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GRADE 10
POETRY
JO
ESTCOURT SECONDARY SCHOOL - 2013
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THE JOY OF POETRY
A large number of people who study poetry think it is all about finding a secret message
somewhere in the words. For this reason, many people take down copious notes, buy study guides
or surf the internet for various interpretations. All of these can be important but they are not
essential.
The study of poetry can be enjoyable if you take the following into account:
 What does the poem mean to YOU?
 What emotions or thoughts are stirred in YOU?
When one reads a study guide or listens to a teacher “explaining” a poem, that is simply the views
of a particular person. You should strive to form your own opinion. It does not matter whether we
are on the right path of interpretation or not. What matters is the PROCESS involved.
 Reading a poem many times over.
 Clarifying the meaning of the words
 Identifying poetic devices
 Looking for levels of meaning
NOTE TO LEARNERS AND PARENTS
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Each poem studied this year will have corresponding questions and exercises. It is
COMPULSORY for these questions and exercises to be completed before the scheduled
lesson in class when the poem will be discussed by the educator.
In the case of multiple choice questions, you will find many words that might not be
familiar to you. You are expected to use a good dictionary to find the meaning of ALL
words: Do not simply write down an answer and ignore the other words.
If this process if followed diligently, studying poetry will be an enjoyable and meaningful
exercise.
Diligent use of this worksheet will enable you to answer questions easily and prepare you
for the process needed to answer questions on an unseen poem.
GLOSSARY OF SOME LITERARY TERMS
Simile – comparing two things using “like” or “as”
Metaphor – saying one thing IS another (comparing without using “like” or “as”)
Personification – describing inanimate things or phenomena as a person
Alliteration – the same consonant at the beginning of two or more words
Assonance – the repetition of a vowel sound in two or more words. They need not be the same
letter and can even be a combination of letters : ay, eigh; ei; ey
Onomatopoeia – a word that sounds like what is being described
Hyperbole – great exaggeration to emphasize something
Irony – Where the words and the reality are opposite (appearance different from reality)
Oxymoron – words used together that are opposites (open secret; icy hot)
Contrast – showing the difference between things; showing how they are like opposites
Persona – The speaker or voice that is doing the narrating in a literary text
Denotation – The meaning of words as found in a dictionary
Connotation – Hidden meaning / The different levels of meaning an interpretations where
personal experience is added to the dictionary meaning of the words of words as found in a
dictionary.
Theme – A recurring concept or idea that the poem deals with.
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PRESCRIBED POETRY LIST FOR GRADE 10 – 2013
1. Sonnet 109 – Never Say I was false of heart
2. If
3. The Lockless Door
4. Because I could not stop for death
5. Lines written in early Spring
6. Grant Me
7. Phenomenal Woman
8. Lines written in early Spring
9. The man he killed
10.
The Send-off
11.
The Lesson
12.
I am an African
OTHER PRESCRIBED LITERATURE
DRAMA
- Romeo and Juliet
PROSE
- Of Mice and Men
ADDITIONAL LITERATURE
Reading and Viewing for Enjoyment
- William Shakespeare
- Rudyard Kipling
- Robert Frost
- Emily Dickinson
- William Wordsworth
- Rabindranath Tagore
- Maya Angelou
- William Wordsworth
- Thomas Hardy
- Wilfred Owen
- Roger McGough
- Wayne Visser
- William Shakespeare
- John Steinbeck
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LITERATURE – POETRY
Sonnet 109 – O, Never say that I was false of heart
sonnet
a poem of fourteen lines, typically featuring intentional rhyme, regular meter, and a logical
structure
couplet
a two-line, typically rhyming unit of verse
Early Modern English
the English language as it was between the years 1485 and 1650, featuring slight but noticeable
differences from Modern English in spelling, pronunciation, and grammar
iambic pentameter
a poetic meter comprising five feet, each foot consisting of an unstressed or short syllable
followed by a stressed or long syllable, making each line ten syllables long; variations on this
meter are common
quatrain
a four-line, typically rhyming unit of verse
Shakespearean sonnet
named after its most famous practitioner, this sonnet form comprises three quatrains and a closing
couplet written in iambic pentameter
Sonnet 109: O never say that I was false of heart
by William Shakespeare
O, never say that I was false of heart,
Though absence seemed my flame to qualify.
As easy might I from my self depart
As from my soul which in thy breast doth lie.
That is my home of love; if I have ranged,
Like him that travels I return again,
Just to the time, not with the time exchanged,
So that myself bring water for my stain.
Never believe though in my nature reigned
All frailties that besiege all kinds of blood,
That it could so preposterously be stained
To leave for nothing all thy sum of good;
For nothing this wide universe I call
Save thou, my rose, in it thou art my all
4
8
12
14
VOCABULARY
Ranged
Stain
Reigned
Save
- wandered / roamed about
- sin; blemish
- existed
- except
frailties
besiege
preposterous
my all
- weaknesses
- surround to attack
- outrageous; ridiculous
- everything
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STRUCTURE
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Count the number of lines in this poem. What is the name given to this kind of poem?
Count the number of syllables in each line of this poem? Do you see a pattern? Suggest
reasons for this.
Is the poem one cohesive unit, or are there clear divisions?
What is the rhyme scheme of this poem?
