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LITERATURE COMPONENT FOR FORM 1

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Table of Contents

Poetry
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Introduction The River - Poets background - Synopsis - Activities Mr Nobody - Synopsis - Activities Assessment Glossary Panel of writers

The River(Valerie Bloom) Mr NobodyAnonymous)


Curriculum Development Division. Ministry of Education Malaysia. 2009

POETRY

About 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 Dickinson said, "If I read a book and it makes my body so cold no fire ever can warm me, I know that is poetry" and Dylan Thomas defined poetry this way: "Poetry is what makes me laugh or cry or yawn, what makes my toenails twinkle, what makes me want to do this or that or nothing." In short, it is the epitome of life, the elixir of enjoyment. Poetry is a lot of things to a lot of people. Homer's epic, The Odyssey, described the wanderings of the adventurer, Odysseus, and has been called the greatest story ever told. During the English Renaissance, dramatic poets like John Milton, Christopher Marlowe, and of course Shakespeare gave us enough to fill textbooks, lecture halls, and universities. Poems from the romantic period include Goethe's Faust (1808), Coleridge's "Kubla Khan" and John Keats' "Ode on a Grecian Urn."

POETRY

Characteristics of Poetry

Poetry

One of the most definable characteristics of the poetry is economy of language. Poets are miserly and unrelentingly critical in the way they dole out words to a page. Carefully selecting words for conciseness and clarity is standard, even for writers of prose, but poets go well beyond this, considering a word's emotive qualities, its musical value, its spacing, and yes, even its spacial relationship to the page. The paragraph in a poem is called a stanza or a verse. Poetry does not necessarily have to have ordered/regular standards. Poetry is evocative. It typically evokes in the reader an intense emotion: joy, sorrow, anger, catharsis, love and the like. Poetry has the ability to surprise the reader with an Ah Ha! Experience -revelation, insight, further understanding of elemental truth and beauty. Like Keats said: "Beauty is truth. Truth, beauty. That is all ye know on Earth and all ye need to know."

Predominant use of imagery which appeals to the senses - of sight, hearing, touch, taste and smell. You might be interested in the terminology of the different imagery. They are as follows: o Visual imagery 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 Kinesthetic/tactile imagery sense of touch e.g. Her skin was as soft as satin.

o Gustatory imagery sense of taste e.g. Her voice was like warm honey on a cold morning. o Olfactory imagery - sense of smell e.g. Her cheeks were like the perfume of roses. Poems contain figurative language (e.g. simile, metaphor, personification, hyperbole, etc.) Poems may include rhythm (the regular recurrence of stressed and unstressed beats) Poems may contain rhyme. Poems contain sound devices (e.g. assonance, alliteration, consonance, onomatopoeia, etc.) to support the content of a poem.

The table below will give you a quick look at the characteristics of poetry. Characteristics of Poetry

POETRY

Types of Poetry

Poetry

There are many types of poetry but the more common ones will be dealt with below. Haiku Haiku is a Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku poetry originated in the sixteenth century and reflects on some aspect of nature and creates images. Temple bells die out. The fragrant blossoms remain. A perfect evening! Limericks Limericks are short sometimes bawdy, humorous poems consisting of five lines. Lines 1, 2, and 5 of a Limerick have seven to ten syllables and rhyme with one another. Lines 3 and 4 have five to seven syllables and also rhyme with each other. 5

There was an Old Man with a gong, Who bumped at it all day long; But they called out, 'O law! You're a horrid old bore!' So they smashed that Old Man with a gong.

Cinquain Cinquain (cinq which means five in French) has five lines. Line 1 is one word (the title). Line 2 is two words that describe the title. Line 3 is three words that tell the action. Line 4 is four words that express the feeling. Line 5 is one word that recalls the title. American poet Adelaide Crapsey created the cinquain based on the Japanese haiku. Dinosaurs Lived once, Long ago, but Only dust and dreams Remain

An ABC Poem An ABC poem has a series of lines that create a mood, picture, or feeling. Lines are made up of words and phrases. The first word of line 1 begins with an A, the first word of line 2 begins with a B etc.

A lthough things are not perfect B ecause of trial or pain C ontinue in thanksgiving D o not begin to blame E ven when the times are hard F ierce winds are bound to blow

Acrostic Poem An acrostic poem, sometimes called a name poem, uses a word for its subject. Then each line of the poem begins with a letter from the subject word. This type of poetry doesn't have to rhyme. Here's an example using the word school: Shabonee is where I go Computers, spirals, books, and more Homework every night On math, science, reading, and social studies Our class does lots of fun projects

Learning never stops Concrete/Shape Poem In this kind of poetry, the words themselves form a picture. It is based on the spacing of words. The pattern of the letters illustrate the meaning of the poem. It does not have to rhyme and can be of any length.

Try this out. What do you think the shape of the poem resembles?

) a pen _cil holds a gr eater know ledge than any c omp uter, a pen cil hol ds 100 years of ex peri ence and 8

has been thro ugh the stori es of milli ons

POETRY

Elements of Poetry

Poetry

The elements in prose and poetry are almost similar. The table below will best illustrate the terminology used where the elements are concerned. PROSE/DRAMA Plot Theme Characterization Point of view Tone Mood POETRY Subject matter Theme Very rarely Voice/persona Tone Mood

URL : http://contemporarylit.about.com/od/poetry/a/poetry.htm URL : http://contemporarylit.about.com/od/poetry/a/poetry.htm Date accessed : 12 October 2009 Date accessed : 12 October 2009 URL URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/ : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/ cinquaindescrip.htm cinquaindescrip.htm

Sources INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET 9 INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET

Sources

THE RIVER

Poets Background

Valerie Bloom was born in Jamaica and came to England in 1979. She studied English with African and Caribbean Studies at the University of Kent at Canterbury. She writes poetry in English and Jamaican patois for all ages, and has performed her work throughout the world, with many television and radio appearances. Her poetry is included in a number of anthologies and she tutors regularly for schools and colleges.

