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6. The words “shushes” and “hushes” are examples of onomatopoeia because they sound like what they are. Read the first two lines out loud several times. What effect do these sounds have on the way you feel as you read them?
Possible response: They make me feel like I should be quiet and calm.
7. Other examples of onomatopoeia include “crash” and “bang.” How might these words create a different tone than “shushes” and “hushes”?
Possible response: They sound louder and almost angry.
8. Work with your class to generate examples of onomatopoeia that would fit with your poem’s intended tone.
9. The phrase “whitely whirs” is an example of alliteration because the repeated consonant sound at the start of the words creates another sound effect. Say those words aloud several times. What effect do these sounds have on the way you feel as you read them?
Possible response: They sound like whispering, and they make me feel dizzy.
10. Rewrite at least one sentence from the class poem to add onomatopoeia or alliteration, and then share your proposed revision with the class.
Editing
11. After presenting your revisions to the class and hearing the suggested revisions of others, it is time to polish the final draft of the poem by editing for mistakes. In addition to checking that you have consistent and purposeful capitalization and punctuation, read the poem out loud to a partner to make sure the lines make sense.
ACTIVITY 3
Writing a Poem with Peers
WRITING PROMPT: Work with a partner or small group to write a poem. Be sure to include:
• Imagery: descriptive and figurative language (for example: sensory detail,
simile, personification)
• Sound techniques (for example: alliteration, onomatopoeia) • Poetic elements (for example: stanzas, line breaks)
Refer to the Scoring Guide for this writing task to help you understand where to focus your attention and efforts.
Prewriting/Drafting
1. With your partner or small group, revisit your class brainstorming and add ideas to your list. Choose a subject and tone that is different from your class-constructed poem.
2. Work with your partner or group to make a plan for your poem’s ideas, structure, and use of language by answering the following questions:
Writing Workshop 8 • Poetry 7
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