2. How can we understand the meaning of a poem?

3. I can analyze sound devices to determine meaning in a poem.

4. Smart by Shel Silverstein
My dad gave me a one dollar bill 'Cause I'm his smartest son, And I swapped it for two shiny quarters 'Cause two is more than one! And then I took the quarters And traded them to Lou For three dimes -- I guess he don't know That three is more than two! Just then, along came old blind Bates And just 'cause he can't see He gave me four nickels for my three dimes, And four is more than three!
And I took the nickels to Hiram Coombs Down at the seed-feed store, And the fool gave me five pennies for them, And five is more than four! And then I went and showed my dad, And he got red in the cheeks And closed his eyes and shook his head— Too proud of me to speak!
Poem read aloud for today.

5. Ask students what emotion this picture portrays
Ask students what emotion this picture portrays. Have students think of other emotions (annoyance, disgust, surprise, anticipation, awe). Talk about emotions in the next two slides.

8. What sounds inspire annoyance?
Ask questions to help the students think of powerful sounds. For example ask: What sounds inspire annoyance? (nails on chalkboard, dripping faucet) Talk about the next two slides.

11. Have students discuss soundtracks
Have students discuss soundtracks. Ask: Why are they important for films and television shows? What other kinds of soundtracks do people commonly experience? (background music in stores, music at a party, cheers at sporting events) Lead students to see that music and other sounds are used because they create certain feelings or effects.

12. What role does sound play in poetry?
Ask students to give their own answers. If they have trouble at first, ask them what kinds of sounds they hear in poetry. They should be most familiar with rhyme.

13. In poetry the sound and meaning of words are combined to express feelings, thoughts, and ideas.

14. I can analyze sound devices to determine meaning in a poem.

15. Sound Devices
Writers love to use interesting sounds in their poems. After all, poems are meant to be heard. These sound devices include:
Rhythm
Rhyme
Repetition
Alliteration
Onomatopoeia

16. Rhythm Rhythm is the flow of the beat in a poem.
Gives poetry a musical feel.
Can be fast or slow, depending on mood and subject of poem.
A poem has rhythm if the reader of the poem gives the poem rhythm.

17. Humpty Dumpty Humpty Dumpty sat on a wall
Humpty Dumpty had a great fall
And of all the King’s horses
And of all the King’s men
Couldn’t put Humpty Dumpty together again.

18. The rhythm in this poem is fast – to match the sound of King’s horses.
Humpty Dumpty
Humpty Dumpty sat on a wall
Humpty Dumpty had a great fall
And of all the King’s horses
And of all the King’s men
Couldn’t put Humpty Dumpty together again.
The rhythm in this poem is fast – to match the sound of King’s horses.

19. Practice Your Rhythm Clankity Clankity Clankity Clank!
Ankylosaurus was built like a tank,
Its hide was a fortress as sturdy as steel,
It tended to be an inedible meal.
It was armored in front, it was armored behind,
There wasn’t a thing on its minuscule mind,
It waddled about on its four stubby legs,
Nibbling on plants with a mouthful of pegs.
Ankylosaurus was best left alone,
Its tail was a cudgel of gristle and bone,
Ankylosaurus was built like a tank.
By: Jack Prelutsky

20. Rhyme
Rhymes are words that end with the same sound. (Hat, cat and bat rhyme.)
Rhyming sounds don’t have to be spelled the same way. (Cloud and allowed rhyme.)
Rhyme is the most common sound device in poetry.

21. What’s the rhyming pattern?
First Snow
Snow makes whiteness where it falls.
The bushes look like popcorn balls.
And places where I always play,
Look like somewhere else today.
By Marie Louise Allen
I put the next three slides in just to show the different rhyming patterns or how no lines rhyme.

22. What’s the rhyming pattern?
Oodles of Noodles
I love noodles. Give me oodles.
Make a mound up to the sun.
Noodles are my favorite foodles.
I eat noodles by the ton.
By Lucia and James L. Hymes, Jr.

23. What’s the rhyming pattern?
The Alligator
The alligator chased his tail
Which hit him in the snout;
He nibbled, gobbled, swallowed it,
And turned right inside-out.
by Mary Macdonald

24. Repetition
Repetition occurs when poets repeat words, phrases, or lines in a poem.
Creates a pattern.
Increases rhythm.
Strengthens feelings, ideas and mood in a poem.

25. The Sun Some one tossed a pancake, A buttery, buttery, pancake.
And flipped it up so high,
That now I see the pancake,
The buttery, buttery pancake,
Now I see that pancake
Stuck against the sky.
by Sandra Liatsos

26. Alliteration
Alliteration is the repetition of the first consonant sound in words, as in the nursery rhyme “Peter Piper picked a peck of pickled peppers.”
The snake slithered silently along the sunny sidewalk.

27. I jiggled it jaggled it jerked it. I pushed and pulled and poked it.
This Tooth
I jiggled it
jaggled it
jerked it.
I pushed
and pulled
and poked it.
But –
As soon as I stopped,
And left it alone
This tooth came out
On its very own!
by Lee Bennett Hopkins

28. Onomatopoeia
Words that represent the actual sound of something are words of onomatopoeia. Dogs “bark,” cats “purr,” thunder “booms,” rain “drips,” and the clock “ticks.”
Appeals to the sense of sound.

29. Scrunch, scrunch, scrunch. Crunch, crunch, crunch.
Listen
Scrunch, scrunch, scrunch.
Crunch, crunch, crunch.
Frozen snow and brittle ice
Make a winter sound that’s nice
Underneath my stamping feet
And the cars along the street.
by Margaret Hillert

30. Spaghetti! Spaghetti! Spaghetti! Spaghetti! You’re wonderful stuff,
I love you, spaghetti,
I can’t get enough.
You’re covered with sauce
And you’re sprinkled with cheese,
Spaghetti! Spaghetti!
Oh, give me some please.
By: Jack Prelutsky
Talk about rhyme, rhythm, repetition

31. Night Rescue
“It is just a small storm,” the weatherman said, So my sleepy sisters slipped off to bed. Then “just a small storm” shot a bolt from the sky, Our house shook from the jolt; wires started to fry. Soon swirlings of smoke sailed away down the hall, But brave heroes came quickly and rescued us all.
Give students copy of this poem. This can be done with partners. Have them draw arrows to connect pairs of rhyming words and circle alliterations. Tell them to think of how the poet’s word choice affects the poem.
Rhyming words: (said, bed, bolt, jolt, sky, fry, hall, all) They connect ideas and create unity and structure.
Alliteration: (small storm, sleepy sisters slipped, soon swirlings, smoke sailed) Using the same sound calls attention to those words.
Discuss how being aware of sound devices will help students “hear” how words can flow in a way that’s music to your ears.

32. The Moon by Robert Louis Stevenson
The moon has a face like the clock in the hall, She shines on thieves on the garden wall, On streets and fields and harbor quays, And birdies asleep in the forks of the trees. The squalling cat and the squeaking mouse, The howling dog by the door of the house, The bat that lies in the bed at noon, All love to be out by the light of the moon. But all of the things that belong to the day Cuddle to sleep to be out of the way; And flowers and children close their eyes Till up in the morning the sun shall arise.
Have students draw arrows to rhyming words and circle alliteration.
Which stanza of the poem tells about the animals that love to be out at nighttime?
What is the pattern of rhyming words in the poem?
What effect does the poet’s use of sound devices have on the poem?
Find the smilie. Talk about the meaning of each stanza.

33. I can analyze sound devices to determine meaning in a poem.