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 Read the poem aloud several times. Identify the sound devices. Determine if there is a rhyme scheme. Be aware of your reactions to sound devices. 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 seesaw Before Soar saw See, Which made Soar sore. Had Soar seen See's saw Before See sawed Soar's seesaw, See's saw would not have sawed Soar's seesaw. So See's saw sawed Soar's seesaw. But it was sad to see Soar so sore Just because See's saw sawed Soar's seesaw!

Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed Shilly-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 Fever By 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 Fantasia By 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 happy tin 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 a racing 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 stairway and scratch each other's eyes in a clinch tumbling down the stairs. Can the rough stuff . . . now a Mississippi steamboat pushes up the night river with a hoo-hoo-hoo-oo . . . and the green lanterns calling to the high soft stars . . . a red moon rides on the humps of the low river hills . . . go to it, O jazzmen.

sight, smell, hear, touch, taste Sensory Imagery images that evoke any of the 5 senses. Remember this? List the 5 senses… sight, smell, hear, touch, taste

Where the Sidewalk Ends By Shel Silverstein There is a place where the sidewalk ends And 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 flight To cool in the peppermint wind. Let us leave this place where the smoke blows black And the dark street winds and bends. Past the pits where the asphalt flowers grow We shall walk with a walk that is measured and slow, And watch where the chalk-white arrows go To 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 know The place where the sidewalk ends.

The Raven By Edgar Allan Poe