QUICK QUIZ
1. This poem is
A – a limerick
B – a sonnet
C – free verse
D – haiku
2. The tone of the poet is
A – remorseful
B – critical
C – cynical
D – jovial
3. The speaker found the separation
A – easy
B – painful
C – comfortable
D – invigorating
4. A couplet _________________ refers to two lines of a poem
A – always
B – usually
C – seldom
D – never
5. A possible synonym for the word ‘SEEMED” (Line 2) is
A – compelled
B – appeared
C – caused
D - forced
QUESTIONS TO TEST YOUR UNDERSTANDING OF THE POEM
1. Why was the persona / speaking expecting to be judged as false? Suggest what could have
happened leading to this situation.
2. Why does the speaker find it difficult to be away from his beloved?
3. Why are the words “my self” written separately and not as one word : myself.
4. In Line 5 he refers to his “home if love”. Where is this?
5. What are some of the frailties that he refers to in Line 10?
6. What evidence is there in the poem that this relationship has been a long-lasting one?
7. Comment on the effectiveness of the rhyming couplet (Is it effective? Why?).
EXTENDING THE CONTENTS OF THE POEM
1. Write a 4-line poem in iambic pentameter. You can choose any theme you want.
2. Imagine you are the speaker. Write a single diary entry in which you express the way you
feel the day before you plan to be reunited with your beloved.
3. Write a monologue expressing the thoughts and feelings of the person to whom this poem
is aimed.
4. Choose either the speaker or the recipient of this poem. Write the concluding paragraph of
a narrative essay that shows what happened after this poem.
5. Write the introductory paragraph of a reflective essay where you are the speaker or the
beloved and you are reflecting on this painful / difficult period in this relationship.
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LITERATURE – POETRY
IF
BIOGRAPHICAL NOTE.
Joseph Rudyard Kipling (1865-1936) was born in Mumbai on 30 December 1865 in Mumbai,
India.
He grew up among the Indians and imbibed much of the Indian culture as he had an Indian nanny.
He used this experience in his best-known children’s book, The Jungle Book. Kipling and his
family spent many of their holidays in South Africa.
IF
If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too:
If you can wait and not be tired by waiting,
Or, being lied about, don't deal in lies,
Or being hated don't give way to hating,
And yet don't look too good, nor talk too wise;
If you can dream---and not make dreams your master;
If you can think---and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same:.
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build'em up with worn-out tools;
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings,
And never breathe a word about your loss:
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: "Hold on!"
If you can talk with crowds and keep your virtue,
Or walk with Kings---nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much:
If you can fill the unforgiving minute
With sixty seconds' worth of distance run,
Yours is the Earth and everything that's in it,
And---which is more---you'll be a Man, my son!
5
10
15
20
25
30
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VOCABULARY
Triumph
Impostor
Knave
Sinew
Virtue
Foes
- victory; winning
- someone who pretends to be somebody else for a selfish / bad reason
- a male; In common usage it usually refers to an unprincipled person
- courage or physical strength
- noble or good qualities
- enemies
QUICK QUIZ ON THE POEM
1. The first stanza deals with the importance of having
A – self-confidence B – high status among friends
2. This poem can be said to be
A – controversial
B – surreal
C – money
C – inspirational
3. The expression “build ‘em” (Line 16) is an example of
A – onomatopoeia
B – colloquialism
C – propaganda
4. The third stanza teaches one to
A – take calculated risks
B – be foolhardy
D – derogatory
D –euphemism
C – be cautious
5. The rhyme scheme of the first stanza of this poem is
A – aaabcdcd
B – aaaacdcd
C – aabbcdcd
D – power
D – be loyal
D – aabbccdd
TESTING YOUR UNDERSTANDING OF THE POEM
Explain what is meant by the expression “keep your head” (Line 1).
Lines 3-4 appear to contradict each other. Do you agree? Explain.
Why, do you think, is it important not to “look too good” or appear “too wise” (Line 4)?
Who are the “impostors” spoken about in Line 12? Discuss the effectiveness of this word
in this context.
5. One can argue that lines 13-16 suggest that one should be a coward. Do you agree with
this view? Substantiate.
6. Is the third stanza advocating gambling or encouraging gambling? Discuss briefly.
7. How could “loving friends” “hurt you” (Line 27)
8. Lines 29-30 appear to be very cryptic. Paraphrase what Kipling is saying in these lines.
9. Explain what is meant by Yours is the Earth and everything that's in it,(Line 31).
10. The term “Be a Man” is used in the modern context to mean something vastly different
from the line “You’ll be a man” (Line 32). Discuss briefly.
1.
2.
3.
4.
EXTENDING YOUR UNDERSTANDING OF THE POEM
1. DEBATE : Elect 2 panels of four members each to take opposing views on the following
statement:
Rudyard Kipling’s poem If talks about being principled in a corrupt world. Such an
approach in current times will surely result in failure or humiliation.
2. A friend of yours wants to know what the poem IF is about. In no more than 25 words,
give a brief description of what the poem is about.
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LITERATURE – POETRY
THE LOCKLESS DOOR
BIOGRAPHICAL NOTE.
Robert Frost (1874-1963) was born in San Francisco, California. He was a school teacher by
profession. In 1894 he had his first poem published in New York but struggled to get his other
poems published.
In 1910 he emigrated to England where his poems were soon published and his fame spread. He
returned to the USA in 1915 and remained there until his death on 29 January 1963.
Frost’s best-known poem is The Road not Taken.
THE LOCKLESS DOOR
by Robert Frost
It went many years,
But at last came a knock,
And I thought of the door
With no lock to lock.
4
I blew out the light,
I tip-toed the floor,
And raised both hands
In prayer to the door.
8
But the knock came again.
My window was wide;
I climbed on the sill
And descended outside.
