shel silverstein sarah cynthia sylvia stout would not take...
TRANSCRIPT
Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out 287
Shel Silverstein
If young people do not act responsibly toward the environment,
wild or crazy things might happen—or so this poet claims. What
could those wild and crazy things be? Get ready to find out as you
read “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”
and “Turning Off the Faucet.”
ReadingStandard 3.4Define howtone ormeaning isconveyed inpoetry throughword choice,figurativelanguage,sentencestructure, linelength,punctuation,rhythm,repetition, andrhyme.
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,
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,
5
10
In lines 1–10 circle thealliteration—repetition ofthe same beginning conso-nant sound. What effectdoes the use of alliterationhave on you, the reader?
“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” from Where the Sidewalk Ends by ShelSilverstein. Copyright © 1974 by Evil Eye Music, Inc. Reprinted by permission of HarperCollins Publishers, Inc.“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” from Where the Sidewalk Ends by ShelSilverstein. Copyright © 1974 by Evil Eye Music, Inc. Reprinted by permission of HarperCollins Publishers, Inc.
Access SE_6-7_Final Confirming2 9/24/01 10:45 PM Page 287
288 Rhyme and ReasonChapter 7
Prune pits, peach pits, orange peel,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans and tangerines,
Crusts of black burned butter 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 fries and rancid meat,
Yellow lumps of Cream of Wheat.
At last the garbage reached so high
That finally it 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 right now relate
Because the hour is much too late.
But children, remember Sarah Stout
And always take the garbage out!
15
20
25
30
35
40
45
What do you think happenedto Sarah Cynthia Sylvia Stout(line 43)?
Underline the adjectives inlines 16–33 that describe thegarbage. What effect dothese words have on you?
Access SE_6-7_Final Confirming2 9/24/01 10:45 PM Page 288
Turning Off the Faucet 289
If you don’t turn the faucet off tight
When you’re done in the bathroom,
You’ll be wasting water.
Also, the sink might fill up
And overflow and flood the bathroom,
And then the bathroom would fill up
And overflow and flood the bedroom,
And all your clothes would get soaking wet,
And when you wore them, you’d catch a horrible cold
And have to stay home from school
And you couldn’t learn anything
Or see your friends.
And after you’d missed school long enough,
All your friends would forget you
And you would be so sad and wet
You’d probably just stay in bed
Wearing your sad, wet clothes
With your sad, wet head
On your sad, wet pillow
Until you just shriveled up and wasted away.
And nobody would care.
Except your parents
And they’d be all sad and wet
And shriveling and wasting away, too,
Because you didn’t turn the faucet off.
5
10
15
20
25
Jeff Moss
This poem is a series ofcomical causes and effects.The first event, the originalcause, is cited in line 1. Thefinal event occurs in line 20.Underline all the events thathappen in between. Youshould be able to find tenevents.
• • • • • • Notes • • • • • •
“Turning Off the Faucet” from The Butterfly Jar: Poems by Jeff Moss. Copyright © 1989 by Jeff Moss.Reprinted by permission of Bantam Books, a division of Random House, Inc. Electronic format by permissionof International Creative Management, Inc.
HRW SE_6-7_2nd Printing_F 12/14/01 12:50 PM Page 289
290 Rhyme and ReasonChapter 7
Tone and Meaning Fill in the Tone Cards on the following page to
analyze the tone of each poem. Share your completed cards with a
partner, noting similarities and differences in your choices.
Tone Prepare one of these poems for reading aloud. The Silverstein
poem is longer and more difficult. You might want to present that
poem in a group reading. If you select a group reading, you will
have to determine which lines will be spoken by which reader. In
your reading, focus on pronunciation and fluency, but you will
also have to think about tone. What tone do you want to convey
in your poem?
Personal Word List Record the words you learned from the poems in
your Personal Word List.