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Her books include the Jamaican poetry collections Touch mi! Tell mi! (1983); and Duppy Jamboree and other Jamaican Poems (1991); Hot Like Fire (2002), a collection of poems in English and Jamaican patois; and more recently, Whoop an'Shout! (2003). She has edited several collections of poetry such as On a Camel to the Moon and other poems about journeys (2001) and One River, Many Creeks: poems from all around the world (2003). Her children's novel, Surprising Joy, was published in 2003. Valerie Bloom has been awarded an Honorary Masters Degree from the University of Kent, and lives in Kent. Her latest books are The Tribe and A Soh Life Goh, both published in 2008.

THE RIVER

Synopsis
The River is about the many faces of a river. The river is a wanderer where he moves all over the place. He does not sit still and is always in motion. He is also a winder where he twists and turns. He meanders. He is also a hoarder where he keeps things deep down in his river bed. Sometimes, 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. Finally, he is also a monster and can devour trees (most probably referring to a flood).

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THE RIVER

ACTIVITY P1

Topsy Turvy, Make It Right


Aims Aims
To train students to listen, read and comprehend the poem To enable team work while having fun rearranging the lines 40 minutes

Materials Materials
Video from Movie Maker Computer/ laptop Overhead projector (preferred) A Video from Movie Maker Computer/ laptop Overhead projector (preferred) A stop watch A blank piece of paper per large group Adhesive Sentence stop watch A blank piece of paper per large group Adhesive Sentence strips in an envelope (Handout 1) strips in an envelope (Handout 1)

Steps Steps

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Instruct the students to sit in their respective groups, away from the teacher. Tell them to listen to the model reading of The River and watch the short video presentation. Play it again. Hand out the envelopes (one envelope per group). Tell them not to open until they are told to do so. Start the race! Tell them to rearrange the strips correctly to form the poem The River. Tell them to secure the strips with adhesive. Check the order. If one sentence is wrong, students must go back to their corner and try again. Tell them that the group that hands up the correct arrangement in the shortest time wins. Alternative: The group that gets the most strips arranged correctly at the end of the set time wins!

THE RIVER

HANDOUT P1

Topsy Turvy, Make It Right


Cut along the dotted lines

He just cannot be still. He doesnt choose one place To set up his camp. Hes gobbled up trees And hell swallow you next. And he buries down deep Those little treasures That he wants to keep.
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And sounds like hes happily Sucking his thumbs. Through valley and hill He twists and he turns, As he dances along, The Rivers a monster Hungry and vexed, A nomad, a tramp, The Rivers a baby, He gurgles and hums, The Rivers a wanderer, The countryside echoes The notes of his song. The Rivers a hoarder, The Rivers a singer, The Rivers a winder,

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CUT ALONG THE DOTTED LINES AND PUT THEM INTO AN ENVELOPE. INSTRUCT STUDENTS NOT TO OPEN THE ENVELOPE UNTIL TOLD TO DO SO. ALLOW THE STUDENTS 5 MINUTES TO REARRANGE THE SENTENCES. OR RECORD THE LENGTH OF TIME TAKEN TO ARRANGE THE SENTENCES CORRECTLY. THE TEAM THAT TAKES THE SHORTEST TIME, WINS.

THE RIVER

ACTIVITY P2

The Sound Machine


Aims Aims
To enable students to understand the meaning of the stanzas To create the appropriate sounds made by the river in the different stanzas To enable students to read with the correct pronunciation and intonation. 40 minutes

Materials Materials
Cut out stanzas of the poem Cut out stanzas of the poem

Steps Steps

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Divide the students into 6 groups. Read out the poem to them with the right enunciation and intonation. Distribute one stanza to one group. Tell them to practise reading the stanza. Get them to read the stanza aloud to the class. Then tell them to think of certain sounds and actions that they can use together with the stanza that they have been given. Appoint a student (or a few students) within the group to read the stanza while the other students practise the sounds and movements. Give them some time to practise. Then get them to present but do it this way tell them to form a long line with students with stanza 1 at the beginning and students with stanza 6 at the end. Get them to start moving like a river, undulating and wavy with the appropriate movements and sounds. Make it like a Mexican wave with Stanza 1 being read aloud with the movements and sounds, then Stanza 2 being read out with movements and sound and so on till Stanza 6. Then get them to do all 6 stanzas simultaneously with the reading, movement and sounds. Finally, get them to do just the movements and the sounds without the stanzas being read out.

Notes
You can be guaranteed that this exercise will bring out the vividness of the poem and it will be something that the students will never forget!

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Notes You may need to find a room or space large enough to carry out this activity. Perhaps the hall or gym may help.

THE RIVER

ACTIVITY P3

Pelmanism
Aim(s) Aim(s)
To introduce students to the meanings of the words used in the poem To introduce vocabulary in a fun way 40 minutes

Materials Materials
Word cards (Handout P3) Word cards (Handout P3)

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Steps Steps

Prepare sets of word cards (Handout 2) Divide students into groups of 4. Give each group a set of the word cards. Tell them to set the cards face down on the desk. Get each of them to open the cards one by one. Tell them that they are not to look at the cards before opening them face up on the table. Their task is to match words and meanings together. If they manage to match the word and the meaning, they are allowed to keep that pair. The winner in the group will be the one who collects the most pairs.

Notes
In this activity, pelmanism can be likened to the game of Snap.

THE RIVER

HANDOUT P3

Pelmanism

gurgle

monster

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hum echo swallow

vexed gobbled wanderer

nomad winder

tramp twist

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hoarder
to make a hollow bubbling sound

treasures
make a low, steady continuous sound like that of a bee

when a sound bounces back

to allow something to pass down the throat

A large, ugly, and frightening imaginary creature

upset

eat hurriedly and noisily

a person who moves from one place to another leisurely and aimlessly

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a member of a group that moves from place to place and who has no permanent home

a person who moves from place to place and acts as a beggar

something that winds something like the film in a camera

precious or valuable objects

A person who likes to collect and keep things

bend

THE RIVER

ACTIVITY 4

Lets Make Sense


Aim(s) Aim(s)
To sensitise students to words and how they help to construct meaning To sensitise students to rhyme To enable students to reconstruct a stanza using contextual clues and the skill of sense-making 40 minutes

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Materials Materials
Strips of paper, each bearing a line of the poem (Handout P4) Strips of paper, each bearing a line of the poem (Handout P4)

Steps Steps
Divide students into groups of four. Give each group strips of paper, each of which has a line of the stanza. Perhaps give each group either 2 or 3 stanzas which have been all cut up (Handout P4) Tell them to unscramble the lines and reconstruct the stanzas. Get them to present their work and read the stanzas out in class. Here, perhaps one group could read out one stanza.

