DRAFT

LITERATURE COMPONENT FOR

FORM 1

Poetry
)
)
Table of Contents
Introduction
The River - Poet’s background
- Synopsis
- Activities
Mr Nobody - Synopsis
- Activities
Assessment
Glossary
Panel of writers

The River(…Valerie Bloom)

Mr Nobody…Anonymous)
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."

2
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.

3
 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

4
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

6
 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

7
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

8
 of ex
peri
ence
and
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 POETRY
Plot Subject matter
Theme Theme
Characterization Very rarely
Point of view Voice/persona
Tone Tone
Mood Mood

9
 Sources

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URL : http://contemporarylit.about.com/od/poetry/a/poetry.htm
Date accessed : 12 October 2009
INCLUDEPICTURE "http://thm-a02.yimg.com/image/4ff3e42df474e0f4" \* MERGEFORMATINET
URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/
cinquaindescrip.htm
Date accessed : 12 October 2009

THE RIVER

Poet’s
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

10
is included in a number of anthologies and she tutors regularly for schools and
colleges.

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).

11
THE RIVER ACTIVITY P1

Topsy Turvy, Make It

Right

Aims

To train students to listen, read and comprehend the poem

40
To enable team work while having fun rearranging the lines
minutes

Materials

C Video from Movie Maker Computer/ laptop Overhead projector (preferred) A

stop watch A blank piece of paper per large group Adhesive Sentence
strips in an envelope (Handout 1)

12
 Steps

 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 doesn’t choose one place
To set up his camp.
He’s gobbled up trees
And he’ll swallow you next.
And he buries down deep
Those little treasures

13
That he wants to keep.
And sounds like he’s happily
Sucking his thumbs.
Through valley and hill
He twists and he turns,
As he dances along,
The River’s a monster
Hungry and vexed,
A nomad, a tramp,

The River’s a baby,

He gurgles and hums,

The River’s a wanderer,

The countryside echoes
The notes of his song.
The River’s a hoarder,

The River’s a singer,

14
The River’s a winder,

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

To enable students to understand the meaning of the stanzas

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

Materials

Cut out stanzas of the poem

15
 Steps

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!

16
 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)

To introduce students to the meanings of the words used in the 40 minutes

poem
To introduce vocabulary in a fun way

Materials

Word cards (Handout P3)

17
 Steps

 Prepare sets of word cards (Handout 2) Notes

Divide students into groups of 4. Give each
 group a set of the word cards. In this activity,
pelmanism can
Tell them to set the cards face down on the be likened to the
 desk. game of Snap.
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.

THE RIVER HANDOUT P3

Pelmanism

gurgle monster

18
 hum vexed

echo gobbled

swallow wanderer

nomad tramp

winder twist

19
 hoarder treasures

to make a hollow make a low, steady

bubbling sound continuous sound
like that of a bee

when a sound to allow something

bounces back to pass down the
throat

A large, ugly, and

frightening upset
imaginary creature

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

20
 a member of a
a person who moves
group that moves
from place to place
from place to place
and acts as a
and who has no
beggar
permanent home

something that
precious or valuable
winds something
objects
like the film in a
camera

A person who likes

bend
to collect and keep
things

THE RIVER ACTIVITY 4

Let’s Make
Sense
Aim(s)

To expose students to words and how they help to construct 40 minutes

meaning

To expose students to rhyme

21 using contextual
To enable students to reconstruct a stanza
clues and the skill of sense-making
 Materials

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

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
Variation

3 stanzas which have been all cut up (Handout You could give
P4) them the first line
Tell them to unscramble the lines and reconstruct
 the stanzas.
of the stanzas
and get them to
Get them to present their work and read the reconstruct the
 stanzas out in class. Here, perhaps one group
could read out one stanza.
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. Let’s
It is not the accuracy of reconstructing the
discuss
 stanzas that matters. It does not matter if the
reconstructed stanza varies from the original
stanza. What is important is if the reconstructed Get them to
stanza makes sense. discuss the
strategies they
used in order to
reconstruct the
stanzas.

22
 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

Let’s Make
Sense
Cut along the dotted lines

He just cannot be still.

23
He doesn’t choose one place
To set up his camp.
He’s gobbled up trees
And he’ll swallow you next.
And he buries down deep
Those little treasures
That he wants to keep.
And sounds like he’s happily
Sucking his thumbs.
Through valley and hill
He twists and he turns,
As he dances along,
The River’s a monster
Hungry and vexed,
A nomad, a tramp,

The River’s a baby,

He gurgles and hums,

The River’s a wanderer,

24
The countryside echoes
The notes of his song.
The River’s a hoarder,

The River’s a singer,

The River’s a winder,

THE RIVER ACTIVITY P5

Let’s Make
Sense
Aim

To strengthen students’ understanding of the poem through 40 minutes

solving a crossword puzzle.