Personal Reading Log Record these poems in your Personal Reading
Log. Write a few sentences telling how the poems might be the
subject of a poster you find in a hallway or classroom of your school.
Give yourself 1 point on the Reading Meter.
Checklist for Standards Mastery Each time you read, you learn
more. Check your progress in mastering the standards using the
Checklist for Standards Mastery.
Access SE_6-7_Final Confirming2 9/24/01 10:45 PM Page 290
Graphic Organizer 291
Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out; Turning Off the Faucet Interactive Reading, page 287
Interact with Literary Texts
Tone Cards Use the following cards to analyze the poems youhave just read. When you finish, write a brief description of the tone of each poem.
Title:
Word Choice:
Rhythm:
Description of Tone:
“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”
Rhyme and Other Sound Effects:
Title:
Word Choice:
Rhythm:
Description of Tone:
“Turning Off the Faucet”
Rhyme and Other Sound Effects:
Access SE_6-7_Final Confirming2 9/24/01 10:45 PM Page 291
Chapter 7 91
DIFFERENTIATING INSTRUCTION
Sarah Cynthia Sylvia StoutWould Not Take the Garbage Out; Turning Off the Faucet
� Learners Having DifficultyIt might be helpful for stu-dents to hear these poemsread aloud, line by line, asthey sit back with closed eyesand visualize what is takingplace in each.
� Benchmark StudentsChallenge students to createcomic books for one of thepoems. Make sure each comicbook includes the title of thepoem and accurately presentsthe character and events inthe selection. The completedcomic books may be used byother students as a reader’sguide to these poems.
� Advanced Students Have stu-dent groups discuss other top-ics of personal or socialimportance, such as eatingnutritious foods or conservingenergy. Ask students todevelop a fact sheet to supporttheir cause, and then havethem find or write a poemthat encourages their readersto take their message seri-ously. Students can presenttheir research findings andpoems to each other or toother classes.
TEACHER TO TEACHER
Both of the poems in this selec-tion lend themselves to part-nered or group reading in whichtwo or more students take turnsreading a line from a poem andexplaining in prose (that is,reformulating) the meaning and tone expressed in the linethrough the poetic elements ofrhyme, repetition, rhythm, wordchoice, sentence structure, punc-tuation, or figurative language.
Sarah Cynthia Sylvia Stout Would Not Takethe Garbage Out; Turning Off the Faucet
Shel Silverstein/Jeff Moss � page 287
� Tell students that these poems teach students lessons about life andresponsibility as they entertain them simultaneously with vividimages and humor. Ask students if they are familiar with either ofthe poets. If so, have them share their opinions of other poems bythe poet they have read.
� Have students locate and read the first note, Word Knowledge,dealing with alliteration. Read aloud to students the first six linesof the poem, placing deliberate emphasis on the “s” sound. Pointout to students that the alliteration in the rest of the poem maynot be so heavily based on a single consonant sound, but that theyshould be able to find many other examples of the technique inalmost every line of the poem.
� Have students continue reading the poems, using the side-columnnotes to guide their reading.
� After students have finished reading, divide the class into smallgroups, and have students discuss their responses to the side-column notes.
� Have students add these poems to their Personal Reading Logs.
� Use the Tone Cards on Interactive Reading page 291 to evaluate students’ understanding of tone.
� Photocopy and distribute the “Text Reformulation” Chart inSection Three of the Teacher’s Edition to use as an informalassessment.
� Use the Comprehension Check on Teacher’s Edition page 95 toevaluate students’ mastery of the comprehension standard.
91_HRW_ACCESS_GR6TE.PS 9/26/01 1:01 PM Page 91
Chapter 7 95
Name ______________________________ Class _____________ Date _____________
Comprehension CheckComprehension CheckSarah Cynthia Sylvia StoutWould Not Take the GarbageOut; Turning Off the Faucet� Interactive Reading, page 287
Reading Standard 3.4 Define how tone or meaning is conveyedin poetry through word choice, figurative language, sentence struc-ture, line length, punctuation, rhythm, repetition, and rhyme.
