THE POETRY

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TABLE OF CONTENT

Page

1. The Poet 3

2. The Poem 4

3. Synopsis 5

4. Understanding the Poem 6

5. Elements of the Poem 7

6. Activity 1 – Chain Reading 9

7. Activity 2 – Pelmanism 10

8. Activity 3 – Show Some Emotion 13

9. Activity 4 – Sing Out Loud , Act Me Out 17

10.Activity 5 – Moral Value Search 18

11. Take Home Task – Put Me Straight 20

12. Assessment 21

13. Answer Key 24

14.References 26

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THE POET

LATIFF MOHIDIN

Born on 25 August 1941 in Negeri Sembilan, Latiff Mohidin was educated at

Lenggeng, Seremban, Singapore, and the University of Fine Arts in Berlin. This poet

and artist has held exhibitions of his works and travelled abroad extensively in the

1960s and 1970s. He has served as Writer in Residence at the Science University of

Malaysia, Penang, the National University of Malaysia and Dewan Bahasa dan

Pustaka. At present, Latiff is a freelance poet and artist. Among his books are: Sungai

Mekong (1972), Kembara Malam (1974), and Wayang Pak Dalang (1977). Garis: Dari

Titik ke Titik (1988), a book on the creative process (art and poetry), won the

Honourable Diploma Prize at the Festival of International Books at Leipzig, Germany in

1989.  

Latiff Mohidin is usually known for addressing social themes in his poems,

illustrating the all-important concept that poetry serves society. Among the poems he

has written are  Dream 1,  Mirror, The Puppeteer’s Wayang, Words Adrift on Air, The

Legend of the Dawn, His Thick Shroud, The Shore of Time, Mask of My Name is

Rawana and ‘A City, A Grandmother and Death’.

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THE POEM

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IN THE MIDST OF HARDSHIP

by Latiff Mohidin

At dawn they returned home

their soaky clothes torn

and approached the stove

their limbs marked by scratches

their legs full of wounds

but on their brows

there was not a sign of despair

The whole day and night just passed

they had to brave the horrendous flood

in the water all the time

between bloated carcasses

and tiny chips of tree barks

desperately looking for their son’s

albino buffalo that was never found

There were born amidst hardship

and grew up without a sigh or a complaint

now they are in the kitchen, making

jokes while rolling their cigarette leaves

Translated by Salleh Ben Joned

SYNOPSIS

This poem tells of the hardship that a family in a village faces after a big flood. The

elders return at dawn in soaking-wet clothes. They go straight to the kitchen. They are

probably hungry. Their hands and legs are bruised but they do not show any sign of

despair or of losing hope.

After braving the dreadful flood for the last 24 hours, they still cannot find their

son’s albino buffalo. Despite all the adversities and suffering, the people in the poem do

not complain or lament on their misfortunes. They spend time together, enjoying each

other’s company. They are grateful for what they still have instead of what is lost. Life

goes on with their daily chores of preparing food and habit of rolling their cigarette

leaves. They are still able to joke with one another.

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UNDERSTANDING THE POEMStanza 1

At dawn they returned home

their soaky clothes torn

and approached the stove

their limbs marked by scratches

their legs full of wounds

but on their brows

there was not a sign of despair

Stanza 2

The whole day and night just passed

they had to brave the horrendous flood

in the water all the time

between bloated carcasses

and tiny chips of tree barks

desperately looking for their son’s

albino buffalo that was never found

Stanza 3

There were born amidst hardship

and grew up without a sigh or a complaint

now they are in the kitchen, making

jokes while rolling their cigarette leaves

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At sunrise, they returned home, clothes soaked and torn. They went towards the stove looking for food as they must be hungry. They had tiny bruises on their hands and wounds covering their legs. In spite of their discomfort, they do not seem to be in despair or losing hope.

They had spent the whole day and night braving the horrible and terrible flood. They were wading in the water all the time between floating decaying carcasses and small pieces of tree barks. They were anxiously searching for their son’s albino buffalo which was still missing and never found.