25
 Materials

Worksheet P5 : Crossword Puzzle

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

Let’s Make
Sense
Use the clues to help you complete the crossword puzzle.
1 2 3

26
 4 5

6 7

10

DOWN ACROSS

1. place something into the ground 4. a collection of valuable things

and cover with earth
7. a member of a tribe that moves
2. a laughing sound that babies make from place to place

3. to pick one item among many 8. low point between two mountains

5. eat something in one gulp 9. sounds that are repeated

6. a temporary place to sleep 10. a fierce and fearful creature

outdoors

27
THE RIVER

Answer Key

ANSWER TO HANDOUT P1 : TOPSY TURVY

1 The River’s a wanderer,

2 A nomad, a tramp,
He doesn’t choose one place
3
To set up his camp.
4 The River’s a winder,
Through valley and hill
5
He twists and he turns,
6 He just cannot be still.
7 The River’s a hoarder,
And he buries down deep
8 Those little treasures
That he wants to keep.
9 The River’s a baby,
10 He gurgles and hums,
And sounds like he’s happily
11
Sucking his thumbs.
12 The River’s a singer,
13 As he dances along,
The countryside echoes
14
The notes of his song.
The River’s a monster
15
Hungry and vexed,
He’s gobbled up trees
16
And he’ll swallow you next.

28
 Worksheet P5 : Crossword Puzzle

1 2 3
B G C

U U H

4 5
O
T S
R E A U R E S
6 7
I W G
C
N O M A D
8
A L S
V
A L L E Y
9
L
E
M S C H O E S

P L S

10
O
M O N S T E R
W

THE RIVER BEYOND THE TEXT/ ACTIVITY P1

29
 Odd One Out

Aims

To enable students to understand synonyms 40 minutes

To train students to use the dictionary and thesaurus

Materials

Worksheet P1a and P1b

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

30
 Odd One Out

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

GURGLE DOCTOR

BABBLE SINGER

PRATTLE VOCALIST

TALK SOLOIST
VAGABOND DISPLEASE

CLEANER VEX

TRAMP EXASPERATE

BEGGAR PLEASANT
POLITICIAN RAVINE

ACCUMULATOR GORGE

HOARDER VALLEY

KEEPER MOUNTAIN
THE RIVER WORKSHEET
P1b

31
 Odd One Out

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

HUM ARTISTE

PURR OFFICIAL

BUZZ DANCER

CHATTER PERFORMER
WANDERER VALLEY

NOMAD HILL

TRAVELLER MOUND

KEEPER MOUNTAIN
FAMISHED GUZZLE

FULL GOBBLE

HUNGRY SWALLOW

RAVENOUS CHEW
THE RIVER BEYOND THE TEXT/ ACTIVITY P2

Jumbled letters
32
 Aim

To enable students to focus on vocabulary and spelling 40 minutes

Materials

Worksheet P2: Jumbled Letters

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
33
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

__________ __________ __________ __________ __________

34
 Monster
gunyrh nad deevx

__________ __________ __________

THE RIVER BEYOND THE TEXT/ ACTIVITY P3

I am a poet

Aims

To enable students to use their schemata to write another 40 minutes

stanza

To enable students to use their creative juices to write another

stanza

To encourage collaborative team work

Materials

A4 paper, Mahjong Paper, Handout P3

Steps

35
 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




Give each group half a mahjong paper.

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 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
stanzas.

36
 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 river’s a conquerer

For he’s never afraid.

He is a seeker

37
 Never ceases to raid.

The river’s a tummy,

Rumbling and grumbling, he seems

Eating and eating and eating and eating

Till he bursts at his seams.

The river’s a father,

He’s kind but forgetful

He takes care of us all

Even when his hands are full.

The river’s a savior,

A life-giver, a provider,

He’ll always be there

For all to share.

THE RIVER BEYOND THE TEXT/ ACTIVITY P4

Pantomime
38
 Aims

To enable students to communicate and pass messages 40 minutes

effectively
To enable students to express themselves accurately

Picture / Sentence / Verse Cards

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.

