IN THE MIDST OF IN THE MIDST OF HARDSHIPHARDSHIP

IN THE MIDST OF IN THE MIDST OF HARDSHIP HARDSHIP by LATIFF MOHIDINby LATIFF MOHIDIN

SYNOPSIS SYNOPSIS

This poem tells of the hardship that a family in a This poem tells of the hardship that a family in a village faces after a big flood. The elders return at dawn in village faces after a big flood. The elders return at dawn in soaking-wet clothes. They go straight to the kitchen. They soaking-wet clothes. They go straight to the kitchen. They are probably hungry. Their hands and legs are bruised but are probably hungry. Their hands and legs are bruised but they do not show any sign of despair or of losing hope. they do not show any sign of despair or of losing hope.

After braving the dreadful flood for the last 24 hours, After braving the dreadful flood for the last 24 hours, they still can not find their son’s albino buffalo.they still can not find their son’s albino buffalo.

Despite all the adversities and suffering, the people Despite all the adversities and suffering, the people in the poem do not complain or lament on their in the poem do not complain or lament on their misfortunes. They spend time together, enjoying each misfortunes. They spend time together, enjoying each other’s company. They are grateful for the fact what they other’s company. They are grateful for the fact what they still have instead of what is lost. Life goes on with their still have instead of what is lost. Life goes on with their daily chores of preparing food and habit of rolling their daily chores of preparing food and habit of rolling their cigarette leaves. They are still able to joke with one cigarette leaves. They are still able to joke with one another. another.

A PICTURE SAYS A A PICTURE SAYS A THOUSAND WORDSTHOUSAND WORDS

AimsAims* To introduce the context of the * To introduce the context of the

poem poem

* To elicit from students feelings and * To elicit from students feelings and attitudesattitudes

MaterialsMaterials

Pictures from newspaper cuttings of current Pictures from newspaper cuttings of current natural disasters such as the Padang natural disasters such as the Padang Earthquake, Tropical Storm Ketsana, Earthquake, Tropical Storm Ketsana, Typhoon Melor, Samoa or Vanuatu Typhoon Melor, Samoa or Vanuatu earthquake (See Handout 1 for some earthquake (See Handout 1 for some examples) examples)

MPEG Video on 2004 Tsunami, Hurricane MPEG Video on 2004 Tsunami, Hurricane Katrina Padang earthquakeKatrina Padang earthquake

Source : The Star, 4 October 2009Source : The Star, 4 October 2009

Source : The Star, 11 Oct 2009Source : The Star, 11 Oct 2009

StepsStepsDistribute Handout 1 and let Distribute Handout 1 and let

students talk about the pictures. students talk about the pictures. Fill in Worksheet 1 : Looking at Fill in Worksheet 1 : Looking at PicturesPictures

Ask students about their personal Ask students about their personal experience in a flood, fire or experience in a flood, fire or landslide.landslide.

Let students watch a downloaded Let students watch a downloaded video from youtube.com of a video from youtube.com of a current natural disastercurrent natural disaster

Conduct open class discussion: Conduct open class discussion: What do people do when What do people do when disaster strikes? disaster strikes?

Give students Worksheet 2 Give students Worksheet 2 called “called “Find Someone WhoFind Someone Who….” ….” and instruct students to go and instruct students to go around the class to find the around the class to find the various people with various various people with various experiences in the set time experiences in the set time phase. phase.

MPEG Video Websites

2004 Tsunamihttp://www.youtube.com/watch?v=kpgsCaFe4sMhttp://www.youtube.com/watch?v=WhuqKhwww.ogrish.comHurricane Katrinahttp://www.youtube.com/watch?v=yB33kPIhBkcPadang, Indonesia earthquakehttp://www.youtube.com/watch?v=Jnr9Mcg_jIo( The following websites were retrieved on 12 October 2009 )

‘‘GETTING-TO-KNOW-YOU’ GETTING-TO-KNOW-YOU’ TREASURE HUNTTREASURE HUNT

AimsAims

To find out more To find out more about the poetabout the poet

MaterialsMaterials

Worksheet 3 Worksheet 3

Strips containing information Strips containing information

of the poet of the poet

Handout 2Handout 2

StepsSteps Paste strips containing information of the Paste strips containing information of the

poet around the classroom - on the board, poet around the classroom - on the board, wall, table, behind the chair, door, wall, table, behind the chair, door, windows, etc. windows, etc.