Co
pyr
igh
t ©
by
Ho
lt, R
ineh
art
and
Win
sto
n. A
ll ri
gh
ts r
eser
ved
.
attitude the speaker takes toward the subject
sound repeated at the ends of words
musiclike pattern of stressed and unstressed sounds
selection of words for sound (rhyme and rhythm) and sense (meaning) in a poem
A. Circle the letter of the correct response to each item.
1. How would you describe the pattern of rhymes in “SarahCynthia Sylvia Stout Would Not Take the Garbage Out”?A Only the first and last lines rhyme. C Every fourth line rhymes.B Every line has the same rhyme. D Every two lines rhyme.
2. How would you compare the pattern of rhythm inSilverstein’s and Moss’s poems?F Neither poem has a pattern of accented and unaccented syllables.G The poems have two stressed syllables in each line.H The first poem has a pattern of stressed syllables in each line, but the
second poem does not.J The first poem has no regular rhythm, and the second poem has a lot of
rhythm.
3. Which of the following words from Silverstein’s poem showshow word choice affects a poem’s tone?A out C tangerinesB gloppy D fate
B. Suppose that you were reading these poems to younger children. What wouldyou say to them about these poems as a brief introduction?
tone
rhyme
rhythm
word choice
Academic VocabularyAcademic Vocabulary
95_HRW_ACCESS_GR6TE.PS 9/26/01 1:01 PM Page 95
116 Interactive Reading: Teacher’s Edition
Chapter 7
Practice Read: The Just Us ClubComprehension Check, page 92
A: 1. B2. H3. A
B: Answers will vary. Sample answer: I hope myfriend will learn to be friendly with everyone andnot treat some people as if they were inferior.
If We Didn’t Have Birthdays . . .Comprehension Check, page 93
A: 1. C2. G3. B
B: Answers will vary. You might suggest a list of tones and ask them to choose among serious, funny, sarcastic, preachy, cruel,awed, affectionate, etc.
Save Our EarthComprehension Check, page 94
A: 1. A2. G3. D
B: Answers will vary. Most students will point out that the article is well researched, full ofstatistical evidence.
Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out;Turning Off the FaucetComprehension Check, page 95
A: 1. D 2. H 3. B
B: Answers will vary. Students could say that there is a message beyond each poem. The poets use funny language to get the messagesacross to children.
116_HRW_ACCESS_GR6TE.PS 9/26/01 1:10 PM Page 116
Pupil Pages with Answers 263
Sara
h C
ynth
ia S
ylvi
a St
ou
t W
ou
ld N
ot
Take
th
e G
arb
age
Ou
t
287
Shel
Silv
erst
ein
If y
ou
ng
peo
ple
do
no
t ac
t re
spo
nsi
bly
to
war
d t
he
envi
ron
men
t,
wild
or
craz
y th
ing
s m
igh
t h
app
en—
or
so t
his
po
et c
laim
s. W
hat
cou
ld t
ho
se w
ild a
nd
cra
zy t
hin
gs
be?
Get
rea
dy
to f
ind
ou
t as
yo
u
read
“Sa
rah
Cyn
thia
Syl
via
Sto
ut
Wo
uld
No
t Ta
ke t
he
Gar
bag
e O
ut”
and
“Tu
rnin
g O
ff t
he
Fau
cet.
”
Readin
gSta
ndard
3.4
Def
ine
how
tone
or
mea
ning
isco
nvey
ed in
poet
ry t
hrou
ghw
ord
choi
ce,
figu
rati
vela
ngua
ge,
sent
ence
stru
ctur
e, li
nele
ngth
,pu
nctu
atio
n,rh
ythm
,re
peti
tion
, and
rhym
e.
Sara
h C
ynth
ia S
ylvi
a St
out
Wou
ld n
ot t
ake
the
garb
age
out!