They were born in hard times (in poverty) and grew up neither sighing nor complaining for they have more or less accepted their fate. Despite all the difficulties and suffering, now, they are back in the kitchen, still able to joke while rolling their home-made cigarettes.

ELEMENTS OF THE POEMSETTING

Setting refers to the place and time in which the events of a poem take place. This poem takes place in the early morning of the day. It is set in a rural area possibly a village by the river.

THEME

The theme is the central message of the poem. In the poem In the Midst of Hardship by Latiff Mohidin, the poet wishes to convey to the readers that life, though harsh, can be lived without despair or complaints.

The dominant theme in the poem is stoicism in life. We may be born with a silver spoon or into a life of poverty and hardship. Whether it is the former or the latter, there is bound to be problems or hardships. So, in the midst of hardship, we should be stoic and not give in to despair. The personas in the poem came in with cuts and wounds after walking throughout the day and night in floodwaters, yet they had no complaints.

Another theme is accepting, with a positive outlook, circumstances that cannot be changed. To be positive and accepting is less stressful than to be negative and complaining. Everyone will encounter hardships at one time or another in life. Life is unpredictable and our status or station in life may change. The family in the poem may be born into a life of hardships, which cannot change, yet they were accepting of their circumstances. They seek comfort in the simple things in life instead.

TONE

The tone of the poem refers to the attitude of the poet. Here the poet writes in a relaxed, matter-of-fact manner. Though hardships are expressed, there are no sighs or complaints.

The poet uses a sympathetic tone. He seems to understand that the family accepts their situation in life. They do not complain and the poet shows sympathy through the line ‘they had to brave the horrendous flood’, and does not ridicule them for trying to save a buffalo under such circumstances. He ends the poem on an admiring

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note that in spite of their situation, they can still joke around and are contented with the simple things in life.

MORAL VALUES

What good values can we learn from this poem? It is to remain happy and hopeful in the midst of hardship and not to sigh and grumble when things don’t work out our way.

We should learn to accept problems in life with a positive outlook. Every day we face problems as we go about our daily life. These problems may seem insurmountable or insignificant depending on our outlook. Whatever the situation, we should learn to accept problems with a positive outlook. Such an outlook will make us willing to solve the problems.

We must attempt to face and solve problems. When we have problems we should make every effort to solve them. Don’t sweep them under the carpet and pretend they do not exist. Face up to the problems and solve them.

Do not despair in the face of failure. When we fail to achieve something, we should not despair. We should instead look on it as a learning experience and start again.

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Notes

Variation to Steps 1 and 2 – Form groups to read each stanza as part of choral reading

Notes

Variation to Steps 1 and 2 – Form groups to read each stanza as part of choral reading

ACTIVITY 1 - IN THE MIDST OF HARDSHIPS LESSON PLAN

1. Tell students to make two big circles (if possible) in the classroom. Each group consists of half the number of the class.

2. Get a students to read a line, starting from the title followed by the name of the poet, Latiff Mohidin, and the eighteen lines of the poem.

3. Encourage the students to read with expression. Once the reading starts, it must be continuous so that the chain (flow) will not be broken.

4. Let the students read a few rounds to be familiar with the poem.

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StepsSteps

Materials : The Poetry Text Time: 20 minutesMaterials : The Poetry Text Time: 20 minutes

LO: 3.1(i) Reciting poems with feeling and expressions and with correct pronunciation, intonation, stress and rhythm.BO: Students will be able to recite the poem with expressions, correct pronunciation and rhythm (to get the mood of the poem).

CHAIN READING

Notes (How to play the game)Print a few sets of the word cards and meaning cards on different colour papers (refer to Handout 1 & 2). Cut out the word cards and the meaning cards. Give a set to each group of students. Get each of the students to take turns to open the cards. They should open a word card first then place it face up. Next, they should open a meaning card. Their task is to check whether the word and the meaning match. If it matches then they are allowed to keep that pair. The student who collects the most pairs will be the winner in that group.