Variation
You could give them the first line of the stanzas and get them to reconstruct the stanza.

Then get them to look again at the actual stanzas of the poem and decide if their stanzas (the assumption being that their stanzas may vary) can also stand. It is not the accuracy of reconstructing the stanzas that matters. It does not matter if the reconstructed stanza varies from the original stanza. What is important is if the reconstructed stanza makes sense.

Lets discuss
Get them to discuss the strategies they used in order to reconstruct the stanzas.

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Notes Use your discretion here. It may not be feasible to give them all 6 stanzas. They might pull their hair out in frustration!

THE RIVER

HANDOUT P4

Lets Make Sense


Cut along the dotted lines

He just cannot be still. He doesnt choose one place To set up his camp.
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Hes gobbled up trees And hell swallow you next. And he buries down deep Those little treasures That he wants to keep. And sounds like hes happily Sucking his thumbs. Through valley and hill He twists and he turns, As he dances along, The Rivers a monster Hungry and vexed, A nomad, a tramp, The Rivers a baby, He gurgles and hums, The Rivers a wanderer, The countryside echoes The notes of his song.
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The Rivers a hoarder, The Rivers a singer, The Rivers a winder,

THE RIVER

ACTIVITY P5

Lets Make Sense


Aim Aim
To strengthen students understanding of the poem through solving a crossword puzzle. 40 minutes

Materials Materials
Worksheet P5 : Crossword Puzzle Worksheet P5 : Crossword Puzzle

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Steps Steps

Hand a copy of Worksheet 1 to each student. Tell the students that the words are from the poem. Tell the students to solve the puzzle on their own or in pairs. Discuss the answers with the students. If time permits, ask the students determine in which stanza the words are found.

Alternatively, the teacher may ask students to lead the discussion.

THE RIVER

WORKSHEET P5

Lets Make Sense


Use the clues to help you complete the crossword puzzle.
1 2 3

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10

DOWN 1. place something into the ground and cover with earth 2. a laughing sound that babies make 3. to pick one item among many 5. eat something in one gulp 6. a temporary place to sleep outdoors

ACROSS 4. a collection of valuable things 7. a member of a tribe that moves from place to place 8. low point between two mountains 9. sounds that are repeated 10. a fierce and fearful creature

THE RIVER

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Answer Key
ANSWER ANSWERTO TOHANDOUT HANDOUTP1 P1: :TOPSY TOPSYTURVY TURVY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 The Rivers a wanderer, A nomad, a tramp, He doesnt choose one place To set up his camp. The Rivers a winder, Through valley and hill He twists and he turns, He just cannot be still. The Rivers a hoarder, And he buries down deep Those little treasures That he wants to keep. The Rivers a baby, He gurgles and hums, And sounds like hes happily Sucking his thumbs. The Rivers a singer, As he dances along, The countryside echoes The notes of his song. The Rivers a monster Hungry and vexed, Hes gobbled up trees And hell swallow you next.

Worksheet WorksheetP5 P5: :Crossword CrosswordPuzzle Puzzle 28

1 B

2 G

3 C

U
4 T 6 C 8 V 5

H O

R I

W A

R E G L
9 E

S
7

N L L E S L O W Y L C H O

O S

M A

A M P

S
10

M O

THE RIVER

BEYOND THE TEXT/ ACTIVITY P1

Odd One Out


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Aims Aims
To enable students to understand synonyms To train students to use the dictionary and thesaurus 40 minutes

Materials Materials
Worksheet P1a and P1b Worksheet P1a and P1b

Steps Steps

Tell students sit in pairs. Hand out Worksheet P1a to each pair. Tell students to read the words in each box. Tell them that 3 of the words have similar meaning but 1 does not belong to the group. Tell them to circle the word that is the odd one out. The pair that answers correctly will be given Worksheet P1b to complete

ENCOURAGE STUDENTS TO USE THEIR DICTIONARY OR THESAURUS.

THE RIVER

WORKSHEET P1a

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Odd One Out


Look at the following words in the boxes and find the odd one out. Circle your answer.

GURGLE BABBLE PRATTLE TALK VAGABOND CLEANER TRAMP BEGGAR POLITICIAN ACCUMULATOR HOARDER KEEPER
THE RIVER P1b

DOCTOR SINGER VOCALIST SOLOIST DISPLEASE VEX EXASPERATE PLEASANT RAVINE GORGE VALLEY MOUNTAIN
WORKSHEET

Odd One Out


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Look at the following words in the boxes and find the odd one out. Circle your answer.

HUM PURR BUZZ CHATTER WANDERER NOMAD TRAVELLER KEEPER FAMISHED FULL HUNGRY RAVENOUS
THE RIVER

ARTISTE OFFICIAL DANCER PERFORMER VALLEY HILL MOUND MOUNTAIN GUZZLE GOBBLE SWALLOW CHEW
BEYOND THE TEXT/ ACTIVITY P2

Jumbled letters
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Aim Aim
To enable students to focus on vocabulary and spelling 40 minutes

Materials Materials
Worksheet P2: Jumbled Letters Worksheet P2: Jumbled Letters

Steps Steps

Get students to work in pairs. Give out worksheet 3 Tell students to refer to the poem for clues to decipher the words.

