In your notebook, draw a two-column, eight-row chart with the following row headings in the first column: Docile Words, Smooth Words, Tender Words, Shy Words, Bright Words, Warm Lazy Words, Opalescent Words, Honied Words. In the second column, list words that fit the heading descriptions. Discuss some of the words you listed that you like and explain why. The poem you are about to read discusses words and gives examples of words the speaker loves.
1. Follow along in the text as your teacher reads the first stanza of the poem aloud. Then, work together as a class to fill in the examples the poet gives of docile, smooth, tender, and shy words. Discuss how these descriptions relate to examples the poet gives.
2. Read the second stanza of the poem aloud with a small group. With your group members, fill in the remainder of the chart with the poet’s words. Again, discuss how the descriptions relate to the examples.
If you have difficulty filling in your chart, read shorter sections at a time. You might read the poem one or two lines at a time. Or you can read through a thought. Then, stop and record the examples in your chart. Continue applying the Fix-Up Idea throughout the poem.
Choose one kind of word listed in your chart and identify the poet’s example of that kind of word. Then, write a paragraph analyzing how the poet’s example relates to the description. When finished, share your analysis with your group and discuss group members’ analyses.