She’
d sc
our
the
pots
an
d sc
rape
th
e pa
ns,
Can
dy t
he
yam
s an
d sp
ice
the
ham
s,
An
d th
ough
her
dad
dy w
ould
scr
eam
an
d sh
out,
She
sim
ply
wou
ld n
ot t
ake
the
garb
age
out.
An
d so
it p
iled
up
to t
he
ceili
ngs
:
Cof
fee
grou
nds
,pot
ato
peel
ings
,
Bro
wn
ban
anas
,rot
ten
pea
s,
Chu
nks
of
sou
r co
ttag
e ch
eese
.
It f
illed
th
e ca
n,i
t co
vere
d th
e fl
oor,
It c
rack
ed t
he
win
dow
an
d bl
ocke
d th
e do
or
Wit
h b
acon
rin
ds a
nd
chic
ken
bon
es,
Dri
ppy
ends
of
ice
crea
m c
ones
,
5 10
In li
nes
1–1
0 ci
rcle
th
eal
liter
atio
n—
rep
etit
ion
of
the
sam
e b
egin
nin
g c
on
so-
nan
t so
un
d. W
hat
eff
ect
do
es t
he
use
of
allit
erat
ion
hav
e o
n y
ou
, th
e re
ader
?
Sam
ple
res
po
nse
:
Alli
tera
tio
n m
akes
th
e
po
em f
un
ny.
“Sar
ah C
ynth
ia S
ylvi
a St
ou
t W
ou
ld N
ot
Take
th
e G
arb
age
Ou
t”fr
om
Wh
ere
the
Sid
ewal
k En
ds
by
Shel
Silv
erst
ein
. Co
pyr
igh
t ©
197
4 b
y Ev
il Ey
e M
usi
c, In
c. R
epri
nte
d b
y p
erm
issi
on
of
Har
per
Co
llin
s Pu
blis
her
s, In
c.“S
arah
Cyn
thia
Syl
via
Sto
ut
Wo
uld
No
t Ta
ke t
he
Gar
bag
e O
ut”
fro
m W
her
e th
e Si
dew
alk
End
sb
y Sh
elSi
lver
stei
n. C
op
yrig
ht
© 1
974
by
Evil
Eye
Mu
sic,
Inc.
Rep
rin
ted
by
per
mis
sio
n o
f H
arp
erC
olli
ns
Pub
lish
ers,
Inc.
286
Rh
yme
and
Rea
son
Chap
ter
7Save
Our
Ear
thIn
tera
ctiv
e R
ead
ing
,pag
e 28
1
Inte
ract
wit
h a
n In
form
atio
nal
Tex
t
Arg
um
ent-
Eval
uat
ion
Ch
art
Eval
uat
e th
e ar
gum
ents
in “
Save
Ou
r E
arth
”by
fill
ing
in t
he
Arg
um
ent-
Eval
uat
ion
Ch
art.
Th
en,r
ate
the
wri
ter’
s ar
gum
ent
base
d on
you
r fi
ndi
ngs
.
Stat
emen
t:
Sup
po
rt:
Alt
ho
ug
h 2
/3 o
f Ea
rth
’s s
urf
ace
is w
ater
, we
are
able
to
use
on
ly a
fra
ctio
n o
f it
.
Seaw
ater
mak
es u
p 9
7%; 2
% is
fro
zen
; an
d 1
% is
fre
shw
ater
.
Stat
emen
t:
Sup
po
rt:
Tree
s an
d f
ore
st a
re v
ery
imp
ort
ant
to t
he
envi
ron
men
t.
Tree
s u
se c
arb
on
dio
xid
e an
d g
ive
off
oxy
gen
; th
ey p
rovi
de
ho
mes
fo
r an
imal
s.
Stat
emen
t:
Sup
po
rt:
Cu
ttin
g d
ow
n t
rees
can
aff
ect
the
clim
ate.