THE RIVER

WORKSHEET P2

Jumbled letters
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Rearrange the letters to form words that will describe the river in the poem. All the words can be found in the poem. Wanderer
ton sooche eon clape

__________

__________ Winder

__________

__________

sitstw

runts

tocann

eb

listl

__________

__________

__________

__________

__________

Hoarder
sberiu tillet sareestur

__________

__________

__________

Baby
ruggsle sumh plyhapi

__________

__________

__________

Singer
sandec gloan seeoch shi snog

__________

__________

__________

__________

__________

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Monster
gunyrh nad deevx

__________

__________

__________

THE RIVER

BEYOND THE TEXT/ ACTIVITY P3

I am a poet
Aims Aims
To enable students to use their schemata to write another stanza To enable students to use their creative juices to write another stanza To encourage collaborative team work 40 minutes

Materials Materials
A4 paper, Mahjong Paper, Handout P3 A4 paper, Mahjong Paper, Handout P3

Steps Steps

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Divide 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 stanza that they are about to create. Tell them to concentrate on creating metaphors. (Refer to Handout P3) Give them time to prepare. Get them to read out the stanzas they have created. Alternatively, get them to paste them on the board, on the cork boards or walls and they could do a gallery walk. Take it further by getting them to choose the stanza or stanzas that appeal to them and write a journal entry on them.

Variation Variation


Give each group half a mahjong paper. Give each group half a mahjong paper. Tell them to write only one line of the stanza. Tell them to write only one line of the stanza. Then tell them to pass it to another group who will write the second line. Then tell them to pass it to another group who will write the second line. Then it is passed to the third group who will write the third line and so on. Then it is passed to the third group who will write the third line and so on. Once it is completed, get a representative from each group to read out their Once it is completed, get a representative from each group to read out their stanzas. stanzas.

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Note Remind them that the stanza has to do with metaphors.

HANDOUT 3

THE RIVER

HANDOUT P3

I am a poet
Below are some examples of creative stanza-writing. You may refer to the ideas on how to write your own stanzas.

The rivers a conquerer For hes never afraid. He is a seeker

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Never ceases to raid.

The rivers a tummy, Rumbling and grumbling, he seems Eating and eating and eating and eating Till he bursts at his seams.

The rivers a father, Hes kind but forgetful He takes care of us all Even when his hands are full.

The rivers a savior, A life-giver, a provider, Hell always be there For all to share.

THE RIVER

BEYOND THE TEXT/ ACTIVITY P4

Pantomime
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Aims Aims
To enable students to communicate and pass messages effectively To enable students to express themselves accurately 40 minutes

Picture / Sentence / Verse Cards Picture / Sentence / Verse Cards

Steps Steps

Explain the game, its objectives and rules to students. Tell the students to form large groups of 4-6. Tell each group sit on chairs, in a straight line, with their backs facing the teacher. This applies to all, except the first student. Tell the students that they are not allowed to talk at any point in the game. The first student in each line is given a picture or sentence or verse (depending on their proficiency) from the poem The River by Valerie Bloom. The first student to tap the shoulder of the second student and the second student will turn to face him/her. The first student can only show his mime to the second student. The other students still have their backs turned. When the second student knows what the sentence/verse is, he/she will nod. Then the second student will turn around and tap the third student and the third student will turn around and face him/her. The second student will show his mime to the second student. The other students still have their backs turned. When the third student knows what the sentence/verse is, he/she will nod.

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Then the third student will turn around and tap the fourth student and the fourth student will turn around and face him/her. This will go on until the last student understands what the message is. The

last student will write or draw the message/object on the board. Explain that the objective is for the pantomime of the message to be clear enough each 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 sentence/verse usually changes into something entirely different.

Notes
Students will try to communicate what they see in the picture / sentence or verse from the poem to the next student who in turn will communicate to the next person the same message as the first.

Teacher can complete these activities in a single lesson period but remember NOT TO FLOG A DEAD HORSE. If the students get tired of this activity, move on to other activities.

THE RIVER

WORKSHEET P4a

Pantomime
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Elementary

Clue: W_ _ _ _ _ _ _

Clue: C _ _ _

Clue: T _ _ _ _ and T _ _ _

Clue: V _ _ _ _ _ and H _ _ _

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Clue: H _ _ _ _ _ _

Clue: B _ _ _

Clue: S _ _ _ _ _

Clue: M _ _ _ _ _ _

42

THE RIVER P4b

WORKSHEET

Pantomime
Intermediate

HE LIKES TO WANDER.

THAT GIRL IS A NOMAD.

THE BOYS WENT CAMPING LAST NIGHT.

SHE TWISTS AND TURNS WILDLY.

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SHE WALKS THE HILL EVERYDAY.

THE ANGRY BOY IS IN A VALLEY.

THAT DOG BURIED ITS BONE.

HE FOUND A BURIED TREASURE.

BABY IS TICKLED AND HE SMILES.

THE BABY IS SUCKING HIS THUMB.

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MOTHER IS SINGING IN THE KITCHEN

MY SISTER IS A BEAUTIFUL DANCER.

HE WROTE A SONG IN THE COUNTRYSIDE.

HE WALKS LIKE A MONSTER.

THAT POOR GUY IS HUNGRY.


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I AM UNHAPPY WITH YOUR WORK.

THE RIVER

WORKSHEET P4c

Pantomime
Advance

HE DOESNT CHOOSE ONE PLACE TO SET UP HIS CAMP. AND HE BURIES DOWN DEEP THOSE LITTLE TREASURES THE COUNTRYSIDE ECHOES THE NOTES OF HIS SONG.
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HE TWISTS AND HE TURNS, HE JUST CANNOT BE STILL. AND SOUNDS LIKE HES HAPPILY SUCKING HIS THUMB. THE RIVERS A MONSTER HUNGRY AND VEXED,

THE RIVER

BEYOND THE TEXT/ ACTIVITY P5a

Apple Pass (Part 1)


Aims Aims
To enable students to remember lines from the poem 40 minutes

Materials Materials
A plastic apple/toy. A plastic apple/toy.

Steps Steps

Divide the students into 6 groups. Tell the groups to sit in their respective circles. Use a fake apple/toy and toss it to one student in a group. Tell the student receiving it to say the first line of the first verse of the poem The River. 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 receiving it, to quote the second line of the first verse of the poem The River. 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 subsequent line, that student must toss the fake apple to another student and excuse himself/herself out of the group. Tell them that the game ends, when all the lines from the poem The River have been quoted, OR when there is only one student remaining.

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THE RIVER

BEYOND THE TEXT/ ACTIVITY P5b

Apple Pass (Part 2)


Aims Aims
To challenge students to remember verses from the poem 40 minutes

Materials Materials
A plastic apple/toy. A plastic apple/toy.

