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Key Q: Can I identify and analyze the effect sound devices have on mood?

Key Q: Can I identify and analyze the effect sound devices have on mood?

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Key Q: Can I identify and analyze the effect sound devices have on mood?

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  1. Key Q: Can I identify and analyze the effect sound devices have on mood?

  2. Bell Ringer—tickets Use a dictionary to find a word with the prefix ir- and sub-. Remember the meaning. Write that word in a list with two other made-up words with those prefixes. Trade papers with a classmate to see if you can tell the real word and determine the meaning.

  3. vocabulary quiz • You will need a clean sheet of notebook paper • Number 1-24. Do NOT skip lines! • Remember to head your paper correctly in the upper, right-hand corner: • First & last name • 8/23/10 • Block • LOTS vocab quiz 1 • After test, put answers in basket, put questions in tray • TURN IN YOUR “I AM____” POEM!!! • Work 3 handouts. You may write on them. • silently get text book and read pp.572-582

  4. Can you define rhyme scheme? • 2. Can you identify rhyme scheme? • 3. Can you define onomatopoeia? • 4. Can you identify onomatopoeia?

  5. Review Textbook Procedures • You are responsible for your textbook. Since you share it with 2 other people, it is up to you to tell me if there is any damage whenever you get your book. If the next block person tells me of damage, I will assume you are the one who damaged it. • Textbooks are stacked according to number. Whenever you return your textbook, make sure that it is in the correct stack. (I don’t care if they are in numerical order.)

  6. Review Textbook Procedures 3. Your textbooks should NEVER go on the floor, the covers will get scratched from the dirt. 4. Keep the book covers on the hardback books to protect them as much as possible. It will cost you $80 to replace one. 5. Do NOT write in the workbooks

  7. Sound Devices • Open your textbook to p.650, “Sarah Cynthia…” • Let’s read the poem together. • What do you notice about the sound of the poem? • Let’s analyze: how do the ending rhymes add to the tone of the poem?

  8. Sound Devices • Turn to p.654, “Weather” • Let’s read the poem together. • What do you notice about the sound of the poem? • Let’s analyze: how does onomatopoeia add to the mood of the poem?

  9. Replacements • Now that we’ve discussed onomatopoeia, turn back to “Sarah Cynthia…” on p.650. • We want to remove the ending rhymes and add onomatopoeia instead: • Sarah 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,

  10. Replacements • We want to remove the ending rhymes and add onomatopoeia instead: • Sarah Cynthia Sylvia Stout • Would not, stamp stomp, take out the garbage out! • She’d scourscratch off the panspots and scrape out the pans pots, • Candy the yams and shake, shake, shake spices onto the hams meats,

  11. Replacements—together • Let’s work together to remove the ending rhymes and to add onomatopoeia for the next few lines: • 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,

  12. Your Turn is coming up… • In just a moment, I want you to get with your 4:00 partner and finish as much of the poem on p.650 as you can in 10 minutes: • Remove the ending rhymes. • Add in examples of onomatopoeia I’d copy 4 lines, change them. Copy four lines, change them, etc. *Each partner needs his/her own copy

  13. Analysis & Evaluation • Get back in your assigned seats • Turn to your neighbor and each of you share the different revisions you made. • Do you prefer the original or one of your revisions? • Why? • Be specific; what is it about the sound device that you like? • How do the different sound devices affect the tone of the poem? • Did your changes affect the poem in ways you didn’t plan?

  14. Replacements • Now that you’ve mastered onomatopoeiaand ending rhyme, turn back to “Weather” on p.654. • We want to remove the onomatopoeia and add ending rhymes instead: • Dot a dot dotdot a dot dot • Spotting the windowpane.

  15. Replacements • Now that you’ve mastered onomatopoeiaand ending rhyme, turn back to “Weather” on p.654. • We want to remove the onomatopoeia and add ending rhymes instead: • Dot a dot dot dot a dot dot • Lots of drops lots of stains • SpottingLanding on the windowpanes.

  16. Replacements-together • Let’s work together to remove the onomatopoeia and add ending rhymes instead: • Spack a spack speck flick a flack fleck • Freckling the windowpane.

  17. Your Turn is coming up… • In just a moment, I want you to get with your 5:00 partner and finish the rest of the poem on p.654: • Remove the onomatopoeia. • Add in ending rhymes. • (If you finish early, you may do the poem on p.660.)

  18. Journal Discussion: Similarities and Differences • Compare and contrast rhyme scheme and onomatopoeia. • You may use a Venn diagram to organize your thoughts, but your final journal must be composed of • good sentences, • properly punctuated, and • organized into paragraphs.