Get students to work in groups of four.Get students to work in groups of four. Give each group Worksheet 3 with Give each group Worksheet 3 with

questions asking for information related to questions asking for information related to Latiff Mohidin.Latiff Mohidin.

Set a time frame for this activity. Set a time frame for this activity. Decide on the winners. The first group with Decide on the winners. The first group with

the most number of correct answers will the most number of correct answers will be the winner. be the winner.

Give them a few minutes for Give them a few minutes for discussion.discussion.

Get them to present the character Get them to present the character traits of Mr Nobody to the class. traits of Mr Nobody to the class.

Get the class to decide whether they Get the class to decide whether they agree or disagree with the character agree or disagree with the character traits aforementioned. Advise them traits aforementioned. Advise them to give reasons for their choice. to give reasons for their choice.

SHOW SOME EMOTION!SHOW SOME EMOTION!

AimsAims

To enable students to grasp the To enable students to grasp the mood and feelings of the poem mood and feelings of the poem

MaterialsMaterialsEmoticons Emoticons Worksheet 4 Worksheet 4 Handout 3Handout 3

SHOW SOME EMOTION!Which emoticons do you think will describe the feelings of the people in each stanza?

Cut and paste them on the handout given.

StepsSteps Introduce emoticons that portray Introduce emoticons that portray

different feelings. different feelings. Get students to talk about the Get students to talk about the

various feelings shown. . various feelings shown. . Get students write down appropriate Get students write down appropriate

words for each emoticon. words for each emoticon. Distribute Handout 3 Distribute Handout 3

Recite the poem with rhythm Recite the poem with rhythm and intonation. and intonation.

Let students cut out and paste Let students cut out and paste emoticons on the section of the emoticons on the section of the poem that they feel appropriate. poem that they feel appropriate.

Discuss the students’ options Discuss the students’ options and let them state the reasons and let them state the reasons why they have chosen a certain why they have chosen a certain emoticon. emoticon.

THE SEARCH IS ONTHE SEARCH IS ON

AIMSAIMS

To allow students to To allow students to explore ways in which explore ways in which figurative language is figurative language is used in the poemused in the poem

MaterialsMaterials

Worksheet 5 Worksheet 5

Handout 4 Handout 4

StepsSteps

Choose a figure of speech, for e.g. Choose a figure of speech, for e.g. simile, metaphor, onomatopoeia, or simile, metaphor, onomatopoeia, or personification. Discuss its meaning personification. Discuss its meaning in class, and share examples. in class, and share examples.

Distribute Handout 4 and discuss it with Distribute Handout 4 and discuss it with the students. the students.

Give out a copy of Worksheet 5 to each Give out a copy of Worksheet 5 to each student. Write the word ‘Assonance’ on student. Write the word ‘Assonance’ on the top line. the top line.

Instruct students to look for Instruct students to look for examples of assonance in the examples of assonance in the poem they are reading. poem they are reading.

Let students write out the full Let students write out the full line with the figure of speech and line with the figure of speech and the line number(s) in each lens of the line number(s) in each lens of the binoculars. the binoculars.

Instruct students to form groups Instruct students to form groups of four and discuss what each of four and discuss what each student has found. student has found.

Let students write out two lines Let students write out two lines using either alliteration or using either alliteration or assonance. assonance.

Note:Step 6 is an optional activity.

Instruct students to form groups of Instruct students to form groups of four and discuss what each student four and discuss what each student has found.has found.

ACROSTIC POEMACROSTIC POEM

AIMAIM

To enable students to To enable students to write simple poetry write simple poetry using key words using key words found in the poemfound in the poem

MaterialsMaterials

The Poetry TextThe Poetry Text Handout 5Handout 5

StepsSteps

Get each student to write a word Get each student to write a word from the poem ( for e.g. despair, from the poem ( for e.g. despair, albino, hardship ) vertically on the albino, hardship ) vertically on the left hand side of the paper.left hand side of the paper.

Ask the students to write a word or Ask the students to write a word or a phrase that begins with each letter a phrase that begins with each letter creating a poem.creating a poem.

Tell them to use Handout 5 as a Tell them to use Handout 5 as a guide. guide.

IN THE MIDST OF IN THE MIDST OF HARDSHIPHARDSHIP