Steps Steps

Divide the students into 6 groups. Tell the groups to sit in their respective circles. Use a fake apple/toy and toss it to one student in a group. Tell the student receiving it to say the first verse of the poem The River. 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 receiving it to quote the second verse of the poem The River. He is then to throw the fake apple/toy to any other students in the group. In the event, a student is unable to quote the subsequent verse that student must toss the fake/toy to another student and excuse himself/herself out of the group. Tell them that the game ends when all the verses from the poem The River have been quoted OR when there is only one student remaining.

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THE RIVER

BEYOND THE TEXT/ ACTIVITY P6

Decode This If You Can


Aims Aims
To enable students to use their mathematical knowledge in solving the grid To encourage collaborative team work To recognize the different modes of water transport in Malaysia 40 minutes

Materials Materials
Worksheet P6a :Solving Grid, Worksheet P6b : Poetry in Motion Worksheet P6a :Solving Grid, Worksheet P6b : Poetry in Motion

Steps Steps

Divide students into groups of 5. Hand out Worksheet P6 to each group. Tell students to decode the grid. Tell them that the group that decodes correctly will be given Worksheet 5 to decode Start the race! Tell them that he first group that is able to decode and get all the answers correctly wins

TEACHER MUST DECIDE WHICH OF THE TWO SOLVING GRIDS TO USE. CLUE IN SOLVING; ITS IN 3s AND 2s. ALLOW STUDENTS 5 MINUTES TO DECODE WORKSHEET ONE, OR RECORD THE LENGTH OF TIME TAKEN TO DECODE THE WHOLE ACTIVITY CORRECTLY. 3. THE TEAM THAT TAKES THE SHORTEST TIME, WINS.

49

THE RIVER

WORKSHEET P6a

Decode This If You Can


SOLVING GRID
You can use this solving grid OR

40

3 A

21 16

27 36 32 12 33 15 26 V I R 8 28 10 30 S

9 E

20 24

39 18 22 14 34 Y

-------------------------------------------------------------------------------------------------------------------------------

this solving grid OR even both!

A 3 N

E 9

I 15

R 26

S 30

V 32

Y 39

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THE RIVER P6b

WORKSHEET

Decode This If You Can


POETRY IN MOTION
There are many ways to travel on rivers in Malaysia. The following are the different ways you can travel. However, all these have been coded. Some of the numbers have been solved. Now that you have broken the code, try solving the vehicles Malaysian use to travel on rivers! 30 6 2 36 10 26 16 32 21
6

3 3 24 3 24 3 24 9 24
26

21 20 3 28 32 8 20 30 28
33

22 24 28 9 9 28 12 30 24
15

3 9

20

26 26

30 6

6 26

24 3

24 8

28 28

19

26

2 9 26
30

24 16 2
9

28

24
26

28

2 8 30

3 9 10

26 26 15

27 26 22

33 39

51

16

15

20

26

THE RIVER

Answer Key
Worksheet P1a : ODD ONE OUT Worksheet P1a : ODD ONE OUT
Talk Doctor Cleaner Pleasant Politician Mountain

Worksheet WorksheetP1b P1b: :ODD ODDONE ONEOUT OUT


Chatter Official Keeper Valley Full Chew

Worksheet WorksheetP2 P2: :JUMBLED JUMBLEDLETTERS LETTERS

1 2 3 4 5 6

not choose one place twists turns cannot be still buries little treasures gurgles hums happily dances along echoes his song hungry and vexed

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Worksheet GRID WorksheetP6a P6a: :SOLVING SOLVING GRID


You can use this solving grid OR

4 D 9 E

38 Z 20 N

3 A 24 O

21 M 2 B

16 L 39 Y

6 C 18 K

27 Q 22 P

36 W 14 J

32 V 34 X

12 G 8 F

33 U 28 T

15 I 10 H

26 R 30 S

this solving grid OR even both!

A 3

B 2

C 6

D 4

E 9

F 8

G 12

H 10

I 15

J 14

K 18

L 16

M 21

N 20

O 24

P 22

Q 27

R 26

S 30

T 28

U 33

V 32

W 36

X 34

Y 39

Z 38

Worksheet WorksheetP6b P6b: :POETRY POETRYIN INMOTION MOTION

Sampan Canoe Boat Waterscooter Hovercraft Raft Longboat Vessel Motorboat Cruiser

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Barque Ferry Ship Liner

MR NOBODY

Synopsis
The poem talks about irresponsible behavior. The persona in the poem is most probably a parent who wants to admonish the children for always running away from responsibility and for blaming others for the mischief that they have done. The message, though serious, is put in a light-hearted manner as a gentle reminder to children that they should not conveniently blame others for something that they could easily do themselves. It is irresponsible to claim ignorance for little misdeeds that occurs frequently in the house. The repetition of the reference to Mr Nobody emphasizes how conveniently we blame others for our indifference, negligence and irresponsibility. There is a tinge of humour and we can sense the poet chiding us for blaming others for our carelessness and misdeeds.

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MR NOBODY

ACTIVITY P1

Word Association
Aim Aim
To allow students to focus on words found in the poem and gain understanding of their meanings. 40 minutes

Materials Materials
Worksheet P1 Handout P1 Worksheet P1 Handout P1

Steps Steps

Divide the class into groups of 5. Give the noun-cards to each group. Paste the verb/verb phrases cards all around the classroom before the students enter. Tell the group that the objectives of the exercise is to match the nouns with the appropriate verbs/verb phrases which are all found in the poem. Get each group to select: a) two runners that will read the cards and report back b) a scribe that will write the words as given by the runners c) two managers that will match the nouns and verbs

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Complete the matching exercise as fast as possible and compare answers in a discussion. Facilitate the discussion.

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MR NOBODY

WORKSHEET P1

Word Association
1. Sit in groups of 5. 2. Elect a scribe, two runners and two managers. 3. Runners - read the words pasted around the room, then go back and tell the scribe the words and correct spelling. Scribe Managers - write down the words clearly - work together to decide where the words go.

