“To Young Readers” Gwendolyn Brooks page 33 Make an inference on poem’s topic:

1. “To Young Readers”Gwendolyn Brookspage 33Make an inference on poem’s topic: “Arithmetic”Carl Sandburgpage 34 • Make an inference on poem’s topic: POETRY

2. Setting a Purpose:Identify which school subject you prefer – reading or math. Explain.About the Authors:Think about whether the speaker of each poem will say that he/she likes the school subject described in the poem. POETRY

3. Poetry • based on a wide selection of topics • form of communication • convey observations, thoughts, feelings, and sometimes facts and opinions • Poets choose words that have certain sounds in order to create certain feelings in readers • Poets use punctuation that causes the reader to pause, or to read on, which helps create the sound of the poem

4. Poetry • Alliteration – the repetition of sounds at the beginnings of words. Examples from “To Young Readers”:linkages to Light; ripe redeemers; healing hallelujah Long e vowel sound: redeemers; keys; healing; reader; Feast • Metaphors– a figure of speech that compares or equates seemingly unlike things; uses the verb form of being Examples from “To Young Readers”:bandages help us heal; voyages take us places; linkages to Light enlighten us; keys open doors; hammers build things; nutrition helps us thrive

5. “Arithmetic” Figurative language • Simile: Arithmetic is where numbers fly like pigeons in and out of your head. • Metaphor: Arithmetic is numbers you squeeze from your head to your hand Three R’s • Repetition: Arithmetic • Rhyme: seven eleven all good children go to heaven Tone • playful tone that shows that the speaker thinks playfully about arithmetic and about mathematical situations he notices or imagines.

6. “Arithmetic” Author’s Purpose • Uses nonsense and humor • Uses run-on sentences • Why? Because the speaker of the poem finds arithmetic wonderful but confusing. The tone and sentence length sound silly and childlike. Sandburg wants to show a child’s way of thinking about arithmetic.

7. “The Naming of Cats”T.S. Eliotpage 181Make an inference on poem’s topic: POETRY

8. Setting a Purpose:Find out what names are given to cats in the poem.Objectives:To recognize repetition and rhythm in poetry.To recognize tone. POETRY

9. “The Naming of Cats”Workbook p.26 Answers • Naming a cat is hard because each cat must have three names. • The first name of a cat is a sensible name/family name. • Some everyday names are a little fancier but still sensible/sweeter/gentlemen & dames/Plato • Needs a name that is particular/special/dignified/pride • Unique/don’t belong to more than one cat • Secret name that only the cat knows • He’s thinking about his secret name

10. “Ankylosaurus”Jack Prelutskypage185Study the picture and write down what your knowledge is about dinosaurs: “The Shark”John Ciardipage186 • Study the picture and write down what your knowledge is about sharks: POETRY

11. Setting a Purpose:Read the poems to find out if the poets’ impressions of dinosaurs and sharks are the same as your own.Objectives:1. to analyze two humorous poems about dangerous animals2. to recognize differing rhyme schemes in poetry POETRY

12. “Ankylosaurus” • Have one table partner read the poem • Jot down the descriptive words in the poem that help create a particular impression of this dinosaur. built like a tank, fortress, sturdy as steel, armored, minuscule mind, waddled, stubby legs, mouthful of pegs, tail of gristle and bone (club-like) • What is the rhyming pattern? AABB

13. “The Shark” • Have one table partner read the poem • Repeated mention of the shark’s dark thoughts helps the reader get a picture that the shark is a _____________, _____________, and _____________ creature. • What is the rhyming pattern? AABB