Notes (How to play the game)Print a few sets of the word cards and meaning cards on different colour papers (refer to Handout 1 & 2). Cut out the word cards and the meaning cards. Give a set to each group of students. Get each of the students to take turns to open the cards. They should open a word card first then place it face up. Next, they should open a meaning card. Their task is to check whether the word and the meaning match. If it matches then they are allowed to keep that pair. The student who collects the most pairs will be the winner in that group.

ACTIVITY 2 - IN THE MIDST OF HARDSHIPS LESSON PLAN

1. Divide students into groups of 4. Give each group a set of word and meaning cards (Refer to Handout 1 and 2).

2. Tell the students to set the cards face down on their desk.

3. Students play the game.

ACTIVITY 2 - IN THE MIDST OF HARDSHIPS HANDOUT 110

StepsSteps

PELMANISM

Materials : Word & Meaning Cards Time: 40 minutes

(Handout 1 & 2)

Materials : Word & Meaning Cards Time: 40 minutes

(Handout 1 & 2)

LO: 3.1(ii) Finding out the meaning of unfamiliar words BO: Students will be able to find the meaning of the words used in the poem in a fun way (to get the meaning of the poem).

SOAKY APPROACHED

DESPAIR BRAVE

FLOOD HORRENDOUS

DAWN WOUNDS

COMPLAINT ALBINO

AMIDST SIGH

HARDSHIP DESPERATELY

ACTIVITY 2 - IN THE MIDST OF HARDSHIPS HANDOUT 2

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PELMANISM – WORD

Wet or covered with water The act of coming near

The state of having given up Without fear

A great overflow of water Causing horror

very early morning Physical injuries

To show dissatisfaction very white skin and pink-eye

In the middle of To take a long breath

suffering Almost hopeless

ACTIVITY 3 – IN THE MIDST OF HARDSHIPS LESSON PLAN

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PELMANISM – MEANING CARDS

NotesPrint the pictures separately. The teacher may go online to surf for more interesting flood pictures for the students to talk about and to relate them to the poem.

NotesPrint the pictures separately. The teacher may go online to surf for more interesting flood pictures for the students to talk about and to relate them to the poem.

1. Divide students into groups of 4. Give each group different flood pictures (Refer to the handout).

2. Tell the students to study and analyze the pictures.

3. Students relate the pictures to the poem and to their lives.

4. Students share their thoughts and understanding of the pictures.

ACTIVITY 3– IN THE MIDST OF HARDSHIPS HANDOUT

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SHOW SOME EMOTION

StepsSteps

Materials : pictures on natural disasters (flood pictures)(handout 2)

Time: 40 minutes

Materials : pictures on natural disasters (flood pictures)(handout 2)

Time: 40 minutes

LO: 3.1(c) Explaining the message the writer is trying to convey and discussing how this relates to one’s lifeBO: Students will be able to discuss the pictures in groups and thereafter relate them to the poem and to real life situations

ACTIVITY 3– IN THE MIDST OF HARDSHIPS HANDOUT

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ACTIVITY 3– IN THE MIDST OF HARDSHIPS HANDOUT

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ACTIVITY 4 – IN THE MIDST OF HARDSHIPS LESSON PLAN

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ACT ME OUT, SING OUT LOUD

Materials : The tune of a song

Musical instruments

(e.g guitar, ruler or drumstick, table or drum)

Time: 80 minutes

Time: 80 minutes

(Handout 1)

Materials : The tune of a song

Musical instruments

(e.g guitar, ruler or drumstick, table or drum)

Time: 80 minutes

Time: 80 minutes

(Handout 1)

LO: 3.2 Express themselves creatively and imaginatively by ii) role playing characters

BO: Students will be able to act out the poem and later sing it out with action

NotesTeacher may use the existing tune (such as ‘I’m Yours’ by Jason Mraz) to sing out the poem.

NotesTeacher may use the existing tune (such as ‘I’m Yours’ by Jason Mraz) to sing out the poem.

Part A: Act It Out

1. Divide students into groups of 5. Assign each group a few lines to act out.

2. Students are given a few minutes to prepare.

3. Students present their movements according to the lines given. A student may recite the lines while the other members are acting it out.