12
Back over the sill
I bade a 'Come in'
To whatever the knock
At the door may have been.
16
So at a knock
I emptied my cage
To hide in the world
And alter with age.
20
VOCABULARY
descended
bade
- go / climb down
- past tense of “bid” (to call)
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STRUCTURE OF THE POEM
The lines of this poem are very short. Although they don’t have the same number of syllables
(varying from 4 to 6), the shortness of the line creates a tumbling effect in the rhythm and this is
best appreciated when the poem is read out aloud.
ABOUT THE POEM
This poem is an enigma (something that is difficult to understand or interpret), There seems to be
many contradictions in the poem and things that don’t make sense.
Whenever a poem does not seem to make sense on a literal level, it means that there is a deeper
meaning or level. It is clear that the door (and the missing locks) stand for or represent something
else. This means that the “door” and its “lockless” nature are metaphors.
An enigmatic poem is always an exciting one because it allows for so many different
interpretations. The important thing to remember about any interpretation is that every line of the
poem should be able to be interpreted consistently according to that interpretation.
The poem uses very simple words but these simple words are used in unusual ways.
QUICK QUIZ ON THE POEM
6. A knock on the door was
A – frequent
B – rare
C – inaudible
D – incessant
7. This second “lock” in line 4 is a
A – noun
B – verb
C – adjective
D – adverb
8. The rhyme scheme of the first stanza is
A – abcb
B – abcd
C – abab
D –aabb
9. “The window was wide” (Line 10) is an example of
A – a simile
B – a metaphor
C – alliteration
D – onomatopoeia
10. The punctuation mark between “tip” and “toed” in “tip-toed” is
A – a hyphen
B – parenthesis
C – a colon
D – a semicolon
TEST YOUR UNDERSTANDING OF THE POEM
11. What evidence is there that the speaker’s room does not have electricity?
12. Suggest what is being represented by the door? Why then are there no locks?
13. Suggest reasons for the long time period that has lapsed since the last knock on the door.
14. Lines 7-8 make the poem more enigmatic and intense. Do you agree? Discuss.
15. Where was the speaker when he bade “come in”? (Line 14)
16. Comment on the effectiveness of the word “whatever” instead of “whoever”.
17. Why does the speaker refer to his room as a “cage” (Line 18)
18. Is it possible to “hide in the world”? Discuss briefly.
19. Does the word “alter” in Line 20 convey something positive or negative? Discuss briefly.
20. Trace the emotions felt by the speaker from Lines 1 to 20.
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LITERATURE – POETRY
BECAUSE I COULD NOT STOP FOR DEATH
BIOGRAPHICAL NOTE.
Emily Elizabeth Dickinson (10 December 1830 -15 May 1886) was born in Amherst,
Massachusetts in the USA.
Although she was born into a successful and wealthy family, she chose to live most of her life
alone. She spent a part of her life as a nun before returning to her parents’ home where she
remained until her death.
BECAUSE I COULD NOT STOP FOR DEATH
by Emily Dickinson
Because I could not stop for Death
He kindly stopped for me
The Carriage held but just Ourselves
And Immortality.
4
We slowly drove, he knew no haste
And I had put away
My labor and my leisure too,
For his civility.
8
We passed the School, where Children strove
At recess in the ring
We passed the fields of gazing grain
We passed the setting sun.
12
Or rather, he passed us
The dews drew quivering and chill
For only Gossamer, my gown
My tippet only tulle.
16
We paused before a house that seemed
A swelling of the GROUND
The roof was scarcely visible
The cornice in the ground.
20
Since then 'tis centuries and yet
Feels shorter than the DAY
I first surmised the horses' heads
Were toward eternity.
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VOCABULARY
immortality
civility
strove
quivering
Gossamer
Tippet
Tulle
Cornice
Surmised
Eternity
- living forever
- the act of being kind and respectful
- (past tense of strive) tried very hard
- shaking / trembling
- thin material / fabric
- a small cape
- cheap / common / thin material / fabric
- a moulding or decorative covering usually found at the edges of ceilings.
- assumption; guess based on limited information
- forever
POETIC DEVICES
ANAPHORA – This is the repetition of a word or phrase at the beginning of successive clauses.
(Successive clauses are clauses that come one after the other) In the poem IF, the repetitition of
the word “If” at the beginning of so many clauses is an example of anaphora.
PERSONIFICATION – Describe an inanimate thing / concept or issue like a person or using
words to that usually refer to a person.
STRUCTURE OF THE POEM
Almost all of Dickinson’s poems follow the same structure of rhythmically patterned stanzas.
Count the number of syllables in the first 8 lines of the poem? Can you see a pattern?
QUICK QUIZ ON THE POEM
11. Death in this poem is portrayed as something
A – fearful
B – kind
C – funny
D – cruel
12. Lines 1-2 contain an example of
A – alliteration
B – personification
D – onomatopoeia
C – anaphora
13. In the line “Or rather, he passed us” (Line 13), the “he” refers to
A – death
B – the sun
C – the carriage
D –the school
14. Lines 15-16 contain examples of
A – alliteration
B – personification
C – metaphor
15. The punctuation mark before the word ‘tis shows
A – a missing letter B – possession
C – parenthesis
D – onomatopoeia
D – compound word
TEST YOUR UNDERSTANDING OF THE POEM
21. Where is the speaker currently? Refer to specific words or phrases from the poem to
support your answer.
22. What is the meaning of the first line / title of the poem?
23. Her journey in the carriage with death was in sharp contrast with her life. So you agree
with this statement? Discuss briefly.