4. Complete the task as fast as possible and hand in to the teacher.

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MR NOBODY

HANDOUT P1

Word Association
break leave ajar soil leave unclosed lying around cracked squeak mislaid fade tear bring in mud tosses about spill

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MR NOBODY

ACTIVITY P2

Whats in a name?
Aim Aim
To enable students to draw a character sketch about the persona using clues in the poem To raise students awareness about issues that can cut across genres. 40 minutes

Materials Materials
Worksheet P2 Worksheet P2

Steps Steps

Divide students into groups of four. They could also work in pairs. Give them a copy of worksheet P2 and tell them to concentrate on one stanza Tell them to read the stanza they have chosen and come up with two character traits of Mr Nobody.

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Give them a few minutes for discussions. Get them to present the character traits of Mr Nobody to the class. Get the class to decide whether they agree or disagree with the character traits aforementioned. Advise them to give reasons for their choice.

MR NOBODY

WORKSHEET P2

Whats in a name?
Read the following stanzas. Then decide what character traits Mr Nobody demonstrates in each of the stanzas.

STANZA

CHARACTER TRAIT

I know a funny little man, As quiet as a mouse, Who does the mischief that is done In everybody's house! There's no one ever sees his face, And yet we all agree That every plate we break was cracked By Mr. Nobody `Tis he who always tears our books, Who leaves the door ajar, He pulls the buttons from our shirts, And scatters pine afar; That squeaking door will always squeak, For, prithee, don't you see, We leave the oiling to be done By Mr. Nobody

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He puts damp wood upon the fire, That kettles cannot boil; His are the feet that bring in mud, And all the carpets soil. The papers always are mislaid, Who had them last but he? Theres no one tosses them about But Mr. Nobody.

The finger marks upon the door By none of us are made; We never leave the blinds unclosed, To let the curtains fade. The ink we never spill; the boots That lying round you see Are not our boots they all belong To Mr. Nobody.

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MR NOBODY

ACTIVITY P3

Do It Right!
Aim Aim
To encourage students to evaluate their own behaviour and challenge themselves to do good. 40 minutes

Materials Materials
Worksheet P3 Cardboards and marker pens Worksheet P3 Cardboards and marker pens

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Steps Steps

Get students to elicit the negative behavior that is mentioned in the poem. Get them to discuss in groups and list the opposite behavior that is positive in nature. Distribute the worksheet for students to fill in. (accept any suitable answers) Students list other positive things that they can do at home to help their parents. Give to the students for them to make signboards that will remind them to do good deeds around the house.

Notes
Alternatively, the teacher can ask students to produce signs for the classroom.

MR NOBODY

WORKSHEET P3

Do It Right!
Fill in the positive behavior in the opposite column.

Negative behavior
crack plates tear books leave doors ajar pull buttons from shirts

Positive behavior

close the doors tightly

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scatter pins oil the doors put damp wood on the fire feet bring in mud soil carpets mislay the papers toss papers about dirty the doors with finger marks leave the blinds unclosed spill the ink leave boots lying around

MR NOBODY

ACTIVITY P4

Dear Mr Nobody
Aim Aim
To teach students to express their feelings in the form of a letter. 40 minutes

Materials Materials
Handouts P4a and P4b Handouts P4a and P4b

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Steps Steps
Begin by asking students to extract and list the bad things that Mr. Nobody had done in the poem. Give students the vocabulary needed to express dissatisfaction and to request for a change in behavior. (Handout P4a) Go through the vocabulary with the students. .Ask students to come forward and act a short scene: Asking someone to return a pen he had borrowed. Asking someone keep quiet as you have to study. Asking someone to clean the mess under their table. Give students Handout P4b. Students choose An example of a misbehavior they would like Mr. Nobody to change and write him a letter about this.

MR NOBODY

HANDOUT P4a

Dear Mr Nobody
Prepare these single-person monologues. Students can pick one at random and read it a few times before saying it aloud. Explain the scenario to the students/ ask students what they think happened. ACT 1 ASKING FOR A BORROWED PEN A Excuse me, do you remember borrowing my red pen the other day? If you do not need it anymore, may I please have it back? Thank you.

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ACT 2 ASKING OTHERS TO BE QUIET B Will all of you please make a little less noise? I am trying to study here. Thank you for your cooperation.

ACT 3 ASKING SOMEONE TO CLEAN THEIR DESK C Your desk is a mess. I think you need to clean out your desk. I can help you if you like.

Nadiah 1 Jalan Sultan 74000 Seremban 1st October 20__ Dear Mr Nobody, MR NOBODY HANDOUT P4b I know that you like to keep yourself hidden. However, what you have been doing in my house is a bit too much. You have been cracking the plates in the kitchen. When I help Mummy to wash the dishes, the plates break. Then Mummy gives me a scolding and most of the time some punishment like washing the wok and pots since they cannot break. Please help me, Mr. Nobody. Please do not crack the plates anymore. I promise to be good and help Mummy without being asked. Thank you. Your friend, Nadiah

Dear Mr Nobody

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MR NOBODY

ACTIVITY P4

Hot Seat
Aim Aim
To enable students to understand the content of the poem through a drama activity 80 minutes

Materials Materials
None None

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Steps Steps

Divide students into 5 groups. Call one group out and get the group to form a circle. Place a chair in the circle and ask for a volunteer to sit on the chair. Nouns Verbs plates break cracked Give them the following instructions: books tear The chair is a hot seat. doors leave ajar squeak The person sitting on the chair is suspected to be Mr Nobody. feet bring in mud Students carpets are to ask Mr Nobody soil questions about what he does. This is where the content of the poem mislaid comes in useful. This is a perfect opportunity to papers tosses about practise wh questions. blinds leave unclosed Students Mr. Nobodys other wrongdoings (which may not curtains can also ask about fade be ink in the poem). Let their spill imagination run! Mr. Nobody has to refute/deny their accusations. His role is to convince the boots lying around group that he is not Mr Nobody. Alternatively, his role could be to convince them that he is not guilty of any wrongdoings as mentioned in the poem. Get other students to try out the HOT SEAT.

MR NOBODY

Answer key
Worksheet WorksheetP1: P1:WORD WORDASSOCIATION ASSOCIATION

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Worksheet WorksheetP2: P2:WHATS WHATSIN INA ANAME? NAME?


