READ SILENTLY e ither your independent SEM-R novel or your Literature book

November 29, Winter Poetry sound devices Ho mework R IU sound devices poem using 5 vocabulary words. Le sson Essential Question What are sound devices commonly used in poetry and what is their impact on the text? Warm Up Number 1-10 in your notes. I will hold up a picture which illustrates one of the words from your Rev It Up list. Look carefully at the picture and write the vocabulary word that you think it represents.

One of the major differences between poetry and other genres of literature is that it SOUNDS different. Can you think of some techniques used by an author that contribute to a poem's SOUND?

5 types of sound devices ***Hint...first, remember the 3 R's*** rhyme rhythm repetition onomatopoeia alliteration

rhyme th e repetition of sounds at the end of words e xample: sun, run

rhythm th e musical quality created by the alternation of stressed and unstressed syllables in a line of poetry. example: I like to go out in the sun I jump and dance and scream and run

repetition th e technique in which a sound, word, phrase or line is repeated for emphasis or unity. example: The sun, the sun, the sun, the sun, The reason summer's so much fun.

onomatopoeia wo rds whose sounds echo their meanings. examples:

alliteration the repetition of consonant sounds at the beginning of words. Sounds, NOT letters!!! example: The sun, such a bright sight to see, Every morning in full glory.

Now let's look at some examples of these sound devices in 3 poems... Ei ght Balloons What's This? Sarah Cynthia Sylvia Stout

Eight Balloons Ei ght balloons no one was buyin' A All broke loose one afternoon. B Eight balloons with strings a-flyin', A Free to do what they wanted to. B One flew up to touch the sun - POP! C One thought highways might be fun - POP! C One took a nap in a cactus pile - POP! D One stayed to play with a careless child - POP! D One tried to taste some bacon fryin' - POP! One fell in love with a porcupine - POP! One looked close in a crocodile's mouth - POP! One sat around 'til his air ran out - WHOOSH! Eight balloons no one was buyin' - They broke loose and away they flew, Free to float and free to fly And free to pop where they wanted to.

What's This? by Helen Ksypka It 's gunky goo, a slimy stew A of runny, drippy glop B or mucky mounds of icky, sticky, C greasy, grimy slop. B It's heaps of slush - a mass of mush D or gobs of gluey lumps, E unappetizing drops and plops B of culinary clumps. E It sometimes, too, is hard to chew when brittle as a brick, cuisine that has a dose of gross - enough to make you sick. With every clue I've given you, I'm sure you have a hunch. It's what they have the nerve to serve at school and call it "lunch."

SARAH CYNTHIA SYLVIA STOUT - Shel Silverstein Sa rah Cynthia Sylvia Stout Would not take the garbage out! She'd scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out. And so it piled up to the ceilings: Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor, It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts... The garbage rolled on down the hall, It raised the roof, it broke the wall...

Greasy napkins, cookie crumbs, Globs of gooey bubble gum, Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold french fried and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That it finally touched the sky. And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, "OK, I'll take the garbage out!" But then, of course, it was too late... The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. But children, remember Sarah Stout / And always take the garbage out!

Sound device Rhyme Alliteration RepetitionRhythm Onomatopoeia Eight Balloons What's This? Sarah Cynthia Sylvia Stout buyin' and a-flyin' fun and sun flew and to glop and slop lumps and clumps hunch and lunch yes stout and out ceilings and peelings peas and cheese Eight balloons no one was buyin' POP! One free POP! WHOOSH! Free to float and free to fly It's meaning some unidentifiable "stuff" drippy plop brittle brick gunky goo mass of mush slimy stew t Sarah Cynthia Sylvia Stout would not take the garbage out drippy Sarah Cynthia Sylvia Stout Prune pits peach pits orange peel black burned buttered toast

Yo ur assignment is to create a 6 line stanza to add to this poem. Gr oups 1 and 2 - create a 6 line stanza picking up at "Yellow lumps of Cream of Wheat..." What other yucky foods were in the garbage pile? Groups 3 and 4 - create a 6 line stanza picking up from "Poor Sarah met an awful fate..." What was it? Wi thin your stanza, you must include 4 sound devices... - rhyme (AABB rhyme scheme) - rhythm (lines should sound musical) - at least 2 different onomatopoeias - alliteration (3+ examples in one line) Your turn !

Yo ur assignment: Gr oup 1 - identify examples of sound devices you see and fill in the graphic organizer. (Janija, Jermaine, Jacquez, Derek, Sloan) Groups 2, 3 and 4 - create a 4 line stanza picking up at "Yellow lumps of Cream of Wheat..." What other yucky foods were in the garbage pile? ( 2 - Will, Drue, Garrett, Keegan, Cameron) (3 - Sara P, Sam, Shota, Hashim, Matthew W) (4 - Josh S, Keerthi, David, Katie, Ruby) Groups 5 and 6 - create a 4 line stanza picking up from "Poor Sarah met an awful fate..." What was it? (Group 5 - Matt L, Sarah D, Sebastian, Kaitlyn) (Group 6 - Maddie, Abby, Max, Lexi, Cara,Beryl) Within your stanza, you must include 4 sound devices... - rhyme (AABB rhyme scheme) - rhythm (lines should sound musical) - at least 2 different onomatopoeias - alliteration (3+ examples in one line) Your turn!

Yo ur assignment is to create a 4 line stanza to add to this poem. Gr oups 1 and 2 - create a 4 line stanza picking up at "Yellow lumps of Cream of Wheat..." What other yucky foods were in the garbage pile? Groups 3 and 4 - create a 4 line stanza picking up from "Poor Sarah met an awful fate..." What was it? Wi thin your stanza, you must include 4 sound devices... - rhyme (AABB rhyme scheme) - rhythm (lines should sound musical) - at least 2 different onomatopoeias - alliteration (3+ examples in one line) Your turn !

Homework Pick 5 of your vocabulary words and use them to write a poem incorporating all 5 sound devices (What are they again???). Your poem must make sense!