24. Comment on the effectiveness of the anaphora used in Stanza 3.
25. Give two examples of Americanism from the poem and rewrite these in standard English.
26. What is the significance of the “house” that they saw which appeared to be halfsubmerged into the ground?
27. What does the speaker suggest when referring to the horses’ heads being turned “toward
eternity”? Discuss this with reference to the rest of the poem.
28.
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LITERATURE – POETRY
LINES WRITTEN IN EARLY SPRING
William wordsworth
BIOGRAPHICAL NOTE.
William Wordsworth (07 April 1770 – 23 April 1850) was born in in North-West
England. He had a very troubled childhood and did not enjoy a stable family life. This
was to later affect his romantic relationships as well.
Wordsworth is famous for his poems about nature and his appreciation of it. The poem Lines
Written in Early Spring is different from many of his other poems for the following reasons:
 It is a poem that is filled with sadness and regret - unlike the jubilant (happy) poems he
usually writes about nature.
 The poem deals more with his thoughts about humans than about Nature.
 The poem offers no solution to his dilemma.
LINES WRITTEN IN EARLY SPRING
I heard a thousand blended notes,
While in a grove I sate reclined,
In that sweet mood when pleasant thoughts
Bring sad thoughts to the mind.
To her fair works did Nature link
The human soul that through me ran;
And much it grieved my heart to think
What man has made of man.
Through primrose tufts, in that green bower,
The periwinkle trailed its wreaths;
And 'tis my faith that every flower
Enjoys the air it breathes.
The birds around me hopped and played,
Their thoughts I cannot measure:-But the least motion which they made
It seemed a thrill of pleasure.
The budding twigs spread out their fan,
To catch the breezy air;
And I must think, do all I can,
That there was pleasure there.
If this belief from heaven be sent,
If such be Nature's holy plan,
Have I not reason to lament
What man has made of man?
5
10
15
20
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VOCABULARY
blended – Two or more things being mixed together to form one.
grove – tress planted close together
sate – sat
fair - beautiful
grieve – to feel great sadness
bower – under the branches of a tree in the woods or a garden
periwinkle – plant with small blue flowers
wreaths – flowers and leaves arranged in a circular shape (usually for a funeral) Why does
Wordsworth use this particular word?
Lament – to feel sorry or sad about something
QUICK QUIZ ON THE POEM
16. The rhyme scheme of each stanza is
A – ABAB
B – ABBA
C – ABCA
D – ABCD
17. The tone of the poem is
A – morose
B – sad
C – melancholy
D – A, B and C
18. The word ‘tis (Line 11) is an example of
A – colloquialism
B – contraction
C – verbosity
D –euphemism
19. The word “her” (Line 5) refers to
A – Nature
B – his wife
C – his mother
D – his daughter
20. This poem is probably set in the month of
A – January
B – April
C – September
D – December
TESTING YOUR UNDERSTANDING OF THE POEM
29. Identify the figure of speech in Line 1 and comment on its effectiveness.
30. Lines 3-4 are enigmatic : It is puzzling and mysterious. What, do you think, is
Wordsworth referring to in these lines?
31. What relevance do lines 3-4 have on the thoughts expressed in Lines 5-6?
32. Stanzas 3-5 form a contrast to the rest of the poem. Explain.
33. What is the “belief” referred to in the last stanza?
34. Define Nature’s “holy plan” (Line 22)
35. What is Wordsworth referring to in Line 24? Refer to the biographical note to guide you.
36. The last line is a repetition of Line 8. What is Wordsworth trying to convey through this?
EXTENDING YOUR UNDERSTANDING OF THE POEM
3. DISCUSSION POINT : Does the family one grows up with determine one’s character or
personality?
4. CREATIVE WRITING : What had recently transpired in Wordsworth’s life for him to
have felt this way? Use your imagination and the biographical note to create a possible
scenario.
5. USING SOCIAL NETWORKS WISELY : Write a tweet (for Twitter) in which you
outline what you have learnt from this poem.
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LITERATURE – POETRY
GRANT ME – by Rabindranath Tagore
BIOGRAPHICAL NOTE.
Rabindranath Tagore (07 May 1861 – 07 August 1941) was born in
India in the state of Bengal, situated in North-Eastern India. The
state of Bengal is bordered by the countries Nepal, Butan and
Bangladesh. Its capital city is Kolkata (formerly Calcutta).
Tagore began composing poems at the age of 8 and by age 16 had
his first anthology of poems published. In 1913 he became the first
non-European to win the Nobel Prize for Literature.
He was a prolific writer and artist. Three of his poems were chosen
as national anthems for India, Bangladesh and Sri Lanka.
He was knighted by King George V but he refused to accept the
knighthood as a form of protest against British atrocities during
their rule of India.
Tagore passed away six years before India achieved independence from Britain in 1947.
GRANT ME
Let me not pray to be sheltered from dangers
but to be fearless in facing them.
Let me not beg for the stilling of my pain
but for the heart to conquer it.
Let me not look for allies in life's battlefield
but to my own strength.
Let me not crave in anxious fear to be saved
but hope for the patience to win my freedom.
Grant me that I may not be a coward,
feeling your mercy in my success alone;
but let me find the
grasp of your hand in my failure.
