiku is "cutting" (kiru). This is often represented by associating two images or ideas and a kireji ("cutting word") between them, a kind of verbal punctuation mark that signals the moment of separation and colors the manner in which the associated elements are related.

● Traditional haiku consist of 17 on (also known as morae though often loosely translated as "syllables"), in three lines of 5, 7, and 5 on, respectively.

● It also has a kigo or reference to seasons (winter, spring, summer, fall), usually drawn from a saijiki, an extensive but defined list.



Look at another haiku by Matsuo Bashō:

Ah, tranquility! Penetrating the very rock,

A cicada’s voice. Answer the following questions:

1) Who do you think is the persona in the story? 2) What is he doing? 3) Where could he be at that moment when the haiku was written? 4) What is the persona feeling? 5) What season is the persona experiencing?

Let’s Step Up!


Performance Task

A HAIKU COLLECTION

Try your hand at writing haiku poetry and as a class, produce a poetry book, then recite it!

Goal: You will write your own haiku describing a particular subject of your choice; this poem will then be compiled into a haiku poetry book by the class. Selected poems (or the entire haiku poetry book) may also be recited in class. Role: You are poets who will write for a poetry book in honor of celebrating World Poetry Day (every 21st of March). Audience: The book will be presented to the UNESCO as your class’s contribution to the development of poetry as a discipline. Situation: The challenge involves integrating various literary techniques and devices in creating poems based on a theme selected by the class. The class will have to synthesize these poems and arrange them logically to create the best impact. Product/Performance and Purpose: Try your hand at writing haiku poetry and as a class, produce a haiku poetry book. Selected poems (or the entire haiku poetry book) may also be recited in class. Individual:

1. Write a haiku following the conventions discussed in the lesson. Follow the 5-7-5 syllable format.

2. You may choose any inspiration for the poem you write. 3. Print your poem on a short bond paper, use Times New Roman font size 12.

Class: 4. Compile your poems together as a class. You have an option to book bind or ring bind

your work.


Standards and Criteria for Success: You will be evaluated using the rubric provided.

Criteria Beginning (0-12 points)

Developing (13-16 points)

Accomplished (17-20 points)

Score

Content (Focus on details/events are clearly evident; it is clearly related to the topic.)

Organization (Logical progression of details/events; clear transitions between ideas.)

Language (spelling, mechanics, grammar and usage)

Title Page/Book Cover and Table of Contents

Does not include the title page/book cover or the table of contents

Missing one or two requirements

Artistically completed title page/book cover and table of contents

Development of Poetic Detail and Originality of Work

Some poems were plagiarized.

All poems were created by the students; no poems were plagiarized

Illustrations and Graphics The poetry book does not have illustrations.

There are some pages with no illustrations.

Each page of the poetry book has an illustration that suits the poem.

Layout and Neatness The layout is The layout The layout of the


incomprehensible. The work is dirty and unpresentable.

could have been improved further but is acceptable.

book is well thought of, there is an inclusion of authors’ bio notes, as well as a clean, organized, and presentable output.

TOTAL SCORE:

Self-Check: How Well Did I Learn?

Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box.

Skills I think I need more

practice and assistance

I am familiar and can perform well

with minimal assistance

I am confident that I can perform this on

my own

I can use the appropriate prosodic features of speech when reading a poem.

I can distinguish between and among verbal, situational, and dramatic types of irony and give examples for each.

I can evaluate the personal significance of a


literary text. I can identify the distinguishing features of notable East Asian poems and se appropriate grammatical signals or expressions suitable to each pattern of idea development.

I can show appreciation for the aesthetic value of poetry by reading a poem with proper emotions, diction, and enunciation.

Wrap Up

● The three main elements to consider when delivering a poem: intonation, stress, and

rhythm. ● Intonation is the collective term used to describe the variations in pitch, loudness,

tempo, and rhythm in reading. It encompasses the rising and falling intonation in reading the poem, which is observed in the volume of voice as someone reads.

● Stress refers to the emphasis given to a particular syllable or word in speech, typically through a combination of relatively greater loudness, higher pitch, and longer duration in producing a certain syllable or word.

● Rhythm pertains to a strong regular repeated pattern of sounds or movements. It is


strongly linked with stress and intonation, and mostly determined by the beats of stressed syllables of certain words in sentences or phrases.

● Irony is a figure of speech in which words are used in such a way that it is contradictory to what it actually means. There are three types of irony: dramatic irony, situational irony, and verbal irony.

● Dramatic irony occurs when the audience is aware of something that the characters in the story are not aware of. It could be that only one of the characters is left in the dark or that all characters have no idea of what is about to come. This type of irony is very common in films and plays.

● Situational irony occurs when the exact opposite of what is expected to happen, happens. This means that both the audience and the characters in the story are unaware of the consequences of the situation.

● Verbal irony is to say something that is contradictory to its intended meaning. It occurs when a speaker aims to be understood as meaning the opposite of what he or she actually said.

● There are three major kinds of verbal irony: sarcasm, exaggeration (overstatement), and understatement.

● Sarcasm is a literary and rhetorical device that has an intention to mock or insult using satirical or ironic remarks.

● Exaggeration or overstatement is a statement that makes something worse or better than its original status or meaning. In literature and oral communication, writers and speakers use it as a literary technique for extra stress and drama in a piece of work or speech.

● Understatement is a figure of speech employed by writers or speakers to intentionally make a situation seem less important than it really is. An understatement usually has an ironic effect as an equally intense response is expected in severe situations but the statement in response is the opposite of what was expected.

● Transitions or signal words help the readers follow the direction of a writer’s thoughts and the pattern of development used in his work. These words may help us identify the pattern of development, leading to a better understanding of the meaning of the text.


Bibliography

Barrot, Jessie S. Academic Reading and Writing for Senior High School. Quezon City: C & E

Publishing, Inc., 2016. Kementerian Pendidikan Malaysia. Selected Poems and Short Stories Form 1. Kuala Lumpur:

Dewan Bahasa Dan Pustaka, 2005. Mac, Yin Mee. Extreme PMT Notes Literature Component Form 1. Selangor: Sasbadi Sdn. Bhd.,

2006. MacLeish, Archibald. “Ars Poetica.” Poetry Foundation. 2014.

https://www.poetryfoundation.org/poetrymagazine/ (accessed June 28, 2017). Marie France Asia. 7 Local Names: Malaysian Names That You Need to Know. 2017.

http://www.mariefranceasia.com/my/culture-my/entertainment-my/asian-scene-my/malaysian-poets-193305.html#item=1 (accessed March 21, 2018).

Said, Abdul Samad Muhammad. teacher nuha. 2011.

http://teachernuha.blogspot.com/2011/07form-1-dead-crow-by-samad-said.html (accessed March 21, 2018).

Villa, Jose Garcia. Word Press. n.d.

https://supindas1.wordpress.com/2010/04/18/from-have-come-am-here-1942-lyrics-by-jose-garcia-villa/ (accessed June 28, 2017).

Recommended Link for This Unit: TedEd Video: WRITING HAIKUS: https://ed.ted.com/on/a3VBBNFr


https://ed.ted.com/on/a3VBBNFr

Documents

Grade 8 Unit 5: Into the World of Poetry