The
area
gro
ws
dri
er, c
ausi
ng
a c
han
ge
in t
he
loca
l clim
ate.
Stu
den
t an
swer
s w
ill v
ary.
Eval
uat
ion
of
arg
um
ent:
Chapter 7Pupil Pages 262–291
Access TE_6-Ch7Anno_Final 10/17/01 4:36 PM Page 263
264 Interactive Reading: Teacher’s Edition
Turn
ing
Off
th
e Fa
uce
t
289
Ifyo
u d
on’t
tu
rn t
he
fau
cet
off
tigh
t
Wh
en y
ou’r
e do
ne
in t
he
bath
room
,
You’
ll be
was
tin
g w
ater
.
Als
o,th
e si
nk
mig
ht
fill
up
An
d ov
erfl
ow a
nd
floo
d th
e ba
thro
om,
An
d th
en t
he
bath
room
wou
ld f
ill u
p
An
d ov
erfl
ow a
nd
floo
d th
e be
droo
m,
An
d al
l you
r cl
oth
es w
ould
get
soa
kin
g w
et,
An
d w
hen
you
wor
e th
em,y
ou’d
cat
ch a
hor
ribl
e co
ld
An
d h
ave
to s
tay
hom
e fr
om s
choo
l
An
d yo
u c
ould
n’t
lear
n a
nyth
ing
Or
see
you
r fr
ien
ds.
An
d af
ter
you’
d m
isse
d sc
hoo
l lon
g en
ough
,
All
you
r fr
ien
ds w
ould
for
get
you
An
d yo
u w
ould
be
so s
ad a
nd
wet
You’
d pr
obab
ly ju
st s
tay
in b
ed
Wea
rin
g yo
ur
sad,
wet
clo
thes
Wit
h y
our
sad,
wet
hea
d
On
you
r sa
d,w
et p
illow
Un
til y
ou ju
st s
hri
vele
d u
p an
d w
aste
d aw
ay.
An
d n
obod
y w
ould
car
e.
Exc
ept
you
r pa
ren
ts
An
d th
ey’d
be
all s
ad a
nd
wet
An
d sh
rive
ling
and
was
tin
g aw
ay,t
oo,
Bec
ause
you
did
n’t
turn
th
e fa
uce
t of
f.
5 10 15 20 25
Jeff
Mo
ss
This
po
em is
a s
erie
s o
fco
mic
al c
ause
s an
d e
ffec
ts.
The
firs
t ev
ent,
th
e o
rig
inal
cau
se, i
s ci
ted
in li
ne
1. T
he
fin
al e
ven
t o
ccu
rs in
lin
e 20
.U
nd
erlin
e al
l th
e ev
ents
th
ath
app
en in
bet
wee
n. Y
ou
sho
uld
be
able
to
fin
d t
enev
ents
.
• •
•
•
• •
No
tes
• •
•
•
• •
“Tu
rnin
g O
ff t
he
Fau
cet”
fro
m T
he
Bu
tter
fly
Jar:
Po
ems
by
Jeff
Mo
ss. C
op
yrig
ht
© 1
989
by
Jeff
Mo
ss.
Rep
rin
ted
by
per
mis
sio
n o
f B
anta
m B
oo
ks, a
div
isio
n o
f R
and
om
Ho
use
, In
c. E
lect
ron
ic f
orm
at b
y p
erm
issi
on
of
Inte
rnat
ion
al C
reat
ive
Man
agem
ent,
Inc.
288
Rh
yme
and
Rea
son
Chap
ter
7
Pru
ne
pits
,pea
ch p
its,
oran
ge p
eel,
Glo
ppy
glu
mps
of
cold
oat
mea
l,
Piz
za c
rust
s an
d w
ith
ered
gre
ens,
Sogg
y be
ans
and
tan
geri
nes
,
Cru
sts
ofbl
ack
burn
ed b
utt
er t
oast
,
Gri
stly
bit
s of
beef
y ro
asts
...