5
10
VOCABULARY
sheltered – protected
stilling – stopping
crave – to long greatly for something
allies - friends
(Revision) ANAPHORA – This is the repetition of a word or phrase at the beginning of
successive clauses. periwinkle – plant with small blue flowers
QUICK QUIZ ON THE POEM
21. The poem is written as a
A – speech
B – argument
C – prayer
D – eulogy
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22. The mood of the poem is
A – inspirational
B – depressing
C – jovial
D – condescending
23. The repetition of the words “Let me” is an example of
A – verbosity
B – anaphora
C – alliteration
D –hyperbole
24. The speaker / persona of the poem seeks to find
A – controversy
B – fear
C – courage
D – confusion
25. This poem is addressed to
A – King George V B – God
D – Tagore’s Father
C – Tagore’s friend
TESTING YOUR UNDERSTANDING OF THE POEM
37. Explain why the speaker
a. does not want protection from danger
b. does not want to be freed from pain
c. does not want friends at his side when fighting battles
d. does not want to be saved or rescued
38. What is the battlefield referred to in Line 5?
39. Suggest a synonym for the word “heart” in Line 4.
40. In Line 9, the speaker speaks about not wanting to be a coward. What is the speaker’s
understanding of cowardice in that context?
41. What, do you think, is the link between “patience” and “freedom”
42. Given the fact that this poem was written before India’s Independence from Great Britain,
what other interpretations can one ascribe to this poem?
EXTENDING YOUR UNDERSTANDING OF THE POEM
6. DISCUSSION POINT : Is it possible / practical to achieve a state of fearlessness when
facing danger?
7. CREATIVE WRITING : Write an inspiring story relating how you overcame failure.
8. E-MAIL : Draft an e-mail to a friend / relative about what you have learnt from the study
of this poem.
9. DEBATE : Those who want to achieve independence are ignoring the existence and power
of God. Do you agree?
LANGUAGE EXERCISES
1. Form adjectives from the following words
1.1.Dangers
1.2. strength
1.3. patience
1.4. mercy
2. Form nouns from each of the following words.
2.1.pray
2.2. anxious
2.3. sheltered
2.4. coward
3. What word beginning with the letter “a” is an antonym of the word “allies”?
4. Find a pair of antonyms in the poem.
5. Find an example of singular possession in the poem
LITERATURE – POETRY
PHENOMENAL WOMAN – by MAYA ANGELOU
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BIOGRAPHICAL NOTE.
Maya Angelou was born Marguerite Johnson on 04 April
1928 in the city of St Louis in the state of Missouri in USA.
She is an author, poet, historian, songwriter, playwright,
dancer, stage and screen producer, director, performer,
singer, and civil rights activist.
Angelou was chosen by Dr Martin Luther King Jnr to head a
Christian Leadership Conference. From 1961 to 1973 she
worked in Africa and the Middle East and returned to USA in
1974. There she was chosen by Presidents Gerald Ford and
Jimmy Carter to head the commission that selects
International Woman of the Year.
Angelou became the first Black woman director in
Hollywood and has worked on hundreds of broadway plays
and television productions.
In 1993 Angelou composed and delivered a poem at the
inauguration of President Bill Clinton. She was the first person to enjoy this honour since Robert
Frost who in 1961 composed and delivered a poem at the inauguration of President John F
Kennedy.
She is still highly regarded as a spokesperson for Black people and women.
PHENOMENAL WOMAN
Pretty women wonder where my secret lies.
I'm not cute or built to suit a fashion model's size
But when I start to tell them,
They think I'm telling lies.
I say,
It's in the reach of my arms
The span of my hips,
The stride of my step,
The curl of my lips.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
I walk into a room
Just as cool as you please,
And to a man,
The fellows stand or
Fall down on their knees.
Then they swarm around me,
A hive of honey bees.
I say,
It's the fire in my eyes,
And the flash of my teeth,
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The swing in my waist,
And the joy in my feet.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Men themselves have wondered
What they see in me.
They try so much
But they can't touch
My inner mystery.
When I try to show them
They say they still can't see.
I say,
It's in the arch of my back,
The sun of my smile,
The ride of my breasts,
The grace of my style.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Now you understand
Just why my head's not bowed.
I don't shout or jump about
Or have to talk real loud.
When you see me passing
It ought to make you proud.
I say,
It's in the click of my heels,
The bend of my hair,
the palm of my hand,
The need of my care,
'Cause I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
VOCABULARY
sheltered – protected
stilling – stopping
crave – to long greatly for something
allies - friends
(Revision) ANAPHORA – This is the repetition of a word or phrase at the beginning of
successive clauses. periwinkle – plant with small blue flowers
QUICK QUIZ ON THE POEM
26. The poem is written as a
A – speech
B – argument
C – prayer
D – eulogy
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27. The mood of the poem is
A – inspirational
B – depressing
C – jovial
D – condescending
28. The repetition of the words “Let me” is an example of
A – verbosity
B – anaphora
C – alliteration
D –hyperbole
29. The speaker / persona of the poem seeks to find
A – controversy
B – fear
C – courage
D – confusion
30. This poem is addressed to
A – King George V B – God
D – Tagore’s Father
C – Tagore’s friend
TESTING YOUR UNDERSTANDING OF THE POEM
43. Explain why the speaker
a. does not want protection from danger
b. does not want to be freed from pain
c. does not want friends at his side when fighting battles
d. does not want to be saved or rescued
44. What is the battlefield referred to in Line 5?
45. Suggest a synonym for the word “heart” in Line 4.
46. In Line 9, the speaker speaks about not wanting to be a coward. What is the speaker’s
understanding of cowardice in that context?
47. What, do you think, is the link between “patience” and “freedom”
48. Given the fact that this poem was written before India’s Independence from Great Britain,
what other interpretations can one ascribe to this poem?