39
 • 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

40
Elementary

Clue: W_ _ _ _ _ _ _ Clue: C _ _ _

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

41
Clue: H _ _ _ _ _ _ Clue: B _ _ _

Clue: S _ _ _ _ _ Clue: M _ _ _ _ _ _

42
THE RIVER WORKSHEET
P4b

Pantomime

Intermediate

HE LIKES TO THAT GIRL IS A

WANDER. NOMAD.

THE BOYS SHE TWISTS

WENT AND TURNS
CAMPING LAST WILDLY.
NIGHT.

43
SHE WALKS
THE HILL THE ANGRY
EVERYDAY. BOY IS
IN A VALLEY.

THAT DOG HE FOUND A

BURIED ITS BURIED
BONE. TREASURE.

BABY IS THE BABY IS

TICKLED AND SUCKING HIS
HE SMILES. THUMB.

44
 MOTHER IS MY SISTER IS
SINGING IN A BEAUTIFUL
THE KITCHEN DANCER.

HE WROTE A HE WALKS
SONG IN THE LIKE A
COUNTRYSIDE. MONSTER.

THAT POOR I AM UNHAPPY

GUY IS WITH YOUR
HUNGRY. WORK.

45
THE RIVER WORKSHEET P4c

Pantomime

Advance

HE DOESN’T HE TWISTS AND

CHOOSE ONE HE TURNS, HE
PLACE TO SET UP JUST CANNOT BE
HIS CAMP. STILL.

AND HE BURIES AND SOUNDS LIKE

DOWN DEEP HE’S HAPPILY
THOSE LITTLE SUCKING HIS
TREASURES THUMB.

THE THE RIVER’S A

COUNTRYSIDE MONSTER
ECHOES THE HUNGRY AND
NOTES OF HIS VEXED,
SONG.

46
THE RIVER BEYOND THE TEXT/ ACTIVITY P5a

Apple Pass (Part

1)
Aims

To enable students to remember lines from the poem 40 minutes

Materials

A plastic apple/toy.

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.

47
THE RIVER BEYOND THE TEXT/ ACTIVITY P5b

Apple Pass (Part

2)
Aims

To challenge students to remember verses from the poem 40 minutes

Materials

A plastic apple/toy.

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.

48
THE RIVER BEYOND THE TEXT/ ACTIVITY P6

Decode This If You

Can
Aims

To enable students to use their mathematical knowledge in 40 minutes

solving the grid
To encourage collaborative team work
To recognize the different modes of water transport in Malaysia

Materials

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

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; “IT’S IN 3’s AND 2’s.
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

4 40 3 21 16 6 27 36 32 12 33 15 26
A V I R

9 20 24 2 39 18 22 14 34 8 28 10 30
E Y S

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

this solving grid OR even both!

A B C D E F G H I J K L M

3 9 15

N O P Q R S T U V W X Y Z

26 30 32 39

50
THE RIVER WORKSHEET
P6b

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 3 21 22 3 20

6 3 20 24 9

2 24 3 28

36 3 28 9 26 30 6 24 24 28 19 26

10 24 32 9 26 6 26 3 8 28

26 3 8 28

16 24 20 12 2 24 3 28

32 9 30 30 9 16

21 24 28 24 26 2 24 3 28

6 26 33 15 30 9 26

2 3 26 27 33 9

8 9 26 26 39

30 10 15 22

51
 16 15 20 9 26

THE RIVER

Answer Key
Worksheet P1a : ODD ONE OUT

Talk
Doctor
Cleaner
Pleasant
Politician
Mountain

Worksheet P1b : ODD ONE OUT

Chatter
Official
Keeper
Valley
Full
Chew

Worksheet P2 : JUMBLED LETTERS

1 not choose one place

2 twists turns cannot be still
3 buries little treasures
4 gurgles hums happily
5 dances along echoes his song
6 hungry and vexed

52
 Worksheet P6a : SOLVING GRID

You can use this solving grid OR

4 38 3 21 16 6 27 36 32 12 33 15 26
D Z A M L C Q W V G U I R

9 20 24 2 39 18 22 14 34 8 28 10 30
E N O B Y K P J X F T H S

this solving grid OR even both!

A B C D E F G H I J K L M

3 2 6 4 9 8 12 10 15 14 18 16 21

N O P Q R S T U V W X Y Z

20 24 22 27 26 30 28 33 32 36 34 39 38

Worksheet P6b : POETRY IN MOTION

Sampan
Canoe
Boat
Waterscooter
Hovercraft
Raft
Longboat
Vessel
Motorboat
Cruiser

53
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.