Th
e ga
rbag
e ro
lled
on d
own
th
e h
all,
It r
aise
d th
e ro
of,i
t br
oke
the
wal
l ...
Gre
asy
nap
kin
s,co
okie
cru
mbs
,
Glo
bs o
fgo
oey
bubb
le g
um
,
Cel
loph
ane
from
gre
en b
alon
ey,
Ru
bber
y bl
ubb
ery
mac
aron
i,
Pean
ut
butt
er,c
aked
an
d dr
y,
Cu
rdle
d m
ilk a
nd
cru
sts
ofpi
e,
Mol
dy m
elon
s,dr
ied-
up
mu
star
d,
Egg
shel
ls m
ixed
wit
h le
mon
cu
star
d,
Col
d fr
ench
fri
es a
nd
ran
cid
mea
t,
Yello
w lu
mps
of
Cre
am o
fW
hea
t.
At
last
th
e ga
rbag
e re
ach
ed s
o h
igh
Th
at f
inal
ly it
tou
ched
th
e sk
y.
An
d al
l th
e n
eigh
bors
mov
ed a
way
,
An
d n
one
ofh
er f
rien
ds w
ould
com
e to
pla
y.
An
d fi
nal
ly S
arah
Cyn
thia
Sto
ut
said
,
“OK
,I’ll
tak
e th
e ga
rbag
e ou
t!”
Bu
t th
en,o
fco
urs
e,it
was
too
late
...
Th
e ga
rbag
e re
ach
ed a
cros
s th
e st
ate,
From
New
Yor
k to
th
e G
olde
n G
ate.
An
d th
ere,
in t
he
garb
age
she
did
hat
e,
Poor
Sar
ah m
et a
n a
wfu
l fat
e,
Th
at I
can
not
rig
ht
now
rel
ate
Bec
ause
th
e h
our
is m
uch
too
late
.
Bu
t ch
ildre
n,r
emem
ber
Sara
h S
tou
t
An
d al
way
s ta
ke t
he
garb
age
out!
15 20 25 30 35 40 45
Wh
at d
o y
ou
th
ink
hap
pen
edto
Sar
ah C
ynth
ia S
ylvi
a St
ou
t(l
ine
43)?
An
swer
s w
ill v
ary.
Un
der
line
the
adje
ctiv
es in
lines
16–
33 t
hat
des
crib
e th
eg
arb
age.
Wh
at e
ffec
t d
oth
ese
wo
rds
hav
e o
n y
ou
?
Mo
st s
tud
ents
will
say
the
adje
ctiv
es
mak
e th
e g
arb
age
dis
gu
stin
g.
Chapter 7Pupil Pages 262–291
HRW TE_6_S2 CH7_2nd Printing_F 12/28/01 1:32 PM Page 264
Pupil Pages with Answers 265
Gra
ph
ic O
rgan
izer
291
Sara
h Cy
nthi
a Sy
lvia
Sto
ut W
ould
Not
Ta
ke t
he G
arba
ge O
ut;
Turn
ing
Off
the
Fau
cet
Inte
ract
ive
Rea
din
g,p
age
287
Inte
ract
wit
h L
iter
ary
Text
s
Ton
e C
ard
sU
se t
he
follo
win
g ca
rds
to a
nal
yze
the
poem
s yo
uh
ave
just
rea
d.W
hen
you
fin
ish
,wri
te a
bri
efde
scri
ptio
n o
fth
e to
ne
ofea
ch p
oem
.