EXTENDING YOUR UNDERSTANDING OF THE POEM
10. DISCUSSION POINT : Is it possible / practical to achieve a state of fearlessness when
facing danger?
11. CREATIVE WRITING : Write an inspiring story relating how you overcame failure.
12. E-MAIL : Draft an e-mail to a friend / relative about what you have learnt from the study
of this poem.
13. DEBATE : Those who want to achieve independence are ignoring the existence and power
of God. Do you agree?
LANGUAGE EXERCISES
6. Form adjectives from the following words
6.1.Dangers
1.2. strength
1.3. patience
1.4. mercy
7. Form nouns from each of the following words.
2.1.pray
2.2. anxious
2.3. sheltered
2.4. coward
8. What word beginning with the letter “a” is an antonym of the word “allies”?
9. Find a pair of antonyms in the poem.
10. Find an example of singular possession in the poem
LITERATURE – POETRY
THE MAN HE KILLED – by THOMAS HARDY
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BIOGRAPHICAL NOTE.
Thomas Hardy (02 June 1840 – 11 January 1928) was an English novelist
and poet.He was born in Dorchestter in England where he spent most of
his younger days.
An architect by profession, Hardy wrote many poems but is best known
for his novels like Tess of the d’Urbervilles, Under the Greenwood Tree,
Far from the Madding Crowd and The Mayor of Casterbridge.
The poem The Man he killed was written and published in 1902 and is
reflective of the issues that affected Hardy personally.
THE MAN HE KILLED
Had he and I but met
By some old ancient inn,
We should have set us down to wet
Right many a nipperkin!
But ranged as infantry,
And staring face to face,
I shot at him as he at me,
And killed him in his place.
I shot him dead because -Because he was my foe,
Just so: my foe of course he was;
That's clear enough; although
He thought he'd 'list, perhaps,
Off-hand like--just as I-Was out of work--had sold his traps-No other reason why.
Yes; quaint and curious war is!
You shoot a fellow down
You'd treat, if met where any bar is,
Or help to half a crown.
VOCABULARY
nipperkin – approximately 70 ml of alcohol
infantry – foot soldiers
inn - hotel
foe – enemy
5
10
15
20
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enlist – to join
quaint – something unusual; sometimes used to show one’s disapproval of something
half a crown – old English currency : one-eighth of a pound
QUICK QUIZ ON THE POEM
31. The speaker of the poem is a
A – barman
B – soldier
C – security guard
D – policeman
32. Had the two of them met at an inn, they would have been
A – friends
B – enemies
C – partners
D – opponents
33. The tone of the poem is
A – conversational B – critical
D –tongue-in-cheek
C – humorous
34. This poem deals with the _______________ of war
A – importance
B – futility
C – power
D – advantages
35. The first stanza suggests that the speaker and the other soldier would have had
A – many drinks
B – few drinks
C – no drink
D – 70 ml of drink
NOTES ON THE POEM



The poem is written in five quatrains.
Alternate lines in each stanza rhyme
The poem uses lots of colloquial and informal language
TESTING YOUR UNDERSTANDING OF THE POEM
49. What is the speaker’s opinion of war? How do you know?
50. What is the effect of the word “ranged” in line 2?
51. Why is it significant that the two of them stood face to face?
52. In Line 10, the first word is the same as the last word in Line 9, separated by a punctuation
mark. Discuss the significance of this and how it reveals more about how the speaker feels
about his deed.
53. Why does the speaker employ an informal tone after he mentions killing the soldier?
54. What are the possible reasons given by the speaker for joining the army? What was his
reason?
EXTENDING YOUR UNDERSTANDING OF THE POEM
14. DISCUSSION POINT : When is violence an acceptable means of dealing with a problem?
15. POSTER : Design a poster with a catchy slogan to highlight the message of this poem.
LITERATURE – POETRY
THE SEND-OFF – by WILFRED OWEN
BIOGRAPHICAL NOTE.
21
Wilfred Owen (18 March 1893 – 4 November 1918) was a British poet. When Great Britain was
involved in World War 1, the newspapers and general public believed that the soldiers who were
being killed in the war were dying as heroes serving the country.
Wilfred Owen, was only 22 years old when he joined the army and he was an
enthusiastic and cheerful man when he did so, as he believed he was serving
his country. He was, however, soon filled with disgust, anger and repulsion
over what he saw and experienced in the battlefields.
This is one of many poems he wrote while he was still a soldier where he
laments the futility of war.
Tragically, he was killed on the battlefield only two weeks before the war ended. His poems were
published posthumously (after his death) four years later.
LITERARY TERMS
ENJAMBMENT – a run-on line; An idea that begins on one line and continues to another. This
technique serves to emphasize the words that appear on the second line as they appear to be
another thought or idea at first glance.
MOOD / ATMOSPHERE – is the mood created in the reader through the use of specific words or
expressions. This includes all imagery and figures of speech.
TONE – This refers to the mood / feelings or tone of voice of the speaker of the poem. as with
the mood / atmosphere
IMAGERY – This refers to vivid descriptions that help the reader to understand how something
looked, sounded, felt, smelled or tasted (the senses). In most cases, imagery is dominated by
references to sight, sound and smell.
CONTRAST – An idea or image that is directly opposite to something previously mentioned.
SYNOPSIS OF THE POEM
The poem deals with young men leaving a train station on their way to join the army. The
manner in which they leave contrasts sharply with the way they would return (if they return)
and there is a tense and somber atmosphere. Even the reference to things of beauty (the
flowers) have a sinister edge to it.