54
MR NOBODY ACTIVITY P1

Word
Association
Aim

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

Materials

Worksheet P1 Handout P1

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

55
 Complete the matching exercise as fast as possible and compare answers in
 a discussion. Facilitate the discussion.

56
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 - write down the words clearly

Managers - work together to decide where the words go.

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

57
MR NOBODY HANDOUT P1

Word
Association

break cracked tear

leave ajar squeak bring in mud

soil mislaid tosses about

leave unclosed fade spill

lying around

58
MR NOBODY ACTIVITY P2

What’s in a
name?
Aim

To enable students to draw a character sketch about the 40 minutes

persona using clues in the poem
To raise students’ awareness about issues that can cut across
genres.

Materials

Worksheet P2

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.

59
 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

What’s 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, 60
We leave the oiling to be done
By Mr. Nobody
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?
There’s 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.

61
MR NOBODY ACTIVITY P3

Do It Right!

Aim

To encourage students to evaluate their own behaviour and 40 minutes

challenge themselves to do good.

Materials

Worksheet P3 Cardboards and marker pens

62
 Steps

Notes
 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.
Alternatively, the
teacher can ask
students to
 Distribute the worksheet for students to fill in.
(accept any suitable answers) produce signs for
Students list other positive things that they can the classroom.
 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.

MR NOBODY WORKSHEET P3

Do It Right!

Fill in the positive behavior in the opposite column.

Negative behavior Positive behavior

crack plates

tear books

leave doors ajar close the doors tightly

pull buttons from shirts

63
 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

To teach students to express their feelings in the form of a letter. 40 minutes

Materials

Handouts P4a and P4b

64
 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.

65
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.
Dear Mr
You have been cracking the plates in the
kitchen. When I help Mummy to wash the dishes, the
Nobody
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

66
MR NOBODY ACTIVITY P4

Hot Seat

Aim

To enable students to understand the content of the poem

80 minutes
through a drama activity

Materials

None

67
 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
plates
Verbs
break cracked
Give them the following instructions:
 books
•The chair is a hot seat.
doors
tear
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 questions about what he does. This is where
soil
the content of the poem comes in useful. This is a perfect opportunity to
papers mislaid tosses about
practise
blinds ‘wh’ questions.
leave unclosed
•Students
curtains can also ask about fade Mr. Nobody’s other wrongdoings (which may not
be ink
in the poem). Let their spill
imagination run!
•Mr. Nobody
boots has to refute/deny
lying aroundtheir accusations. His role is to convince the
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 P1: WORD ASSOCIATION

68
 Worksheet P2: WHAT’S IN A NAME?

Stanza One : funny, quiet, mischievous, elusive, cunning, mysterious

Stanza Two : careless, inconsiderate, untidy, mischievous, lazy

Stanza Three : inconsiderate, selfish, tardy, unbothered, careless, untidy

Stanza Four : careless, inconsiderate, untidy, unbothered

Worksheet P3: DO IT RIGHT!

69
 Negative behaviour Positive behavior

crack plates wash plates carefully

tear books wrap books

leave doors ajar close the doors tightly

pull buttons from shirts sew loose buttons

scatter pins use a pin cushion

lazy to oil squeaky doors oil the doors

put damp wood on the fire choose dry wood

feet bring in mud take off shoes before entering the house

soil carpets vacuum the carpet

mislay the papers place papers in a specific place after reading

toss papers about gather papers and place properly

dirty the doors with finger marks wash hand when dirty

leave the blinds unclosed close the blinds

spill the ink tighten cap on ink bottle every time after use

leave boots lying around place boots in shoe cupboard

MR NOBODY BEYOND THE TEXT / ACTIVITY P1

Role-Play
70
 Aim

To lead in to the poem by acting out a simple scene similar to

40 minutes
the one in the poem

Materials

Handout P1

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 71
Role-play Script

MOM : Hey, this plate is cracked, almost broken. Who has been so careless? Was it
you, honey?
DAD : No, it wasn’t me. Maybe it was Aaron who did it.
MOM : Aaron, did you drop this when you were washing it?
ARON : No, maybe it could have been sis who cracked the plate.
MOM : Alice, was it you?
ALICE : Of course not. I’m always careful, not like Aaron.
MOM : Well, as usual, if I ask, the answer is always nobody did it.
DAD : Aha, I know for sure that one of the children must have dirtied the
carpet. I can see muddy sneaker prints on it. Weren’t the two of you
outside playing in the rain yesterday?
ARON : Dad, we did not wear sneakers, only slippers.
ALICE : Nobody’s sneakers were muddy at all. Check the shoe-cupboard.
MOM : What do you know! It’s Mr. Nobody again!
DAD : 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, I’ll call the CCTV company tomorrow.

