Investigating Sensory Details in Sarah Cynthia Sylvia Stout (Silverstein)
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Students close read Shel Silverstein's poem, "Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out." Students listen to the audio version and chunk the poem in collaborative activities.
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![ analyze how a poem’s form or
structure contributes to its
meaning,
analyze the impact of rhymes
and other repetitions of sounds
in poetry,
determine the meanings of
words and phrases as they are
used in a poem,
collaborate effectively in pair
discussions, problem-solving,
and perform a pair-created skit.
Today, you will…
Analyze how a drama's or poem's form or
structure (e.g., soliloquy, sonnet) contributes to its
meaning. [RL.7.5]
Determine the meaning of words and phrases as
they are used in a text, including figurative and
connotative meanings; analyze the impact of
rhymes and other repetitions of sounds
(e.g.,alliteration) on a specific verse or stanza of a
poem or section of a story or drama. [RL.7.4]
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text. [RL.7.1]
Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important to
comprehension or expression. [L.7.6]
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-
led) with diverse partners on Grade 7 topics, texts,
and issues, building on others' ideas and
expressing their own clearly. [SL.7.1]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This syllabus outlines the 8th grade English course taught by Mrs. Lloyd at Escambia County Middle School. Students will develop literacy skills through reading, writing, speaking, and listening using both literature and informational texts. Grammar will be taught through various writing assignments. Required materials include a planner, notebook, composition book, index cards, flash drive, and school supplies. Grades will be based 50% on tests and projects and 50% on other assignments. The syllabus details attendance policies, rules, consequences, and rewards. Parents must notify the teacher if they do not want their child's photo published.
English 7 syllabus
This syllabus outlines the 7th grade English course taught by Mrs. Lloyd. Students will develop literacy skills through reading, writing, speaking, and listening using literature and informational texts. Grammar will be taught through various writing assignments. Students are expected to have specific supplies and will be graded based on tests, projects, assignments, and quizzes. The syllabus provides rules, consequences, and rewards as well as contact information for the teacher.
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- 1. Investigating Sensory Details in “Sarah Cynthia Sylvia Stout” 11-20-13, FMS, 7th Grade
- 2. analyze how a poem’s form or structure contributes to its meaning, analyze the impact of rhymes and other repetitions of sounds in poetry, determine the meanings of words and phrases as they are used in a poem, collaborate effectively in pair discussions, problem-solving, and perform a pair-created skit. Today, you will… Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. [RL.7.5] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,alliteration) on a specific verse or stanza of a poem or section of a story or drama. [RL.7.4] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1] Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.7.6] Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1]
- 3. Think-Pair-Share Complete the “chunking” worksheet to turn in for a grade. In pairs, perform a skit to act our your chunk! “Chunk” the Poem: Watch a Teacher Tube video: “Sarah Cynthia Sylvia Stout” As you watch and actively listen, pay close attention to sensorydetails. What do you see, hear, smell, taste? What might you reach out an touch if you were in Sarah’s house? As a class: “Sarah Cynthia Sylvia Stout…”
- 4. Watch, listen, and annotate SENSORY details in the YouTube video: “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out!” http://www.teachertube.com/vie wVideo.php?video_id=245419
- 5. A finished chunk will look like this: 11-20-13Amanda Lloyd Rhyme: Stout/out, pans/hams, ceilings/peelings , peas/cheese Repetition: would not take the garbage out, would not take the garbage out Alliteration: Sarah Cynthia Sylvia Stout hyperbole,
- 6. Repetition – a technique in which a sound, word, phrase, or line is repeated for emphasis or unity; repetition creates rhythm and reinforces meaning Rhyme – the repetition of sounds at the end of words Alliteration - the repetition of consonant sounds at the beginning of words Hyperbole – extreme exaggeration; e.g., “I’m so hungry. I could eat a horse!” SOUND Devices
- 7. Does the poem teach a lesson or moral? Brainstorm other topics of social importance. Life Responsibility
- 8. Investigate Shel Silverstein’s Book Channel on YouTube: https://www.youtube.com/user/ShelSilversteinBooks Enrichment and Early Finishers