DO NOW

Please complete the “Grammar Bytes!” section in today’s packet.

Have your HOMEWORK out on the corner of your desk. I will be around to check for it.

Poet’s Corner

Strategies for Appreciating Sound

1. Read the poem aloud several times.2. Identify the sound devices.3. Determine if there is a rhyme scheme.4. Be aware of your reactions to sound

devices.5. Consider how the sound devices make

you feel.

Alliteration

• repetition of the same or similar consonant sounds in words that are close together.

Examples

#1: Where the quail is whistling betwixt the woods and the wheat-lot.

#2: I have stood still and stopped the sound of feet.

Tongue Twisters!

Mr. See owned a saw.And Mr. Soar owned a seesaw.Now See's saw sawed Soar's seesawBefore Soar saw See,Which made Soar sore.Had Soar seen See's sawBefore See sawed Soar's seesaw,See's saw would not have sawedSoar's seesaw.So See's saw sawed Soar's seesaw.But it was sad to see Soar so soreJust because See's saw sawedSoar's seesaw!

Silly Sally swiftly shooed seven silly sheep.The seven silly sheep Silly Sally shooedShilly-shallied south.These sheep shouldn't sleep in a shack;Sheep should sleep in a shed.

Betcha Can’t Say This One 5x!Which witch wished which wicked wish?

Sea FeverBy John Masefield

I must go down to the seas again, to the lonely sea and the sky, And all I ask is a tall ship and a star to steer her by, And the wheel's kick and the wind's song and the white sail's shaking, And a gray mist on the sea's face, and a gray dawn breaking.

I must go down to the seas again, for the call of the running tide Is a wild call and a clear call that may not be denied; And all I ask is a windy day with the white clouds flying, And the flung spray and the blown spume, and the sea-gulls crying.

I must go down to the seas again, to the vagrant gypsy life, To the gull's way and the whale's way, where the wind's like a whetted knife; And all I ask is a merry yarn from a laughing fellow-rover, And quiet sleep and a sweet dream when the long trick's over.

Onomatopoeia

• the use of words that sound like what they mean

Examples: snap, crackle, pop, buzz, gurgle, bang, rattle, boom, hiss

Jazz FantasiaBy Carl Sandburg

Drum on your drums, batter on your banjoes,sob on the long cool winding saxophones.Go to it, O jazzmen.

Sling your knuckles on the bottoms of the happytin pans, let your trombones ooze, and go husha-husha-hush with the slippery sand-paper.

Moan like an autumn wind high in the lonesome treetops,moan soft like you wanted somebody terrible, cry like aracing car slipping away from a motorcycle cop, bang-bang!you jazzmen, bang altogether drums, traps, banjoes, horns,tin cans — make two people fight on the top of a stairwayand scratch each other's eyes in a clinch tumbling downthe stairs.

Can the rough stuff . . . now a Mississippi steamboat pushesup the night river with a hoo-hoo-hoo-oo . . . and the greenlanterns calling to the high soft stars . . . a red moon rideson the humps of the low river hills . . . go to it, O jazzmen.

Sensory Imagery

• images that evoke any of the 5 senses.

Remember this?

List the 5 senses…sight, smell, hear, touch, taste

Where the Sidewalk EndsBy Shel Silverstein

There is a place where the sidewalk endsAnd before the street begins,And there the grass grows soft and white,And there the sun burns crimson bright,And there the moon-bird rests from his flightTo cool in the peppermint wind.

Let us leave this place where the smoke blows blackAnd the dark street winds and bends.Past the pits where the asphalt flowers growWe shall walk with a walk that is measured and slow,And watch where the chalk-white arrows goTo the place where the sidewalk ends.

Yes we'll walk with a walk that is measured and slow,And we'll go where the chalk-white arrows go,For the children, they mark, and the children, they knowThe place where the sidewalk ends.

The RavenBy Edgar Allan Poe