MR NOBODY BEYOND THE TEXT / ACTIVITY

P2

72
 Anybody?

Aims

To enable students to share similar experiences as found in the 40 minutes

poem
To enable students to find joy beyond the page

Materials

Poem

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 BEYOND THE TEXT / ACTIVITY

P3

73
 Anybody?

Aims

To enable students to draw what they think Mr Nobody looks 80 minutes

like
To check students’ comprehension of the text

Materials

Poem Mahjong paper

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 BEYOND THE TEXT / ACTIVITY
P4

74
 Wanted
Poster
Aim

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

Materials

Drawing paper markers and coloured pens

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.

75
MR NOBODY WORKSHEET P4

Wanted
Poster

WANTED
MR NOBODY

[Draw a picture of Mr. Nobody here.]

Height :___________________
Weight :___________________
Hair colour :___________________
[Write down his crime here.] [Write down the reward here.]

76
MR NOBODY BEYOND THE TEXT / ACTIVITY P5

Portrait

Aims

To enable students to draw what they think Mr Nobody looks 80 minutes

like
To check students’ comprehension of the text

Materials

Poem Mahjong paper

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.

77
THE RIVER ASSESSMENT 1

Have I
Understood?
Question 1

Which of the following words does not show that the river is a wanderer?

A nomad C traveller
B tramp D camp

Question 2

Why is the river considered a hoarder?

A The river twists and turns. C The river goes through valleys and hills.
B The river sounds like a baby. D The river buries and keeps things.

Question 3

Which two words denote happiness?

A baby and singer C nomad and monster

B tramp and hoarder D winder and wanderer

Question 4

Which of the following words have the same meaning as ‘vexed’?

A busy C flexible
B angry D anxious

Question 5

Which stanza depicts the river as dangerous?

A Stanza 1 C Stanza 4
B Stanza 2 D Stanza 6

78
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.

Describe the persona of the poem.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Describe the character of the persona.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

What is the message in the poem?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

79
THE RIVER

Answer Key

Assessment 1 : Have I Understood?

1. D
2. D
3. A
4. B
5. D

Assessment 2 : Have I Understood?

Students would be graded on a holistic marking system.

80
MR NOBODY ASSESSMENT 1

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

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?

_______________________________________________________________

_______________________________________________________________

81
MR NOBODY ASSESSMENT 2

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

1. Mr Nobody can be described as being

A agreeable
C careless
D quiet
E dirty

2. Where is the poem set?

A In a house.
C Near a campsite.
D At a place of work.
E Outside the house.

3. Why does the kettle not boil in stanza 3?

A Muddy feet
C Damp wood
D Soiled carpets
E Squeaky doors

4. The mischief in the house was done by

A the mouse
C Mr. Nobody
D the people in the house

5. Which one of these words from the poem suggests carelessness?

A quiet
C oiling
D mislaid
E squeaking

6. The poem teaches us to be

A careless
C untruthful
D accountable
E irresponsible

82
MR NOBODY ASSESSMENT 3

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

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.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

83
MR NOBODY ASSESSMENT 4

Have I
Understood?

Write T if the statement is true or F if the statement is false.

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

84
 Answer Key

Assessment 1 : Have I Understood?

1. There are dirty marks/smudges made upon the door.

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

Assessment 2 : Have I Understood?

1 B
2 A
3 B
4 C
5 C
6 C

Assessment 3 : Have I Understood?

1 Mr Nobody is quiet like a mouse.

2 The shirt buttons had been pulled off from the shirts.
3 To keep the doors from squeaking.
4 When the blinds are always not closed, the sun will cause the curtains to fade.
5 Most likely the people in the house themselves are doing all the mischief but do
not want to admit it.
6 Accept any answer.

85
 Assessment 4 : Have I Understood?

1 F 5 T
2 F 6 F
3 F 7 T
4 F 8 T

86
POETRY

Glossary Poetry

ajar adv. slightly open

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

Panel of Writers Poetry

87
 DIANA FATIMAH AHMAD SAHANI (COORDINATOR)
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PELAJARAN MALAYSIA

AMAR SHOBHA SARNA (PANEL HEAD)

INSTITUT PERGURUAN MALAYSIA KAMPUS ILMU KHAS,
KUALA LUMPUR

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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