Part B: Sing Out Loud

1. Introduce the tune of a song through humming

2. Ask students to sing the poem ‘In the Midst of Hardship’ to the tune of the song introduced earlier

3. Teacher sings the song and students sing along with the action

ACTIVITY 5 – IN THE MIDST OF HARDSHIPS LESSON PLAN

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StepsSteps

MORAL VALUE

Materials : The Poetry text, handout

Time: 40 minutes

Materials : The Poetry text, handout

Time: 40 minutes

LO: 3.1 Listen to, read, view and respond to literary works byviii) Talking about values in the text and whether they are

meaningful to one’s life and writing out a simple paragraph on thisBO: Students will be able to find the textual evidence for the given values and write briefly on a value that is important in their life.

NotesThe teacher can decide not to do Step 6 if it is too difficult for the students. Conversely, the teacher can ask students to write on more than one value if the students are able to do so.

NotesThe teacher can decide not to do Step 6 if it is too difficult for the students. Conversely, the teacher can ask students to write on more than one value if the students are able to do so.

1. Teacher introduces the moral values found in the poem (refer to the notes on pg. 8)

2. Students reread the poem

3. Students work individually to complete the given worksheet

4 Teacher gets a few students to share their answers in class.

5. Teacher get students to talk about the values and ask their opinions whether it is important to have them in their life.

6 Teacher gets students to write on one of the values that is important to their life in the worksheet.

ACTIVITY 5 – IN THE MIDST OF HARDSHIPS WORKSHEET

Below are the moral values learnt from the poem In The Midst of Hardships by Latiff Mohidin. Quote relevant lines from the poem which illustrates these moral values.

No Moral Values Evidence from the poem

1 We must always have a

positive outlook about life

2 We must not complain when

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StepsSteps

MORAL VALUE SEARCH

we face difficulties in life

3 We must be brave

4 We should be happy

I feel that one of the most meaningful value in my life is ……………………………..

………………………………………………………………………

because……………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………….

IN THE MIDST OF HARDSHIPS TAKE HOME TASK

The following words are related to the poem ‘In The Midst of Hardship’. Unscramble them to find out what the words are.

1. RNETRDEU OEMH

2. YAKOS HESTOLC

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PUT ME STRAIGHT

InstructionsInstructions

The Big Book of Reading Response Activities by Michael Grravois (2007)

The Big Book of Reading Response Activities by Michael Grravois (2007)

3. DOLOF DUSONERORH

4. CHSEHATRSC

5. ERTE RKSBA

6. TAREPLYSDE

7. MIDSTA DSRAHIPHS

8. A GHSI RO A NITALPMCO

9. NI ETH TCNEHIK

10. TEDAOLB SESCSARAC

11. NO EIRHT WORSB

12. UNDOWS

ASSESSMENTPart A:

Based on the poem ‘In The Midst of Hardship’ by Latiff Mohidin, answer the following questions by choosing the answer A, B, C or D.

1. Which of the following scene would the poet most probably be looking at when he writes the poem?

A. A busy village gathering in the morning

B. A flooded rice field in a village by the river

C. Some villagers going back after work

D. A lost buffalo

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SourceSource

2. The phrase ‘to brave’ in line 9 can best be replaced with

A. To wait for C. To calm down

B. To prevent D. To fight against

3. What is the main theme of the poem?

A. Life is full of minor irritations

B. Lost things are not easily found

C. Be simple and make jokes all the time

D. Life can be lived fully inspite of hardships

4. In stanza 3, the kitchen is a place

A. To wash their soaky clothes

B. To place their albino buffalo

C. To sigh and complain

D. To relax and make jokes

5. What is the tone of the poem?

A. Sympathetic C. Ridiculous

B. Considerate D. Argumentative

Part B:

Read Stanza 1 of ‘In the Midst of Hardships’ by Latiff Mohiddin and answer the questions that follow.

(a) When did the personas get home?

_____________________________________________________________________

(b) How do you think the personas looked when they reached home?