gre
at s
ou
nd
eff
ects
: glo
pp
y g
lum
ps,
gri
stly
bit
s, g
lob
s o
f
go
oey
bu
bb
le g
um
rhym
es e
very
tw
o li
nes
exc
ept
lines
37–
38;
som
e fu
nn
y rh
ymes
: pee
l/o
atm
eal,
ceili
ng
s/p
eelin
gs,
bal
on
ey/m
acar
on
i;
lots
of
allit
erat
ion
bo
un
cy a
nd
live
ly; f
ou
r st
ress
ed s
ylla
ble
s p
er li
ne
fun
ny,
sill
y, n
on
sen
sica
l
Titl
e:
Wo
rd C
ho
ice:
Rh
yth
m:
Des
crip
tio
n o
f To
ne:
“Sar
ah C
ynth
ia S
ylvi
a St
ou
t W
ou
ld N
ot
Take
th
e G
arb
age
Ou
t”
Rh
yme
and
Oth
er S
ou
nd
Eff
ects
:
no
rmal
; exp
ecte
d w
ord
s fo
r th
e si
tuat
ion
des
crib
ed
no
ne
con
vers
atio
nal
; so
me
sen
ten
ces
rep
eate
d f
or
rhyt
hm
seri
ou
s b
ut
silly
Titl
e:
Wo
rd C
ho
ice:
Rh
yth
m:
Des
crip
tio
n o
f To
ne:
“Tu
rnin
g O
ff t
he
Fau
cet”
Rh
yme
and
Oth
er S
ou
nd
Eff
ects
:
290
Rh
yme
and
Rea
son
Chap
ter
7
Tone
and
Mea
ning
Fill
in t
he
Ton
e C
ard
s o
n t
he
follo
win
g p
age
to
anal
yze
the
ton
e o
f ea
ch p
oem
. Sh
are
you
r co
mp
lete
d c
ard
s w
ith
a
par
tner
, no
tin
g s
imila
riti
es a
nd
dif
fere
nce
s in
yo
ur
cho
ices
.
Tone
Prep
are
on
e o
f th
ese
po
ems
for
read
ing
alo
ud
. Th
e Si
lver
stei
n
po
em is
lon
ger
an
d m
ore
dif
ficu
lt. Y
ou
mig
ht
wan
t to
pre
sen
t th
at
po
em in
a g
rou
p r
ead
ing
. If
you
sel
ect
a g
rou
p r
ead
ing
, yo
u w
ill
hav
e to
det
erm
ine
wh
ich
lin
es w
ill b
e sp
oke
n b
y w
hic
h r
ead
er. I
n
you
r re
adin
g, f
ocu
s o
n p
ron
un
ciat
ion
an
d f
luen
cy, b
ut
you
will
also
hav
e to
th
ink
abo
ut
ton
e. W
hat
to
ne
do
yo
u w
ant
to c
on
vey
in y
ou
r p
oem
?
Pers
onal
Wor
d Li
stR
eco
rd t
he
wo
rds
you
lear
ned
fro
m t
he
po
ems
in
you
r Pe
rso
nal
Wo
rd L
ist.
Pers
onal
Rea
ding
Log
Rec
ord
th
ese
po
ems
in y
ou
r Pe
rso
nal
Rea
din
g
Log
. Wri
te a
few
sen
ten
ces
telli
ng
ho
w t
he
po
ems
mig
ht
be
the
sub
ject
of
a p
ost
er y
ou
fin
d in
a h
allw
ay o
r cl
assr
oo
m o
f yo
ur
sch
oo
l.
Giv
e yo
urs
elf
1 p
oin
t o
n t
he
Rea
din
g M
eter
.
Chec
klis
t fo
r St
anda
rds
Mast
ery
Each
tim
e yo
u r
ead
, yo
u le
arn
mo
re. C
hec
k yo
ur
pro
gre
ss in
mas
teri
ng
th
e st
and
ard
s u
sin
g t
he
Ch
eckl
ist
for
Stan
dar
ds
Mas
tery
.
Chapter 7Pupil Pages 262–291
Access TE_6-Ch7Anno_Final 10/17/01 4:36 PM Page 265