Stanza One Stanza Two Stanza Three Stanza Four : funny, quiet, mischievous, elusive, cunning, mysterious : careless, inconsiderate, untidy, mischievous, lazy : inconsiderate, selfish, tardy, unbothered, careless, untidy : careless, inconsiderate, untidy, unbothered

Worksheet WorksheetP3: P3:DO DOIT ITRIGHT! RIGHT!

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Negative behaviour crack plates tear books leave doors ajar pull buttons from shirts scatter pins lazy to oil squeaky doors put damp wood on the fire feet bring in mud soil carpets mislay the papers toss papers about dirty the doors with finger marks leave the blinds unclosed spill the ink leave boots lying around

Positive behavior wash plates carefully wrap books close the doors tightly sew loose buttons use a pin cushion oil the doors choose dry wood take off shoes before entering the house vacuum the carpet place papers in a specific place after reading gather papers and place properly wash hand when dirty close the blinds tighten cap on ink bottle every time after use place boots in shoe cupboard

MR NOBODY

BEYOND THE TEXT / ACTIVITY P1

Role-Play
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Aim Aim
To lead in to the poem by acting out a simple scene similar to the one in the poem 40 minutes

Materials Materials
Handout P1 Handout P1

Steps Steps

Provide enough copies of the script (Handout P1) with the different roles highlighted. Choose a few students to do the role-play Give students a few minutes to read the script. Then allow them to read the script. Allow them to read from the script. Encourage the students to try again, with more expression. Repeat with another group

You can do a role-play as an extension activity after the students have studied the poem. The students can even write a simple script on their own to dramatise the incidents in the poem basing it on their own experience at home.

MR NOBODY

HANDOUT P1

Role-Play
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Role-play Script MOM : DAD : Hey, this plate is cracked, almost broken. Who has been so careless? Was it you, honey? No, it wasnt me. Maybe it was Aaron who did it. Aaron, did you drop this when you were washing it? No, maybe it could have been sis who cracked the plate. Alice, was it you? Of course not. Im always careful, not like Aaron. Well, as usual, if I ask, the answer is always nobody did it. Aha, I know for sure that one of the children must have dirtied the carpet. I can see muddy sneaker prints on it. Werent the two of you outside playing in the rain yesterday? ARON : ALICE : MOM : DAD : Dad, we did not wear sneakers, only slippers. Nobodys sneakers were muddy at all. Check the shoe-cupboard. What do you know! Its Mr. Nobody again! Looks like we need to install a CCTV to see who does not close the door properly, who leaves the newspapers scattered everywhere, who forgets to draw the curtains, who spills ink, who tears the books and whatever else that goes wrong. MOM : Okay, Ill call the CCTV company tomorrow. MOM : ARON : MOM : ALICE : MOM : DAD :

MR NOBODY P2

BEYOND THE TEXT / ACTIVITY

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Anybody?
Aims Aims
To enable students to share similar experiences as found in the poem To enable students to find joy beyond the page 40 minutes

Materials Materials
Poem Poem

Steps Steps

Divide students into groups of four. Tell them to think of an experience such as that found in the poem. Tell them to share their experience with the rest of the group. Then, tell them to choose what they think was the best experience shared among the group. Give them some written work - tell them to write about the account they heard and why they thought it was the best recount in about 200 words.

MR NOBODY P3

BEYOND THE TEXT / ACTIVITY

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Anybody?
Aims Aims
To enable students to draw what they think Mr Nobody looks like To check students comprehension of the text 80 minutes

Materials Materials
Poem Mahjong paper Poem Mahjong paper

Steps Steps

Get students into groups of 4. Distribute half a mahjong paper to each group. Tell them to read the poem again. Get them to discuss their impressions of what they think Mr Nobody looks like. Get them to come up with a portrait/caricature/stick figure/cartoon of their perceived Mr Nobody on the mahjong paper. Conduct a parallel session where one representative of each group will go to another group and explain how they came up with their product. This will save a lot of time and will ensure maximum participation. Paste the students masterpieces on the wall so that students can peruse it at their leisure.

MR NOBODY P4 74

BEYOND THE TEXT / ACTIVITY

Wanted Poster
Aim Aim
To enable students to understand the concept of a persona. 40 minutes

Materials Materials
Drawing paper markers and coloured pens Drawing paper markers and coloured pens

Steps Steps

Distribute Worksheet P4. Instruct the students to work in pairs to produce a wanted poster. Tell them to choose a crime and decide on the reward to be offered. Tell them to draw a composite picture of what they imagine Mr. Nobody would look like.

For weaker students, provide both the crime and the reward.

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MR NOBODY

WORKSHEET P4

Wanted Poster

WANTED
MR NOBODY

[Draw a picture of Mr. Nobody here.]

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Height :___________________ Weight :___________________ Hair colour :___________________


[Write down his crime here.] [Write down the reward here.]

MR NOBODY

BEYOND THE TEXT / ACTIVITY P5

Portrait
Aims Aims
To enable students to draw what they think Mr Nobody looks like 77text To check students comprehension of the 80 minutes

Materials Materials
Poem Mahjong paper Poem Mahjong paper

Steps Steps

Get students into groups of 4. Distribute half a mahjong paper to each group. Tell them to read the poem again. Get them to discuss their impressions of what they think Mr Nobody looks like. Get them to come up with a portrait/caricature/stick figure/cartoon of their perceived Mr Nobody on the mahjong paper. Conduct a parallel session where one representative of each group will go to another group and explain how they came up with their product. This will save a lot of time and will ensure maximum participation. Paste the students masterpieces on the wall so that students can peruse it at their leisure.

THE RIVER

ASSESSMENT 1

Have I Understood?
Question 1

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Which of the following words does not show that the river is a wanderer? A B nomad tramp C D traveller camp

Question 2
Why is the river considered a hoarder? A B The river twists and turns. The river sounds like a baby. C D The river goes through valleys and hills. The river buries and keeps things.