THE SEND-OFF
Down the close, darkening lanes they sang their way
To the siding-shed,
And lined the train with faces grimly gay.
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Their breasts were stuck all white with wreath and spray
As men's are, dead.
5
Dull porters watched them, and a casual tramp
Stood staring hard,
Sorry to miss them from the upland camp.
Then, unmoved, signals nodded, and a lamp
Winked to the guard.
10
So secretly, like wrongs hushed-up, they went.
They were not ours:
We never heard to which front these were sent.
Nor there if they yet mock what women meant
Who gave them flowers.
15
Shall they return to beatings of great bells
In wild trainloads?
A few, a few, too few for drums and yells,
May creep back, silent, to still village wells
Up half-known roads.
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QUICK QUIZ
1. The events described in the poem are set in the
A – morning
B – early evening
C – late evening
2. The term “grimly gay” is an example of an alliteration and
A – oxymoron
B –onomatopoeia
C – metaphor
3. Line 4 contains an example of
A – alliteration
B –personification
C – metaphor
4. “Stood staring” (Line 8 ) is an example of
A – oxymoron
B –onomatopoeia
C – metaphor
5. “like wrongs hushed up” (Line 11) is an example of
A – oxymoron
B –onomatopoeia
C – metaphor
6. “Spray” (Line 4) is a / an
A – verb
B – noun
C – adjective
D – night
D – simile
D – simile
D – simile
D – simile
D – adverb
QUESTIONS.
1. Explain the effect of the following words in the context of the poem. In doing so, take
into account the mood / tone of the poem.
1.1. Siding shed (Line 2)
(2)
1.2. Unmoved (Line 9)
(2)
1.3. Winked (Line 10)
(2)
1.4. Creep (Line 19)
(2)
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1.5.
Half-known (Line 20)
(2)
2. How does Line 1 complement Line 3?
(3)
3. Why is it significant that only the “dull porters” and the “tramp” are there to see the
young men off?
(3)
4. Why, do you think was the tramp “staring hard”?
(2)
5. Refer to lines 11-13
5.1. Why is the send-off described as something “secretly” done?
(2)
5.2. Comment on the effectiveness of the figure of speech used in Line 11.
(3)
5.3. What does the speaker mean in Line 12 “They were not ours.”
(2)
5.4. Why is Line 13 a very significant line?
(3)
6. What is the speaker suggesting in Lines 14-15?
(2)
7. Comment on the effectiveness of the question posed in Lines 16-17.
(2)
8. Why are the village wells described as “still”?
(2)
9. Why is the word “few” repeated in the last stanza?
(2)
10. Comment on the effectiveness of the title of the poem.
(2)
LANGUAGE IN LITERATURE
1. Identify the punctuation mark used in the words siding-shed. What is the function of the
punctuation mark?
(2)
2. What is the function of the apostrophe in Line 5? Be specific.
(2)
3. Form an adjective from ”secretly”. (Line 11)
(1)
4. Name two adverbs that appear in the stanza beginning on Line 11.
(2)
5. Name two auxiliary verbs from the last stanza.
(2)
FUN QUIZ
In the following quiz, the question appears on the left. The answer must be written on the right.
Each block stands for one letter.
Indirect Comparison
Direct Comparison
Referring to the five senses
(Plural) Recurring ideas or concepts in a poem
Run-on line in a poem
Feelings invoked in reader
Description using opposing terms.
Arrangement of words of poem
Brief summary
A paragraph in a poem
LITERATURE – POETRY
THE LESSON – by ROGER McGOUGH
BIOGRAPHICAL NOTE.
24
Roger McGough (born 09 November 1937)
is a humourist and poet.
He is a performance poet who regularly
performs his own poetry and is currently a
presenter of a poetry-based programme
called Poetry Please on BBC radio.
Roger McGough was also responsible for
writing the humorous sections of a film
script, Yellow Submarine, which was based
on Britain’s trend-setting music group from
the 1960s The Beatles.
Roger McGough was also a prolific
songwriter and was part of a successful trio called The Scaffold
LITERARY TERMS
Parody – an exaggerated and often ridiculous version of something which usually mocks or
criticizes something / someone
Pun – a play on words where a word has two different meanings or when a word sounds very
similar to another word (with a different meaning). In explaining a pun you must identify the
word and two different interpretations of the word.
Simile – An indirect comparison where two things are being compared, usually using the words
“like” or “as”. In explaining a simile, you must indicate the two things being compared and in
what way / ways they are similar.
Personification – Human qualities are given to something non-human. You should always
consider the resemblance between the words and what is being described.
Alliteration – The use of the same consonant at the beginning of two or more words close
together. These do not have to be consecutive words (coming one after the other). Since
alliteration is a form of repetition, it is always used to emphasize something.