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At dawn they returned home their soaky clothes torn and approached the stove their limbs marked by scratches their legs full of wounds but on their brows there was not a sign of despair

Latiff Mohidin

_____________________________________________________________________

(c) Why do you think they went to the stove?

______________________________________________________________________

(d) What are the words used to describe the personas’ clothes?

______________________________________________________________________

(e) What do you think happened to their clothes?

______________________________________________________________________

(f) What happened to the personas’ hands and legs?

______________________________________________________________________

(g) Write two words that are related to injuries

i) ________________________________________________________________

ii) ________________________________________________________________

(h) Why do you think they do not despar? Give a reason to support your answer

______________________________________________________________________

______________________________________________________________________

Part C:

Read Stanza 2 and 3 of ‘In the Midst of Hardships’ by Latiff Mohiddin and answer the questions that follow.

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The whole day and night just passed

they had to brave the horrendous flood

in the water all the time

between bloated carcasses

and tiny chips of tree barks

desperately looking for their son’s

albino buffalo that was never found

There were born amidst hardship and grew up without a sigh or a complaint now they are in the kitchen, making jokes while rolling their cigarette leaves

Latiff Mohidin

(a) Why do the personas have to brave the horrendous flood?

______________________________________________________________________

______________________________________________________________________

(b) Write two words that are related to feelings of discontent

i) ________________________________________________________________

ii) ________________________________________________________________

(c) Why do you think they are desperately looking for the albino buffalo? In your own words, give a reason to support your answer.

______________________________________________________________________

______________________________________________________________________

ANSWER KEYACTIVITY 5 - MORAL VALUES SEARCH

No Moral Values Evidence from the poem

1 We must always have a positive outlook about life

“There was not a sign of despair”

2 We must not complain when we face difficulties in life

“and grew up without a sigh or a complaint”

3 We must be brave “they had to brave the horrendous flood”

4 We should be happy “making jokes while rolling their cigarette leaves”

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TAKE HOME TASK - PUT ME STRAIGHT

1. RNETRDEU OEMH RETURNED HOME

2. YAKOS HESTOLC SOAKY CLOTHES

3. DOLOF DUSONERORH HORRENDOUS FLOOD

4. CHSEHATRSC SCRATCHES

5. ERTE RKSBA TREE BARKS

6. TAREPLYSDE DESPERATELY

7. MIDSTA DSRAHIPHS AMIDST HARDSHIP

8. A GHSI RO A NITALPMCO A SIGH OR A COMPLAINT

9. NI ETH TCNEHIK IN THE KITCHEN

10. TEDAOLB SESCSARAC BLOATED CARCASSES

11. NO EIRHT WORSB ON THEIR BROWS

12. UNDOWS WOUNDS

ASSESSMENT

Part A:

1. B

2. D

3. D

4. D

5. A

Part B:

a) At dawn

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b) Their clothes were wet and torn

c) Probably to warm themselves or to get something to eat (accept other logical answers)

d) The words are ‘wet’ and ‘torn’

e) The personas went through flood water day and night

f) They were scratched and cut

g) i) scratches ii) wounds

h) They do not despair because they are stoic and they could have experienced such problem before (accept other logical answers)

Part C:

a) The flood water could be threatening so they had to be brave to walk through it for a day and night

b) i) sigh ii) complaint

c) The buffalo is probably their son’s pet. They were desperately looking for the buffalo because they love their son and did not want to dissapoint him/ they had to look for the buffalo for it could be the only possession that they have. (Accept other logical answers).

REFERENCES

1. Chean Sin Ean, Rose Latiff, 2010. Understanding the New Lit. Pelangi. Bangi Selangor

2. Christine Lian, 2010. Yes Literature. Info Didik. Seri Kembangan Selangor.

3. Huraian Sukatan Pelajaran, 2003, Bahasa Inggeris, Tingkatan 4, Kementerian Pendidikan Malaysia

4. Ministry of Education Malaysia, 2009. A Collection of Poems, Short Stories and Drama for Form 4 and 5. Kuala Lumpur

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