Question 3
Which two words denote happiness? A B baby and singer tramp and hoarder C D nomad and monster winder and wanderer

Question 4
Which of the following words have the same meaning as vexed? A B busy angry C D flexible anxious

Question 5
Which stanza depicts the river as dangerous? A B Stanza 1 Stanza 2 C D Stanza 4 Stanza 6

THE RIVER

ASSESSMENT 2

Have I Understood?
Answer the following questions based on the poem The River by Valerie Bloom. Write your answer in about 50 words. Make references to the text.

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Describe the persona of the poem. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Describe the character of the persona. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ What is the message in the poem? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

THE RIVER

Answer Key

Assessment Assessment11: :Have HaveI IUnderstood? Understood? 80

1. 2. 3. 4. 5.

D D A B D

Assessment Assessment22: :Have HaveI IUnderstood? Understood?

Students would be graded on a holistic marking system.

MR NOBODY

ASSESSMENT 1

Have I Understood?
Read the following stanza and then answer the questions below.

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The finger marks upon the door By none of us are made; We never leave the blinds unclosed, To let the curtains fade; The ink we never spill; the boots That lying round you see Are not our boots they all belong To Mr. Nobody 1. What do you think the following lines mean? The finger marks upon the door / By none of us are made; _______________________________________________________________ _______________________________________________________________ 2. Why are the blinds never left undone? _______________________________________________________________ _______________________________________________________________ 3. What do these lines the boots /that lying round tell you about Mr, Nobody? _______________________________________________________________ _______________________________________________________________ 4. Who do you think Mr. Nobody is? _______________________________________________________________ _______________________________________________________________ MR NOBODY ASSESSMENT 2

Have I Understood?
Read the following questions and choose the best answer for each.

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1.

Mr Nobody can be described as being A agreeable C careless D quiet E dirty Where is the poem set? A In a house. C Near a campsite. D At a place of work. E Outside the house. Why does the kettle not boil in stanza 3? A Muddy feet C Damp wood D Soiled carpets E Squeaky doors The mischief in the house was done by A the mouse C Mr. Nobody D the people in the house Which one of these words from the poem suggests carelessness? A quiet C oiling D mislaid E squeaking The poem teaches us to be A careless C untruthful D accountable E irresponsible ASSESSMENT 3

2.

3.

4.

5.

6.

MR NOBODY

Have I Understood?
With reference to Mr Nobody, answer the following questions.

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1.

How is Mr Nobody like a mouse? _______________________________________________________________ _______________________________________________________________

2.

What happened to the buttons on the shirts? _______________________________________________________________

3.

Why is it important to oil the doors of the house? _______________________________________________________________ _______________________________________________________________

4.

What is causing the curtains to fade? _______________________________________________________________

5.

Who do you think is doing all the mischief in the house? _______________________________________________________________

6.

Have you done anything in your home that you did not want to admit to? Share it here. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

MR NOBODY

ASSESSMENT 4

Have I Understood?
Write T if the statement is true or F if the statement is false. 84

1. Mr Nobody is a man.

2. Mr Nobody left the door slightly open.

3. The newspapers have been thrown away.

4. Everything that goes wrong is done by Mr Nobody.

5. The carpets are dirtied by muddy feet.

6. The mouse is the one that does all the mischief.

7. The kettle cannot boil because the fire cannot be lit.

8. Mr Nobody does not exist.

MR NOBODY

Answer Key
Assessment Assessment11: :Have HaveI IUnderstood? Understood?

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1. 2. 3. 4.

There are dirty marks/smudges made upon the door. The blinds are never left unclosed because the heat of the sun would make the colour of the curtains fade. It suggests that he is very untidy/not neat. I think Mr Nobody refers to anybody in the house, a person who does not want to accept responsibility for his/her actions.

Assessment Assessment22: :Have HaveI IUnderstood? Understood?

1 2 3 4 5 6

B A B C C C

Assessment Assessment33: :Have HaveI IUnderstood? Understood?

1 2 3 4 5 6

Mr Nobody is quiet like a mouse. The shirt buttons had been pulled off from the shirts. To keep the doors from squeaking. When the blinds are always not closed, the sun will cause the curtains to fade. Most likely the people in the house themselves are doing all the mischief but do not want to admit it. Accept any answer.

Assessment Assessment44: :Have HaveI IUnderstood? Understood?

1 2 3 4

F F F F

5 6 7 8

T F T
T

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POETRY

Glossary
ajar echoes

Poetry

adv. slightly open v. repeat or reverberate a sound after the original sound has stopped

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gobble gurgles hoarder metaphor mischief mislaid mood nomad prithee scatter theme tone tosses tramp vexed wanderer

v. to eat food too fast v. to make a hollow bubbling sound like that made by water running out of a bottle n. a person who amasses a store of useful or useless things when two things are compared without the use of like or as as n. playful misbehavior; playfulness that is intended to tease or create trouble v. unintentionally put where an object cannot be readily found It is the poets attitude towards the subject or theme. It is the atmosphere that prevails in the poem. n. a member of a people that travels from place to place to find fresh pasture for its animals and has no permanent home archaic please; to convey polite request v. throw in various random direction It is the message that the poet intends to convey to the leader. It is what the poet feels through the words he uses. It is the poets attitude towards the reader. v. throw an object lightly or casually n. a person who travels on foot in search of work; a beggar adj. angry; annoyed n. a person who does not stay long in the same place

Panel of Writers

Poetry

DIANA FATIMAH AHMAD SAHANI (COORDINATOR) BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PELAJARAN MALAYSIA AMAR SHOBHA SARNA (PANEL HEAD) INSTITUT PERGURUAN MALAYSIA KAMPUS ILMU KHAS, KUALA LUMPUR

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YONG WAI YEE SMK SERI HARTAMAS, DESA SERI HARTAMAS, KUALA LUMPUR ANDREW LEONG KONG MENG SMK AIR ITAM, GEORGETOWN, PULAU PINANG ABANG MUAMMAR GHADDAFI SM TEKNIK BINTULU, SARAWAK NADIAH CHOONG ABDULLAH SMK DATUK MANSOR, BAHAU, N.SEMBILAN ASMAH ABU HADZIM SMK PUTRAJAYA PRESINT 9(1), PUTRAJAYA

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