OTHER TERMS
Corporal Punishment – Punishment by beating / hitting / hurting someone
Capital Punishment – Punishment by killing someone
THE LESSON – Roger McGough
Chaos ruled OK in the classroom
as bravely the teacher walked in
the hooligans ignored him
his voice was lost in the din
"The theme for today is violence
5
25
and homework will be set
I'm going to teach you a lesson
one that you'll never forget"
He picked on a boy who was shouting
and throttled him then and there
then garrotted the girl behind him
(the one with grotty hair)
Then sword in hand he hacked his way
between the chattering rows
"First come, first severed" he declared
"fingers, feet or toes"
He threw the sword at a latecomer
it struck with deadly aim
then pulling out a shotgun
he continued with his game
10
15
20
The first blast cleared the backrow
(where those who skive hang out)
they collapsed like rubber dinghies
when the plug's pulled out
"Please may I leave the room sir?"
a trembling vandal enquired
"Of course you may" said teacher
put the gun to his temple and fired
The Head popped a head round the doorway
to see why a din was being made
nodded understandingly
then tossed in a grenade
And when the ammo was well spent
with blood on every chair
Silence shuffled forward
with its hands up in the air
The teacher surveyed the carnage
the dying and the dead
He waggled a finger severely
"Now let that be a lesson" he said
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30
35
40
1. VOCABULARY
Explain the following words in the context of the poem:
1.1.Hooligans (Line 3)
1.5. severed (Line 15)
1.2.Garroted (Line 11)
1.6. dinghies (Line 23)
1.3.Grotty (Line 12)
1.7. shuffled (Line 35)
1.4. Skive (Line 22)
1.8. carnage (Line 37)
2. QUICK QUIZ
26
2.1. The word “OK” in the first line is an example of
A – colloquialism
B – slang
C – conundrum
2.2. The main character of the poem is a
A – terrorist
B – teacher C – learner
2.3. Line 12 is an example of
A – parenthesis
B – ellipsis
C – simile
2.4. Line 23 contains an example of
A – metaphor
B – simile
C – juxtaposition
2.5. The Head (Line 29) refers to the
A – head terrorist
B – principal C – The Head Prefect
D – pun
D – principal
D – metaphor
D – alliteration
D – Vandal
3. QUESTIONS ON THE POEM
3.1.What is the speaker’s opinion of the children in the class? Refer to specific words from
the poem in your answer.
3.2. Comment on the effectiveness of the word “bravely” (Line 2) and show how it helps
in understanding the poem.
3.3. Suggest reasons for the use of the word “picked” (Line 9)
3.4. What, do you think, “chattering” (Line 14) refers to? Give reasons for your answer by
referring to other words or lines in the poem.
3.5. Comment on the effectiveness of the figure of speech in Line 15.
3.6. Why did the learner want to leave the room (Line 25). Give a reason for your answer
through your own sentence or by quoting specific words or phrases.
3.7. Line 31 is a very significant line in the poem? Do you agree? Substantiate with
specific references to the poem.
3.8. Comment on the effect of the words “well spent” (Line 33) by referring to the
different interpretations of these words.
3.9. How would the effect of this poem been affected (positively or negatively) had it been
written in the first person?
3.10. In a paragraph of approximately 100 words, provide an interpretation of this poem
which obviously should not be interpreted literally. In your paragraph, consider the
following:
3.10.1. The graphic and severe nature of the violence described
3.10.2. The use of negatively charged words to describe the learners.
3.10.3. The title of the poem
4. LANGUAGE IN POETRY
4.1. Form a noun from the word “bravely”
4.2. Form a noun from the word “declared”
4.3. Rewrite Line 19 using parenthesis.
4.4. Form an adverb from the word “silence”
4.5. Form a personal noun from the word “surveyed”
4.6. Form a noun from the word “severely”
LITERATURE – POETRY
I AM AN AFRICAN – by WAYNE VISSER
27
BIOGRAPHICAL NOTE.
Dr Wayne Visser is a multi-talented academic with
degrees in many different fields of study, including a
PhD in Corporate Social Responsibility from the
Nottingham University in the UK..
He is the author of 15 books and penned the poem I
am an African rather casually, little expecting it to be
given such an exalted status.
The film has been translated into various African,
European, Middle Eastern and Asian languages.
I AM AN AFRICAN – Wayne Visser
I am an African
Not because I was born there
But because my heart beats with Africa’s
I am an African
Not because my skin is black
But because my mind is engaged by Africa
I am an African
Not because I live on its soil
But because my soul is at home in Africa
When Africa weeps for her children
My cheeks are stained with tears
When Africa honours her elders
My head is bowed in respect
When Africa mourns for her victims
My hands are joined in prayer
When Africa celebrates her triumphs
My feet are alive with dancing
I am an African
For her blue skies take my breath away
And my hope for the future is bright
I am an African
For her people greet me as family
And teach me the meaning of community
I am an African
5
10
15
20
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For her wildness quenches my spirit
And brings me closer to the source of life
When the music of Africa beats in the wind
My blood pulses to its rhythm
And I become the essence of sound
When the colours of Africa dazzle in the sun
My senses drink in its rainbow
And I become the palette of nature
When the stories of Africa echo round the fire
My feet walk in its pathways
And I become the footprints of history
I am an African
Because she is the cradle of our birth
And nurtures an ancient wisdom
I am an African
Because she lives in the world’s shadow
And bursts with a radiant luminosity
I am an African
Because she is the land of tomorrow
And I recognise her gifts as sacred
25
30
35
40
1. What is the contextual meaning of the following words”
1.1. Triumphs (Line 16)
1.2. Quenches (Line 25)
1.3. Luminosity (Line 41)
2. Comment on the tone of the poem.
3. Identify the poetic device used in Line 3 and comment on its effectiveness.
4. Refer to Line 10.
4.1.When and why does the speaker shed tears?
4.2. Is this expected to be taken literally? Give a reason for your answer.
5. Why is Line 13 a powerful line?
6. Who is the “her” referred to in Line 25? What is the wildness spoken about in this line?
7. Refer to Lines 31-32. What actions and processes is the speaker describing here. What
does this show about his attitude.
8. Why are the last two lines of the poem particularly powerful?
9. Do you classify yourself as an African? Why? What makes you an African?
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